This document discusses strategic imperatives for education in South Africa and internationally from 2010 onwards. It outlines frameworks for integrating ICT into teacher education from organizations like UNESCO, focusing on developing teachers' competencies in areas like design, facilitation, assessment, and professional development. The document also summarizes South Africa's national education plan which aims to improve learner outcomes, resources, and cooperation among stakeholders.
Teachers and 21st Century knowledge societyPeter Kgashu
The document discusses key aspects of education in the 21st century including the prominence of technology, goals of developing a knowledge society and achieving education for all, and the importance of continuous professional development for teachers in areas like ICT. It also addresses the role of communities, societies, and networking in driving innovation and change. The use of technology is seen as central to enhancing learning, with teachers taking on the role of designing engaging learning environments and adapting to new systems. Goals for 21st century education involve reducing inequality, providing lifelong learning opportunities, and achieving quality education through motivated teachers and easier access to information.
This presentation examines why higher education should be engaged in EFA and elaborates on the comprehensive IAU HEEFA project. The organization, objectives and expected results of the Follow-up Seminar are outlined.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
This document contains information about Bandile Vincent Bewana, a South African student with identification number 201102308. It discusses several topics related to education in South Africa including the knowledge society, education for all, national strategic objectives, teacher competency standards regarding information and communication technology, and initiatives to develop teacher competencies in ICT. It also addresses the pervasiveness of technology in education and provides conclusions about the need to introduce ICT at an early stage and the role of the government.
This document discusses the importance of integrating educational technologies into teacher training and professional development. It covers topics like the knowledge society agenda, ubiquity of technology, and education for all. The goal is to establish a knowledgeable society where information and education are freely accessible to all. This requires training teachers to adopt technologies and use them innovatively in the classroom. National initiatives aim to have 60% of teachers trained in technology use, 20% reaching advanced proficiency, and 10% becoming innovation leaders through postgraduate studies.
This document outlines the presentation "The Significance of Technology in Education". It discusses the importance of technology and teacher development in information communication technology (ICT) to support the knowledge society agenda, ubiquity of technology, goals of education for all, and future national strategic objectives. It also covers the broad aims of national and international initiatives regarding continuous professional development of teachers with regards to ICT teacher competency standards and professional aptitude.
This document discusses information and communication technology (ICT) and its role in education. It defines ICT and explains its pervasiveness in daily life. The document outlines teacher competency standards for integrating technology into teaching, including entry, adoption, adaptation, appropriation, and innovation levels. It emphasizes the importance of education for all and lays out national strategic objectives such as laying a solid foundation for education through early childhood development, teacher professional development, strengthening the education system, and ensuring access to education regardless of background.
Institutional strategies in the digital learning ageicdeslides
What issues and possible pathways for higher education institutions to consider when moving faster into the digital age? Do you want to be a forerunner in opening up education or don´t you care? Increased cooperation or more competition? Can you pay your way to quality education? MOOCing your way or will that lead you to the parking slot? Could you let your faculty lead? To change on the ground is different from changing the slides. 5 executives took their positions at EDUCA 2013.
Teachers and 21st Century knowledge societyPeter Kgashu
The document discusses key aspects of education in the 21st century including the prominence of technology, goals of developing a knowledge society and achieving education for all, and the importance of continuous professional development for teachers in areas like ICT. It also addresses the role of communities, societies, and networking in driving innovation and change. The use of technology is seen as central to enhancing learning, with teachers taking on the role of designing engaging learning environments and adapting to new systems. Goals for 21st century education involve reducing inequality, providing lifelong learning opportunities, and achieving quality education through motivated teachers and easier access to information.
This presentation examines why higher education should be engaged in EFA and elaborates on the comprehensive IAU HEEFA project. The organization, objectives and expected results of the Follow-up Seminar are outlined.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
This document contains information about Bandile Vincent Bewana, a South African student with identification number 201102308. It discusses several topics related to education in South Africa including the knowledge society, education for all, national strategic objectives, teacher competency standards regarding information and communication technology, and initiatives to develop teacher competencies in ICT. It also addresses the pervasiveness of technology in education and provides conclusions about the need to introduce ICT at an early stage and the role of the government.
This document discusses the importance of integrating educational technologies into teacher training and professional development. It covers topics like the knowledge society agenda, ubiquity of technology, and education for all. The goal is to establish a knowledgeable society where information and education are freely accessible to all. This requires training teachers to adopt technologies and use them innovatively in the classroom. National initiatives aim to have 60% of teachers trained in technology use, 20% reaching advanced proficiency, and 10% becoming innovation leaders through postgraduate studies.
This document outlines the presentation "The Significance of Technology in Education". It discusses the importance of technology and teacher development in information communication technology (ICT) to support the knowledge society agenda, ubiquity of technology, goals of education for all, and future national strategic objectives. It also covers the broad aims of national and international initiatives regarding continuous professional development of teachers with regards to ICT teacher competency standards and professional aptitude.
This document discusses information and communication technology (ICT) and its role in education. It defines ICT and explains its pervasiveness in daily life. The document outlines teacher competency standards for integrating technology into teaching, including entry, adoption, adaptation, appropriation, and innovation levels. It emphasizes the importance of education for all and lays out national strategic objectives such as laying a solid foundation for education through early childhood development, teacher professional development, strengthening the education system, and ensuring access to education regardless of background.
