Knowledge society
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This document discusses the role of technology in education and the skills needed by teachers in a knowledge society. It covers topics such as the pervasiveness of technology in everyday life, both in school and at home; examples of how technology can be used by teachers and learners; the "death of books"; using social networking and video conferencing; and ensuring educational goals are met through the use of technology. The key points are that technology has changed the educational landscape, teachers are the key agents for effectively integrating technology into the classroom, and skills related to technology are crucial for teachers in a knowledge society.
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Knowledge society
- 1. Assignment 1 Puleng lebyane 201113378
- 2. Knowledge society What is knowledge society
- 3. Being a teacher in a knowledge society
- 4. Things change with time
- 5. Network society Education in a networked society
- 7. The use of ICT in education
- 8. Teachers are the key agents in the education system
- 10. Every day life and the use of technology In school For teaches and learner At home for researches
- 11. The death of books Examples of the use of technology
- 12. •The means of using technology to teachers •The successful integration of ICT into the classroom
- 13. Teacher skills needed in classroom THE CHANGE OF THE SETTING
- 16. How to use social networks to make the workload easier HOW TO DEAL WITH THE LANGUAGE BARRIER
- 17. The use of Wiki’s
- 21. poverty
- 22. Future national strategic objectives
- 23. The white paper Characteristics of schools
- 24. UNESCO’s overriding aim THE TRANSFORMING STAGE
- 25. National achievement goals and curriculum statements
- 27. development of high levels of knowledge and skills
- 28. Subjects and learning and fields
- 30. SKILLS, KNOWLEDGE AND VALUES
- 31. THE ENVIRONMENT FOR THE USE OF ICT
- 32. REFERENCE LIST CORNU, B.(2005).THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT Work. Stellenbosch: IFIP. UNESCO.(2005). Capacity Building of Teacher-Training Institutions in Sub- Saharan Africa. Paris, UNESCO. EI ANALYSIS. (2008). Education For All by 2015. Education International’s Response to the Global Monitoring Report 2008. Paris: Oxford university press.
Editor's Notes
- Aknowledge society is a society that is natured by its diversity and capacity. ICTs are contributing substantially to growth and jobs. The benefits of using ICTs inwork, schools and everyday life are evident. Its importance for social and cultural participation everywhere is increasing dramatically. The current society has knowledge as one of its most important values and indeed this is often called Knowledge Society. But Knowledge Society is still a desired aim more than a reality.
- Information society: A society in which information is a good that one can exchange, buy, sell, store, transport, process. The society of the digital divide.Knowledge society: 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).Integrating ICT in order to build the Knowledge Society:Learning to know ICT and Knowledge, accessing Knowledge Learning to do new capacities, do through ICT Learning to live together new communication, the « e-citizen »
- Learning to be in the knowledge society; personal developments ICT change knowledge itself:Each discipline, its concepts, processes, methods, resources available… The Knowledge Society needs new kinds of Knowledge, which cannot reduce to traditional disciplines. The society need to be taught about the use of ICT to increase their knowledge about the up coming times of use of technology
- • Education needs networks of knowledge• The links (the edges): contribute to the elaboration and acquisition of KnowledgeEducation in a networked societyTake into account:• New knowledge • Access to knowledge • Communication in a network• New teaching, new learning • New tools, new resources, new pedagogies
- An aim for education: build a collective intelligence; a role for Teachers.• The (open) classroom is the first place where collective intelligence can be built and used. • Develop collective intelligence of pupils • Develop the capacity for collaborative work • Use collaborative workThe school in a knowledge society • not only technology, but a new conception of teaching, training, learning • Managing differently time and space • Internet and virtuality• individualisation and collaboration• Interactivity: interactive content
- In the Knowledge Society, every learner is a lifelong learner. The content and the methods of initial education must take into account preparation for lifelong learning. ICT is a key tool for developing lifelong learning. The development of lifelong learning needs an integration of education into the real world - ICT should be used for this purpose. Lifelong learning must be encouraged in all countries, as a tool for reducing the Digital Divide. (CORNU, B.2005)
