Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.

1. Technological devices
new & improved teaching
method, it is the future

2. • 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 ICT’S
and professional aptitude

3. What is knowledge?
 A familiarity with someone or something, which can include
facts, information, descriptions or skills acquired through
experience or education
 Theoretical or practical understanding of a
subject
 Implicit ,as with practical skill or
expertise ,explicit as with the
theoretical understanding of a
subject ,can be more or less
formal or systematic
 Knowledge acquisition involves
complex cognitive processes:
perception, communication, ass
ociation and reasoning

6. Knowledge society…
 A human society in which knowledge
should bring justice ,solidarity
,democracy and peace. A society in
which knowledge can be a force for
changing a society. A society which
should provide universal and
equitable access to information .
(UNESCO).
WWW.INRP.FR

7. The emergence of the knowledge
society, building on the pervasive influence
of modern information and communication
technologies, is bringing about a
fundamental reshaping of the global
economy. Its significance goes well beyond
the hyping of the Internet. What is
underway is a transformation of our
economy and society.

8. Digital solidarity to be
implemented!!!!!!!!!!

9. www.google.com (Technology)
Click link to view
more sketches and
pictures of technology

10. Knowledge society agenda
 It states that knowledge is a productive force example) in
education
 The definition of a knowledge society is economic
 The fostering of new information or existing tools such as
technology to improvise education ,this is to bring upon an
addition to new teaching methods using various
technological tools to make teaching fast and effective yet
easy and enjoyable. Which then makes learning more
attractive learners

12. DIGITAL SOLIDARITY
In the field of Education, ICT should help develop
“Digital Solidarity”. This requires strong and joint
actions of all stakeholders to guarantee the right of
participation in the digital society for all students in
the world. We recommend a Digital Solidarity
Action, that will define as the most important aim
for the next five years, that every child in the world
has access to a digital information and
communication infrastructure.

14.  Mobile digital technologies for learning, or mobile learning
(m-learning), across a variety of education and training
settings. In particular, it focuses on pervasive m-
learning, defined as m-learning involving activities that are
able to integrate into learners’ lives, coinciding with other
actions and tasks in an unobtrusive fashion. It also
considers new and emerging pervasive
computing, wearable, and ambient intelligence (AML)
technologies that enable implicit, unseen interactions
between humans, objects, and their environment.
 Primarily concerned with the question of
whether, and if so, how mobile and
pervasive computing technologies can be
used in pedagogically sound ways. Drawing
on a number of illustrative examples, the
chapter examines the degree to which
pervasive m-learning has been achieved, or
can be achieved, with current
technologies, as well as the resulting
benefits. It then raises a number of potential
challenges and risk factors, before
synthesizing the above into a number of
realistic visions and future applications of

16. Pervasiveness
of
technology

17. • According to the
Massachusetts Institute
of Technology:
http://hdi.handle.net/1721.1/32
501
• Studies of computers and education have failed to account for the
relevance and importance of tacit assumptions and unquestioned
expectations that underlie educational technology practices. A
major premise of this desertion is that it is these taken-for-granted
interpretations of technology that most significantly influence
how technology is used in the sphere of education. It is thus
analytically useful to examine technology use in education by
investigating the assumptions on which currently pervasive
educational technology practices are built. I employ the concept
of “mental models” to study current educational technology
practices. An examination of the literature revealed the elements
of the prevailing mental model of technology in education ,which I
call the mental model of computers as information technology and
multi-machines. In this mental model computer technology is
viewed as means to provide students and teachers with internet
connectivity and access to extensive ,up-to-date information.

18.  An entrenched mental model can have pervasive influence in
limiting individual and collective capacities to pursue
possibilities outside of the established approached ,or to
recognize the need for such pursuit. This was observed during
the first years of MLTI and is happening on a larger scale in the
education system as more and more computers become
available in classrooms.
 Thesis (PH. D.)—Machechusetts Institute of Technology, School
of Architecture and Planning, Program in Media Arts and
Sciences, 2005.

19.  ISSUE: because effective use of technology must be supported by
significant investments in
hardware, software, infrastructure, professional development and
support services, over the last decade, we as a nation have invested
more than $66 billion investment in school technology (QED, 2004).
This unfrequented level of investment in educational technology has
raised expectations of legislators and the public who are now
looking for returns on investment (Benton, 2002; CEO
Forum, 1992, 2000), and therefore are calling for evidence regarding
the efficacy and cost-effectiveness of technology in K-12 schools
(Ringstaff & Kelley, 2002: Panel on Educational Technology, 199:
Melmed, 1995).
 While complex factors have influenced the decisions for where, what
and how technology is introduced into our nations school
systems, ultimately, the schools ensure that the promise that
technology holds for student achievement is realized? What factors
to be in place to support the effective use of technology? What
resources can school districts use to help for technology that will
have a positive impact on student achievement, and how can they
justify that investment?
info@ncrel.org