Institutional strategies in the digital learning ageicdeslides
What issues and possible pathways for higher education institutions to consider when moving faster into the digital age? Do you want to be a forerunner in opening up education or don´t you care? Increased cooperation or more competition? Can you pay your way to quality education? MOOCing your way or will that lead you to the parking slot? Could you let your faculty lead? To change on the ground is different from changing the slides. 5 executives took their positions at EDUCA 2013.
Distance education allows students to learn remotely without face-to-face interaction with teachers. It has various names like correspondence courses, extension courses, and online education. Advantages include self-paced learning and low costs, while disadvantages are limited interactivity and inability to show motions. Distance education is important in India due to rapid population growth, geographical limitations, and allowing students to work and study simultaneously. Major universities like IGNOU and OUC in India and China use distance education to meet growing demand and help skill development. Future of distance education involves new technologies that provide interactive learning environments and evolving learning management systems to meet learner needs.
Professional studies powerpoint presentationTS.Makatwane
This document discusses national strategic imperatives for education, specifically focusing on Education for All goals, building a knowledge society, the pervasiveness of technology, and teacher competencies in the knowledge society. It outlines goals for early childhood education, primary education, adult education, and improving education quality. Barriers to achieving Education for All goals like uneven progress and lack of teacher training are also examined. The importance of integrating information and communication technologies (ICT) to build a knowledge society and support new teaching approaches is emphasized. Teachers must develop ICT skills and competencies to incorporate technology in their classrooms and instruction.
This is a presentation delivered this May 23, 2011, at the University West (Hogskolan Vast) in Trollhattan, Vastra, Gotaland, Sweden, as the focal point of the round table discussion of the faculty of Digital Media and Informatics.
The document describes a project called EC-ICT that aims to integrate information and communications technology (ICT) into classroom teaching and learning at Cuenca National High School in the Philippines. The project supports the Philippine Department of Education's strategic plan and vision to provide 21st century education to all Filipino students anytime, anywhere. It involves using software like MS Office, movie maker, and Edubuntu across all subjects for first to fourth year high school students. The document includes sections on teacher planning, classroom images using ICT, work samples, teacher and student reflections, ICT lesson plans, teaching resources, and assessment tools aligned with national ICT standards.
Lifelong learning and distance educationicdeslides
This presentation was given at the 5th World Forum for Lifelong Learning in Madrid 27 September 2017, in a panel/roundtable on lifelong learning and distance education, chaired by Alejandro Tiana Ferrer, rector for UNED and host for the Forum.
After having listened to my co-presenters and in the plenary before our roundtable plus material from my own presentation, I suggested the following input to the conclusions from the Forum:
1. We, believers in Lifelong Learning should mobilise for inclusive integrated lifelong learning in a digitalised world
2. We should suggest the direction to be, within the framework of Education 2030 SDG 4, inclusion and education as a public good, social justice as a point of departure.
3. Collaboration among all stakeholder, and this is also the lifeblood for having success for Education 2030.
The document discusses the use of technology in Greek education. It finds that while Greek schools now all have internet access and students are developing digital literacy, many teachers still lack confidence and competence with technology. Some teachers feel overwhelmed by other educational initiatives and view learning technology as a low priority. As a result, technology is getting between students and teachers as students' technology skills often surpass teachers'. The document recommends an extensive teacher education program to help teachers embrace new roles using technology, learn how to integrate it effectively in classes, and overcome beliefs holding them back from keeping pace with students in the digital age.
The document discusses the importance of developing non-academic skills beyond school through technical and vocational education and training (TVET). It argues that students need skills like character, entrepreneurship, social-emotional skills, and "21st century skills" like collaboration and communication to be successful in employment. It recommends that TVET practitioners promote work-based learning opportunities, incorporate authentic learning activities, and foster playful learning to help students build these valuable non-academic abilities. Developing such skills will help ensure TVET programs remain relevant and that students graduate well-prepared to thrive in the modern job market.
Carl Holmberg, International Trends and Perspectivesicdeslides
This document summarizes international trends in open and distance education based on a report by Dr. Carl Holmberg of the International Council for Open and Distance Education (ICDE). It finds that open and distance education is growing rapidly due to increasing demand for access to education. While open universities have expanded opportunities, quality assurance and accountability are increasingly important. Information and communication technologies are also changing education but digital divides remain. The document outlines trends like massification, diversification of providers, and changing learner demographics. It discusses challenges and calls to action to better integrate technologies, widen access, and strengthen teacher education through open and distance learning.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners by using information and communication technologies to revitalize schools and link students to global knowledge. Over five years, DepEd will fully integrate ICT into the curriculum, develop instructional materials, improve teacher training, and establish necessary infrastructure. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school governance through competency standards, professional development programs, and new ICT systems to support management and assessment.
This document discusses the importance of using information and communication technologies (ICT) in the English as a foreign language (EFL) classroom. It notes that today's students are "digital natives" who are accustomed to technologies like computers, games, and the internet playing an integral role in their lives. To effectively engage these students, the document argues, EFL teaching must integrate ICT to match students' existing expertise, allow student control over learning, and meet 21st century learning needs. Several examples of ICT activities for the EFL classroom are provided.
