The South African educational system has undergone many stages of transitionsand in during those years many changes occurred. One needs to also consider thefact that apartheid regime brought many difficulties in our educational system,therefore in this paper I hope to give some of the most important things that shouldbe considered in education today. Some of these key figures should clearly beimplemented in our education, whilst some are already in order and ready to beimplemented and therefore we will also look at the government’s plans towards theimplementation of these plans and most importantly we will be looking at thefollowing issues which will also serve as a sub – heading to the topics discussed inthis paper. The topics that will be covered include providing a brief overview of thecurrent educational landscape and future national strategic objectives, secondly I willhighlight the broad aims of the various national and international initiatives regardingcontinuous professional development of teachers with regard to teacher competencystandards relating to ICTs and professional aptitude, thirdly I will also highlight thevarious dimensions that impact on teacher training with special reference topedagogical dimensions, technical dimensions, and the collaborative/networkingdimension and lastly I will provide a description of how I would design the modulePFS3A10 to address or accommodate all of the requirements as articulated in thenational guidelines provided. ```A BRIEF OVERVIEW OF THE CURRENT EDUCATIONAL LANDSCAPE ANDFUTURE NATIONAL STRATEGIC OBJECTIVESThe South African educational system was divided into two departments- The highereducational and the training department (DoHET) which consists of universities,Further education and training (FET) collages and the basic education department(DBE) which deals with schools. The reason it had to be divided was because of theapartheid regime that occurred in South Africa and therefore many challenges had tooccur in the education system. For these purposes, the Council of Higher education(CHE) established a Size and Shape Task Team. Its members were drawn, in theirindividual capacities, from labour, business, universities and technikons, theDepartment of Education and the CHE itself. The Task Team began work in lateFebruary Department of Education and the CHE itself. The Task Team began work
in late February 2000 and met a number of times, supported by a small secretariat.To aid its work, a number of studies were commissioned and various unsolicitedreports and papers were also of studies were commissioned and various unsolicitedreports and papers were also examined. The Task Team also had full access to theinstitutional plans of all the universities and technikons and to various reports anddatabases of the Department of Education. Meaning the new South Africa had toconsist of a new educational system, a system that would very much relevant to theneeds of the country and at the same time making sure that that the learners and thestudent are being well prepared for the outside world and the challenges that comeswith it, hence why the task team consisted of the people in many different but yetrelated fields.The Task Teams point of departure is the Education White Paper 3: A Programmefor the Transformation of Higher Education 1997. The goals and purposes advancedin the White Paper - such as equity and redress, quality, development, effectivenessand efficiency – has guided the Task Team. Meaning for the future the South Africaneducational system needed to not have racism by means of teaching different peopledifferent things because of their race. In addition also the issue of equity meaningthat people needed to be taught the same education regardless of whom they are orwhere they come from.In the future one can expect the transforming higher education that it is responsiveto the needs of students of all ages and the intellectual challenges of the 21stcentury. The members of the Task Team share a passionate belief in the vitalimportance of higher education to democracy, social justice and the economic andsocial development of this country. This means the educational system will cater formore learners and even those with any particular disability so that nobody can be leftoutside and also people can benefit from this especially those with disability.HIGHLIGHTING THE BROAD AIMS OF THE VARIOUS NATIONAL ANDINTERNATIONAL INITIATIVES REGARDING CONTINUOUS PROFESSIONALDEVELOPMENT OF TEACHERS WITH REGARD TO TEACHER COMPETENCYSTANDARDS RELATING TO ICTS AND PROFESSIONAL APTITUDEIn the document Guidelines for Teacher Training and Professional Development inICT it states that The Guidelines for Teacher Training and Professional Development
in ICT is one of the initiatives undertaken by the Department of Education toimplement the White Paper on e-Education. Information and communicationtechnology (ICT) is fundamental to the implementation of e-education and offersgreater opportunities to access learning redress inequalities and improve the qualityof teaching and learning. ICT also makes it possible for teachers to offer learnersunprecedented opportunities for development and lifelong learning (Teacher Trainingand Development in ict, 2007:2), this means that it needs teachers to have moreknowledge about the latest technologies so that they can be able to implement themin their respective classrooms and most importantly be able to integrate them for amore efficient education for learners. I this part of the paper I will try and look at thenational and international initiatives regarding continuous development of teacherswith regards to the competency standards relating to ICTs and professionalamplitude.National InternationalThe teacher is computer literate and is Understanding ICT in education,able to use computers meaning teachers have to have the knowledge in order for them to be able to apply into their teaching and that application could be very meaningful.The teacher is willing and eager curriculum and assessment, meaningto venture into using ICT in they have to understand the curriculum inhis/her teaching and learning order for them to know exactly what they need to teach and in that way they could be able to use ICTs in their teaching but it will start by understanding the curriculum first.The teacher is able to: Pedagogy, meaning teachers have to• confidently use basic have different ways and methods offunctions in application teaching. This means that understandingprograms; ICTs and being able to use this in this• apply knowledge of ICT classroom and that also helps learners toapplication programs in get more familiar with technologyadministration and lesson because todays worlds depends very