20. Pervasiveness
of technology

21. This questioning (on slide 19) reflects the technological
and business changes brought about by the Web, wireless
communication and distributed work, which Casonota &
Morello (2002) note have “introduced discontinuity in
where and how people work, how their performance is
measured, and how their objectives are set” where”
assignments, work settings, peers, employers and work
choices are increasingly changeable and fluid.” The
employer-centred work-place for pre-defined jobs and
career paths has given way to a worker designed
environment where individuals pursue their own
assignments and must effortlessly combine technical
skills with a an intellectual toolbox enriched with
experiences, roles, team building and knowledge just as
future teachers will implement in their classrooms and as
well impart
this knowledge to the present teachers in the teacher
profession.

22. “Education for All” goals

23. A major concern of many teachers with regard to
educational is its potential to exclude those who
may not have access to it, or may not be able to
use it. Regardless of what research may indicate
concerning positive effects of technology on
student learning, technology will be of limited use
in achieving the goal of NCLB if not available to all
students.

24. “Education for all” Goals
• Expand early childhood care
• Provide free and compulsory
education for all
• Promote learning and life-skills for
young people and adults
• Increase the literacy levels of
adults
• The gender parity was said to be
achieved in the year 2005 and now
it is a goal to achieve equality in
the next two years which will be
the year 2015.
• Improve the quality of education

25. Firstly it is important for
learning outcomes to be met.
Secondly, The learning
environments must be
improved.
And finally, the attraction of
better teachers as well as to
increase the number of
available future teachers

26. . Aim at reaching a goal
where there is an effective and
fun learning environment as
well as a knowledgeable
teacher

27.  The teacher needs to be computer
literate in order improvise the goal
where it is seen as that the education
system has now a technological aspect
to making teaching and learning
effective.

28. Present future national
strategic objectives

29. Digital aid literacy: this imparts the knowledge
on teachers to be computer abled to use various
technologies in order to present a lesson.
Inventive thinking both the teacher and the
learner must acquire this aspect.
High productivity this is the use of real world
tools to accompany the lesson in place.
Effective learning such as teaming
, collaboration, interpersonal skills, good
relations with peers as well as with the teachers

31. Policy awareness
Policy understanding
Policy innovation
CURRICULUM AND ASSESSMENT
Basic knowledge application
Knowledge society skills
PEDAGOGY
Integrate technology
Complex problem solving
Self management
ICT Basic tools
Complex tools
Pervasive tools
ORGANIZATION AND
ADMINISTRATION
Standard classroom
Collaborative groups Learning organizations
TEACHER PROFESSIONAL
LEARNING
Digital literacy Manage and guide Teacher as
model
learner

32. Output 1: Improve the
quality of teaching and
learning
Improve teacher capacity and practices
Increase access to high-quality learning
materials
Output 2: Undertake
regular assessment to
track progress
Establish a world-class system of
standardised national assessments
Extract key lessons from on-going
participation in international
Output 3: Improve early
childhood development
Universalise access to Grade R
Improve the quality of early childhood
development

34. Output 1: sub-output 2: Increase access
to high-quality learning materials
Output 2: sub-output 1: Establish a
world class system of standardised
national assessments
Output 2: sub-output 2: Extract key
lessons from on-going participation in
international assessments
Output 3: sub-output 2: Improve the
quality of early childhood
development
Output 4: sub-output 1: Strengthen
school management and promote
functional schools

36. 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

37. Implementation of pitfalls
 Educators are not immune to the
technology hype that rages all over
the country.
 The pressure to get online or to give
students access to the newest
technology can be strong.
 Careful planning for technology is
expensive ; few schools have the
luxury to change their hardware
and software configurations.

38. Information, com
munication and
technology

39. What is information?
• Information is facts that
is provided or learned
about something or
someone.
• This can also be seen aa
an important tool used
to become
knowledgeable about
something specific for
example ,science
information

41. 1. ENGAGE IN INSTRUCTIONAL
DESIGN PROCESSES
2. FACILITATE AND INSPIRE STUDENT
LEARNING, INNOVATION AND
CREATIVITY
3. CREATE AND MANAGE EFFECTIVE
LEARNING ENVIRONMENTS
4. ENGAGE IN ASSESSMENT AND
COMMUNICATION OF STUDENT
LEARNING
5. ENGAGE IN PROFESSIONAL
DEVELOPMENT AND MODEL
ETHICAL
6. UNDERSTAND SUBJECT MATTER
FOR USE IN TEACHING