Capacity building to address Innovation - Some Examples from the University o...M I Santally
Some activities at the University of Mauritius to address capacity building for innovation. The case study focuses on the centre for innovative and lifelong learning which was set up in 2014. It also highlights issues that public institutions face to collaborate with private sector in a context where the legislations surrounding conflicts of interests are quite restrictive.
Towards a capacity building framework in the use of information and communica...Gabriel Konayuma
The aim of the study was to develop a framework for capacity building in the use of educational technologies in Open, Distance and Flexible Learning Zambian Vocational Colleges by teaching staff to guide Colleges seeking to offer effective ODFL programmes.
Presentation José Manuel Pérez Tornero & Laura Cervi - MEDEAnet webinar "Res...MEDEA Awards
This presentation was given by José Manuel Pérez Tornero & Laura Cerv as part of the MEDEAnet webinar on "Researching Media Literacy in Europe" on 28 November 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
This presentation was given by Nicoleta Fotiade as part of the MEDEAnet webinar on "Researching Media Literacy in Europe" on 28 November 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
This presentation is about the vision provided in National Education Polity 2020 regarding use and integration of Technology in Education System in India.
This document contains examples of questions in the present tense about daily activities. It provides model questions and answers about things like what daughters, a father, and the author do regularly. There are also examples of forming questions about common daily routines like watching TV, playing, making lunch, and visiting family. The questions follow a pattern of subject + present tense verb + other details like time or location.
This document contains instructions for a listening and speaking exercise. It asks students to listen to an invitation for an event and answer questions about the event's time, place, name, and the reason for declining. It then instructs students to ask WH questions using prepositions and compare information. For speaking, students are asked to choose events they would go to or not go to and give reasons, invite a partner and get or give details about an event.
Distance education allows students to learn remotely without face-to-face interaction with teachers. It has various names like correspondence courses, extension courses, and online education. Advantages include self-paced learning and low costs, while disadvantages are limited interactivity and inability to show motions. Distance education is important in India due to rapid population growth, geographical limitations, and allowing students to work and study simultaneously. Major universities like IGNOU and OUC in India and China use distance education to meet growing demand and help skill development. Future of distance education involves new technologies that provide interactive learning environments and evolving learning management systems to meet learner needs.
Professional studies powerpoint presentationTS.Makatwane
This document discusses national strategic imperatives for education, specifically focusing on Education for All goals, building a knowledge society, the pervasiveness of technology, and teacher competencies in the knowledge society. It outlines goals for early childhood education, primary education, adult education, and improving education quality. Barriers to achieving Education for All goals like uneven progress and lack of teacher training are also examined. The importance of integrating information and communication technologies (ICT) to build a knowledge society and support new teaching approaches is emphasized. Teachers must develop ICT skills and competencies to incorporate technology in their classrooms and instruction.
This is a presentation delivered this May 23, 2011, at the University West (Hogskolan Vast) in Trollhattan, Vastra, Gotaland, Sweden, as the focal point of the round table discussion of the faculty of Digital Media and Informatics.
The document describes a project called EC-ICT that aims to integrate information and communications technology (ICT) into classroom teaching and learning at Cuenca National High School in the Philippines. The project supports the Philippine Department of Education's strategic plan and vision to provide 21st century education to all Filipino students anytime, anywhere. It involves using software like MS Office, movie maker, and Edubuntu across all subjects for first to fourth year high school students. The document includes sections on teacher planning, classroom images using ICT, work samples, teacher and student reflections, ICT lesson plans, teaching resources, and assessment tools aligned with national ICT standards.
Lifelong learning and distance educationicdeslides
This presentation was given at the 5th World Forum for Lifelong Learning in Madrid 27 September 2017, in a panel/roundtable on lifelong learning and distance education, chaired by Alejandro Tiana Ferrer, rector for UNED and host for the Forum.
After having listened to my co-presenters and in the plenary before our roundtable plus material from my own presentation, I suggested the following input to the conclusions from the Forum:
1. We, believers in Lifelong Learning should mobilise for inclusive integrated lifelong learning in a digitalised world
2. We should suggest the direction to be, within the framework of Education 2030 SDG 4, inclusion and education as a public good, social justice as a point of departure.
3. Collaboration among all stakeholder, and this is also the lifeblood for having success for Education 2030.
The document discusses the use of technology in Greek education. It finds that while Greek schools now all have internet access and students are developing digital literacy, many teachers still lack confidence and competence with technology. Some teachers feel overwhelmed by other educational initiatives and view learning technology as a low priority. As a result, technology is getting between students and teachers as students' technology skills often surpass teachers'. The document recommends an extensive teacher education program to help teachers embrace new roles using technology, learn how to integrate it effectively in classes, and overcome beliefs holding them back from keeping pace with students in the digital age.
The document discusses the importance of developing non-academic skills beyond school through technical and vocational education and training (TVET). It argues that students need skills like character, entrepreneurship, social-emotional skills, and "21st century skills" like collaboration and communication to be successful in employment. It recommends that TVET practitioners promote work-based learning opportunities, incorporate authentic learning activities, and foster playful learning to help students build these valuable non-academic abilities. Developing such skills will help ensure TVET programs remain relevant and that students graduate well-prepared to thrive in the modern job market.
