The annual teacher training and proffesional development presentation
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The annual teacher training and proffesional development presentation
- 3. A human society, in which knowledge should bring justice, solidarity, democracy, peace. a society which enhances communication and learning INSTEAD OF HAVING A SOCIETY LIKE THIS …...
- 6. Let us embrace a society that will encourage new learning new tools, new resources, new pedagogies new space and a time new teaching profession and move towards being an ……
- 9. From
- 10. high-quality communication services to better the quality of teaching and learning ensure the meaningful interaction of learners with information
- 14. 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
- 20. EI calls upon public authorities to make early childhood education a priority for funding. Primary education is not enough pupils in many African countries reported learning in classrooms that did not have a single book. Shortages of qualified teachers threaten the achievement of EFA
- 21. eliminate poverty ,reduce inequality create a country where all citizens have the capabilities to grasp the ever broadening opportunities available it also include changing the lives of millions of south Africans that each person needs to live the life that they desire which must include education skills ,decent accommodation , nutrition , safe communities ,social security , transport and job opportunities
- 24. it also include changing the lives of millions of south Africans that each person needs to live the life that they desire which must include education skills ,decent accommodation , nutrition , safe communities ,social security , transport and job opportunities
- 25. it proposes to low the cost of living for the poor households and businesses through targeted micro economic reforms , especially in transport ,public services , telecommunicatio ns and food
- 27. create greater access to learning opportunities, redress inequalities, improve the quality of teaching and learning, and provide personalised learning experiences therefore all teachers will thus require the knowledge, skills, values and attitudes, as well as the necessary support, to integrate ICT into teaching and learning, and to support them in their various roles as mediators of learning, interpreters and designers of learning programmes, leaders, administrators, scholars, assessors and subject specialists.
- 29. • learners who utilise ICT to enhance learning; • qualified and competent leaders who use ICT for planning and management; • qualified and competent teachers who use ICT to enhance teaching and learning; • access to ICT resources that support the curriculum; and • connections to ICT infrastructure.
- 30. The following are key principles to be followed in the professional development programmes for teachers: • Educational goals should be primary. The focus should not be on providing technical ICT skills only, but on the use of ICT to achieve learning outcomes. • Teacher development programmes should provide teachers with situated/contextualised learning experiences. Programmes should be subject- specific and relevant to the learning areas.
- 31. Education system oBuilding a strong and coherent institutions to deliver quality education, science and technology, innovation , training and skills development. o Developing a common perceptive within the government sectors, e.g. Department of Education and training, Department of trade industry etc.
- 33. CFE www user survey. (n.d.) .Available From: http://www.campaignforeducationusa.org/about/education-for-all Accessed 15 February 2013 EFA www user survey. (n.d.). Available From: http://go.worldbank.org/I41DLBA8C0 Accessed 15February 2013 Temechegn, E. (2012). Teacher Standards for Africa. Journal of ICTeTSA. Available from: http://unesdoc.unesco.org/images/0021/002161/216105e.pdf (Accessed 15 February 2013) Prenhall www user survey. (n.d.). Available From: http://wps.prenhall.com/chet_egbert_supporting_1/85/21930/5614283.cw/cont ent/index.html Accessed 15 February 2013
Editor's Notes
- Teacherdevelopment and the improvement of education has been a muchtalked about topic .The purpose of thisdiscourse is to create a report where by one will cover the following topics Knowledge society agenda Pervasiveness of technology “Education for All” goals Present future national strategic objectives 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 Knowledge society is a broad topic but can easily be defind as 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 provideuniversal and equitableaccess to information. But as a new trend aimedat society development knowledge society should not reducetraditionaldescipline.In the knowledge society learningneed to be about Learning to do New capacitiesthrough ICT .It should be about living togetherthrough communication and for personaldevelopment . Knowledge society has supreme values which are disciplines transverse knowledge complex knowledge .In knowledge society there should be use of modern toolswhichwillthusintroduceeducation in a network society and sucheducationwill bring up issues such as new knowledge access to knowledge communication in a network new teaching, new learning ,new tools, new resources, new pedagogies, new space and time ,new teachingprofession.although the knowledge society and educational society is about society and reinforcing collective intelligencies. Under collective intelligences we have internet which is mainly a tool for perfectingour intelligence throughcooperation, italsoenhances the communication of humanbeings , Internet alsoenhancesourcapacity for collective learning and intelligence.In the knowlegde society collective intelligence promotes communication , collaboration ,collective learning ,collective competencies , collective memory, collective intelligence whichthuscreates intelligent systems management . Because knowledge society willtransformindividuals and thuschanging the society the education should also change and so should schools . The knowlegde society proposes thatwe should create a Robust bureaucratic school systems and as core social centres as focused learning organisations . Their function should also change as to having new pedagogical possibilities new management of time and space new knowledge new networked form of knowledge new expectations of Society . The role of a humanmediatorremains important in this new era of technology . The main aim of knowledge society includesenabling all children and all people to access Knowledge and to benefit from being educated. 