GUIDELINES FOR TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT IN ICTINTRODUCTIONThe Department of Education’s approach to e-education and the integration of information and communication technologies (ICT) into teaching and learning was guided by the White Paper on e-Education, published in 2004. Between other things ICT is to be used in various ways such as to: create greater access to learning opportunities, redress and inequalities to mention the few. The White Paper characterises schools that implement e-Education as institutions that have: learners who utilise ICT to enhance learning; qualified and competent leaders who use ICT for planning and management; qualified and competent teachers who use ICT to enhance teaching and learning; access to ICT resources that support the curriculum; and connections to ICT infrastructure.
The holistic approach to teacher development has the following three dimensions (adapted from the European Union's T3 Core Curriculum for Telematics in Teacher Training)A pedagogical dimension, which implies a thoughtful and application of the opportunities of the use of ICT for teaching and learning in a local curriculum context. A technical dimension, which 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. A collaboration and networking dimension, which 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.
e-Education and implementation of the National Curriculum Statemente-Education revolves around the use of ICT to speed up the achievement of national education goals. These goals underpin the development and implementation of theNational Curriculum Statement (NCS), and are as follows: The social transformation of post-apartheid South African society. The social transformation in education is needed to ensure that the imbalances of past education are redress and there is equal educational opportunities and that they are provided for all different races. The implementation of an outcomes-based approach to education. Outcomes-based education is a change towards a developmental, learner-centred and activity-based approach to learning. It is also designed to promote problem-solving and critical thinking skills, which form the foundation of 21st Century skills. The development of high levels of knowledge and skills. Social justice requires theConsent of those sections of the population previously disempowered by the lack ofknowledge and skills. The integration and applied competence across subjects and fields of learning. The NCS seeks to promote the integrated learning of theory, practice and reflection. The valuing of indigenous knowledge systems. Indigenous knowledge systems in the South African context refer to a body of knowledge implanted in African philosophical thinking and social practices that have evolved over thousands of years and which have to be supported.
Introduction to the Teacher Development FrameworkDEFINITIONSICT LITERACY: The ability to use digital technology, communication tools, and/or networks to define access, manage, integrate, evaluate, create, andCommunicate information ethically and legally in order to function in a Knowledge society.ICT INTERGRATION: ICT integration into curriculum delivery is not simply about acquiring ICT competency. It is about the "appropriate selection, use, mix, fusion and integration of many sets of competencies including, but not exclusively, those in pedagogy and technology“.
Development levelsThe White Paper on e-Education outlines the following ICT development levels that are to be included in the framework:Entry level. The teacher is computer literate and is able to use computers. However, frustrations and insecurities are common in the introduction of ICT. At this level, teachers are likely to lack confidence.Adoption level. The teacher is able to use various ICT, including computers, to support traditional management, administration, teaching and learning, and is able to teach learners how to use ICT.Adaptation level. The teacher is able to use ICT to support everyday classroom activities at an appropriate NCS level, assess the learning that takes place and ensure progression. He/she is able to reflect critically on how ICT changes the teaching and learning processes and to use ICT systems for management and administration. Productivity increases at this level.Appropriation level. The teacher has a holistic understanding of the ways in which ICT contributes to teaching and learning. He/she has an understanding of the developing nature of ICT, and an awareness that it is integral to the structure and purposes of the NCS. He/she has the experience and confidence to reflect on how ICT can influence teaching and learning strategies, and to use new strategies.• Innovation level. The teacher is able to develop entirely new learning environments that use ICT as a flexible tool, so that learning becomes collaborative and interactive. ICT is integrated as a flexible tool for whole-school development through redefining classroom environments and creating learning experiences that leverage the power of technology.
The Teacher Development Framework can be presented as follows:
The following approaches should be adopted in ICT skills development for student and practisingteachers:All Universities should offer compulsory ICT in teaching and learning in teacher development courses (up to appropriation level).Students currently in Varsity should be fast-tracked to bring them to at least the adoption level by the end of their studies.All students leaving university for the teaching profession should have reached at least the adaptation level from 2008.All practising teachers who have access to ICT should, as a minimum, be trained to the adaptation level by 2010.Subject advisors are to be trained up to appropriation level through a focused intervention from the national Department of Education. Once trained, they will be able to assist teachers to utilise access to computers.
Knowledge SocietyKnowledge: Output of the reform of information by a person, according to his/her history and context. It depends on the person.Knowledge Society: A human society, in which knowledge should bring justice, solidarity, democracy, peace.A society in which knowledge could be a force for shifting society. And a society which should provide widespread and equitable access to information.
Integrating ICT in order to build the Knowledge Society:Learning to know: ICT and Knowledge, accessing knowledge.Learning to do: New capacities, do through ICT.Learning to live together: Being able to communication with one another, the e-citizenLearning to be: In society with knowledge; for personal development
Being a Teacher in the Knowledge SocietyNew competences for Teachers: Teaching in the knowledge society, teaching in the networked society and developing a collective intelligence.Technology consist of the following:New pedagogical possibilities, new management of time and space, new knowledge.New networked form of knowledge andnew expectations of Society.
Framework for 21st Century LearningIt presents a holistic view of 21st century teaching and learning that combines a distinct focus on 21st century student outcomes with ground-breaking support systems to help students master the multi-dimensional abilities required of them in the 21st century.
Graphic of the 21st CenturyThe graphic represents both 21st century skills student outcomes (represented by the bows of the rainbow) and 21st century skills support systems (represented by the pools at the bottom).
Improving The Quality of Education, Training and Innovation The quality of education for black students remains poor resulting in unemployment for learners and it also affects the earnings potential and career flexibility of those who get employed and reduces the enthusiasm of South African businessesBy 2030, South Africa needs an education system with the following qualities:Quality of education in early childhood, with access rates exceeding 90 percent. Quality school education, with globally competitive literacy and numeracy standards. Enabling people to fulfil their potential in further and high education and training. Expanding higher education sector that is able to contribute towards rising incomes, higher productivity and the change to a more knowledge-rigorous economy and a wider system innovation that links key public institutions with areas of the economy consistent with our economic priorities.
Strategic plan from 2011-2013The Education White Paper on Early Childhood Development (2000):Provides for the development and full participation of 5-year-olds in pre-school reception grade education by 2010.It will also provide an upgrading in the quality of programmes, curricula and teacher development for 0 to 4-year-olds and 6 to 9-year-olds.Education White Paper 6 on Inclusive Education (2001):Designated the intention of the Department of Education to implement inclusive education at all levels in the system by 2020.The General and Further Education and Training Quality Assurance Act (Act 58 of 2001).Provides for the establishment of uMalusi
Powerpoint representation for professional studies
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.
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 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.
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 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.
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.
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.
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.
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).
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.
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.
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
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