This presentation will be focusing on thefollowing topics and others: Guidelines for Teacher Training andProfessional Dev...
 A pedagogical dimension A technical dimension A collaboration and networking dimension
 The social transformation of post-apartheid SouthAfrican society. The implementation of an outcomes-based approachto ed...
The following ICT development levels areincluded in the frame work of The White Paperon e-Education outlines:.
 All Universities should offer compulsory ICT in teachingand learning in teacher development courses (up toappropriation ...
Output of the reform of information by a person,according to his/her history and context. It depends on the person. A hum...
 ICT and Knowledge. Accessing Knowledge New capacities. do through ICT Being able to communicate with one another. T...
:
It presents a holistic view of 21st century teachingand learning that combines a distinct focus on21st century student out...
The graphic represents both 21st century skills student outcomes(represented by the bows of the rainbow) and 21st century ...
The quality of education for black students remains poor resulting inunemployment for learners and it also affects the ear...
 Is to extend and enrich educational experiencesacross the curriculum. Build digital and information literacy so that al...
 Facilitate and InspireStudent Learning andCreativity Design and Develop DigitalAge Learning Experiencesand Assessments...
The Structure and Domains of ICTeTSA
Hindle. D. 2007. Guidelines For Teacher Training and Professional Developmentin ICT, Available: https://edulink.uj.ac.za/b...
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
Powerpoint representation for professional studies
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Powerpoint representation for professional studies

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Powerpoint representation for professional studies

  1. 1. This presentation will be focusing on thefollowing topics and others: Guidelines for Teacher Training andProfessional Development in ICT The holistic approach to teacher developmenthas the following three dimensions e-Education and implementation of theNational Curriculum Statement Introduction to the Teacher DevelopmentFramework.
  2. 2.  A pedagogical dimension A technical dimension A collaboration and networking dimension
  3. 3.  The social transformation of post-apartheid SouthAfrican society. The implementation of an outcomes-based approachto education. The development of high levels of knowledge andskills. The integration and applied competence acrosssubjects and fields of learning. The valuing of indigenous knowledge systems. Increasing the credibility, quality and efficiency ofeducation in South Africa.
  4. 4. The following ICT development levels areincluded in the frame work of The White Paperon e-Education outlines:.
  5. 5.  All Universities should offer compulsory ICT in teachingand learning in teacher development courses (up toappropriation level). Students currently in Varsity should be fast-tracked to bringthem to at least the adoption level by the end of theirstudies. All students leaving university for the teaching professionshould have reached at least the adaptation level from 2008. All practising teachers who have access to ICT should, as aminimum, be trained to the adaptation level by 2010. Subject advisors are to be trained up to appropriation levelthrough a focused intervention from the nationalDepartment of Education. Once trained, they will be able toassist teachers to utilise access to computers.
  6. 6. Output of the reform of information by a person,according to his/her history and context. It depends on the person. A human society, in which knowledge should bring justice, solidarity,democracy, peace. A society in which knowledge could be a force for shifting society. A society which should provide widespread and equitable access toinformation.
  7. 7.  ICT and Knowledge. Accessing Knowledge New capacities. do through ICT Being able to communicate with one another. The « e-citizen » In society with knowledge; personal development.The Knowledge Society requires new kinds of Knowledge, that cannot reduceto traditional disciplines.
  8. 8. :
  9. 9. It presents a holistic view of 21st century teachingand learning that combines a distinct focus on21st century student outcomes with ground-breaking support systems to help students masterthe multi-dimensional abilities required of themin the 21st century.
  10. 10. The graphic represents both 21st century skills student outcomes(represented by the bows of the rainbow) and 21st century skillssupport systems (represented by the pools at the bottom).
  11. 11. The quality of education for black students remains poor resulting inunemployment for learners and it also affects the earnings potentialand career flexibility of those who get employed and reduces theenthusiasm of South African businesses Quality of education in early childhood, with access rates exceeding 90%. Quality school education, with globally competitive literacy andnumeracy standards. Enabling people to fulfil their potential in further and high education andtraining. Expanding higher education sector that is able to contribute towardsrising incomes, higher productivity and the change to a more knowledge-rigorous economy. A wider system innovation that links key public institutions with areas ofthe economy consistent with our economic priorities.
  12. 12.  Is to extend and enrich educational experiencesacross the curriculum. Build digital and information literacy so that alllearners become confident and competent inusing technology to contribute to an innovativeand developing South African society. Using ICTs in the learning environment, itenriching the learning environment throughthe use of ICTs is a continuum.
  13. 13.  Facilitate and InspireStudent Learning andCreativity Design and Develop DigitalAge Learning Experiencesand Assessments Model Digital Age Work andLearning Promote and Model DigitalCitizenship andResponsibility Engage in ProfessionalGrowth and Leadership
  14. 14. The Structure and Domains of ICTeTSA
  15. 15. Hindle. D. 2007. Guidelines For Teacher Training and Professional Developmentin ICT, Available: https://edulink.uj.ac.za/bbcswebdav/pid-421218-dt-content-rid12446141_1/courses/13PFS3A10/DOE%20Guidelines%20for%20Teacher%20Training%20Book.pdf Accessed 18 February 2013Manuel, T. 2011. National Development plan. Available:https://edulink.uj.ac.za/bbcswebdav/pid-421219-dt-content-rid-12446143_1/courses/13PFS3A10/NPC%20National%20Development%20Plan%20Vision%202030%20-lo-res.pdf Accessed 18 February 2013Motshega, A. 2011. Strategic plan2011-2014. Available:http://www.education.gov.za/LinkClick.aspx?fileticket=%2F%2BBILaBJ7ak%3D&..Accessed 18 February 2013Kārkliņš, J. Tang, Q. 2011. UNESCO ICT Competency Framework for Teachers.Available: http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/ Accessed 18 February2013

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