Carl Holmberg, International Trends and Perspectivesicdeslides
This document summarizes international trends in open and distance education based on a report by Dr. Carl Holmberg of the International Council for Open and Distance Education (ICDE). It finds that open and distance education is growing rapidly due to increasing demand for access to education. While open universities have expanded opportunities, quality assurance and accountability are increasingly important. Information and communication technologies are also changing education but digital divides remain. The document outlines trends like massification, diversification of providers, and changing learner demographics. It discusses challenges and calls to action to better integrate technologies, widen access, and strengthen teacher education through open and distance learning.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners by using information and communication technologies to revitalize schools and link students to global knowledge. Over five years, DepEd will fully integrate ICT into the curriculum, develop instructional materials, improve teacher training, and establish necessary infrastructure. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school governance through competency standards, professional development programs, and new ICT systems to support management and assessment.
This document discusses the importance of using information and communication technologies (ICT) in the English as a foreign language (EFL) classroom. It notes that today's students are "digital natives" who are accustomed to technologies like computers, games, and the internet playing an integral role in their lives. To effectively engage these students, the document argues, EFL teaching must integrate ICT to match students' existing expertise, allow student control over learning, and meet 21st century learning needs. Several examples of ICT activities for the EFL classroom are provided.
Capacity building to address Innovation - Some Examples from the University o...M I Santally
Some activities at the University of Mauritius to address capacity building for innovation. The case study focuses on the centre for innovative and lifelong learning which was set up in 2014. It also highlights issues that public institutions face to collaborate with private sector in a context where the legislations surrounding conflicts of interests are quite restrictive.
Towards a capacity building framework in the use of information and communica...Gabriel Konayuma
The aim of the study was to develop a framework for capacity building in the use of educational technologies in Open, Distance and Flexible Learning Zambian Vocational Colleges by teaching staff to guide Colleges seeking to offer effective ODFL programmes.
Presentation José Manuel Pérez Tornero & Laura Cervi - MEDEAnet webinar "Res...MEDEA Awards
This presentation was given by José Manuel Pérez Tornero & Laura Cerv as part of the MEDEAnet webinar on "Researching Media Literacy in Europe" on 28 November 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
This presentation was given by Nicoleta Fotiade as part of the MEDEAnet webinar on "Researching Media Literacy in Europe" on 28 November 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
This presentation is about the vision provided in National Education Polity 2020 regarding use and integration of Technology in Education System in India.
This document contains examples of questions in the present tense about daily activities. It provides model questions and answers about things like what daughters, a father, and the author do regularly. There are also examples of forming questions about common daily routines like watching TV, playing, making lunch, and visiting family. The questions follow a pattern of subject + present tense verb + other details like time or location.
This document contains instructions for a listening and speaking exercise. It asks students to listen to an invitation for an event and answer questions about the event's time, place, name, and the reason for declining. It then instructs students to ask WH questions using prepositions and compare information. For speaking, students are asked to choose events they would go to or not go to and give reasons, invite a partner and get or give details about an event.
The document provides a listening exercise and role play activity for an English lesson. In the listening exercise, students listen to a conversation between a woman and man to answer questions about what the woman is looking for, whether she and the man know an address, and the location of a bank in relation to a museum. The role play activity provides sample dialog for asking and giving directions, with the first speaker asking for the location of a place and the second speaker either confirming the address and providing directions or clarifying if the directions are correct.
This lesson introduces listening and speaking exercises about music preferences. Students will listen to details about people's names, occupations, hometowns, and nationalities. They will then answer yes or no questions about characters' music preferences and plans to meet. For speaking practice, students will write whether they like or dislike different music styles, compare preferences with a partner, and provide details about favorite artists and songs.
This document outlines a conversation lesson plan, providing prompts and potential responses for a role-play conversation. The conversation focuses on one person sharing two pieces of new information - that their fiancé got engaged and that they work as an engineer. The other person is prompted to react and ask follow up questions about the speaker's job, age, city or opinions.
This document contains a lesson plan discussing when it is appropriate for adult children to move out of their parents' home and whether they should help with household expenses. It asks students to speculate and then confirm whether parents should worry about an adult child returning home, help them in any way, ask about their plans to stay, treat them like kids, understand their problems, talk to them as adults, and discuss expenses and chores. The document provides guidance for a discussion on parental expectations of independent adult children.
This document provides vocabulary and questions about relationships, as well as listening and speaking exercises. The vocabulary questions ask about names and relationships, such as "Who is John?" and "Who are your parents?". The listening activity involves completing a diagram about where people live. The speaking practice has questions about the number of relationships one has, their names, and details about one such as where they live, their age, occupation, and other information.
This lesson focuses on gathering personal information about oneself and partners. Students will read a text to answer questions about a person's family status, hometown, and nationality. They will then interview their partner by asking questions using forms of "to be" to take notes on their personal information. Finally, students will write a paragraph introducing their partner by writing one sentence for each noted aspect.
Augmented reality (AR) enhances real-world environments by overlaying digital information and objects. The document discusses AR applications for practitioners, including educational games that use AR simulations to engage students in role-playing scenarios. Some examples provided are Alien Contact, where students work in teams to determine why aliens have landed, and Environmental Detectives, where students investigate the source of a toxin spill on a university campus. The document suggests ARIS and FreshAir as open-source platforms for creating mobile AR games and experiences that combine virtual and physical worlds.