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. Being a teacher in the Knowledge Society requires new specific challenges: 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.Pervasiveness of technologyIt is a known fact that technology is becoming more and more dominant in education ,ways of teaching and learning are therefore changing and are unlike those of previous years . Central to these transition is the Information and communication technologies (ICTs) which is taking place throughout the world , Digital media has revolutionized the information society and advances in ICTs have dramatically changed the learning and teaching process. The introduction of a telecommunication infrastructure available for learning and teaching is gradually increasing, and many schools are making use of the benefits of ICTs to better the quality of teaching and learning. To further the increase of ICT in education the south African government aims to ensure that every school has access to a wide variety of different high-quality communication services which will benefit all learners and local communities. The expansion of technology use does not only affect schools and society but also the governments throughout the world. At all structures of government and society levels ICTs have increased the effectiveness and reach of development interventions, enhanced good governance, and lowered the cost of delivering basic social services . Just like other fields of social and economic development, ICTs have the potential to improve the quality of education and training. It is for these reasons that Government has been quick to seize the opportunity presented by the practical benefits of ICTs to support teaching and learning in the twenty-first century. When the ICTs, successfully integrated into teaching and learning it can ensure the meaningful interaction of learners with information. ICTs can advance high order thinking skills such as comprehension, reasoning, problem solving and creative thinking and enhance employability . Education for all Education for all is a response to the global challenge which is aimed at improving the lives of children youths and adults all around the world .There are six goals that the world has set for themselves in order to achieve education for all these are to 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 .Although it was easy to set down the goals it has not been the same with achieving goals as primary education is still not free in most parts of the world. It is the same with the five other goals as government still has to battle other educational issues such as shortage of qualified teachers ,poor working conditions for teachers .The other thing which has made it difficult to achieve these goals is that there are other government agencies which are a priority such as health social welfare and agriculture , of course the global goal has not been entirely a failure the Report acknowledges remarkable improvements in many countries. However, it also highlights increased inequality in the distribution of and access to quality education for various groups in societies for different countries, as well as for whole regions. The gap between those who are improving and those who lag behind is growing! . The Report also shows remarkable progress in acknowledging quality issues at political level, therefore inequality in schools will also be addressed in a long run . Present future national strategic objectivesEvery country has its own national strategic objectives for both the short term and the long term .The national planning commission is a non government organization set aside by the president to scrutinize without favour issues of the country that need to be dealt with and develop a vision statement . The vision statement of our country state that by 2030 we seek to eliminate poverty ,reduce inequality create a country where all citizens have the capabilities to grasp the ever broadening opportunities available .It also include changing the lives of millions of south Africans that each person needs to live the life that they desire which must include education skills ,decent accommodation , nutrition , safe communities ,social security , transport and job opportunities .The governments new growth plan also aims to create 5million jobs by 2020 ,it plans to do so by providing a supporting environment for growth and development ,while promoting a more labour-absorptive economy .It proposes to low the cost of living for the poor households and businesses through targeted micro economic reforms , especially in transport ,public services , telecommunications and food .It sees the lowering of the cost of living as a necessary adjunct to raise the standards of living and encouraging investment .the national development also proposes to create 11 million jobs by 2030 by realizing an environment for sustainable employment and inclusive economic growth , promoting employment in labour absorbing industries ,raising exports and competitiveness ,strengthening government’s capacities to give leadership to economic development , mobilizing all sectors of society around a national vision . ICTs AND PROFFETIONAL DEVELOPMENT OF TEACHERSThe Guidelines for Teacher Training and Professional Development in ICT is a step towards guiding the development of the ICT knowledge and skills of teachers to enhance the educational experiences of learners in the implementation of the National Curriculum Statement. The Framework is an attempt to provide direction in addressing the ICT training needs of teachers and attempts to move away from imposing a narrow vision of the appropriate use of ICT in teaching and learning .Amongst other aims of ICT is to create greater access to learning opportunities, redress inequalities, improve the quality of teaching and learning, and provide personalized learning experiences therefore all teachers will thus require the knowledge, skills, values and attitudes, as well as the necessary support, to integrate ICT into teaching and learning, and to support them in their various roles as mediators of learning, interpreters and designers of learning programmes, leaders, administrators, scholars, assessors and subject specialists. By incorporating certain essential principles, this document reflects a holistic approach to teacherdevelopment in ICT. It acknowledges that ICT skills cannot be practiced in isolation from their context . It also acknowledges that the development of ICT skills and knowledge for teachers should be an integral part of initial and continuing teacher development programmes, as reflected in the National Policy Framework for Teacher Education and Development in South Africa.The holistic approach to teacher development has the following three dimensions (adapted fromthe European Union's T3 Core Curriculum for Telematics in Teacher Training): A pedagogical dimension, which implies an understanding and application of the opportunities of the use of ICT for teaching and learning in a local curriculum context. A technical dimension, which implies an ability to select, use and support a range of ICT resources as appropriate to enhance personal and professional effectiveness; and the willingness to update skills and knowledge in the light of new developments. A collaboration and networking dimension, which includes a critical understanding of the added value of learning networks and collaborationwithin and between partners; and the ability to create and participate in communities of practice .The following are key principles to be followed in the professional developmentprogrammes for teachers: Educational goals should be primary. The focus should not be on providing technical ICT skills only, but on the use of ICT to achieve learning outcomes. Teacher development programmes should provide teachers with situated/contextualized learning experiences. Programmes should be subject-specific and relevant to the learning areas. Teacher development programmes should be needs driven. Programmes should respond to therequirements of subjects such as Computer Application Technology, Information Technology,Geography, Design and Accounting. Ongoing support should be consistently available. This includes pedagogic support (particularly from subject advisers), technical support and creating communities of practice. Teacher development should be ongoing, due to the changing nature of ICT. Programmes should reflect new technologies and applications.