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PROFESSIONALSTUDIES3ASTUDENT NO:201103116INITIALS:MZSURNAME: NDABA
KNOWLEDGESOCIETY AGENDA
INFORMATION SOCIETYFacts, comments, opinions,expressed through words, images,sounds...It can be stored, circulated...
KNOWLEDGE SOCIETYThe output of the reconstructionof information by a person, according tohis/her history and context.I...
AGENDA• Knowledge Society• - Network Society• - Collective Intelligence• - The school in the Knowledge Society• - Being a ...
1.KNOWLEDGE SOCIETYKnowledge has always been a factorof productionAnd a driver of economic and socialdevelopment
CONTINUES…..The capacity to manipulate, store andto transmit large quantities ofinformation cheaply has increased ata stag...
INTEGRATING ICT INORDER TO BUILD THEKNOWLEDGESOCIETY:
- NETWORK SOCIETY The term Network Society describes several different phenomenarelated to the social, political, economi...
COLLECTIVE INTELLIGENCEPretty much everything Im doing now falls under the broadumbrella that Id call collective intellige...
THE SCHOOL IN THE KNOWLEDGESOCIETY Teachers must take their place again among society’s mostrespected intellectuals – mov...
- B E I N G A T E AC H E R I N T H E K N OW L E D G ES O C I E T Y Teachers must take their place again among society’s m...
THE PERVASIVENESS OFTECHNOLOGY The word technology refers to the making, modification, usage, andknowledge of tools, mach...
THE PERVASIVENESS OFTECHNOLOGYtoolsmachines techniquescraftssolve a problem
MODERN COMMUNICATIONOF TECHNOLOGY We live in the world in which instantaneous communication is acommon place. Tv camera ...
FUTURE NATIONALSTRATEGIC OBJECTIVES Instructional design (ID) is recognised as the systematicdevelopment of instructional...
FIVE STRATEGIC GOALST H AT H AV E B E E N FAC T O R E D I N T O T H EP RO G R A M 1.Improve the quality of teaching and l...
1 . I M P ROV E T H E QUA L I T Y O F T E AC H I N GA N D L E A R N I N G Improving the quality of teaching and learning ...
2 . U N D E R TA K E R E G U L A R A S S E S S M E N T T OT R AC K P RO G R E S S Establish a world class system of stand...
―EDUCATION FOR ALL‖GOAL
―EDUCATION FOR ALL‖GOAL Are we going make it or not by the year 2015? Because the sixmajor goals were supposed to have be...
1.EXPAND EARLY CHILDHOODCARE AND EDUCATION The first goal that remains neglected is the goal of early childhoodcare and e...
2 . P ROV I D E F R E E A N D C O M P U L S O RYP R I M A RYE D U C AT I O N T O A L L . Basic education is recognized as...
3 . P R O M O T E L E A R N I N G A N D L I F E S K I L L S F O RY O U N GP E O P L E A N D A D U L T S .Access to learni...
4. INCREASE ADULT LITERACY BY50 PERCEPT.The most illiterate people are the women, theissue of illiteracy needs to be cover...
5 . A C H I E V E G E N D E R PA R I T Y B Y 2 0 0 5 , G E N D E RE Q UA L I T Y B Y 2 0 1 5 A lot of countries will not ...
6.IMPROVE THE QUALITYOF EDUCATION By 2008 the employment of teachers who were not qualifieddegraded our quality of educat...
BROAD AIMS ICTSTSA- Is organized around the six interrelated domain or boardstandards for teachers, namely they are;•Enga...
1. E NGAGE IN INSTRUCTIONAL DE SIGNPROCE SSE S Instructional design (ID) is recognised as the systematic developmentof in...
2. FACIL ITATE AND INSPIRESTUDE NT L E ARNING, INNOVATION ANDCRE ATIVITY According to a policy brief by the European Comm...