Listen, think, and speak at the top of your lungs resourcesArwa Al-Dahmash
This document provides a list of resources for improving English speaking skills, including research articles on extensive listening and speaking practice, YouTube channels for learning pronunciation and grammar, podcasts, and profiles of people who speak multiple languages. The resources cover a wide range of topics from accent reduction to preparation for English proficiency tests and online language learning communities.
This document contains a list of names including Henry, Frank, Emma, the author's brother and sister, Carla, Fernando, Martin, the author's father and mother, sisters, uncle, aunt, and also mentions Mrs. Glenn, Mr. Bello, Marco, Martha, and Barbie. The document provides a list of people's names but no other context or information.
The document discusses teacher training and professional development with regards to information and communication technology (ICT). It covers several topics including the importance of ICT in education, challenges for teacher development in integrating ICT, and learning through ICT. It also discusses the requirements outlined in South Africa's white paper on e-Education. The document notes the various stages of ICT teacher development, from emerging to transforming stages. It emphasizes the need for effective teachers to facilitate student learning and creativity through digital technologies. Overall, the document focuses on how ICT can be used to enhance education and the importance of teacher training to integrate technology successfully in the classroom.
UNESCO sees teachers as a priority and has several initiatives to support them. New roles are needed for teachers due to new learners, learning methods, and knowledge needs. UNESCO works to set standards, build capacity, advocate, and form partnerships regarding teachers. It promotes teachers' professional development and involvement in decision making through various programs and recommendations.
This document discusses the importance of including educational technologies in teacher training and professional development. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, national strategic objectives, and aims of initiatives regarding continuous teacher development. The goals of these international and national initiatives are to improve teacher competency standards relating to ICT and professional skills for the 21st century knowledge-based society.
The document summarizes UNESCO's ICT in Education Programme. It outlines key challenges developing countries face in harnessing ICT for education including affordability, capacities, inclusion, content development, and quality assurance. UNESCO's programme aims to help member states address these challenges through policy support, monitoring and evaluation, teacher training, open educational resources, and promoting mobile learning. Main activities include facilitating policy dialogues, developing ICT indicators, building teacher ICT competencies, and organizing events on open educational resources to promote their adoption.
EU Projects from Different PerspectivesEduin o.p.s.
The document discusses current trends and challenges around e-learning in Europe. It notes that 50% of students attend schools with formalized ICT policies and teacher collaboration on technology integration. However, teachers' ICT skills and pedagogical training are often lacking, and students primarily use technology for preparations rather than creative work. OER initiatives aim to overcome fragmentation by creating open repositories and encouraging resource sharing, while the role of students and teachers is shifting to emphasize student-centered and collaborative learning. Ensuring quality, knowledge sharing between educators, and readiness for ongoing changes remain important challenges.
Rwanda Advanced CT Essentials for Teachers course was developed based on the UNESCO ICT Competency Framework for Teachers (CFT) and built by adapting and supplementing existing Open Educational Resources (OER). The Rwanda Advanced ICT Essentials for Teachers Course has been built by selecting competencies and objectives from the framework that respond to the requirements of the Rwanda Competency-based Curriculum and that align with the needs of teachers with intermediate ICT skills identified during a round of consultation with education stakeholders.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society and change society for the better.
3) It outlines several areas like digital solidarity, lifelong learning, and research that teachers need to focus on to shape beneficial use of technology in education.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society.
3) It outlines three approaches for developing teacher competency with technology - technology literacy, knowledge deepening, and knowledge creation. The document concludes that international and national initiatives aim to incorporate educational technologies into teacher training and development.
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
1) The document discusses the current practice of using information and communication technology (ICT) in teacher education programs to improve teacher competency and proficiency.
2) ICT refers to various technologies like computers, internet, and mobile devices that are used to transmit, store, create, display, and share information electronically.
3) Several government policies and schemes in India have promoted the use of ICT in education to improve access, quality, and governance. Teacher training programs aim to equip teachers with skills to effectively integrate ICT into the teaching and learning process.
1) UNESCO developed the ICT Competency Framework for Teachers to provide guidelines for integrating technology into education systems globally.
2) The framework aims to prepare teachers and students for 21st century skills and knowledge-based societies through six domains: curriculum, pedagogy, ICT skills, administration, teacher training, and policy.
3) Implementing the framework in India faces challenges with coordinating different ministries and organizations, but case studies show growing ICT presence in higher education through initiatives like the National Mission on Education and the National Knowledge Network.
This document summarizes UNESCO's ICT Competence Framework for Teachers, which provides guidelines for integrating technology into teaching. It discusses the framework's three editions and its focus on training teachers to use ICT. The framework outlines six dimensions and 18 competencies, organized into three levels of pedagogical use: knowledge acquisition, advancement, and creation. It provides examples of skills teachers should master at each level, such as choosing appropriate technologies, facilitating collaborative learning, and developing technology strategies for schools.
