This document discusses developing skills for teachers in integrating information and communication technologies (ICT) into education. It addresses three key points: 1) Developing an ICT skill set is important for teacher training programs. 2) ICT can be used to build collective intelligence and help society function as a knowledge network. 3) Teachers need to be trained in three stages - technology literacy, knowledge deepening, and knowledge creation - to effectively incorporate ICT into their teaching practices and help students become lifelong learners.
this presentation contains information of how several educational societies strive to create inclusive education whereby technology is the leading materials of mediating learning
this presentation contains information of how several educational societies strive to create inclusive education whereby technology is the leading materials of mediating learning
ICT for instruction ( information and Communication Technologies)syd Shafeeq
Information and Communication Technologies (ICTs) is a broader term for Information Technology (IT), which refers to all communication technologies, including the internet, wireless networks, cell phones, computers, software, middleware, video-conferencing, social networking, and other media applications and services....
ICT for instruction ( information and Communication Technologies)syd Shafeeq
Information and Communication Technologies (ICTs) is a broader term for Information Technology (IT), which refers to all communication technologies, including the internet, wireless networks, cell phones, computers, software, middleware, video-conferencing, social networking, and other media applications and services....
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BARRIERS TO BL & AI ADOPTION IN AFRICA 14092023 RITA KIZITOB.pdfRita Ndagire Kizito
In a world of rapid technological change, how can we ensure that the benefits of digital education are accessible to everyone?
Are we read to embrace these changes in African higher education? This presentation explores the role of diversity and inclusivity in shaping the future of digital learning in Africa
Roles and function of educatinal technology in 21st century l(1)
Power point assnt
1.
2.
3. DEVELOPING A SKILL- SET IN PRE-SERVICE.
TEACHER TRAINING EMBEDDED WITH COURSE
WARE.
4.
5. integrating ICT in order to learning to be in the
build the knowledge society. knowledge society and
personal development of
learners and the society.
6.
7. Networked society needs to reinforce
collective intelligence.
8. Aim for education is to build collective
intelligence.
Open classroom environment.
Collaborative work.
Extending the ‘Status-quo’-robust
bureaucratic school system.
Re-schooling schools as core school
centers
9.
10. Teaching in networked society.
Develop collective intelligence.
Pedagogical possibilities.
Managing time
Effective teaching
New expectations of the society
11. Contribute to the education and acquisition of
knowledge.
Learning new tools, resources, new pedagogies
new space and time.
Every learner is coincided as a lifelong learner.
Content and methods to educate must take to
account preparation for lifelong learning.
12. Technology has brought huge change in peoples lives.
Integrating people.
Making life easier for everyone.
13. Cellphones, internet, television, compute
rs many more…
ICT has an effect to every ones life.
Everyone has access to social networks.
14.
15. Brought change to human
struggle in the world.
Micro and national levels.
ICT developed interventions to
enhance good governance.
Deliver basic social services.
16. Divided into tree
approaches.
Three successive
stages of a teachers
development.
1st TECHNOLOGY
LITERACY.
Enables students to
use technology.
17.
18. This enables students/learners to acquire
in-depth knowledge.
19. Enable learners and citizens for work
force.
Create new knowledge
Fulfilling and prosperous societies.
20.
21.
22. Improves literacy skills.
Teachers should identify components of
education
Reform programs that correspond to
policy goals.
Curriculum changes include improving
basic skills.
Development of ICT skills into curriculum
contexts.
23. ICT tools and digital content.
Group, and individual student activities.
Educator should know where, and when as
well as when not to use technology in the
classroom.
Management tasks, acquisition of additional
subject Metter.
Pedagogical knowledge in support for
educator’s.
24. Focus for all education.
Qualityof learning attained
for effective and lifelong
growth.
Development and wellbeing.
25. 1. Expand early childhood care and
education
2. Provide free and compulsory primary
education to all
3. Promote learning and life skills for young
people and adults
4. Increase adult literacy by 50 percent
5. Achieve gender parity by 2005, gender
equality by 2015
6. Improve the quality of education
26. Promoting partnership globally around the world.
New teacher roles with new pedagogies with new
approaches to teaching.
Teachers should structure the learning environment
in new ways.
27. Provide the right combination of
incentives.
This will result on improving
• Quality of life
• education and training opportunities
• building of a peaceful, prosperous and
democratic country.
28. building of a peaceful, prosperous and
democratic South Africa.
The aim for this is to ensure that every
school has access to a wide choice of
diverse technology
high-quality communication services
which will benefit all learners and local
communities.