CONTINUE This is true of educational institutions in Africa as well. Educatorsare requirement to cultivate the capabiliti...
3. CREATE AND MANAGEEFFECTIVE LEARNINGENVIRONMENTS Educators are expected to create learning atmosphere for students that...
4. E NGAGE IN ASSE SSME NT ANDCOMMUNICATION OF STUDE NTL E ARNING Assessment, evaluation and communication of learner’sac...
5 . E N G AG E I N P RO F E S S I O N A LD E V E L O P M E N T A N D M O D E L E T H I C A LR E S P O N S I B I L I T I E ...
6. UNDE RSTAND SUBJ E CT MATTE R FORUSE IN TE ACHING The educators obligation first understand the material to be taught,...
THE COMPETENCES
THE COMPETENCES The term competence has been in the literature for quite sometime. But it appears to be somewhat dissimil...
THE SIX ASPE CTSOF A TE ACHE R’ S WORK UNDERSTANDING ICT IN EDUCATION CURRICULUM AND ASSESSMENT PEDAGOGY ICT ORGANISA...
UNDERSTANDING ICT INEDUCATION
CURRICULUM ANDASSESSMENTThe teacher realizes that using word processingon the interactive whiteboard would offera new appr...
PEDAGOGY Using the word processing application, the teacher displays on theinteractive whiteboard some examples of poor w...
ICT Initially, the teacher uses a word processing application on theinteractive whiteboard while conducting a discussion ...
O RG A N I Z AT I O NA N DA D M I N I S T R AT I O NUsing the school’s computer network, the teacherrecords her students’ ...
TE ACHE RPROFE SSIONALL E ARNING The teacher searches various websites for mother-tongue teachersto find teaching resourc...
REFERENCES International society for technology in education. (2008). advancing digital age learning , 1-2. Karklins, J....
REFERENCES Department of Education, 2007. Guidelines for Teacher Training and Professional Development in ICT. [Online] A...
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  1. 1. PROFESSIONALSTUDIES3ASTUDENT NO:201103116INITIALS:MZSURNAME: NDABA
  2. 2. KNOWLEDGESOCIETY AGENDA
  3. 3. INFORMATION SOCIETYFacts, comments, opinions,expressed through words, images,sounds...It can be stored, circulated...
  4. 4. KNOWLEDGE SOCIETYThe output of the reconstructionof information by a person, according tohis/her history and context.It depends on the person
  5. 5. AGENDA• Knowledge Society• - Network Society• - Collective Intelligence• - The school in the Knowledge Society• - Being a Teacher in the KnowledgeSociety
  6. 6. 1.KNOWLEDGE SOCIETYKnowledge has always been a factorof productionAnd a driver of economic and socialdevelopment
  7. 7. CONTINUES…..The capacity to manipulate, store andto transmit large quantities ofinformation cheaply has increased ata staggering rate recent years
  8. 8. INTEGRATING ICT INORDER TO BUILD THEKNOWLEDGESOCIETY:
  9. 9. - NETWORK SOCIETY The term Network Society describes several different phenomenarelated to the social, political, economic and cultural changes causedby the spread of networked, digital information and communicationstechnologies
  10. 10. COLLECTIVE INTELLIGENCEPretty much everything Im doing now falls under the broadumbrella that Id call collective intelligence. What does collectiveintelligence mean? Its important to realize that intelligence is notjust something that happens inside individual brains. It also ariseswith groups of individuals. In fact, Id define collective intelligenceas groups of individuals acting collectively in ways that seemintelligent. By that definition, of course, collective intelligence hasbeen around for a very long time. Families, companies, countries,and armies: those are all examples of groups of people workingtogether in ways that at least sometimes seem intelligent.
  11. 11. THE SCHOOL IN THE KNOWLEDGESOCIETY Teachers must take their place again among society’s mostrespected intellectuals – moving beyond the citadel of the classroomto being, and preparing their pupils to be, citizens of the world. They must do their best to ensure that their pupils promote andprosper from the private goods of the knowledge economy.
