1. EDUCATIONAL
TECHNOLOGIES INTO
TEACHER TRAINING
AND PROFESSIONAL
DEVELOPMENT

2. WHY INCORPORATE
TECHNOLOGY INTO
EDUCATION?

3. SO MANY
BENEFITS
• DISTANCE LEARNING CAN OCCUR
• COMMUNICATION IS FASTER AND EASIER
• INFORMATION IS EASILY REACHED AND READILY
AVAILABLE
• DIFFERENT OPINIONS ARE EXPRESSED OPENLY
ON SOCIAL SITES
• PARTICIPANTS CAN SET THEIR OWN PACE
… JUST TO NAME A FEW

4. THE PERVASIVENESS OF TECHNOLOGY
• Technology and its uses are increasing highly among societies
across the world.
• The old boring classroom with only charts as presentations is
fading away…
• The importance of teachers to
be trained in knowing how to facilitate
technology in classrooms has prevailed.
• Schools aim to make education a process that can be carried
beyond the boundaries of the school itself.

5. Systems that help learners take control of their work and
manage their own learning. PLE is not simply a technology but an
approach or process that is individualized by design, and thus
different from person to person.
• Participants in PLEs choose their nature of knowledge intake.
• Managing time and place of learning is based on the
individual.
• The underlying technologies needed to construct a personal
learning environment are relatively straightforward and
readily available now.

6. PLE’s CONTINUATION…
• Profound innovations in technology tend to be reflected
in older paradigms, meaning new systems of technology
are being merged into the “old classroom system”.
• Learning management
systems by nature are
more about the short-span of
learning than the actual
learning itself; it is the gathering of course calendars,
assignments, and all other relevant content in a single
place where both students and teachers can access
everything.

7. ICT
• ICT: Which stands for Information and Communication
Technologies, consider all the uses of digital technology
that already exist to help individuals, businesses and
organisations use information.
• The Programme for International Student Assessment
defines ICT literacy as "the interest, attitude and ability of
individuals to appropriately use digital technology and
communication tools to access, manage, integrate and
evaluate information, construct new knowledge and
communicate with each other in order to participate
effectively in society" (Partnership for 21st Century Skills,
2003)

8. BARRIERS TO IMPLEMENTATION OF
ICTs
• Costs to keep up and current as South Africa is a developing country
even though it recieves assistance from various organisations.
• Current budget woes are a challenge as there are other challenges
in education.
• Skepticism regarding benefits of technology for learning and
achievement.
• Security concerns, especially since South Africa is not on par with
the rest of the world.
• Teacher skills to integrate technology into the learning
environment.
• Teacher vs Student skills, teacher education is still in the process
and not yet well developed.
• Existing paradigms: online material vs. printed textbooks. Textbooks
still form a very large part of learning.

9. KNOWLEDGE SOCIETY
AGENDA
MEANING: A Knowledge Society is one that
creates, shares, and uses knowledge for the
prosperity and well-being of its people. It is a
formal association of people with similar
interests, who try to make effective use of their
combined knowledge about their areas of
interest and in the process, contribute to this
knowledge
(http://www.tanedu.org/index.php?option=com
_content&task=view&id=76&Itemid=37).

10. • In the education it is important to
acknowledge the prevalence of technology in
society and the importance of assimilating it
into society.
• It is also important to highlight its benefits and
educate teachers on its uses in order for them
to pass it onto learners.
• Technology must serve to the achievement of
Knowledge Society through knowledge-based
information systems.
• Knowledge Society is still a desired aim more
than a reality

11. Some elements of Knowledge Society:
• Communication
• Collective Intelligence
• Living in a Global World
• Countries Competing for knowledge workers
• Individuals Possessing Technological Skills for
Global Interaction
• Passing of these Skills by Individuals to the rest of
Society
• Globalising Education

12. TEACHER COMPETENCES
• Teaching in the knowledge society
• Teaching in the networked society
• Developing a collective intelligence
• Integrating technology in education
• Exploring pedagogical possibilities
• Exploring management of time and space
• Exploring knowledge
• Exploring networked form of knowledge
• Exploring expectations of Society
(http://www.smhc-cpre.org/wp-
content/uploads/2009/04/smhc-hr-alignment-handout-
teacher-competency-model.pdf)

13. ISTE NETS-T
ISTE’s NETS for teachers are standards for evaluating
the skills and knowledge educators need to teach,
work, and learn in an increasingly connected global and
digital society (http://www.iste.org/standards/nets-for-
teachers).
THEY HAVE THE FOLLOWING CHARACTERICTICS:
• DIGITAL AGE WORK
• DIGITAL AGE LEARNING
• STUDENT LEARNING
• PROFESSINAL GROWTH
• DIGITAL CITIZENSHIP

14. TEACHERS IN ISTE-NETS-T SHOULD…
• FACILITATE AND INSPIRE STUDENT LEARNING
AND CREATIVITY.
• DESIGN AND DEVELOP DIGITAL AGE LEARNING
EXPERIENCES AND ASSESSMENTS.
• MODEL DIGITAL AGE WORK AND LEARNING.
• PROMOTE AND MODEL DIGITAL CITIZENSHIP
AND RESPONSIBILITY.
• ENGAGE IN PROFESSIONAL GROWTH AND
LEADERSHIP

15. “EDUCATION FOR ALL” GOALS
• All individuals have the rights to education,
and this goes without saying.
• The quality of education delivered in any
nation also has to be desirable.
• However, not all individuals use this
opportunity of enriching their minds with all
the knowledge that is out there and other
opportunities.