29.
30.
31. Stronger link to economic growth than
quantity of education.
education expansion does not
necessarily translate into reduced
inequality.
economic expansion, which can indeed
be sustained by well-educated elites
32. Facilitate and Inspire Student Learning
and Creativity.
Quality improvement and the
enhancement of excellence must take
into consideration the need for
increased access, equity and redress.
33.
34. 1. Design or adapt relevant learning
experiences.
2 Develop technology-enriched
learning environments that enable all
students to pursue their individual
curiosities
Customize and personalize learning
activities to address students.
35. Community’s core values and passing on
its cultural legacy.
Supporting the personal development of
children.
Promoting democracy and increasing
participation in society.
Encouraging cross-cultural
understanding and the peaceful
resolution of conflict.
36. Institutions should offer compulsory ICT in
teaching and learning
Students leaving higher education for
the teaching profession should have
reached at least the adaptation level.
Focused intervention from the national
Department of Education
37. Computer literate be use various ICT
Teaching and learning, and is able to
teach learners how to use ICT.
Teaching and learning, and is able to
teach learners how to use ICT.
The teacher is able to develop entirely
new learning environments that use ICT
as a flexible tool,
38. Applications of ICT in education; • basic
ICT terminology
Availability of content from various
sources
Understand the role of ICT in
communication, cooperation and
collaboration in teaching
Information and opportunities for
updating ICT skills
39. Alexander, D. (2010). Education Strategy 2010-2015. London: Department for
International Development.
Motsheka, A, Soorbrayan, B, Surty, E. (2011). Strategic Plan 2011-2014: Sol Plaatje
House.
Roi, A. (2008). Education for All by 2015. Belgium: Brussels.
United Nations educational, scientific and cultural organisation.(2011).UNESCO ICT
competency framework for teachers. 7, place de Fontenoy: Paris
UNESCO (2002a). Information and Communication Technologies in Teacher
Education: A Planning Guide. UNESCO: Paris
UNESCO (2002b). Information and Communication Technology in Education: A
Curriculum for Schools and Programme of Teacher Development. UNESCO: Paris
40. THE END…
IHOPE YOU ENJOYED
MY PRESENTATION
ON “National Strategic
imperatives…”
Editor's Notes
There is an international and national imperative to include educational technologies into teacher training and professional development. This presentation is aimed at developing a skill-set in pre-service teacher training and should be embedded within current courseware delivering compliant teachers. In this presentation I have explored the national strategic imperatives.
Knowledge society is a human society, in which knowledge should bring justice, solidarity, democracy and peace. It is a society in which knowledge could be a force for changing society. It is important that society provides universal and equitable access to information (UNESCO).
It is of importance that the 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 and personal development of learners and the society.
Education for everyone in community and society, diversity interaction for everyone.
It is important that knowledge society gets new kinds of knowledge that cannot reduce to traditional disciplines. The networked society needs and reinforces a collective intelligence.
The aim for education is to build a collective intelligence a role for teachers. An open classroom is the first place were collective intelligence of pupils, develop the capacity for collaborative work. The school systems, extending the “Status-quo”- robust bureaucratic school systems, extending the market module. Re- schooling schools as core school centers, schools as focused learning organizations. “ de-schooling learner networks and the networking society.
There are new concepts for teachers, teaching in the knowledge society, teaching in the networked society, developing a collective intelligence. Technology new pedagogical possibilities, new management of time and space, new knowledge, new expectations of the society.
Communication: one to one one to all (media) all to all. From hierarchical communication to networked communication. Education in a networked society, Education needs networks of knowledge, The links (the edges): contribute to the elaboration and acquisition of Knowledge. Education in a networked society take into account , new knowledge, access to knowledge, communication in a network, new teaching, new learning, new tools, new resources, new pedagogies, new space and time, new teaching profession. 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.
Science and technology have brought huge change to the lives of people across distances providing clean water and so forth, they have also crated new markets, catering for everyone’s needs it has brought everyone together and also made things simple for people.
Most parts of Africa that have not seen fixed-line telephony are widely served today by efficient cellular phone networks that provide a wide range of services. Today almost everyone has access to social networks and technologies; everyone should benefit information breakthroughs in technology. Information and communication technologies (ICTs) are vital to the changes taking place throughout the world.
The development of ICTs is driving important changes in many aspects of human struggle throughout the world. At both micro and national levels, ICTs have increased the effectiveness and reach of development interventions, enhanced good governance, delivering basic social services. The lack of developed infrastructure for information and communication technologies is widening the gap between Africa and the developed world.
