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personal learning networks


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personal learning networks

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  4. 4. • Knowledge + society = Knowledge society *
  5. 5. * *It a Human society *Its all about knowledge that would bring justice, solidarity, democracy and peace in a society. *Provides equitable access to information. (UNESCO, 2012) *Built through integration with ICT *For knowledge society to be effective it needs to be networked.
  6. 6. * *Schools in the knowledge society will focus on E-learning. *E- learning focuses on new teaching strategies, learning and training. *Teachers will be able to : 1. manage time and space 2.collaboration 3.interaction *teachers will achieve one of the main aims of education which is collective intelligence.
  7. 7. * *Education is important in knowledge society *Teachers in the knowledge society 1.will enable all the children and all people to access knowledge and benefit from being educated.
  8. 8. According to the Stellenbosch university (2005) are various area that will be beneficial to the use of ICT in education 1.Digital solidarity: every child in the world will have access to digital information and communication tool. 2.Learners and life long learning: ICT key tool in the development of life long learning. 3.Networking : development of educational networks is necessary in a knowledge society
  9. 9. * 4. Teachers : In the knowledge society a teacher has to deal with new knowledge, new ways of accessing knowledge, networking and dealing with collective intelligence. *Teachers are the key agents of education system. *ICT will change teaching and learning.
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  11. 11. * • ALMOST EVERYDAY ALL THE THINGS THAT WE HAVE TO DO THEY INVOLVES TECHNOLOGY. • The technology we use in our daily lives include the digital alarm clock, automatical coffee maker, electric toothbrush etc. • IT WOULD BE IMPOSSIBLE TO LIVE IN THE 21ST CENTURY WITH OUT TECHNOLOGY. • Technology has changes the way educators teach and how learners learn. • In todays classroom the is more technology that is used such as computers, laptops, projectors, digital video cameras etc. • Technology has both the gains and the losses in education
  12. 12. * • Educator use technology in the classroom such as laptops and projectors for their presentation or lectures as it is effective to students that have access to these technologies. • So technology has become important in the 21st century because the entire thing that we do evolve around technology and influences teaching and learning.
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  15. 15. * *Most people in the 21st century have computers *they use these computers for internet browsing, writing and reading e-mails *The other uses the computers for managing digital pictures, word processing, interaction via social networking sites such as Facebook, twitter, Mxit, Whatsapp. *allow the learners and the teachers to have and interactive learning without seeing each other *In the classroom computers are used as books now learners do not read from the original text book but they now study using computers. *Computers changes the way we live and learn. *Technology = effective learning
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  17. 17. * *Cell phone that can function like computers or they are better *It helps to interact with other students if they can not meet for an assignment they can just do the assignment via the social networking platform such as twitter, Facebook or mxit. *Teachers can communicate with the students without necessary seeing them and discuss the assignment or tests. *Teaching and learning can happen both inside and outside the classroom using the power of technology such as internet.
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  19. 19. * *Education is important because it is a basic human right (DFID’s Education Strategy, 2010) *It allow a person young or old to exercise his or her human right. *It allows a person to contribute towards economic growth *And education is vital for a person survival in the economic society. *Education can make a difference.
  20. 20. * * According to The Global Monitoring Report (2008). There are various educational goals for all that will have to be achieved by 2015. these goals include : 1. Early childhood care and education. 2. Free compulsory primary education 3. Promote learning and life skills for adults and young people. 4. Increase adult literacy 5. Promoting gender equality and empowering women 6. Improve quality education
  21. 21. * Early childhood care and education: This programme aims to contribute to young children with physical, mental, social and emotional development which will eliminate disadvantages and will prepare young children for formal schooling. Furthermore it and improve comprehensive early childhood care especially for the vulnerable and disadvantaged children. Free and compulsory primary education: Compulsory primary education should be of good quality. Children of difficult circumstances and those who belong to minority ethnic group will have access to and complete free primary education of good quality (DFID Education Strategy , 2010).
  22. 22. Promote learning and life skills for adults and young people : For this goal to be achieved learning for both the young and adult need to be met through equitable access to appropriate learning and life skills programmes. Increase adult literacy by 50%: *To achieve 50% improvement in the level of adult literacy is important especially for women, it will enable adults to equitable access to basic and continuing education for adults. *
  23. 23. * Promoting gender equality and empowering women.  promote gender equality the first thing that needs to be done is to eliminate gender differences both in the primary and secondary education.  DFID’s Education Strategy (2010). eliminating gender differences will allow gender equality in education with a focus on ensuring girls full and equal access to achieve in basic education of good quality. Improve quality education.  An improvement in the quality of education will benefit all societies and individuals.  The improvement of the quality education will ensure excellence of all that is recognized and measurable learning outcomes which will be achieve by all in literacy, numeracy, and life skills.
