The use of ic ts
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This document discusses the use of information and communication technologies (ICTs) in education in South Africa. It argues that education and society are interdependent and that introducing ICTs into education can help address challenges like poverty, inequality, and lack of infrastructure by making knowledge more accessible. While South Africa faces obstacles to widespread ICT adoption due to its development status, starting with ICT training for teachers could help drive initial implementation. Long-term, expanding ICT access and skills across the education system has the potential to transform teaching and learning at both the national and international levels through collaborative knowledge-sharing.
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The use of ic ts
- 1. The use of ICTs In society and education (South Africa)
- 2. Purpose of education Providing skills and knowledge to individuals in society. Perpetuating social development. Consequent economic growth. Address issues brought on by the past Apartheid system.
- 3. -Eric Hoffer “In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists.”
- 4. Global revolution Changes in the nature of working (rooted on demand and consequent need for efficiency) Global partnerships Globally shared ideals Need for equally distributed educational opportunities on both a national & international scope.
- 6. Society Education Education and society are inter- changeable, education feeds into society and society influences the mould of education. With our society slowly conforming to the information age, inevitable changes have to be made in education to better equip South African citizens so they easily adapt to the “New Age.”
- 7. Challenges that still need addressing Apartheid legacy Distribution of basic resources Equal education system Meaningful education (limitless opportunities) Developing country Poverty High level of illiteracy Lack of vital infrastructure (NPC National Development Plan, 2011)
- 8. Continued… SA is already crippled compared to other countries. 72,7% of Americans have access to the internet only 6,4% of South Africans have access to and use the internet. (DOE Guidelines for Teacher Training) Even fewer have the ability to apply the available resources in a meaningful way into other fields.
- 9. Continued… Considering this, reveals the obstacles that have the potential to hinder the success of introducing the use of ICTs in SA. A country which is still in its basic stages of development surely cannot look to parallel its enterprise with developed countries.
- 10. However… Education aids in developing society.. Education innovation can lead to more effectiveness and efficiency in eliminating poverty and reducing inequality, and forming the foundations of a just society.
- 11. What does this imply? If ICT use in the field of education is initially limited to only teacher training it will be possible to implement. If all teachers (at least, those coming into the work force) are taught using and encouraged to use ICTs, the introductory phase of this innovative teaching method will be covered.
- 12. Steady progress Already in Sub-Saharan Africa the use of ICTs has been tried. There was a shortage of fully-qualified teachers. Better quality teachers were produced through ICT supported teacher standards that described the SKVA (Skills, Knowledge, Values and Attitudes) candidates were expected to demonstrate.
- 13. Continued… The competence bar was set by UNESCO through competencies & standards formed from the collaboration of countries, states & universities. Collaborations made possible by ICTs.
- 14. “Effectiveness” DiagramPicture extracted from „Guidelines for Teacher Training Book‟
- 15. Full effectiveness of ICTs ICTs change the conception of knowledge…
- 16. “Textbook” knowledge KNOWLEDGE KNOWLEDGE KNOWLEDGE Knowledge is fixed and rigid. Theoretical and focused on only one perspective. Inconsiderate of other possibly underlying aspects.
- 17. “Encyclopaedia” knowledge Knowledge Knowledge Knowledge Knowledge Knowledge Knowledge Knowledge is weighed and different perspectives are considered. Knowledge is not necessarily fixed but ideals are still sifted out and again other vital aspects are possibly left out.
- 18. “ICT” knowledge (www) Network, open to interpretation varied ideals and perspectives are considered. Knowledge Knowledge Knowledge Knowledge Knowledge Knowledge
- 19. Collectiveness, learning together, influx of information and knowledge. Equates to productivity, social progress.
- 20. Short-term imperatives Encourage the use of e-mail facilities as a management and administrative resource. Start programmes that will teach educators (particularly incoming) and provide necessary skills. Provide as much internet coverage as possible, in a short-term scale. (Department of Education, 2006)
- 21. Long-term imperatives Ensuring ALL educators have undergone ICT training. Implement the White paper on e-Education through the Guidelines for teacher training and professional development initiative. Widen the scope of opportunity and life-long learning. Change the face of teaching and learning. (DOE Guidelines for teacher training and development, 2011)
- 22. National & international scope ICTs have the potential to bring about many positive changes in education through collaborative teaching and learning made possible by a limitless influx of knowledge available to all, across the borders of the world.