  12. 12. - B E I N G A T E AC H E R I N T H E K N OW L E D G ES O C I E T Y Teachers must take their place again among society’s most respectedintellectuals – moving beyond the citadel of the classroom to being, andpreparing their pupils to be, citizens of the world. They must do their best to ensure that their pupils promote andprosper from the private goods of the knowledge economy
  13. 13. THE PERVASIVENESS OFTECHNOLOGY The word technology refers to the making, modification, usage, andknowledge of tools, machines, techniques, crafts, systems, and methods oforganization in order to solve a problem, improve a pre-existing solution to a problem,achieve a goal, handle an applied input/output relation or perform a specificfunction. , It can also refer to the collection of such tools, including machinery,modifications, arrangements and procedures. Technologies significantly affecthuman as well as other animal species ability to control and adapt to theirnatural environments
  14. 14. THE PERVASIVENESS OFTECHNOLOGYtoolsmachines techniquescraftssolve a problem
  15. 15. MODERN COMMUNICATIONOF TECHNOLOGY We live in the world in which instantaneous communication is acommon place. Tv camera can cover and transmit live any significant even aroundthe globe. Modern communication technology has immensely increasedman’s ability to witness events as they happen.
  16. 16. FUTURE NATIONALSTRATEGIC OBJECTIVES Instructional design (ID) is recognised as the systematicdevelopment of instructional qualifications using learning andinstructional theory to ensure the quality of teaching. As suchthis standard of teaching involves educators’ contentknowledge, pedagogical knowledge, technological knowledgeand their combination knowledge areas. It also includesprogress of teaching materials and activities; and assessmentand evaluation of all instruction and apprentice activities.
  17. 17. FIVE STRATEGIC GOALST H AT H AV E B E E N FAC T O R E D I N T O T H EP RO G R A M 1.Improve the quality of teaching and learning 2.Undertake regular assessment to track progress 3.Improve early childhood development 4.Ensure a credible outcomes- focused planning and accountability system 5.Improvement in the capacity of the department of basic education
  18. 18. 1 . I M P ROV E T H E QUA L I T Y O F T E AC H I N GA N D L E A R N I N G Improving the quality of teaching and learning involves acombination of variables including:• Teacher capacity and practice• • Teachers being in class, on time andteaching
  19. 19. 2 . U N D E R TA K E R E G U L A R A S S E S S M E N T T OT R AC K P RO G R E S S Establish a world class system of standardised national assessments
  20. 20. ―EDUCATION FOR ALL‖GOAL
  21. 21. ―EDUCATION FOR ALL‖GOAL Are we going make it or not by the year 2015? Because the sixmajor goals were supposed to have been met by 2005 but not all ofthem were successful. These goals are as follow; six Education for All goals.
  22. 22. 1.EXPAND EARLY CHILDHOODCARE AND EDUCATION The first goal that remains neglected is the goal of early childhoodcare and education which needs to be improved because it allowschildren to develop emotionally, physically, mentally, socially. It alsoreduces disadvantages and prepares children for better formalschooling.Free education for all
  23. 23. 2 . P ROV I D E F R E E A N D C O M P U L S O RYP R I M A RYE D U C AT I O N T O A L L . Basic education is recognized as a framework in which EFA goalscan be reached, matching quality and equity. Children need to beeducated from an early age as 3 years old. In order for this earlychildhood learning to progress there must be enough funding,department of health and social welfare must be involved for theirwell being. Education for All includes pre-primary schooling which isstill poor in many countries or not enough.
  24. 24. 3 . P R O M O T E L E A R N I N G A N D L I F E S K I L L S F O RY O U N GP E O P L E A N D A D U L T S .Access to learning resources, first and foremost textbooks, is a key factor.Learning must take place in a safe and healthy environment. learning arealso disadvantaged when pupils attend school overcrowded buildings, in loud or in classrooms that are poorly supplied or poorly ventilated. Life skills must be promoted through prelearning.
