1. International and national imperative to include educational
technologies…
into teacher training and professional development.
(NEMATAHENI UHONE GOODNESS
20113070)

2. 1. Knowledge society agenda.
has the capabilities to identify process,
transform and use information to build and apply
knowledge for the development of human.
knowledge is the primary invention resource.
creates and utilizes knowledge for the successful
social status and welfare of its people.
acquire competitive advantage, internationally,
through using information technology.

3. Principle for equitable knowledge society
 freedom of expression,
access to quality education for all children,
respect for cultural and
linguistic diversity and widespread access to
information knowledge.

4. Education in and for the knowledge societies.
depend on the influence of the modern information and
communication technologies.
The modern ICT…..
 have crucial impact on education and it is relevant to
national development.
 have the possibilities to broaden access to education at all
stage.

5. to empower teacher and learners through access to
information and new learning methods.
The pervasiveness of technology.
Technology: is the application of scientific knowledge for
practical purpose.

6. ICT
ICT – Information and Communication Technology,
which means computers, mobile phones, digital
cameras, satellite navigations systems, electronic
instruments and data recorders, radio, television,
computer networks, satellite systems.
ICT-includes both the hardware (the equipment) and
the software (the computer programs in the equipment).

7. Continua……
Technology
has massive implication
to educators and educators need to understand
that technology can massive increase their ability
and the how they teach in their classroom setting.
influence the value of a society.

8. Successfulness of the pervasiveness of
technology
 Teachers should ensures that projects and web sites are accessible to those
with visual or other disabilities, for technology to work towards social justice
and be available to all children.
 Both schools and higher level of public education system have made efforts to
make use of technology to become more flexible in meeting student demands
or needs.

9. Education for all
Education: is a basic or fundamental rights and it should be free of charge and
compulsory primary education for all children.
Education fro all:
 aims to meet the learning needs of all children including youth and adults.
 means that all children, especially girls and children who were previously
disadvantaged and those belongings to ethnic minorities; they must have
access to and complete free and compulsory education of high quality.

10. Education:
should be available,
accessible to and
inclusive to all children.
should be child centered,

11. continuation…
 applicable and include a broad curriculum and
 be appropriately resourced and monitored.
 offered in a way that is consistent with human rights,
 equal respect for culture,
 religion and language and
 be free from all sort of violence.

12. Threat for education for all
Reduction in fees had been a successful strategy
in increasing numbers of children who attend
school.

13.  Lack of resources is also the main threat to
education for all.
 Very low salary and wages to teachers and
 lack of materials
also limit the progress of education and its
quality.

14. Present and future national strategic objectives.
 Improving the quality of education, Training and innovation.
In future the education system:
 is expecting to increase in high quality early childhood education and
 they also intend to improve the quality school education, with globally competitive
literacy and numeracy standards.
 getting all children to complete further and higher education and training that
enables them to fulfil their full potentials.

15. Improvement in the quality of education
requires:
 support from all interested parties and time.
 Overlooking of layers of bureaucracy would make more resources available to support schools
and teachers.
 excellent management.

16. continuation…
 also intend to give better support to schools and
 to deliver the basic necessities for a good education.
 developed strategic campaign to improve the
infrastructure in the poor schools.

17.  Improve the competence and capacity of schools and their
leader.
 develop a program to measure the competency of principals, which will assist in identifying
weak performance, based on learners achievement and offer supports to principals and the
teachers.
 Productive classroom.
 develop a strategy that will change the way teaching and learning occurs in many
schools and classrooms.

18. continuation...
 The strategy intend to make sure that teacher are in class on
time, teaching and making use of textbooks.
Competence, professionalism and status of teachers.

19. continuation...
The government had developed a strategy to:
 raise the status of teachers in the society by promoting and offering better
in-service training and improvements in the condition of service teacher.
 had developed and adopted a skill development plan, to enhance the
competence of the personnel.
 improve the teacher capacity and practice and increase access to quality
learning materials to all learners.

20. con…
 had also developed new policies with regard to
the training of the teachers that will be over and
done with e-education,
and this will help in the development of relevant
training programs by different institution to
improve teacher capacity and practice.

21.  had introduce workbooks of high quality in all public
schools for all.
 also developed education strategy that involve:
web based access to education information from desktop
computers and
internet to improve teaching and learning.

22. In future the education system intend to sponsor teachers
with laptops and they expect great improvement in the level
of computer literacy among the teachers.

23. Government promise to promote use of ICT in
education through:
 equipping schools with up to date computers.
 loans to teachers to acquire personal computers.
 Adequate equipment and programmes for tutors.

24. General objectives to e-Education
 Improving students’ access to computers and
 make provision of computers in the classroom;
 Improving connectivity so that all schools have access to the Internet;
 Improving teaching skills and confidence through basic ICT skills training and
ICT academic training;
 reforming the curriculum to introduce ICT into lower secondary education and
promoting a strategic, innovative approach to information communication
technology development at school leader level.