16. The Department for International
Development (DIFD)
• This organisation is heavily involved in
improving the quality and availability of
education in developing countries.
• The DFID has a vision to remain committed to
the education Millennium Development Goals
MDGs.

17. The DFID’s goals by 2015…
• Access to a basic education cycle of primary and
lower secondary, particularly in fragile and
conflict affected states.
• the quality of teaching and learning, particularly
for basic literacy and numeracy and the skills to
link young people to opportunities.
• Jobs and growth are highlighted as their focal
strategies.
• Education that should be delivered should be of
high quality, and accessible to all.

18. The DFID’s priorities…
• To make education accessible to all: Distance
and cost should not prevent children from
attending regularly year on year.
• To improve quality of education delivered to
learners: to improve the quality of education
and they aim to do so by improving cognitive
skills of teachers.
• To improve the skills and knowledge thus
increasing job opportunities.

19. Education International
This organisation is also involved in meeting
aims of EFA, as these aims are of a shared
interest.
It has highlighted the aims as follows:
1. Expand early childhood care and education
2. Provide free and compulsory primary education to all
3. Promote learning and life skills for young people and adults
4. Increase adult literacy by 50 percent
5. Achieve gender parity by 2005, gender equality by 2015
6. Improve the quality of education

20. PRESENT & FUTURE
NATIONAL STRATEGIC
OBJECTIVES
• The Department of education has a central objective of
developing the skills, knowledge, values and attitudes of
teachers in South Africa. This includes developing
professionalism and aiming at improving the quality of
teaching which has ICT elements incorporated in it.
• Without the necessary skills and attitudes towards
teaching, educators will fail to pass on the correct kind of
knowledge together with experience to learners, thus
leading South Africa in the opposite direction the DoE
and other organisations wish to see it go.

21. SOME ASPECTS OF THE DoE WITH
REGARDS TO ICTs
• The White Paper on e-Education views ICT
development as a process that takes teachers and
learners through learning about ICT.
• Learning with ICT and learning through the use of
ICT, which means integrating ICTs into the
learning process.
• Teacher development that maintains a balance
between developing effective teaching and…
• Learning strategies and increasing the knowledge
and skills of teachers in the use of ICT.

22. The DoE sets approaches to be adopted in
ICT skills development for student and
practising teachers
• All higher education institutions should offer compulsory ICT in
teaching and learning in teacher development courses.
• Students currently in higher education institutions should be fast-
tracked to bring them to at least the adoption level by the end of
their studies.
• All students leaving higher education for the teaching profession
should have reached at least the adaptation level.
• All practising teachers who have access to ICT should, as a
minimum, be trained to the adaptation level.
• Subject advisors are to be trained up to appropriation level
through a focused intervention from the national Department of
Education.

23. National Planning Commission (NPC):
National Development Plan
The NPC’s plan for education involves training and
innovation, this involves the use of technology in
schools to better the quality of education.
Education empowers people to define their identity
and play an effective role in the politics and
governance of their communities. South Africa
needs knowledge that equips people for a society in
constant social change and universities can offer
this if resources are innovated utilised to their
optimum abilities.

24. VISION FOR EDUCATION, TRAINING &
INNOVATION THEMES…
The development plan for education has 5 cross-cutting
interdependent and implementable themes:
1. To lay a solid foundation for a long and healthy life & higher
educational & scientific achievement.
2. To build a properly qualified, professional, competent &
committed teaching, academic, research & public service core.
3. To build a strong and coherent set of instructions for delivering
quality education, science and technology innovation, training and
skills development.
4. To expand the production of highly skilled professionals &
enhance the innovative capacity of the nation.
5. To create an educational and science system that serves the needs
of society.

25. KEY FEATURES OF THE EDUCATION
TRAINING AND INNOVATION PLAN
• Early childhood development
• Schooling
• Further education & training skills
• Higher education
SURVEYS HAVE SHOWN PROGRESS SINCE 1994, INCLUDING…
• Improved gender and race disparities
• More early childhood development institutions
• Universal access in schooling
• Number of schools without water have decreased
• Infrastructure of colleges received increased improvement

26. Although improvements have been
shown, some challenges remain…
• Early childhood development: many South
African children grow without proper nutrition
• Schooling: the legacy of low-quality education
in historically disadvantaged parts of the
school system persists.
• FET & skills development: many parts of this
sector are severely underperforming.
• Higher education: many South Africans fail to
pursue education after matriculation.