The document discusses the importance of developing a knowledge society through education. It emphasizes integrating information and communication technologies (ICT) to improve learning, build new skills, foster communication, and support personal development. It also stresses the need for qualified teachers who are competent in using ICT for teaching. Seven complex lessons in education are outlined, including teaching human fallibility and complexity, as well as ethics for humanity. The document argues that a knowledge society requires digital solidarity, lifelong learning, evidence-based decision making, networking, research, and teachers equipped for 21st century skills. Overall, it promotes ICT and knowledge as forces for positive social change through education.
Educational technologies into teacher training and professional developmentNthabiseng Mofokeng
The document discusses incorporating educational technologies into teacher training and professional development. It outlines many benefits of technology in education such as distance learning and easier communication. It emphasizes the increasing pervasiveness of technology in societies and the importance of training teachers to integrate technology into classrooms. Personal learning environments are described as individualized approaches that allow learners to control their work and learning. Barriers to implementing information and communication technologies in South Africa are also discussed. The document outlines goals for developing a knowledge society and teacher competencies for teaching in digital environments. [/SUMMARY]
This document presents a curriculum for information and communication technology (ICT) education in secondary schools and a programme for teacher development. It aims to ensure all countries have access to quality education to prepare students for modern society.
The curriculum is designed in modules so education authorities can select elements based on their development level. It also outlines teacher competencies and organizing professional development by the stage of ICT development reached in schools.
Conditions vary between countries and schools, so the curriculum framework can be adapted based on local circumstances and available resources. It accounts for differing cultural, societal and institutional factors to allow for various realizations of the curriculum.
1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania.
2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools.
3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
The COVID-19 pandemic disrupted education globally and accelerated the use of technology in learning, but also highlighted challenges with equity and quality of digital education. The document outlines the European Commission's Digital Education Action Plan to address these issues and promote high-quality, inclusive digital education through initiatives like guidelines for teachers, a European Digital Education Hub, and recommendations on digital skills and enabling factors for digital education.
This document discusses the use of information and communication technologies (ICTs) in education in South Africa. It argues that education and society are interdependent and that introducing ICTs into education can help address challenges like poverty, inequality, and lack of infrastructure by making knowledge more accessible. While South Africa faces obstacles to widespread ICT adoption due to its development status, starting with ICT training for teachers could help drive initial implementation. Long-term, expanding ICT access and skills across the education system has the potential to transform teaching and learning at both the national and international levels through collaborative knowledge-sharing.
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2. INFORMATION VS KNOWLEDGE
INFORMATION SOCIETY VS KNOWLEDGE
SOCIETY
3. THE RELEVANCE OF ICTs IN KNOWLEDGE
SOCIETY
INTERELATED ASPECTS:
NETWORKED SOCIETY
COLLECTIVE INTELLIGENCE
ELECTRONIC LEARNING
NEW COMPETENCIES FOR TEACHERS
4. o RELATED STUDIES:
UNESCO –IICBA
o INTEGRATION OF ICTs IN TEACHER
EDUCATION AND TRAININING
o COOPERATION OF STAKE HOLDERS
13. Issues addressed in the
national plan:
Mediocracity
poor learner outcomes
Inadequency
Learning & teaching materials
14. Lack of standards
Exam and test not benchmarked
Lack of cooperation
Uniformity among officials
15. Focal points:
Grade 3,6 and 12
Objectives generalized:
Increase number of learners and
their competencies
Improve performance :
In mathematics and languages
and physics (grade12)
Source: strategic plan:2011-2014 (Department of Education,
2011)…
16. Attention to early child education as well.
Quality education before grade1
18. Objectives for FETs and skills
development:
75% intake by FET colleges
30 000 artisans annually
1 million learning chances
19. Objectives for higher education:
450 000 mathematics and
science students
25% graduation increment
100 doctoral grads per million
20. UNESCO ICT COMPETENCY
FRAMEWORK FOR TEACHERS
A globally recognized initiative
Deals with ICTs competency policies
and standards
Provide benchmark for teaching
effectively with ICTs
27. Information Communication
Technology enhanced Teacher
Standard for Africa
Plead that teacher education
programs should be of good quality
ICT-enhanced Teacher Standards for Africa
(ICTeTSA)
UNESCO-IICBA initiative
Strengthens African teachers
Framework for teacher’s career and
professional development
28. Clarity on how teachers should
progress with regard to ICTs
competency.
29. ICTeTSA aims for teachers who will be
able to :
1.DESIGN INSTRUCTION
35. Cont…
Teacher training and professional
development in ICT(2007)
Broad aims:
1. Establish pedagogical framework
2. Establish technical framework
3. Establish collaboration and network
36. The importance of meeting such
aims
1. Establishing pedagogical framework:
To help teachers acquire a sound and
clear understanding and use of ICT for
purposes of teaching and learning.
2. Establishing technical framework:
37. Teachers need to know which ICT resources are
important and useful to them both inside and outside
the classroom
3. Establishing collaboration and network
Teachers must be able to participate in and be
part of professional bodies and ICTs are there
for that use.
38. references
National planning commission. 2011. The
presidency.South Africa
Strategic plan 2011-2014(Department of
Education,2011)…
Response to the Global Monitoring Report(Education
International, 2008)
UNESCO. 2005. Capacity Building of Teacher-Training
Institutions in Sub-Saharan Africa. Paris, UNESCO.