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  25. 25. * Education, innovation and training are central to South Africa’s long-term development in which they are the core elements in eliminating poverty National education and training vision • Children should be able to benefit and access quality education but this require childhood development and support the development of young children but these programmes need not to be rigid but flexible. • Schools should provide learners with education of quality. • education system that provides opportunities for social mobility, equity, social justice and democracy
  26. 26. To achieve the national education and training vision the focus must be on the following : 1. Early childhood development 2. Schooling 3. Further education and training and skills development 4. Higher education
  27. 27. * 1.Early childhood development  Children can be able to reach their full potential early development is crucial.  Children should be carefully nurtured for them to grow up healthy, well- nourished and physically fit.  Should these objective be achieved it will make it possible for these children to grow up in a stimulating environment that supports learning and where they are not hold back by gender, (Biesterker L & Motala S, 2011). 2. Schooling • Tailor N (2011). The curriculum should be tailored to suit South African society and educational institution needs to be supported by policies that are responsive to community needs. • the schooling system will be characterised by learners and teachers that are highly motivated, principals that are effective managers who provide curriculum leadership • Schools will be accountable to parents, they will have committed and professional teachers that have good knowledge of the subject they teach, learning material will readily available and high speed broadband will be available to support learning
  28. 28. * 3.Further education and training and skills development According Further education and Training Development (2011) . • The further education and training and skills development should system will be clear and meaningful for young and for adults who wish to develop their skills. • Curricular needs to be designed to respond to specific learning of different groups in order for them to develop their life opportunities. • SETAs should play a more effective role in the production of skills that are require to meet immediate need of employers. 4. Higher education • By 2030 each university should have a vision that contributes towards knowledge production and national development. • Universities should have an environment that is welcoming e and supportive for blacks and female students and researchers and they should make more than 50% of researching and teaching staff. • The national plan for higher education includes innovation and development of knowledge and this plan should be funded and it will serve the long term needs of the nation in terms of human needs and knowledge production.
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  31. 31. * • The department of education should provide teachers with necessary knowledge, skills and support if teachers are to integrate ICT in their teaching practices • The department of education should develop a national framework for teacher’s competency and also the use of ICT as a tool for learning teaching and learning which has to be integrated into the pre-service and in-service training. • It will help teachers to understand and to use ICT. • The standard for professional competency in ICT is entry, adoption, adaptation, appropriation and innovation.
  32. 32. * • The department of education will collaborate with SETAs in order to access the skills levy for in-service ICT training programmes. • Furthermore the department of education will have to provide incentives which will encourage the teachers to integrate technology in their daily activities. • The department will introduce ICTs in practice awards which will be an integral strategy to motivate teachers and schools to integrate ICTs in their daily functions. • The aim of the award is to celebrate the excellence in creative use of ICTs by teachers and learners and this will allow the department of education to share good practices wider teaching communities.
  33. 33. * • The department of education will collaborate with higher learning institutions to design and deliver in-service and preserve teacher’s programmes for teachers. • The department of education will include the ICT integration competencies for teachers in accredited pre-service teachers training programme delivered by higher education institutions.
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  35. 35. * THE DEVELOPMENT Of ICT-ENHANCED TEACHERS STANDARDS • The IICBA puts the development of ICT in the teacher training. • Plan to work in enabling teachers to master ICT to improve learning and teaching. • For education to occur in the21st century the is a need for teacher education programmes to work toward high standard in terms of the pedagogical integration of ICT, (UNESCO & IICBA, 2012 ). According to UNESCO and IICBA (2012). IICBA need: To use collective and participatory method in developing and promoting ICT in educational standard, 2. And to introduce ICT in educational courses for teachers.
  36. 36. * The are several standards that needs to be met to be applied in all components of teacher education programmes (Cheprup and Sydney, 2002). These standards included: 1. Standard 1: technology operations 2. Standard 2 : planning designing learning environment 3. Standard 3: teaching learning and curriculum Teacher educators use current and model technologies in various kinds of ways, such as multimedia presentation, digital video camera, smart boards etc. pre-service teachers are required to use the same technologies and it is also expected that they going to be able to use these technologies in their student teaching placements.
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  38. 38. *This will enable teachers to be aware of ICT and support performance, learn how to use ICT and enhance traditional teaching. *ICT need to be integrated with pedagogy for it to be effective and it consists of 4 stages which are (UNESCO:2012) : *Emerging stage *Applying stage *Infusing stage *The transformation stage
  39. 39. * Allis , S., Lolwana, P. & Marock, C. (2011). Further education and Training Development. A Report prepared for the national planning commission. Biesterker, L. & Motala, S. (2011). Enhancing outcomes for children 0-5 through Early Childhood Development as a core Component of the National Development Plan. Input prepared for the National Planning Commission. Department of international development (2010). Learning for all: DIFD’ Education strategy 2010-2015. London: Department for International Development. Department of Education. (2004). White paper on E-Education. Government Gazette. (No. 26734). Engida, T. (2012). ICT-enhanced Teacher Standards for Africa. Addis Ababa : UNESCO-IICBA. EFA Global Monitoring Report (2008). Education for all by 2015. Brussells: Education International National Planning Commission (2011). National Development Plan: Education and training vision by 2030 . Pretoria: Department within the presidency of Republic of South Africa. Tailor, N. (2011). A five year plan for South African schooling. A report commissioned by the National Planning Commission. UNESCO (2011). UNESCO ICT Competency for teachers. Paris: UNESCO. Prof Cornu, B. (n.d.). Being a Teacher in the Knowledge society. France: INRP, CEND-EIFAD. Van der Berg, S., Tailor, S., Gustaffson, M., Spaull, N. & Armstrong, P. (2011). Improving quality education in South Africa. A report prepared for the National Planning Commission.