planning; much in technology and many things are• carry out first-level done in a technological way.troubleshooting inprograms;• use ICT help functionsThe teacher is able to: Organization and administration, this the• operate a computer and teacher has to be at all times be able toperipherals confidently; make sure that he is able use resources• identify ICT hardware that are in the classroom like the chartsresources, e.g. computers, and boards to tech and they must not beinteractive whiteboards, etc.; predictable they should also consider• carry out first-level bring something new to the learners sotroubleshooting in computer that learners can be exposed in this typelaboratories; of things.• identify minor technicalproblems and communicatethese effectively toSupport personnel.The teacher: teacher professional learning, meaning• has an awareness of the teachers have to from time to time go topossible uses of the Internet workshops do short term courses forin teaching and learning; them to able to have more knowledge• can do simple searches on and acquire more skills. As technologythe Internet; advances teachers too need to have the• can identify sources of knowledge about the recent technologyinformation and and be able to apply it in their classroomdiscriminate between them; and be able to make their teaching more• can communicate with efficient.other teachers using e-mail;• can send and receiveinformation using e-mail
HIGHLIGHTING THE VARIOUS DIMENSIONS THAT IMPACT ON TEACHERTRAINING WITH SPECIAL REFERENCE TO PEDAGOGICAL DIMENSIONS,TECHNICAL DIMENSIONS, AND THE COLLABORATIVE/NETWORKINGDIMENSIONPedagogical dimensions that impact teacher training involve technologicalintegration, complex problem solving, and self-management. Technological integritywill be a good impact on a teacher if it is fully exercised during the teacher trainingperiod. This process provides the educators with the good understanding of how touse technology in his or practice times. They will gain skills, knowledge, values andattitudes as well as necessary support to integrate technology into learning andteaching and support them in their various roles as they are mediators of learning.They will also learn more about how to adapt to changes of technology to avoidbeing limited in using it in education. A teacher with this specific knowledge can beable to make practical, visual, and auditory learning in relation to their subjects tomake the sound or solid examples to their pupil. Furthermore, the success oftechnology integration into learning and teaching ensures more meaningfulconnection of learners with the information.Technological integrity also promotes the development of highly cognitive skills,problem solving and creative thinking as well as increasing the ability for learners tolearn. Pedagogy in classroom is associated with collaborative problem where thestudents look at the subject deeply and bring their knowledge to focus on thecomplex of issues and problems. The well trained mediator would provide learnerswith direct instructions in a consciously skilled ways and to organize problem task toguide student understanding. Teachers who are well trained are knowledgeableabout the variety of specific subject tools and applications and be able to flexibly usethese tools on the problems based situations. Learners are encouraged to work ingroups they work effectively with others as a member of a team in solving problemsas well as creating the communication among themselves. The educator developsthe strong knowledge of a content to be learned so the problems that arise are easyto be challenged through the appropriate problem solving strategy.The approach of self-management requires that need to be trained in the way thatthey can be able to create the learning environment that can encourage the students
to develop knowledge and apply the relevant skills. They must be appropriatelytrained about the complex of human development in order to know how, and towardswhich conditions students best learn and that will make them be able to effectivelyrespond to the problems that learners encounter. Institutions that transform learninginto organisation that involves all the sectors in the process of learning includingquality, multicultural, and socialising network will encourage the positive impact ontheir practice. They will learn how to play the leadership role when they reach thework place, provide support to their fellow colleagues and their learners and increating and implementation of their school visions. Self-management can beabsorbed through the training that clarifies the importance of the teachers conduct tobe followed once you become a teacher.The technical dimensions approach encourages the teacher training to encounter hisor her ability to select, use and support a range of Information CommunicationsTechnologies resources as appropriate to enhance personal and professionaleffectiveness, and their willingness to improve skills and knowledge in the discoveryof new developments. This can be achieved through the learning in the institutionsthat engage the trainees to the computer literacy and provide good guidance assome of them may be the ones who had never used computer before and that maymake them uncomfortable at the beginning. They must then be train how to usedifferent ICT in their teaching process so that they can be able to implement it duringthe times of teaching the learners. Adequate training makes the educators to be ableto support everyday classroom activities at an appropriate curriculum. And this addsto the critical understanding of new introduced value of learning network andcollaboration between the teacher and the learner and to create and participate inorganisations of practiceHOW I WOULD DESIGN THE MODULE PFS3A10 TO ADDRESS ORACCOMMODATE ALL OF THE REQUIREMENTS AS ARTICULATED IN THENATIONAL GUIDELINES PROVIDEDI would design this module in a way that I could start by providing my learners withrelevant information, in that way I am preparing them to know what exactly liesahead of them. I will then go back to my document of the course to look at thelearning outcome for each topic so that I know what the student need to know at the
end of every section of the course. Then I can expose the learners to differentresources that are out there for them as learning teachers, one of the key thing to thecourse would be that they will be searching for the information themselves, what Iwill be doing is simply providing them with the knowledge of how to get started. Inthis way I am making sure that they find out information for themselves, they are ableto fix certain computer problems that are not very much complex because whenthere are at the school teaching learners there would not be anybody who can comeand help them so they need to learn to do it for themselves.In addition I would then ask them to design their own websites in that way I would beable to know how much of application are they able to apply because whendesigning a website they need to have some important information in them so I willsee by the tasks they do and upload them in their websites as to are they creative,are they innovative and can they do the application of what they teach into the realworld. But the key point to the course would be them doing self-reflection in that wayI am able to see what they thought they did well and where do they still need to putin more effort. In this way even the students themselves can then able to see wherethey went wrong and be able to fix it, by this I will trying to minimise the chances ofthem doing the same mistake again.
BibliographySoobrayan,B. (2011). Strategic Plan 2012-2014. Johannesburg: Department of Basic Education.Hindle, D (2007). Guidelines for teacher training and professional development in ICT. Johannesburg: Department of education.Kārkliņš, K (2011). Unesco competency frame work for teachers. Paris: The United nations educational scientific and cultural organisation.Manuel, T. (2011). The national development plan for 2030. Pretoria: The national goverment.The national development plan for . (n.d.).