Editor's Notes
In order to understand what knowledge society is all about, it is important to first differentiate between what knowledge and information means. On the one hand information is news, stories, be they facts or opinions in the form of spoken, written, graphics, and/or sounds presentations which can be stored and/or circulated among two or more individuals. An information society is one in which there is trade of information. And on the other hand, knowledge is the outcome of reconstructed information by an individual with regard to his/her personal life experiences. Therefore, knowledge society is one whereby societal issues of injustice, solidarity, democracy and peace promotion are addressed. Moreover, it is one that promote change by provision of universal and fair access to information (being a teacher in knowledge society)
Significantly the development of the knowledge society requires the integration of information communication technologies (ICTs). And that gives rise to various interrelated aspects of the society: a networked society, collective intelligence, electronic learning and new competences for teachers. In a networked society communication has no limits and/or boundaries and changes all aspects of the formal education to meet the demand of the new technological era. And so a networked society reinforces the idea of collective intelligence whereby individuals in a society work together in order to achieve desired goals. For schooling it means a paradigm shift from traditional ways of teaching and learning to a more electronic limitless type of learning and teaching.
Pervasiveness of technology.A solid education requires good teaching practices and so teacher education and recruitment is crucial in addressing issues of inequalities and affecting learning outcomes. Numerous studies: for example, (unesco-llcba 2008) show that a number of sub-saharan African countries are in need of information communications technologies to help them find solutions to the many economic, educational and social challenges that they face. Convincingly, the results of these study and many other studies strongly encourages the idea that ICTs must be fully integrated in teacher education programs across Africa as a developing continent. Without doubt the inclusion of ICTs proposes that there must be new standards for skills, attitudes and/or competencies by which old and new teachers should be measured against. And thus there was a continental call for African countries, states, professional bodies and institutions of higher learning to co-operate in establishing these required skills, attitudes and competencies.
The south African department of education acknowledges the importance of ICTs as vital to almost every changing aspect of society. Moreover, believes that introducing ICTs in schools promoted new ways for students and teachers to engage critically in the process of selecting, gathering, sorting and analyzing information. Also, the department believes that ICTs have the potential to enhance the management and administrative capacity of schools(doe).
Education for all goalsIt is globally accepted that education is a basic human right. Other nations for example the united kingdom believe that education is vital for society in the sense that it can be used by individuals to improve their skills, living conditions and open up new opportunities. Moreover good education will prepare the coming generation with skills and competencies needed for maintaining and monitoring a sustainable development in society. Significantly, education is viewed as a good investment: an educated population yields an economic growth, better health and nutritional results, less death ratings and stable social state of the society. With regard to economic growth there is 0.37% increment of the GDP for an additional schooling year which can further increase to 1% when learning experiences cultivates quality learning outcomes. These figures are validated by the fact that an educated population has a chance of gaining better and improving salaries. Also, education is viewed as a force crucial to dealing with universal problems including global competitiveness, climate change, conflict and insecurity.
With regard to economic growth there is 0.37% increment of the GDP for an additional schooling year which can further increase to 1% when learning experiences cultivates quality learning outcomes. These figures are validated by the fact that an educated population has a chance of gaining better and improving salaries. Also, education is viewed as a force crucial to dealing with universal problems including global competitiveness, climate change, conflict and insecurity.
There are numerous initiatives addressing the issue of education for all and one such initiative is “the education for all by 2015” initiative which was established 13 years ago. The aim of this initiative is to alter the lives of all human-beings around the world by using formal education. The initiative has its basis on the following listed goals to be achieved by the year 2015:1. To expand early childhood care and education2. To provide free and compulsory primary education to all3. To promote learning and life skills for young people and adults4. To increase adult literacy by 50%5. To achieve gender parity by 2005, and gender equality by 20156. To improve the quality of education(Education International’sResponse to the GlobalMonitoring Report 2008)Most of the goals in the list have been met and some are still to be met. Regrettably, the goal to achieve gender parity by the year 2005 was not met and also the funding were never enough to meet needs to monitor and maintain basic education.
Future national strategic plansThe department of education has in store a national strategic plan that will be implemented for correcting the faults in the education system of South Africa. Basically, this plan highlights the goals and tasks of the department during a period of 3 years from the year 2011 to the year 2014. Significantly, this plan gives account of the manner in which the department intend to transform education by emphasizing on the importance of newly formed concept triple T, which stands for Teacher, Time and Text. Generally, triple T is about the ideology of teachers being always on time to teach while making use of quality text books.
This plan resulted after the department realized that it was confronted with numerous challenges that required to be dealt with in order to promote quality education. These challenges included for example: mediocre learner outcomes in all phases, inadequate proper learner and teacher support resources, un-moderated and un-benchmarked school based tests and examinations and unsuitable working relations between administrators in the education sector
The government intends to use this plan to meet these setbacks in hopes to achieve the following objectives: • Increment of Grade 3 learners competent in minimum language and numeracy for Grade 3.• Increment of Grade 6 learners competent in minimum language and mathematics for Grade 6.• Increment of Grade 9 learners competent in minimum language and mathematics Grade 9.• Increment of Grade 12 learners who become eligible for a Bachelors programme at a university.• Increment of Grade 12 learners who pass mathematics. • Increment of Grade 12 learners who pass physical science.• Improve the average performance in languages of Grade 6 learners.• Improve the average performance in mathematics of Grade 6 learners.• Improve the average performance in mathematics of Grade 8 learners.• Ensure that all children remain effectively enrolled in school up to the year in which they turn 15.• Improve the access of children to quality early childhood development (ECD) below Grade 1.• Improve the grade promotion of learners through the Grades 1 to 9 phases of school.• Improve the access of youth to Further Education and Training beyond Grade 9.