The Framework is arranged in three different approaches to teaching (three successive stages of a teacher’s development). The first is Technology Literacy, enabling students to use ICT in order to learn more efficiently.
Encourages that technology should be introduced in early childhood of learning. And other levels of learning learners need to be literate in technology.
The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems.
The third is Knowledge Creation, empowering students, citizens and the workforce they become, to create the new knowledge required for more harmonious, satisfying and prosperous societies.
Teachers should be aware of these goals and be able to identify the components of education reform programe’s that correspond to these policy goals. Corresponding changes in the curriculum entailed by this approach might include improving basic literacy skills through technology and adding the development of ICT skills into relevant curriculum contexts.
This will involve setting aside time within the traditional curricula of other subjects for the incorporation of a range of relevant productivity tools and technology resources. Changes in pedagogical practice involve the use of various ICT tools and digital content as part of whole class, group and individual student activities. Changes in teacher practice involve knowing where and when (as well as when not) to use technology for classroom activities and presentations, for management tasks, and for acquisition of additional subject matter and pedagogical knowledge in support of the teachers’ ownProfessional learning.
Africa is a developing continent. The lack of developed infrastructure for information and communication technologies is widening the gap between Africa and the developed world. The focus of all our education and quality improvement strategies is the learner and the quality of learning attained for effective and lifelong growth, development and well-being.
A global revolution is currently taking place in education and training. 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. 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.
The purpose is not to punish the management, teachers and learners, but to provide the right combination of incentives, support and resources that will help accelerate the changes needed to improve the quality of education in those schools. Our vision is of a South Africa in which all our people will have access to lifelong learning, education and training opportunities which will, in turn, contribute towards improving the quality of life and the building of a peaceful, prosperous and democratic country.
Information and communication technologies (ICTs) are central to the changes taking place throughout the world. This White Paper sets out Government's response to a new information and communication technology environment in education. The aim for this to ensure that every school has access to a wide choice of diverse, high-quality communication services which will benefit all learners and local communities.
Qualityeducation seems to have a stronger link to economic growth than quantity of education. The Report admits, however, that “educationexpansion does not necessarily translate into reduced inequality. ”The same can be said about economic expansion, which can indeedbe sustained by well-educated elites. The promotion ofuniversal access to equitable qualityeducation can fully achieve human and social developmentgoals.
Education systems have an obligation to deliver on public expectations of quality education for economic growth and social development. However, in the context of developing countries, quality improvement and the enhancement of excellence must take into consideration the need for increased access, equity and redress. These efforts are, in most instances, undermined by factors such as fiscal constraints, spatial barriers and other capacity-related limitations to delivery.
Teachers 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 environments.
1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 2 Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress, Customize and personalize learning activities to address students.
UNESCO and the UN see education as having thefollowing aims:_ inculcating the community’s core values and passing on its cultural legacy_ supporting the personal development of children, young people and adults_ promoting democracy and increasing participation in society, particularly among women and minorities_ encouraging cross-cultural understanding and the peaceful resolution of conflict, improving health andwell-being_ supporting economic development, reducing poverty and increasing widespread prosperity
• All higher education institutions should offer compulsory ICT in teaching and learning inteacher development courses (up to appropriation level).• Students currently in higher education institutions should be fast-tracked to bring them to atleast the adoption level by the end of their studies.• From 2008, all students leaving higher education for the teaching profession should havereached at least the adaptation level.• Subject advisors are to be trained up to appropriation level through a focused interventionfrom the national Department of Education
1.Educator has to be computer literate be use various ICT, including computers, to support traditional management, administration, teaching and learning, and is able to teach learners how to use ICT. The teacher is the mediator.2. The teacher is able to use ICT tosupport everyday classroom activitiesat an appropriate NCS level, assessthe learning that takes place andensure progression. 3. The teacher has a teaching and learning, and is able to teach learners how to use ICT. . He/she has the experienceand confidence to reflect on how ICTcan influence teaching and learningstrategies, and to use new strategies.4. The teacher is able to develop entirelynew learning environments that useICT as a flexible tool, so thatlearning becomes collaborative andinteractive.
• the different applicationsof ICT in education,basic ICT terminology• the availability of contentfrom various sources.• efficient search strategiesdistinguish between thedifferent uses and valueof different applications;He/she is able to:• understand the role of ICT incommunication, cooperationand collaboration inteaching and learning,• seek out information andopportunities for updatingICT skills;