- 23. References DOE Guidelines for Teacher Training and Development in ICT (2007) ICTeTSA (ICT-enhanced Teacher Standards for Africa) NPC National Development Plan Vision 2030 White Paper on e-Education
Editor's Notes
- Education is the monopolised entity set to transmit knowledge to individuals in society which is consequently aimed at enriching and encouraging social development. In countries like South Africa with a history of inequality particularly in education, education also serves the purpose of justifying such inequalities.
- In education there is a consistent demand for changes to be made in order for relevance to be maintained. Eric Hoffer, an educational theorist, once said, “[i]n times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Considering Hoffer’s words gives greater meaning to the shared ideal that education is a tool that needs sharpening in order to maintain its effectiveness. With the growing trend of “globalising” in all sectors of society being driven by the even faster growing use of technology individuals in society need to be taught in a way that will make adapting to the “New Age” easy.
- In education there is a consistent demand for changes to be made in order for relevance to be maintained. Eric Hoffer, an educational theorist, once said, “[i]n times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Considering Hoffer’s words gives greater meaning to the shared ideal that education is a tool that needs sharpening in order to maintain its effectiveness. With the growing trend of “globalising” in all sectors of society being driven by the even faster growing use of technology individuals in society need to be taught in a way that will make adapting to the “New Age” easy.
- As previously highlighted, education serves society. A society with individuals that are educated is a developing society. So in order for South Africa to grow and reach its full potential individuals must be taught in order to reach THEIR full potential.
- As previously highlighted, education serves society. A society with individuals that are educated is a developing society. So in order for South Africa to grow and reach its full potential individuals must be taught in order to reach THEIR full potential.
- Our Apartheid legacy however does not make it easy to apply or implement new innovations as the country still faces many setbacks in terms of distributing basic resources, equating the education system (so that everyone receives quality education regardless of their background) and justified education (in the sense that everyone is taught in a manner that is meaningful to them and opens opportunities).
- The slow progress of Africa does not make things easier as South Africa too is a third world/developing country with relatively high rates of poverty, illiteracy and a lack of vital infrastructure. (NPC National Development Plan, 2011)Compared to developed states SA is on the back foot. 72,2% of Americans have access to the internet while only 6,4% of South Africans have access to and use the internet (DOE Guidelines for Teacher Training). This poses problems for our country in terms of applying the use of technology as it is evident that the priority still lies on first introducing the basic uses of technology.
- The slow progress of Africa does not make things easier as South Africa too is a third world/developing country with relatively high rates of poverty, illiteracy and a lack of vital infrastructure. (NPC National Development Plan, 2011)Compared to developed states SA is on the back foot. 72,2% of Americans have access to the internet while only 6,4% of South Africans have access to and use the internet (DOE Guidelines for Teacher Training). This poses problems for our country in terms of applying the use of technology as it is evident that the priority still lies on first introducing the basic uses of technology.
- But, if changes in society affect changes in education and changes in education affect changes in society maybe there is no need to hold back. ICTs have accelerated social development in the countries in which it they have been used, surely small scale implementation (as an initial step) will affect some changes. The society will grow its own “education” which will in turn aid in social development at a later stage. Investments will be made to teacher training and develop the skills of the educators (the roots of teaching and learning), initially those in training and at a later stage even the current workforce.
- But, if changes in society affect changes in education and changes in education affect changes in society maybe there is no need to hold back. ICTs have accelerated social development in the countries in which it they have been used, surely small scale implementation (as an initial step) will affect some changes. The society will grow its own “education” which will in turn aid in social development at a later stage. Investments will be made to teacher training and develop the skills of the educators (the roots of teaching and learning), initially those in training and at a later stage even the current workforce.
- Proof of the benefits of ICT in education has been identified in Sub-Saharan Africa where in the early 90’s it was found that there was a shortage of fully qualified/competent teachers. Efforts that were made saw countries, states and universities collaborating and forming competence and teacher standards that the candidates (trainees) were expected to demonstrate at the end of the designated programmes. The final product was set in motion by UNESCO and the collaborations were made possible by ICTs.