  25. 25. 4. INCREASE ADULT LITERACY BY50 PERCEPT.The most illiterate people are the women, theissue of illiteracy needs to be covered because alot of adults cannot read or write.
  26. 26. 5 . A C H I E V E G E N D E R PA R I T Y B Y 2 0 0 5 , G E N D E RE Q UA L I T Y B Y 2 0 1 5 A lot of countries will not meet the gender parity goal in 2015 whilethere were met in 2005. The reason for 2015 is that a lot of girls are stilldenied their right to education. There need for changes so that girls canget equal treatment for education. Therefore by 2015 girls and women can live free of aggression, can participate in institutions, can gain access and control over resources and services
  27. 27. 6.IMPROVE THE QUALITYOF EDUCATION By 2008 the employment of teachers who were not qualifieddegraded our quality of education . There are three challenges in education for all• Learning outcomes are not monitored• Learning environments are not proper and they need tobe improved• There’s a shortage of teachers
  28. 28. BROAD AIMS ICTSTSA- Is organized around the six interrelated domain or boardstandards for teachers, namely they are;•Engage in Instructional Design Processes,•Facilitate and Inspire Student Learning, Innovation and Creativity•Create and Manage Effective Learning Environments•Engage in Assessment and Communication of Student Learning,•Engage in Professional Development and Model EthicalResponsibilities•Understand Subject Matter for Use in Teaching.
  29. 29. 1. E NGAGE IN INSTRUCTIONAL DE SIGNPROCE SSE S Instructional design (ID) is recognised as the systematic developmentof instructional qualifications using learning and instructional theory toensure the quality of teaching. As such this standard of teaching involveseducators’ content knowledge, pedagogical knowledge, technologicalknowledge and their combination knowledge areas. It also includesprogress of teaching materials and activities; and assessment andevaluation of all instruction and apprentice activities.
  30. 30. 2. FACIL ITATE AND INSPIRESTUDE NT L E ARNING, INNOVATION ANDCRE ATIVITY According to a policy brief by the European Communities (2008),ICT has not had a transformative impression or impact on teachingand learning in education and training institutions. However manyeducation institutions entirely over Europe are currentlyexperimenting with diverse digital tools, the methodologies developedare not continuously creative or innovative. This is imperative, as the influence of ICT use on students ishighly dependent on teaching approaches, and enhanced skillsoutcome when student-cantered guidance, group work and inquiryprojects are used.
  31. 31. CONTINUE This is true of educational institutions in Africa as well. Educatorsare requirement to cultivate the capabilities to facilitate and motivatepupil learning that lead to innovation and creativity. Launching andcontributing in teachers’ networks and successive innovative practicedevelopment of the field should become part of teacher training.
  32. 32. 3. CREATE AND MANAGEEFFECTIVE LEARNINGENVIRONMENTS Educators are expected to create learning atmosphere for students thatare supposed to be best for learning. Although various learning theories and educational philosopherspropose different learning environments, learner-centred ones advocatefor an environment that encourage active relationship construction andthe achievement of problem-solving skills. Educators need to create such learning environments that fosteractive learning, thinking and problem solving skills and try to managethem during teaching-learning practices
  33. 33. 4. E NGAGE IN ASSE SSME NT ANDCOMMUNICATION OF STUDE NTL E ARNING Assessment, evaluation and communication of learner’saccomplishment and growth are crucial parts of the teaching andlearning progression. Educators are being duty-bound to create and clearly communicatelearning goals for all students. Each part of the teaching and learning process should be aconstructive experience for learners and promote personal growth.
  34. 34. 5 . E N G AG E I N P RO F E S S I O N A LD E V E L O P M E N T A N D M O D E L E T H I C A LR E S P O N S I B I L I T I E S Teachers’ professional development (TPD) is assumed here as ―thebody of orderly activities to formulate educators for their profession,including preliminary training, induction courses, occupationaltraining, and continuous professional development within schoolsettings‖ (EU, 2010, p.19).
