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Professional studies 3 a assignment one
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.
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Professional studies 3 a assignment one
- 1. S U RN A M E : T S H O S H A N E N A M E : R A M A K G A H L E L E R E B E C C A S T U D E N T N U M B E R : 2 0 1 1 0 7 4 8 6 D U E D A T E : 2 2 - 0 2 - 2 0 1 3
- 2. EDUCATIONAL TECHNOLOGIES INTOTEACHER TRAINING AND PROFESSIONAL DEVELOPMENT What can be done to help our teachers to use technology in schools. All teachers should get the opportunities to attend the short courses and workshops. Higher institutions should include the course of new technology (computer) to their studies so that everyone who is doing teaching can be literate.
- 3. KNOWLEDGE SOCIETY AGENDA It refer to whereby society is constructed with knowledge to bring up good things, in this situation knowledge society become a major creative force. Knowledge society refer to human society, in which knowledge should bring justice, solidarity, democracy, peace. A society in which knowledge could be a force for changing society
- 4. CONTINUE… Knowledge mustbe aquired to make ICT change knowledge itself, each discipline, its concepts, processes, methods, resources available. The Knowledge Society needs new kinds of Knowledge that cannot reduce to traditional disciplines.
- 5. CONTINUE… As teachers weneed major areas that will help us to shape a beneficial use of ICT in Education: Digital solidarity Learners and lifelong learning Decision-making strategies Networking Research Teachers
- 6. CONTINUE… Knowledge society tonetworked society Network refer to refer to different phenomena related to the social, political, economic and cultural changes caused by the spread of networked, digital information and communications technologies while network refer to a group of two or more computer system linked together.
- 7. PERVASIVENESS OF TECHNOLOGY Technologyeducation is crucial for South Africa’s future innovation, therefore the pervasiveness of technology is highly needed in our country for a better education for all. Technology is a body of knowledge used to create tools, develop skills, and extract or collect materials. It is also the application of science, where is useful to school, now a days there is no where you can go without technology.
- 8. CONTINUE.. ICT definetechnology as a tool for management; and administration tool to increase productivity; A resource for curriculum integration; A communication tool; A collaborative tool for teachers and learners; And a learning environment that advances creativity, communication, collaboration and engagement
- 9. CONTINUE… ICT has broughtthe pervasiveness of technology in our lives , therefore technological, social, political, and economic transformation, which has eventuated in a network society organised around ICT.
- 10. EDUCATION FOR ALL Everychild has the right to receive education, that education is reasonably practicable. In order to answer the effective access to and implementation of the right. The state must consider all reasonable educational alternatives, so to do so there should be no discrimination on the basis of race
- 11. CONTINUE… We all havea dream to be educated That is why our former president Nelson Mandela emphasized that “we already have a plan to reach our dream which is education for all; we all have to be educated. There should be agreement as the nation to come with good plans to accommodate all children to get education for all . We all agreed to on the same page
- 12. CONTINUE We as SouthAfricans can battle: to battle as the nation we need ;school to accommodate all learners books, teacher,
- 13. CONTINUE… money And lastly courage with all this education can empower women, fight HIV and AIDS and strengthen democracy,
- 14. CONTINUE… promoting growtheconomic and end poverty
- 15. CONTINUE… To make ourilliteracy a history ,we have to adapt to ICT so that we can achieve the six educational goals for 2015 that has been mentioned by educational international : Expand early childhood care and education Provide free and compulsory primary education to all Promote learning and life skills for young people and adults Increase adult literacy by 50 percent Achieve gender parity by 2005, gender equality by 2015 Improve the quality of education With all this goals education will be smooth to our children even those who have barrier to learning, it will accommodate all kinds of learners.
- 16. FUTURE NATIONAL STRATEGICOBJECTIVES The national strategies objectives are based on the outputs and the sub-outputs of the programmes delivery which was introduced by department of basic start plan 2011-2012 education. It has been aligned on the agreement concern with the budget programmes The nation has introduced the five strategic goals in which they fall under the output : output 1(improve the quality of teaching and learning, output 2(undertake regular assessment to track progress, output3 (improve early childhood development,
- 17. CONTINUE… output 4(ensurea credible outcomes focused planning and accountability system and output 5(improvements in the capacity of the department of basic education.