25. strategies to reach the objectives:
 involve training teachers in the use of information communication technology,
 using the cascade method in teacher training
which has the advantage that large numbers of teachers can
be trained in a relatively short time period and also to encourage
teachers and pupils to develop pedagogical content.

26. Broad aims of the various national and
international initiatives regarding continuous
professional development of teachers with
regard to teacher competency standards
relating to ICTs and professional aptitude.

28. Teacher:
 supply learners with different range of skills that they will
require to take part in the world, this is in line with the
development of more competence-centred approaches to
teaching.
 offer support and the success of the learners and they build
the entire school aptitude to improve.
 have greater responsibility for the content to be taught to
learners and observing the process of teaching and learning
including their own subjective professional development.

29.  To achieve the goal of quality education for all it is essential to have both
quality primary teacher education and a rational development of continuous
professional development of teacher to keep the advanced with the skills in a
knowledge society.
 Continuous Professional development.........
 Teacher have the responsibility to extend the boundaries of their
professional knowledge through reflective practice, research and engagement
in continuous professional development.
 Professional development of teacher reduces alienation that can be caused by
bureaucracy. The school environment encourage the professional development
of teachers and also improve their educational practice.

30. Education view information technology as a resource for identifying
schooling and as an instrument for the development of the entire school.
SO...
 All teachers require the knowledge, skills and values and support to
assimilate information communication technology into teaching and
learning.
 And they should have deepen understanding and application of the
opportunities of the use of information communication technology for
teaching and learning.

31. They should also be able to
 excellent choose,
 use
 and support variety of information communication technology resources that
are relevant to the task or context, and
 should also be willing to update skills and knowledge to allow for new
development,
to enhance personal and professional effectiveness.

32.  Teachers also need to understand the value of learning networks and
collaboration and they should have the quality to construct and contribute in
communication of practice.
 Teacher development should sustain a balance between developing effective
teaching and learning strategies and improve the knowledge and skills of
teachers in the use of information communication technology.

33. White paper
 state that all South African children in the overall and further education and
training will be ICT skillful of significant how to use ICTs assertively and
innovatively to help develop the skills and knowledge.
 characterize schools that had adopted the e-Education as schools that have:
 learners who use ICT to improve learning,
 have qualified and competent leader who use ICT for planning a management,

34. Cont.…
 competent teacher who use ICT to enhance teaching
and learning and have access to ICT resource that
support the curriculum.

35. standards relating to ICTs and
professional..
Teacher:
 should have abundant knowledge of the curriculum standards for their subject
area as well as knowledge of standards assessment strategies.
 Should know the basic hardware and software operation as well as
productivity application of software, web browser communication software
and presentation software.

36.  Should be able to use technology with the entire
class and ensure equitable access by all children.
 Should have technological skills and knowledge of
resource available from the internet necessary to
acquire additional information.
 Self-assessment by all educators at the site for
responsive programmes.

37. The government intervention to professional
development of teacher with regard to ICT:
 Adequate investment in ICT infrastructure and
 Professional development at all levels.

38. ICT utilization for teacher research, planning, and
professional development:
Integration of ICTs in instruction
 ICT literacy for learners
 ICTs as a subject for learners
 ICTs for educational management.

39. Reference list
Vaikakul, S. 1976. Examining pervasive technology practices in schools.:Massachusetts Institute of Technology
Anderson, Ronald E., Dexter, Sara L. 2000. School Technology Leadership: Incidence and Impact. I.T. in
Education, Center for Research on Information Technology and Organizations, UC Irvine
OECD (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD
OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris:
OECD
Desimone, L.M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward
Better Conceptualizations and Measures. Educational Researcher, 38(3), 181-199
GescI. 2006. Multi-country workshop on Teacher Professional Development. Heja
Lodge, Windhoek, Namibia
Mingat, A (2005), “Options for a cost-effective allocation of resources”, in Verspoor, A M.The
Challenge of Learning: Improving the Quality of Basic Education in Sub-Saharan Africa, Association
End Notes for the Development of Education in Africa (ADEA): Paris

40. Majumdar, S.(2005, ed.). Regional Guidelines on Teacher Development for
Pedagogy-Technology Integration. Bangkok: UNESCO-Asia and Pacific
Regional Bureau for Education.
UNESCO (2002a). Information and Communication Technologies in Teacher
Education: A Planning Guide. Paris: UNESCO.
UNESCO (2002b). Information and Communication Technology in Education: A
Curriculum for Schools and Programme of Teacher Development. Paris:
UNESCO.

41. ICT changes teaching and learning, but
technology is not the main issue. Technology Is
important, but good teachers and good
teaching, is more important.
Thank you….