- Being a teacher in the Knowledge Society requires new specific competencies: a teacher has to deal with new knowledge, new ways for accessing knowledge; with a networked world and with new types of co-operation and collaboration; with a society in which knowledge plays a crucial role; with lifelong learning. Teachers are the key agents in the education system. It is our common responsibility to help all countries to train and recruit teachers, and to involve all teachers in international networks. ICT changes teaching and learning, but technology is not the main issue. “Technology matters, but good teachers and good teaching, matter more. ( CORNU, B.2005)
- Over the years, technology has been used to improve the quality of instruction. However, effective use of technology to enhance the quality of teaching is a very challenging problem. Technology can be used to improve the quality of teaching in many ways. For example, it can improve the interactions between the instructor and the students, or in-group collaboration among the students
- Much of what we do in some way involves technology that we do not much notice and likely do not understand. Some educators and researchers believe that the efficiencies that technology provides us benefit us in all kinds of ways, while other people are concerned that technology is becoming ever-more like “Big Brother.” These people feel that technology’s invasive, destructive, and desocializing nature is leading us to trouble. Stories to support the arguments of both sides are easy to find. Surely it is important to consider both the gains and losses from any kind of use of technology.
- For example, when people make the decision to go to the video store in their cars rather than by bike, they get convenience and speed but they are trading away exercise and fresh air. The same idea of gains and losses holds for using educational technology. When students read from the screen instead of from a hard copy of a book, what are the gains and losses? What about when they take classes online instead of face to face? Or when they use Internet resources instead of those from the library? If technology users carefully consider both the advantages and shortcomings of technology use, they are more likely to maximize the gains and minimize the losses. The books are dying because learners prefer using their tablets, laptops and all sort od ICT to do their activities, so the use of ICT is recommend ate in the classroom environment
- (UNESCO. 2005:12) argues that the use of new technologies in education implies new teacher roles, new pedagogies and new approaches to teacher education. The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in new ways, to merge new technology with a new pedagogy, to develop socially active classrooms, encouraging co-operative interaction, collaborative learning and group work. This requires a different set of classroom management skills.
- This requires a different set of classroom management skills. The teaching skills of the future will include the ability to develop innovative ways of using technology to enhance the learning environment, and to encourage technology literacy, knowledge deepening and knowledge creation. Teacher professional learning will be a crucial component of this educational improvement. However, professional learning has an impact only if it is focused on specific changes in teaching.
- There are many ways to use technology in the classroom and outside classroom environment to teach and communicate with the learners as stated by ( UNESCO. 2005:80).Use ICT to communicate, share and collaborate with other teachers to develop lessons, units and projects. Get students to use emails, social networking sites, video-conferencing, Twitter, chat, instant messaging, social gaming etc, to communicate with each other, with their teacher and with communities outside the school. This interaction should promote a deeper understanding of the subject matter and a respect for the views and attitudes of others.
- Video conferencing is the best way to communicate with the learners if the teacher is away, or if the teacher wants to have one on one consultation with the learners after school or during the holidays, this way easy to increase the interaction between learner and teacher.
- Use ICT to communicate with students, for example for them to submit their project reports online, with parents and with the school administration. Makes use, as necessary, of ICT features which address particular learning needs such as students who have a different first language from the host country, or have paired hearing. Use tried and tested communication methods, for example email, where possible, but be willing to experiment with new resources as they become available, for example, video-conferencing
- Use ICT, for example learning management systems or wikis, to manage project work and to assess the students’ progress and outcomes. Enable students to use ICT to manage themselves in collaborative work, for example to manage the process of getting different students to edit and revise a collaborative document, or to facilitate an online discussion, or to contribute to video editing.