42. 1. ENGAGE IN INSTRUCTIONAL
DESIGN PROCESSES
Instructional design (ID) is
conceptualized as the systematic
development of instructional
specifications
using learning and instructional
theory to ensure the quality of
instruction/teaching. It is the entire
process of analysis of learning
needs and goals and the
development of a delivery system to
meet
those needs. ID involves
considerations of learning
theories/educational
philosophies/policy options,
analysing needs, setting
objectives, determining the
appropriateness and difficulty level
of contents and

43. 2. FACILITATE AND INSPIRE STUDENT LEARNING, INNOVATION AND
CREATIVITY
Many educational institutions worldwide have taken up ICT. However, according
to a policy brief by the
European Communities (2008),
ICT has not had a transformative impact on teaching and learning in education
and training institutions.
While many education institutions all over Europe are currently experimenting
with diverse digital
tools, the approaches developed are not always creative or innovative. This is
important, as the
impact of ICT use on students is highly dependent on teaching approaches, and
better skills result
when student-centered guidance, group work and inquiry projects are used (p.
2).
This is true of educational institutions in Africa as well. Teachers need to develop
the competencies
to facilitate and inspire student learning that lead to innovation and creativity.
To achieve this, in line
with European Communities (2008) recommendation, pre-and in-service teacher
education should
disseminate insights and best practices.

44. Teachers therefore need to create such learning environments and strive to
manage them
throughout the teaching-learning processes. The technology offers
tremendous opportunities
for teachers and students to achieve the task of creating and managing
effective learning
environments. However, in spite of the fact that web technologies have made
the Internet more
creative, participative and socializing, it is not quite evident that this
development also triggered a
revolution in learning. In this regard, Blees and Rittberger (2009) question
whether education and
learning require re-thinking in view of the continuous change of information
and communication
technologies (ICTs), and whether we need new concepts and designs for
respective working and
learning environments
3. CREATE AND MANAGE EFFECTIVE LEARNING
ENVIRONMENTS

46. 4. ENGAGE IN ASSESSMENT AND COMMUNICATION OF
STUDENT LEARNING
Assessment/evaluation and communication of student
achievement and growth are essential
parts of the teaching and learning process. Teachers should
establish and clearly communicate
learning goals for all students. Each part of the teaching and
learning process should be
a positive experience for students and promote personal growth.
During the assessment and
communication processes teachers need to collect information
about student performance from
a variety of sources and involve all students in assessing their own
learning. They also need
to exchange information about student learning with
students, families and support personnel
in ways that improve understanding and encourage further
academic progress. Such practices
should be carried out in such a way that they support continuous
learning and development. The
use technology supports and facilitates the assessment and
communication processes.

48. 5. ENGAGE IN PROFESSIONAL DEVELOPMENT AND
MODEL ETHICAL
RESPONSIBILITIES
Teachers’ professional development (TPD) is understood
here as “the body of systematic activities
to prepare teachers for their job, including initial
training, induction courses, in-service training, and
continuous professional development within school settings”
(EU, 2010, p.19). Such conception
of teachers’ professional development is broader than
career development—the growth that occurs as the teacher
moves through the professional career cycle—and also
broader than staff
development—the provision of organized in-service
programs designed to foster the growth of
groups of teachers (Villegas-Reimers), 2003).

49. 6. UNDERSTAND SUBJECT MATTER FOR USE IN TEACHING
It is obvious that a teacher must first comprehend the material to be
taught, that is, grasp the
relevant content knowledge (CK). But a teacher’s knowledge of subject
matter should go beyond
comprehension of the material to be taught—s/he must understand the
subject matter for teaching
purposes.
According to Cochran, King and DeRuiter (1991) a teacher and a content
specialist differ in the
following manner:
Teachers differ from biologists, historians, writers, or educational
researchers, not
necessarily in the quality or quantity of their subject matter
knowledge, but in how that
knowledge is organized and used. For example, experienced science
teachers’ knowledge
of science is structured from a teaching perspective and is used as a basis
for helping
students to understand specific concepts.

51. References
• Concise Oxford Dictionary; 1998
• .Magano, M.M, Mostert, P van der Westerhuizen G.2010. Learning
Conversations: Johannesburg, Heinemann
• Majumdar, S.(2005, ed.). Regional Guidelines on Teacher Development for
Pedagogy-Technology Integration. Bangkok: UNESCO-Asia and Pacific
Regional Bureau for Education.
• UNESCO. 2005. Capacity Building of Teacher-Training Institutions in Sub-
Saharan Africa. Paris, UNESCO
• UNESCO (2002a). Information and Communication Technologies in Teacher
Education: A Planning Guide. Paris: UNESCO.
• www.google.com 21/02/13 thursday

52. “The task of the
modern educator is not
to cut down
jungles, but to
irrigate deserts”
-C.S Lewis