- 18. CONTINUE.. Strategic objectives introducethe programme objective which discussed what are their plans to reach in 2015: administration, curriculum policy, support and monitoring, teachers,
- 19. CONTINUE… Education humanresources and institutional development, planning, information and assessment and lastly educational enrichment services. For example whereby administration refer to manage the department and provide strategic and administrative support services.
- 20.
- 21. AIMS OF VARIOUSNATIONAL AND INTERNATIONAL INITIATIVES REGARDING CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS WITH REGARD TO TEACHER COMPETENCY STANDARDS RELATING TO ICTS AND PROFESSIONAL APTITUDE ICTeTSA all this to include the training profession for teachers so that they can be able to educate our children ITC, therefore it conceptualized terms of knowledge, skills and attitudes expected of teachers to effectively perform their duties as teachers of a given subject area in the 21st century Africa. Teachers must demonstratet knowledge, skills and attitudes composed of subject matter, pedagogy and technology in order to help their students learn best in a given context related to ITC Firstly national and international need to include: teacher development in ICT whereby it acknowledges that ICT practised in isolation from their context, it also acknowledge that the development of ICT skills and knowledge.
- 22. CONTINUE… ICT need toaccelerate the achievement of National education goals. These goals underpin the development and implementation of the National Curriculum Statement (NCS), and are as follows: The social transformation of post-apartheid South African society. The implementation of an outcomes-based approach to education. The development of high levels of knowledge and skills.
- 23. CONTINUE… The integrationand 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
- 24. CONTINUE… All teachers musthave: Entry, be able to use computer to teach learners to use a computer Adoption-teacher must be able to use various technologies, including computer to support teaching and learning
- 25. CONTINUE… Adaptation- teachermust be able to use technology to enrich the curriculum. Appropriation- teacher must be able to integrated technology into teaching and learning activities Innovation- prepares to develop entirely new learning, environment that uses technology as flexible tool so that learning become collaborative and interactive. Therefore there have been identified three approaches for teacher competency. If all teachers follow this instructions then they will all rich the level of the curriculum and know very well to introduce learners to technology.
- 26. CONTINUE… All the fivesteps which should be taken by all teachers are as follows: they all related to one another and they follow one another:
- 27. CONTINUE… Three approaches forteacher competency to help them on how to teach learners: Technology Literacy This approach enables “learners, citizens and the workforce to use ICT to support social development and improve economic productivity. Related educational goals include increasing school enrolments, making high-quality resources available to all, and improving basic literacy skills, including technology literacy
- 28. CONTINUE… Knowledge Deepening Thisapproach “ increase the ability of the workforce to add value to economic output by applying the knowledge of school subjects to solve complex problems encountered in real world situations at work and in life generally”. Therefore teacher competencies related to the knowledge deepening approach include the ability to manage information
- 29. CONTINUE… Knowledge Creation Thisapproach “increase productivity by creating a workforce that is continually engaged in, and benefits from, knowledge creation, social development and cultural development”.
- 30. CONTINUE… Therefore all theapproaches fall under certain modules and goal curricula.
- 31. CONCLUSION The essay hasshowed that international and national imperative have included educational technologies into teacher training and professional development whereby it requires teachers to design, implement and assess learning experiences to engage students and improve learning through the use of technology. ICT managed to include Knowledge society agenda, Pervasiveness of technology .
- 32. CONTINUE… “Education for All”goals, Present future national strategic objectives and the aims of the various national and international initiatives regarding continuous professional development of teachers with regard to teacher competency standards relating to ICTs and professional aptitude. With all this it is easy for ICT to be included in education for the future of our children. All the aims of this assignment are on the following slide, the picture show what ITC can do in the future.
- 33.
- 34. REFERENCE LIST Department forinternational development. (2010).DFID’s Education strategy 2010-2015. Department for international development: UK. Department of education. (2004). White paper on e-Education. Government Gazzete: Pretoria Education international. (2008). Education for all. Education international: Belgium. Engida, T. (2012). ITC- enhanced teacher standards for Africa. Unesco-IIBA: Addis Ababa. Motshekga, A. (2011). Strategic plan 2011-2014. ISBN: Pretoria. Unescoo. (2011) .unesco ICT competency framework for teachers. United nations educational scientific and cultural organization: France.