- Proof of the benefits of ICT in education has been identified in Sub-Saharan Africa where in the early 90’s it was found that there was a shortage of fully qualified/competent teachers. Efforts that were made saw countries, states and universities collaborating and forming competence and teacher standards that the candidates (trainees) were expected to demonstrate at the end of the designated programmes. The final product was set in motion by UNESCO and the collaborations were made possible by ICTs.
- Proof of the benefits of ICT in education has been identified in Sub-Saharan Africa where in the early 90’s it was found that there was a shortage of fully qualified/competent teachers. Efforts that were made saw countries, states and universities collaborating and forming competence and teacher standards that the candidates (trainees) were expected to demonstrate at the end of the designated programmes. The final product was set in motion by UNESCO and the collaborations were made possible by ICTs.
- ICTs can only be positive particularly when one considers their effectiveness. Textbooks, which are currently, and have been for many years, the main sources of knowledge are fixed and at times out dated unless schools buy newer updated versions consistently which is quite expensive. The encyclopaedia offers standard, relevant and reliable knowledge which is updated relatively on a regular basis. It is effective for research learning but the content is not flexible enough and fixed on particular perspectives. ICTs provide knowledge which is vast and limitless from varying sources. Based on the fact that it is not biased many aspects of content and perspectives are considered. There is collectiveness in ICT learning and the influx of information and knowledge is substantial. This equates to large-scale social productivity and social progress.
- ICTs can only be positive particularly when one considers their effectiveness. Textbooks, which are currently, and have been for many years, the main sources of knowledge are fixed and at times out dated unless schools buy newer updated versions consistently which is quite expensive. The encyclopaedia offers standard, relevant and reliable knowledge which is updated relatively on a regular basis. It is effective for research learning but the content is not flexible enough and fixed on particular perspectives. ICTs provide knowledge which is vast and limitless from varying sources. Based on the fact that it is not biased many aspects of content and perspectives are considered. There is collectiveness in ICT learning and the influx of information and knowledge is substantial. This equates to large-scale social productivity and social progress.
- ICTs can only be positive particularly when one considers their effectiveness. Textbooks, which are currently, and have been for many years, the main sources of knowledge are fixed and at times out dated unless schools buy newer updated versions consistently which is quite expensive. The encyclopaedia offers standard, relevant and reliable knowledge which is updated relatively on a regular basis. It is effective for research learning but the content is not flexible enough and fixed on particular perspectives. ICTs provide knowledge which is vast and limitless from varying sources. Based on the fact that it is not biased many aspects of content and perspectives are considered. There is collectiveness in ICT learning and the influx of information and knowledge is substantial. This equates to large-scale social productivity and social progress.
- ICTs can only be positive particularly when one considers their effectiveness. Textbooks, which are currently, and have been for many years, the main sources of knowledge are fixed and at times out dated unless schools buy newer updated versions consistently which is quite expensive. The encyclopaedia offers standard, relevant and reliable knowledge which is updated relatively on a regular basis. It is effective for research learning but the content is not flexible enough and fixed on particular perspectives. ICTs provide knowledge which is vast and limitless from varying sources. Based on the fact that it is not biased many aspects of content and perspectives are considered. There is collectiveness in ICT learning and the influx of information and knowledge is substantial. This equates to large-scale social productivity and social progress.
- ICTs can only be positive particularly when one considers their effectiveness. Textbooks, which are currently, and have been for many years, the main sources of knowledge are fixed and at times out dated unless schools buy newer updated versions consistently which is quite expensive. The encyclopaedia offers standard, relevant and reliable knowledge which is updated relatively on a regular basis. It is effective for research learning but the content is not flexible enough and fixed on particular perspectives. ICTs provide knowledge which is vast and limitless from varying sources. Based on the fact that it is not biased many aspects of content and perspectives are considered. There is collectiveness in ICT learning and the influx of information and knowledge is substantial. This equates to large-scale social productivity and social progress.
- Many approaches are being considered in terms of fully applying and setting in motion this ICT innovation. The first steps for SA would inevitably be to offer the most basic skills training and move on from there. Provision of internet coverage also follows closely.
- At a later stage ALL teachers will be expected to have undergone ICT training, this will in turn help with the implementation of the White Paper on e-Education. The effect ICT use will have on our society is immense and the face of education will change forever and potentially widen the scope of opportunity and life-long learning.