On the other hand is the national planning commission which is a body of individuals appointed by the president to plan and outline objectives including in education needed to be achieved by the country is under a given period of time. In particular the plan by this commission is targeted for 2030 and has the following objective specifically for schooling: that about 80 percent of schools and learners should achieve 50% and above in literacy, mathematics and science in grade 3, 6, and 9. And also to increase the number of learners eligible to study mathematics and science at university to 450 000 per year. Another objective is to make sure that about 80% every group of learners complete the 12 cycle of schooling successfully.
For further education and training and skills development the objectives are: to increase graduation rate of further education and training colleges to 75 percent, produce 30 000 artisans per year, increase participation rate in further education and training colleges to 25 percent and create an additional 1 million learning opportunities per year.
For higher education, science and technology the objectives are as follows: increase university science and mathematics entrants to 450 000, increase graduation rates to more 25 percent , increase participation rates to more than 30 percent and produce more than 100 doctoral graduates per million per year.
UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERSThe UNESCO Information Communication Technologies (ICTs) competency framework for teachers is an international initiative geared at helping developing countries to establish and implement comprehensive national teacher ICTs competency policies and standards. Moreover, it is an international benchmark which sets out the competencies required to teach effectively with ICTs. Basically, this framework highlights the fact that teachers need not only to master ICTs skills and transfer them to learners, in-fact they must be able to assist learners to acquire other skills such as collaboration, problem solving, and creativity through the use of ICTs.
Moreover, this framework suggests three developmental levels for teachers: at first teachers must develop technology literacy so that they can be prepared to teach learners to use these ICTs for learning effectively and meaningfully. Secondly, it is knowledge deepening which means that teachers are prepared to enable learners to acquire deep knowledge of the content delivered at school and also to encourage learners to use the knowledge outside the classroom in real life experiences. Finally, it is knowledge creation, meaning that teachers need to equip learners with necessary skills for creating new forms of knowledge that is crucial in maintaining humane and just living conditions in societies.
Moreover, this framework suggests three developmental levels for teachers: at first teachers must develop technology literacy so that they can be prepared to teach learners to use these ICTs for learning effectively and meaningfully. Secondly, it is knowledge deepening which means that teachers are prepared to enable learners to acquire deep knowledge of the content delivered at school and also to encourage learners to use the knowledge outside the classroom in real life experiences. Finally, it is knowledge creation, meaning that teachers need to equip learners with necessary skills for creating new forms of knowledge that is crucial in maintaining humane and just living conditions in societies.
Moreover, this framework suggests three developmental levels for teachers: at first teachers must develop technology literacy so that they can be prepared to teach learners to use these ICTs for learning effectively and meaningfully. Secondly, it is knowledge deepening which means that teachers are prepared to enable learners to acquire deep knowledge of the content delivered at school and also to encourage learners to use the knowledge outside the classroom in real life experiences. Finally, it is knowledge creation, meaning that teachers need to equip learners with necessary skills for creating new forms of knowledge that is crucial in maintaining humane and just living conditions in societies.
Again, this framework aims at the reduction of poverty and promotion of a life of good quality through the use of education as force by which these goals can be met. Also it addresses the goal of lifelong learning.
Information Communication Technology enhanced Teacher Standard for Africa The manner in which teachers are selected, educated and placed in schools to practice is important because it directly impact on the learning outcomes and the education system at large. Therefore, teacher education needs to be of good standard and relevant to the 21st century and its demand of technology literacy. UNESCO- International Institute for Capacity Building in Africa (IICBA), points out that without doubt there needs to be high standards with which teacher education programs are measured by with regard to ICTs integration in education. Hence, the UNESCO- IICBA initiated the ICT-enhanced teacher standards for Africa. This initiative is a strategy to strengthen the development of teachers in Africa. Basically, ICTeTSA aims at providing a framework for the career of teachers and their professional development in the education system. Also it clarifies the expectations for teachers at every stage of their development as far as ICTs skills are concerned in learning and teaching.
According to the recommendations made by the ICTeTSA a teacher needs to be competent in the following areas: firstly a teacher needs to be able to engage in the process of designing instruction. Secondly, he/she must be able to facilitate and inspire student learning, innovation and creativity. Thirdly, a teacher must create and manage effective learning environments, engage in assessments and communication of student learning and finally to engage in professional development and model ethical responsibilities and understand subject matter for use in teaching (UNESCO-IICBA, 15-18, 2012)
On the other hand there is a document about the guidance for teacher training and professional development in ICT by the South African government in its quest to assisted and monitor teacher development. It aims at the following goals:1. To establish a pedagogical framework to promotes understanding and the use of ICT in teaching and learning.2. To establish a technical framework to equip teachers with skills of selecting and using the appropriate ICT materials for personal and professional development.3. To establish a collaboration and network framework to encourage the ability to create and participate in communities of practice