Editor's Notes
- #3 Teachers design, implement and assess learning experiences to engage students and improve learning through the use of technology that is why the international and national imperative introduced that there should be technologies into teacher training (ISTE, 2008). The main aim of this assignment is to discuss the “skill-set in pre-service teacher training as it should be embedded within current course delivering of compliant teachers and also applying to current in-service teachers”. All teachers should get the opportunities to attend the short courses and workshops or the higher institutions should include the course of new technology (computer) to their studies so that everyone who is doing teaching can be literate and adapted to technology for their future purposes. To do so will help teachers to engage our children on how to adapt to technology. Secondly, we will look at on knowledge society agenda, how it affects society and how will it help them and as the have already mentioned that there should be the pervasiveness of technology for our future children. Thirdly, there should be “education for all” goals; all children must have equal education weather they are rich or poor looking on how we will present future national strategic objectives for their needs. Lastly the discussion will highlight the broad aims of the various national and international initiatives regarding continuous professional development of teachers with regard to teacher competency standards relating to ICTs and professional aptitude.
- #4 Knowledge society agendaKnowledge society refers to whereby society is constructed with knowledge to bring up good things, in this situation knowledge society become a major creative force. Knowledge society refer to 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 ” by unesco. Knowledge must be aquired to make ICT change knowledge itself, each discipline, its concepts, processes, methods, resources available. The Knowledge Society needs new kinds of Knowledge that cannot reduce to traditional disciplines. Technology offers much more possibilities for sharing, archiving and retrieving knowledge. Knowledge has become the most important capital in the present age, and hence the success of any society lies in harnessing it. TheIFIP introduced that “As educators, we want not only an Information Society, but a Knowledge Society, enabling all children and all people to access Knowledge and to benefit from being educated. Education is a key issue in the Knowledge Society, and Educators have a major mission. Particularly, it is the responsibility of all educators and decision-makers around the world to help developing countries take part in the developments of ICT in Education therefore six major areas will shape a beneficial use of ICT in Education:Digital solidarityLearners and lifelong learningDecision-making strategiesNetworkingResearchTeachers
- #8 Pervasiveness of technologyWe know that technology education is crucial for South Africa’s future innovation, therefore the pervasiveness of technology is highly needed in our country for a better education for all.in addition we can say that the pervasiveness of ICT has brought about rapid technological, social, political, and economic transformation, which has eventuated in a network society organised around ICT. Therefore according to white paper “e-Education views ICTs as a resource for reorganising schooling, and a tool to assist whole-school development. It includes ICTs as: a tool for management; and administration tool to increase productivity; a resource for curriculum integration; a communication tool; a collaborative tool for teachers and learners; and a learning environment that advances creativity, communication, collaboration and engagement”.
- #11 “Education for all” goalsEvery child has the right to receive education, that education is reasonably practicable. In order to answer the effective access to and implementation of the right, the state must consider all reasonable educational alternatives, so to do so there should be no discrimination on the basis of race. Nelson Mandela emphasized that “we already have a plan to reach our dream which is education for all; we all have to be educated”. It said that as the South Africans we all agreed that everyone should have education (a better one). As the nation we have to come with good plans to accommodate all children to get education for all. Our first goal is to do something about this issue so that everyone can get /will be able to be at school. We can battle, to battle as the nation we need schools, books, teacher, money courage with all this education can empower women, fight HIV and AIDS, and strengthen democracy, promoting growth economic and end povertyWe all agreed to make illiteracy our history showing everyone where we come from before we got the opportunity to use ICT. The main focus is on how to achieve the six education for all goals by 2015. The educational international introduce them:Expand early childhood care and educationProvide free and compulsory primary education to allPromote learning and life skills for young people and adultsIncrease adult literacy by 50 percentAchieve gender parity by 2005, gender equality by 2015Improve the quality of education
- #17 Future national strategic objectivesThe national strategies objectives are based on the outputs and the sub-outputs of the programmes delivery which was introduced by department of basic start plan 2011-2012 education. It has been aligned on the agreement concern with the budget programmes. The nation has introduced the five strategic goals in which they fall under the output: namely, output 1(improve the quality of teaching and learning, output 2(undertake regular assessment to track progress, output3 (improve early childhood development, output 4(ensure a credible outcomes focused planning and accountability system and output 5(improvements in the capacity of the department of basic education.Strategic objectives have given the opportunity to introduce the programme objective in which it will discuss about the “administration, curriculum policy, support and monitoring, teachers, Education human resources and institutional development, planning, information and assessment and lastly educational enrichment services.” For example whereby administration refer to manage the department and provide strategic and administrative support services. According to (strategic plan 2011-2014) there are few functions of the programme “ to provide overall management of the education system in accordance with the National Education, to provide for the functioning of the office of the Ministry for Basic Education, to provide management services that are not education specific for the education system, to provide education management services for the education system, to provide human resource development for office-based Basic Education and funded by conditional grants; and to provide an Education Management Information System in accordance with the National Education Information Policy. Therefore education, training and innovation are at centre of the whole planning.