  35. 35. 6. UNDE RSTAND SUBJ E CT MATTE R FORUSE IN TE ACHING The educators obligation first understand the material to be taught,that is, grasp the relevant content knowledge (CK). But a teacher’sknowledge of subject matter should go beyond understanding of thematerial to be taught—she must understand the subject matter forteaching purposes. Teachers use their students for pupil development, subject matter,instructional means and teaching strategies to create topic matterreachable to all apprentices
  36. 36. THE COMPETENCES
  37. 37. THE COMPETENCES The term competence has been in the literature for quite sometime. But it appears to be somewhat dissimilar, at intervals it iscontradicting, conceptions of competence. Many international organizations such as UNESCO have alsobeen operational on it for quite some time to reach at a corporateconceptual basis for the term competence
  38. 38. THE SIX ASPE CTSOF A TE ACHE R’ S WORK UNDERSTANDING ICT IN EDUCATION CURRICULUM AND ASSESSMENT PEDAGOGY ICT ORGANISATION AND ADMINISTRATION TEACHER PROFESSIONAL LEARNING
  39. 39. UNDERSTANDING ICT INEDUCATION
  40. 40. CURRICULUM ANDASSESSMENTThe teacher realizes that using word processingon the interactive whiteboard would offera new approach to one of the basic skills in thecurriculum - how to improve the wording ofsentences. Word processing allows words to bechanged and moved around without having toendlessly re-write whole sentences on paper.
  41. 41. PEDAGOGY Using the word processing application, the teacher displays on theinteractive whiteboard some examples of poor writing. Shedemonstrates how, with a few changes in the choice of words and theword order, sentences can be made simpler and clearer
  42. 42. ICT Initially, the teacher uses a word processing application on theinteractive whiteboard while conducting a discussion with the class.
  43. 43. O RG A N I Z AT I O NA N DA D M I N I S T R AT I O NUsing the school’s computer network, the teacherrecords her students’ grades on a central fi lewhich other teachers and the schooladministration can also access.
  44. 44. TE ACHE RPROFE SSIONALL E ARNING The teacher searches various websites for mother-tongue teachersto find teaching resources on writing skills, including exercises andwriting assignments, stimulus material and ideas for lessons
  45. 45. REFERENCES International society for technology in education. (2008). advancing digital age learning , 1-2. Karklins, J. A. (2008). Unesco. Competency framework for teachers , 1-90. Manuel, T. (2011, november 11). National development plan vision for 2030. pp. 1-237. Motshekga, A. S. (2011, March 09). Department of Education. Strategic plan for 2011-2014 , pp.3-53. Pandor, G. (2004, September 02). white paper 7 on e- Education. transforming learning andteaching through information and communication technologies (ICTS) , pp. 3-42.
  46. 46. REFERENCES Department of Education, 2007. Guidelines for Teacher Training and Professional Development in ICT. [Online] Availableat: http://www.thutong.doe.gov.za/ResourceDownload.aspx?id=35998 [Accessed 22 February 2013]. Scientific and Cultural Organization, 2011. UNESCO ICT competency framework for teachers. [Online] Available at:http://unesdoc.unesco.org/images/0021/002134/213475e.pdf [Accessed 22 February 2013]. (Scientific and Cultural Organization, 2011) Department of Education, 2007. Guidelines for Teacher Training and Professional Development in ICT. [Online] Availableat: http://www.thutong.doe.gov.za/ResourceDownload.aspx?id=35998 [Accessed 22 February 2013]. Scientific and Cultural Organization, 2011. UNESCO ICT competency framework for teachers. [Online] Available at:http://unesdoc.unesco.org/images/0021/002134/213475e.pdf [Accessed 22 February 2013].

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