27. AIMS OF NATIONAL & INTERNATIONAL
INITIATIVES REGARDING TEACHER
PROFESSIONAL DEVELOPMENT WITH
REGARDS TO COMPETENCY STANDARDS
REGARDING ICTS
• The department of education is involved
together with various other organisations
which will be discussed below to reach the aims
that have been set out for educators to be
skilled in ICTs and have excellent standards as
well as professional development.

28. Department of Education
The Department of Education approaches
teacher development in ICT holistically, they aim
at the whole picture and not just one element of
teacher development, it acknowledges that ICT
standards cannot be reached in isolation, a lot of
other issues should be highlighted and
addressed. Therefore, the DoE holistic approach
has three dimentions… Holistic: looks at the whole
picture, taking everything
into concideration.

29. The DoE’s holistic
approach dimensions
1. pedagogical dimension: Implies an understanding and
application of the opportunities of the use of ICT for
teaching and learning in a local curriculum context.
2. Technical dimension: Implies an ability to select, use and
support a range of ICT resources as appropriate to
enhance personal and professional effectiveness and the
willingness to update skills and knowledge in the light of
new developments.
3. Collaboration and networking dimension: Includes a
critical understanding of the added value of learning
networks and collaboration within and between partners
and the ability to create and participate in communities of
practice

30. THE TEACHER DEVELOPMENT
FRAMEWORK
Innovation
Appropriation
Adaptation
Adoption
Entry

31. Department For International
Development (DFID)
Innovation in Education aims to identify successful
ways of improving the quality of education within
six thematic areas
• Accountability and empowerment
• Inclusive education
• Climate change and environment
• Effective teaching and learning
• Skills development
• Use of appropriate technologies in education

32. Framework for 21st Century Learning
(P21)
The Framework presents a holistic view
of 21st century teaching and learning
that combines a discrete focus on 21st
century student outcomes with
innovative support systems to help
students master the multi-dimensional
abilities required of them in the 21st
century.

33. THE KEY ELEMENTS OF 21ST CENTURY
LEARNING…
• These include both student outcomes and
support systems

34. ICT-enhanced teacher standards
for Africa (ICTeTSA)
The most important reason as to why
the ICT-enhanced teacher standards for
Africa (ICTeTSA) was developed is
because of the primary aim of UNESCO,
which is to ensure that all countries,
both developed and developing, have
access to the best educational facilities
necessary to prepare young people to
play full roles in modern society and to
contribute to the economy and lead a
nation in a positive direction.

35. The Six Standards of ICTeTSA
1. Engage in instructional
design processes
2. Facilitate and
inspire student
learning, innovation
and creativity
3. Create and manage
effective learning
environments
4. Engage in assessment
& communication of
student learning
5. Engage in
professional
development and
model ethical
responsibilities
6. Understand subject
matter for use in
teaching

36. UNESCO’S MODEL OF ICT
DEVELOPMENT IN EDUCATION

37. UNESCO’S MODEL OF ICT
DEVELOPMENT IN EDUCATION
It is useful to have a model for ICT development for developing
competency standards for teacher development. Such a model
can be:
• A representation of the essential characteristics of ICT
development to provide a scaffold or a framework
• Useful to show the inter-relationship of various components
within a system and thus, help to locate its position in the
whole framework
THE MODEL OF DEVELOPMENT FRAMEWORK HAS 4 CENTRAL
THEMES:
1. Theme 1: Context and Culture (CC)
2. Theme 2: Leadership and Vision (LV)
3. Theme 3: Lifelong Learning (LL)
4. Theme 4: Planning and Management of Change (PMC)

38. TECHNOLOGY, THE LAST
WORD…
• ALTHOUGH EDUCATION IS AN ACTIVE COGNITIVE
PROCESS ON THE PART OF THE LEARNER, IT IS
ALSO A SOCIAL PROCESS AND DEVELOPS
THROUGH CONVERSATION. (Ebner, 2007)
• WITH TECHNOLOGY WE CAN REACH FAR AND
PENETRATE DEEPER INTO CHILDREN’S MINDS AS
SOME OF THEM ARE ALREADY FAMILIAR WITH AT
LEAST A FEW FORMS OF TECHNOLOGY.

39. REFERENCES
• Ebner, M. (2007). E-Learning 2.0 = e-Learning 1.0 + Web 2.0?
http://www.slideshare.net/mebner/elearning-20-elearning-10-web-20
• Alexander, D. (2010). “Learning For All: DFID’s Education Strategy 2010–2015.”
The Department for International Development: London.
• Education International. (2008). “Education for All by 2015: Education
International Response to the Global Monitoring Report 2008”
• Hindle, D. (2007). “Guidelines for Teacher Training and Professional
Development in ICT”
• NMC Horizon Report: 2012 K-12 Edition.
• Engida, T. (2012). ICT-enhanced Teacher Standards for Africa (ICTeTSA).
• http://www.tanedu.org/index.php?option=com_content&task=view&id=76&Ite
mid=37
• Manual, T (MP). (2011). National Planning Commission: National Development
Plan for 2030 (Chapter 9).
• “Digital Age Teaching” (2012). http://www.iste.org/standards/nets-for-teachers
• NETS-T (2008). “International Society for Technology in Education”

40. THANK YOU!!