- #22 Aims of various national and international initiatives regarding continuous professional development of teachers with regard to teacher competency standards relating to ICTs and professional aptitudeICTeTSA, conceptualized terms of knowledge, skills and attitudes expected of teachers to effectively perform their duties as teachers of a given subject area in the 21st century Africa. In other words, ICTeTSA expects teachers to have and demonstrate the knowledge, skills and attitudes composed of subject matter, pedagogy and technology in order to help their students learn best in a given context. In line with EI & ON (2011).The first aim was approached to teacher development in ICT whereby it acknowledges that ICT practised in isolation from their context, it also acknowledge that the development of ICT skills and knowledge. Therefore “e-Education andimplementation of the National Curriculum Statement identifiedthe concept of e-Education revolves around the use of ICT to accelerate the achievement ofNational education goals. These goals underpin the development and implementation of the National Curriculum Statement (NCS), and are as follows:• The social transformation of post-apartheid South African society. • The implementation of an outcomes-based 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.And lastly• Increasing the credibility, quality and efficiency of education in South Africa”. Lastly the white paper concerns with the professional development to allow all teachers have: 1. Entry, be able to use computer to teach learners to use a computer2. Adoption-teacher must be able to use various technologies, including computer to support teaching and learning3. Adaptation- teacher must be able to use technology to enrich the curriculum.4. Appropriation- teacher must be able to integrated technology into teaching and learning activities5. Innovation- prepares to develop entirely new learning, environment that uses technology as flexible tool so that learning become collaborative and interactive. Therefore there have been identified three approaches for teacher competency: Technology LiteracyThis approach enables “learners, citizens and the workforce to use ICT to support social development and improve economic productivity. Related educational goals include increasing school enrolments, making high-quality resources available to all, and improving basic literacy skills, including technology literacy”.Knowledge DeepeningThis approach “ increase the ability of the workforce to add value to economic output by applying the knowledge of school subjects to solve complex problems encountered in real world situations at work and in life generally”. Therefore teacher competencies related to the knowledge deepening approach include the ability to manage information.Knowledge Creation This approach “increase productivity by creating a workforce that is continually engaged in, and benefits from, knowledge creation, social development and cultural development”. The essay has showed that international and national imperative have included educational technologies into teacher training and professional development whereby it requires teachers to design, implement and assess learning experiences to engage students and improve learning through the use of technology. ICT managed to include Knowledge society agenda, Pervasiveness of technology
- #32 The essay has showed that international and national imperative have included educational technologies into teacher training and professional development whereby it requires teachers to design, implement and assess learning experiences to engage students and improve learning through the use of technology. ICT managed to include Knowledge society agenda, Pervasiveness of technology “Education for All” goals, Present future national strategic objectives and the aims of the various national and international initiatives regarding continuous professional development of teachers with regard to teacher competency standards relating to ICTs and professional aptitude. With all this it is easy for ICT to be included in education for the future of our children.
- #35 Reference listDepartment for international development. (2010).DFID’s Education strategy 2010-2015. Department for international development: UK.Department of education. (2004). White paper on e-Education. Government Gazzete: PretoriaEducation international. (2008). Education for all. Education international: Belgium. Engida, T. (2012). ITC- enhanced teacher standards for Africa. Unesco-IIBA: Addis Ababa.Motshekga, A. (2011). Strategic plan 2011-2014. ISBN: Pretoria.Unescoo. (2011) .unesco ICT competency framework for teachers. United nations educational scientific and cultural organization: France.