National imperatives


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National imperatives

  1. 1. National imperative to include educationaltechnologiesinto teacher training and professionaldevelopment.
  2. 2. Society…… A group of people connected to each other.(collective intelligence) Share the same geographical or territory. Focused on the same political authority. Characterized by patterns of relationships. Interact with each other Strive for societal goals.Knowledge society agenda
  3. 3. Information can be…. Recorded as signs or transmitted as signals Stored and circulated Regarded as comments, opinions, facts Expressed through words, images, soundDifference betweeninformation & knowledgeKnowledge society agenda
  4. 4. Knowledge….. Constructed by a person or group. The output of reconstructed information. It depends on the person. Combination data, information, experience,individual interpretations. Must be acquired.continued
  5. 5. Information society: is where information is a product, one can exchange, buy, sell, store, transport, process. This is the society of the digital divide. Information is created, Distributed and manipulatedInformation society vs. knowledge society
  6. 6. Knowledge society: is a human society in whichknowledge should bring justice, solidarity, democracyand peace. In this society knowledge is a force for changingsociety. Knowledge is created and its value is captured. property is intellectual property is important. Consist of lifelong learners.continued
  7. 7. When knowledge society is built through integratinginformation communication technology, Quality of education for all will expand, There will be an increment on community access to informationand communication technology, Thereafter the knowledge society must learn to know information communication technology and how to accessknowledge. Learn to do new capacities and to do anything throughinformation communication technology. Thus creating a newcommunication system, therefore becoming an e-citizen; thisshows personal developments in individuals and the society asa whole.continued
  8. 8.  Every edge is vital. Collective intelligence is important. Collaborative work for networks of knowledge. The edges and links help with collaboration andacquisition of knowledge. The communication system is used to acquireknowledge.Networked society
  9. 9. Being a teacher in the Knowledge Society: New specific competencies were the teacher has to dealwith new knowledge that is being constructed on dailybasis, New ways for accessing knowledge. Deal with a networked world and with new types of co-operation and collaboration. Teachers are the key agents in the education system, theagents of change. Trained to meet certain standards so that they caneffectively use information communication technology tochange the process of learning and teaching.continued
  10. 10.  Technologies are central to the changes that aretaking place throughout the whole world. Technologies have a major effect in our schools andclassrooms. They dramatically have changed the learning andteaching process.Pervasiveness of technology
  11. 11.  Information and communication technologies(ICTs) represent the, convergence of information technology andcommunication technology. ICTs are the combination of networks, hardware andsoftware means of communication, collaboration andengagement processing, management and exchange of data,information and knowledge.continued
  12. 12.  The wide spread use of technology in South Africa isevident through the concept of e-Education. Revolves around the use of ICTs Connects learners and teachers to better information,ideas, And one another via effective combinations ofpedagogy and technology Views ICTs as a resource for reorganising schooling, and a tool to assist schools to develop.continuede-Education
  13. 13.  e-Learning is flexible learning using ICT resources, toolsand applications, focusing on; accessing information, interaction among teachers, learners, and the onlineenvironment, collaborative learning, and production of materials, resources and learningexperiences. e-Learning may involve the use of Internet, CD-ROM,software, other media and telecommunications.continuede-learning
  14. 14. A blended learning program combines e-learning andtraditional learning methods. Blended learning can provide the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning.continuede-learning
  15. 15.  A phrase that has goals, It has aims to ensure that every school has access to awide choice of diverse, high-quality education which willbenefit millions of learners and local communities. The goals presented will enhance lifelong learning provide unlimited opportunities for personal growth anddevelopment to all, thus Education systems have anobligation to deliver on public expectations of qualityeducation for economic growth and social development.Education for All
  16. 16.  Expand and improve comprehensive early childhoodcare and education, especially for the mostvulnerable and disadvantaged children. Ensure that all children, particularly girls, those indifficult circumstances, and those belonging to ethnicminorities, have access to and complete, free, andcompulsory primary education of good quality. Ensure that the learning needs of all young peopleand adults are met through equitable access toappropriate learning and life-skills programs.ContinuedEducation for all goals
  17. 17.  Achieve improvement in adult literacy, especially forwomen, and equitable access to basic and continuingeducation for all adults. Eliminate gender disparities in primary and secondaryeducation, and achieve gender equality in education, witha focus on ensuring girls full and equal access to andachievement in basic education of good quality. Improve all aspects of the quality of education and ensurethe excellence of all so that recognized and measurablelearning outcomes are achieved by all, especially inliteracy, numeracy and essential life skills.ContinuedEducation for all goals
  18. 18.  The Government has agreed on certain outcomes astheir main focus of work between now and the nearfuture. Education and skills development at the centre ofthis, because one of their achievement Outcome is toimproved quality of basic education.Future national strategic objectives
  19. 19. To ensure effective teaching and learning, the focus oftheir strategies are geared towards The learners, The teachers, The schools, Provincial administrations of education, District management.continued