- Check that students are adhering to the project schedule and have submitted each piece of work specified in the project orassignment instructions on time.Check on student progress regularly enoughto detect problems in time to rectify themand to provide assistance where necessary.Use tracking and revising tools (word processing programs, discussion forum posts etc.) to see what each student contributes to collaborative activities. Use ICT to analyze records of students’ work, grades and progress. Provide opportunities for students to comment on the project and provide feedback
- Teaching is probably the most critical part of a solid education. The ways teachers are recruited, trained and displayed across schools play a key role in learning outcomes and the reducing inequalities. A high quality teacher education is of critical importance for the quality and relevance of education at all level, and to the high status of the teaching profession itself.
- EI ANALYSIS. (2008:1)Eight years have passed since the historic moment in April 2000, when the international community met in Dakar, Senegal, and set itself a global challenge with the potential to transform the lives of millions of children, youth and adults around the world. That historic challenge is embodied in the six Education for All goals. They are:1. Expand early childhood care and education2. Provide free and compulsory primary education to all3. Promote learning and life skills for young people and adults4. Increase adult literacy by 50 percent5. Achieve gender parity by 2005, gender equality by 20156. Improve the quality of education.
- Everyone should have education, without education they will be trapped in a life of poverty, education is the solution to break the cycle of poverty because it aims everyone to get a get a better job in the society, and they will be able to read the signs of life as opportunities and excellence comes. Education helps to economic growth, empower woman, strengthen democracy and fight hiv and aids
- The department of education programme of guidelines for teacher training and professional development in ICT to implement the white paper on e- Education .information and communication technology is fundamental in the functioning of e-education and greater opportunities to access learning redress inequalities and improve the quality of teaching and learning. ICT also makes it possible for teachers to offer learning unique opportunities for development and life long learning.
- The white paper characterises schools that implement e-education as institutions that have:-learners that utilize ICT to enhance learning-qualified a competent leaders who use ICT for planning and learning -qualified teachers who use ICT to enhance teaching and learning-access to ICT resources that support the curriculum- Connection to ICT re-communications
- One of the UNESCO’s overriding aim is to ensure that all countries, both developed and developing, have access to the best educational facilities necessary to prepare young people to play full roles in modern society and to contribute to knowledge nation. The following stages 1. Emerging stage, 2.the applying stage, 3.the infusing stage 4. The transforming stage are stages of ICTeTSA model continuum they are intended to illustrate the steps toward growing IET confidence and competence that many teachers go through, before beginning the transformation.
- The documents sets out the ICT knowledge, skills, values and attitude needed by teachers to implement national curriculum statements effectively .e-education and implementation of the national curriculum statement all revolve around the use of ICT achievement of national achievement goals which are:-the social transformation of the past apartheid approach to education -the development of high levels of knowledge and skills -the integration and applied competence across subjects and fields of learning -the valuing of indigenous knowledge systems increasing the credibility, quality and efficiency of education in South Africa.
- The apartheid education oppressed black people as they did not have equal and dignified education. The education system was very poor i which many black learners failed some droped off schools because of the use of Afrikaans as the medium of instructions. The use of technology was in the cities and only white learners and teachers could have access to it .
- The education should meet the needs of the learners and the community; the curriculum should develop high levels of knowledge and skills. The skills that will help the community to survive, the kind of skills that will help learners to have a position in the society. Where technology is use. The schools should have access to the modern technology of internet.
- It distinguishes between programme and learning module outcomes of the school, and about the programme and ensure consistency of outcomes across subjects and learning. The use of technology must used in all learning areas in order for the learners to get used to it.
- Principles for ICT in teacher development key to be followed in professional development programmes for teachers, educational goals should be primary, teacher development should provide teachers with contextualized learning experience and teacher development should be needs driven ongoing support be consistently available
- The adaptation and appropriation level focus on knowledge, skills and values to integrate ICT into teaching and learning. The innovation level focuses on the transformational use of the ICT to redefine the role of the teacher classroom environments
- At this level, entirely new learning environment that uses ICT as a flexible tool for whole school development and for collaborative and interactive learning are developed. It is very important for teacher to teach the leaners about the use of technology because in universities and work place technology is used the most.