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.
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 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/
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.
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 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/
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.
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.
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.
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.
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.
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.
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.
A presentation by Kim Cofino given to Qatar Academy staff in February 2009. Find more details on the presentation wiki: http://the21stcenturylearner.wikispaces.com
Call for proposals. Digital Pedagogies for Building Peaceful and Sustainable...eraser Juan José Calderón
Call for Proposals | Submission Guide . Digital Pedagogies for Building Peaceful and Sustainable Societies.
December 16 – 18, 2017
Novotel Varun Beach
Visakhapatnam, India
Bridging the Digital Divide:
New Media training strategies for language tutors
By Benoît Guilbaud
“Languages for the 21st century: Training, impact and influence” The Edge, University of Sheffield
1-2 September 2010
New technologies and Media Literacy are increasingly proving a prevalent aspect of every discipline and profession. Yet, discrepancies in their implementation and development are everywhere to be seen. In this paper, I propose to focus on specific strategies aiming at mending the existing gap between the ever-advancing learning technologies and the way they are really put into practice in language teaching in British Higher Education.
The development of new media literacy in language teaching faces a number of challenges and obstacles. I shall focus on one of the major obstacles which I have come across as a classroom practitioner: the disparities in accessing, understanding and using new technologies among both staff and students. The problem originates from a variety of sources: generational gap, social diversity, lack of financial or technical support, all recognised in Warschauer’s gradation-based redefined concept of digital divide (2002).
Focusing on academic and technical staff training, several solutions can be thought of in order to easily and affordably implement some of the latest recommendations made by the New Media Consortium’s Horizon Project in the Horizon Report 2010. These solutions will address the problems of workload distribution, human and financial resources allocation with a particular focus on balancing the ratio between hardware, software and human investments, as well as raising awareness of the importance of new media and its impact on independent learning personal development and employability.
These strategies are designed with quantifiable objectives in mind. They can rationalise costs and prevent technological resources from being misused or unused, thereby losing a large proportion of their economical value over time. They can also enhance learner autonomy and student employability, which are two measurable factors.
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
----------------------------------------------------------------
Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
----------------------------------------------------------------
0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
Transform and innovate Higher Education for sustainable developmenticdeslides
This presentation given at the 20 years anniversary of the Hellenic Open University discusses Why transform Education? Why and what it means to transform and innovate for the future and how education can be transformed trough online, open, flexible and technology enhanced means.
Similar to Teachers and 21st Century knowledge society (20)
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
2.
Outcomes:
Knowledge society agenda
Pervasiveness of technology
“Education for All” goals
Future national strategic objectives
Aims of national and international initiatives
regarding continuous professional development of
teachers----relating to ICTs and professional aptitude
8.
Technology play a dominant role in
21st century
Key to development
Leads to innovation and creativity
Enhance Learning through the use of
media
Improves Individuals experience
16.
Reducing the gap between the rich and poor
Free Education for all
Compulsory schooling
No discrimination in the basis of gender,
race etc.
17.
fight HIV and AIDS and other diseases
Make illiteracy history
Life-long learning
18.
Fund public institutions
Planning distribution of funds ( Proper
budget)
Addressing challenges
19.
Providing learner support (from lower grades)
Have excellent knowledgeable teacher about the
subject
Delivering Quality Education
Creating opportunities (Access to higher
education)
22.
System that is used to create new ways of
communication
Improve new ways of learning
“Enhance teacher standard for Africa”
23.
Improves curiosity among learners
Inspires Learning
Has become part of developing countries
implementation
24.
Have a good understanding of ICT
Develop different teaching methods
Create your own activities
Reflect from activities using latest technology
25.
Train teachers
Implement it into a curriculum
Having the right material
Skills to use computers and other media effectively
26.
Initiative of laptop to teachers provided by
Department Of Education (DOE)
27.
Has become part of 21st century learning
Provide opportunities for technological and
infrastructure development
28.
Education in the 21st Century is a key to
success. Achieving and Implementing new
ways of teaching and learning will contribute
to achieving educational goals.
29.
Bernard C. (n.d). Being a Teacher in the Knowledge Society. France: INRP,
CNED-EIFAD.
Department Of Education. (2007). Guidelines For Teacher Training and
Professional Development in ICT. South Africa: Department Of Education.
Department Of Basic Education. (2011). Strategic Plan 2011-2014.
Republic Of South Africa: Department Of Education.
Department For International Development. (2010). Learning For All:
DFID’s Education Strategy 2010-2015. United Kingdom: Department For
International Development.
Dropbox. (n.d). Retrieved February 17, 2013, from http:
https://www.dropbox.com/s/hs7x5vmifg7oqj1/EFA.mp4 .
30.
Education International. (2008). Education For All By 2015:
Education International’s Response to the Global Monitoring
Report 2008. Belgium: Education International.
National planning Commission. (2011). National
Development Plan: Vision for 2030. Republic Of South
Africa: National Planning Commission: The Presidency.
NETS.T. (2008). International Society For Technology in
Education. Iste.org/nets.
UNESCO. (2011). UNESCO ICT Competency Framework For
Teachers. France: United Nations Education, Scientific and
Cultural Organization.
31.
UNESCO International Institute For Capacity
Building in Africa. (2012). ICT-enhanced Teacher
Standard For Africa (ICTeTSA). Ethiopia: UNESCO-
llCBA.