  20. 20. For effective teaching and learning to take place it has to ensured that schools are fully functional,were by the teacher must be early in classroomhaving a textbook teaching. Continue to demand accountability for results,particularly in chronically failing schools . Provide the right combination of incentives, supportand resources that will help accelerate the changesneeded to improve the quality of education in thoseschools.continued
  21. 21. South Africa needs a education system with high quality early childhood education, Quality school education, with globally competitiveliteracy and numeracy standards, Further and higher education and training that enablespeople to fulfil their potential. An expanding higher education sector that is able tocontribute towards raising incomes, higher productivityand the shift to a more knowledge intensive economy. A wider system of innovation that will ensure thecontinuity of innovation.continued
  22. 22. Vision Our vision is of a South Africa in which all our people will haveaccess to lifelong learning, education and training opportunities which will, in turn, contribute towardsimproving the quality of life and the building of a peaceful, prosperous and democratic South Africa .Mission Working together with provinces, our mission is to providerelevant and cutting edge quality education for the 21st century .Values Placing the interest of our children first.continued
  23. 23. continuedQualified & competent teachersThe societies needs must be metA curriculum that cater for the societys needs
  24. 24.  Teachers play a very crucial role in the education systemof South Africa and the biggest challenge that we arecurrently faced with as a country is that, the are manyteachers who are in the profession but do not possess thequalifications that is needed for the profession. That is why the government needs take initiative in orderto develop us, the teachers of the country; especially inthe field of Mathematics and Science. From the saber-tooth curriculum we learned that society needs to learnsomething that is related to the current surrounding theyare living, the curriculum must cater for their needs.continued
  25. 25.  Increase adult literacy especially among women…. By offering workshops that will improve the lives ofpeople. The government has also funded (ABET) schools whereelderly people can go and try to improve their numeracyskills so that we can be a better society. Provide elderly people with proper life skills that willhelp them attain better jobs.continued
  26. 26.  further education and skills development needs togive learners a clear and meaningful education as faras tertiary education and opportunities is concernedespecially for learners who have obtained low marksin the National Senior certificate. In our country we have a very high number ofdropouts and that causes distress.continued
  27. 27. Teacher competency standardsrelating to ICTs and professionalaptitudeTeachers are central to the implementationCurriculum ICTs
  28. 28.  Educational goals should be primary. The focus should not be on providing technical ICTskills only, but on the use of ICT to achieve learningoutcomes. Teacher development programmes should provideteachers with situated/contextualised learningexperiences. Programmes should be subject-specific and relevantto the learning areas.principles to be followed in the professionaldevelopment programmes for teachers
  29. 29.  Teacher development programmes should be needs driven. Programmes should respond to the requirements of subjectssuch as Computer Application Technology, InformationTechnology, Geography, Design and Accounting. On-going support should be consistently available. This includes pedagogic support (particularly from subjectadvisers), technical support and creating communities ofpractice. Teacher development should be on-going, due to the changingnature of ICT. Programmes should reflect new technologies and applications.continued
  30. 30. continued
  31. 31.  Facilitate and Inspire Student Learning and Creativity Teachers must use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environmentscontinued
  32. 32.  Educators design, develop, and assess accuratelearning experiences and assessment uniting moderntools and resources to get the most out of contentlearning in context and to develop the knowledge,skills, and attitudes. They design relevant learning experience thatincorporate digital tools and resources to promotestudent learning and creativity.continued
  33. 33.  They endlessly improve their professional training, modellifelong learning. They display leadership in their school and professionalcommunity by promoting and signifying the effective useof digital tools and resources. They also engage in local and global learningcommunities to explore creative applications oftechnology to improve student learning.continued
  34. 34.  When the teacher is fully competent with the ICTstandards the teacher is able to arrange ICT resourcesefficiently in the classroom; plan and device lessons inwhich the purpose of ICT is clear. .The needs, practises and abilities of learners areconsidered and their progress is regularly monitored, andthe course of the lesson is taken into account; effectivelyintegrate ICT into learning. They monitor and evaluate the progress of the learner.continued
  35. 35.  The teacher is able to use software applications to createassessment instruments; monitor, evaluate and assess theuse of ICT in teaching and learning. The teacher is able to: integrate resources found on theInternet in planning lessons; use ICT to create files anddocuments to assist in personal planning, lessonplanning, as well as classroom administration andmanagement. They apply child online safety measures and teachlearners online safety skills; carry out a needs analysis onICT infrastructure and skills requirements in their school.continued
  36. 36. A good teacher needs to continually develop morepersonally and better yourself as a teacher in order togive all your learners clear, beneficial, relevant andmeaningful lesson and technology is an importantessential tool in given your learners a meaningfullesson.Conclusion
  37. 37.  Education for all by 2015, (EI Analysis) Guidelines for Teacher Training and ProfessionalDevelopment in ICT.2007. UNESCO-IICBA.2012ICT-Enhanced TeacherStandard for Africa (ICTETSA) Learning for all: DFIDS Education Strategy .2010-2015. Strategic Plan 2011 -2014 Iste.nests.t (advancing digital age teaching)References
  38. 38. Thank you!