Editor's Notes
Knowledge society is about having understanding of information to a particular subject and put it together to achieve a common goal. A definition of knowledge society is provided by Bernard referenced from UNESCO that “knowledge society refers to a human society in which knowledge should bring justice, solidarity, democracy, peace.....A society in which knowledge could be a force for changing society. A society which should provide universal and equitable access to information” (UNESCO). Knowledge society introduces the system that learning should differ from the previous classroom teaching method or strategies, but coming up with innovative ideas such as implementing technological facilities. This refers to new methods for conducting learning and teaching in different styles and overcoming challenges.
Involves people who contribute to make decisions in a society to make education more innovative and different. Networking people is part of this system through communication. It emphasizes collective intelligence, in other words, can connect people around the globe through the use of internet. With the use of knowledge society, it leads to improvement; enable quick access to information and interacting with the citizens of the country and around. Teachers should be able to adapt to any implemented system of “new knowledge”.
Technology plays a dominant role in the 21st century. Learning can also be influenced by the use of technology. Technology according to National Development plan is a key to development (National Planning Commision,2011:70), and a development of technology leads to innovation and creativity by implementing new products. Products such a new computer system and other gadgets can be used to support learning. Examples could be the use of social media to support learning. Also creating websites.But not only learning, also improve the experience of people worldwide. In the National Development Plan, statistic shows that “5,3 billion people are cellular users including 940 million who use internet and 90% of people access mobile internet”. People can afford such appliances. In education, technology can be used to enhance learning. It will instill the level of creativity in a social context.
Mostly in schools teachers are designers of the learning environment. ISTE states that “teacher use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity and innovation in both face-to-face and virtual environment” (ISTE, 2008). It is all about engaging learners, and technology will be a good source for teachers to promote collaboration, support and innovative learning. As teachers improve their professional development through the use of technological facilities, they also improve the skills of learners literally, for example, the use of internet and processing Microsoft word. The skills that learners acquire can be used be used as an investment for future workers in a society. Meaning teachers promote the benefit of learning by doing and implementing. Mediators will also have to learn to adapt to new changing system of technology. By keeping up with the pace, the curiosity of learner’s increases because of different learning methods.
Learning to use something new is beneficial to an individual’s skills. But it also raise questions such as how, when, where, who and what exactly is going to be delivered and how are we going to achieve it. Implementing technology will require start-up capital, for example, start-up costs can be higher than expected. One way to get a plan to progress is to obtain funding starting from small to large organisations that are willing to contribute to the project, and also of course the government. The use of technology, including “communication and information depends on electricity (NDP: 2011). Those who have access at home enjoy the benefit while those who are disadvantaged are left behind. One way to resolve this phenomenon is to deliver a service of electricity or find other options such as using nuclear batteries.
The use of technology is beneficial to the society. Teachers and learners will be able to use facilities and able to get in contact and exchange information quickly and easily. All the citizens of country in education will get equitable access of facilities in a country. It will be easier that “teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behaviour in their professional practices” (ISTE, 2008). It allows working with other cross-cultural societies around the world. All the need of learners from a diverse society will be met effectively. Including those who start and already developed and interest in a technological society. Learning becomes dependent and independent.
Education for all is the central aim of developing countries. International education provides six educational goals, “expanding early childhood care and education, provide free and compulsory primary education to all, promote learning and life skill for young people and adults, increase adult literacy by 50%, achieve gender parity by 2005, gender equality by 2015 and improve the quality of education “ (international education, 2008). It includes reducing poverty and The aims of achieving these goals is to prevent illiteracy and make it history, and have a well educated individuals who will, in future make decisions that will lead to improve the economic growth, also reducing the gap between the rich and poor.
The only way to achieve goals for education for all is to have proper funding. Government should spend and distribute funds wisely. A budget will be effective for the distribution of funds. Public funds are to “benefit the whole populace equally” (international education, 2008).
The educational system of South Africa always emphasizes on achieving educational plan that will benefit every academic individual. Specific issues such as “early childhood development, schooling, further education and training and skills development and higher education” (National development plan, 2011: 264-267), are the central role of national strategic objectives. The objectives involve a good foundation of motivation to prepare learners for the world of work. All types of support should be made available for learners in and around school and in the community. Problematic socioeconomic issues should the step them back. Through schooling, teachers should meet the minimum requirements to teach and have a good knowledge about the subject. Language is also very significant because National Development Plan states that every learner should learn and receive instructions in both mother tongue and English.
ICT refer to sharing of information using different telecommunication available. According to UNESCO International Institute for Capacity Building in Africa (IICBA), “ICT is used to enhance teacher standard for Africa”. It is a tool that can be used to engage learners in their assessment, share information, develop professional development of teacher, and inspire student learning. Often implemented in developing countries. Improves service delivery and stimulate to economic growth.
Using ITC technology means having knowledge about the use of computer and using application relating to a specific learning subject. Department Of education also provides other aims such as “training for adoption of ICT by educators and student teachers”(DOE, 2007). All these aims contribute to the innovation of learning and teaching. Teachers should have an understanding of the use of ICT in the classroom. They can also create their own ICT activities as they become familiar with the use of it.
In the 21st Century, there are plenty of plans to implement new strategies of teaching and learning. This includes the implementation of Information and Communication Technology (ICT). The approach is to enable access for teachers to network and share ideas. According to Department Of Education, “ICT should be part of the skills and development for teacher initial and continuing teacher development programmed”(DOE, 2007:1). Approaches provide an indication of how ICT implementation will be put into action. Answers includes, choosing the right material for learning support, having the skills to use computer and other form of media in the classroom and implementing it into the curriculum. In South Africa there was an initiative from the Department Of Education that they want all educators to have laptops in schools because they are of a greater and better use.