The document discusses the concepts of the knowledge society, information society, collective intelligence, and the role of teachers. It outlines six broad aims for teachers related to instructional design, facilitating learning, managing environments, assessment, professional development, and subject matter knowledge. The document also discusses competencies for teachers, the six aspects of a teacher's work, and provides references.

1. PROFESSIONAL
STUDIES3A
STUDENT NO:201103116
INITIALS:MZ
SURNAME: NDABA

2. KNOWLEDGE
SOCIETY AGENDA

3. INFORMATION SOCIETY
Facts, comments, opinions,
expressed through words, images,
sounds...
It can be stored, circulated...

4. KNOWLEDGE SOCIETY
The output of the reconstruction
of information by a person, according to
his/her history and context.
It depends on the person

5. AGENDA
• Knowledge Society
• - Network Society
• - Collective Intelligence
• - The school in the Knowledge Society
• - Being a Teacher in the Knowledge
Society

6. 1.KNOWLEDGE SOCIETY
Knowledge has always been a factor
of production
And a driver of economic and social
development

7. CONTINUES…..
The capacity to manipulate, store and
to transmit large quantities of
information cheaply has increased at
a staggering rate recent years

8. INTEGRATING ICT IN
ORDER TO BUILD THE
KNOWLEDGE
SOCIETY:

9. - NETWORK SOCIETY
 The term Network Society describes several different phenomena
related to the social, political, economic and cultural changes caused
by the spread of networked, digital information and communications
technologies

10. COLLECTIVE INTELLIGENCE
Pretty much everything I'm doing now falls under the broad
umbrella that I'd call collective intelligence. What does collective
intelligence mean? It's important to realize that intelligence is not
just something that happens inside individual brains. It also arises
with groups of individuals. In fact, I'd define collective intelligence
as groups of individuals acting collectively in ways that seem
intelligent. By that definition, of course, collective intelligence has
been around for a very long time. Families, companies, countries,
and armies: those are all examples of groups of people working
together in ways that at least sometimes seem intelligent.

11. THE SCHOOL IN THE KNOWLEDGE
SOCIETY
 Teachers must take their place again among society’s most
respected intellectuals – moving beyond the citadel of the classroom
to being, and preparing their pupils to be, citizens of the world.
 They must do their best to ensure that their pupils promote and
prosper from the private goods of the knowledge economy.

12. - B E I N G A T E AC H E R I N T H E K N OW L E D G E
S O C I E T Y
 Teachers must take their place again among society’s most respected
intellectuals – moving beyond the citadel of the classroom to being, and
preparing their pupils to be, citizens of the world.
 They must do their best to ensure that their pupils promote and
prosper from the private goods of the knowledge economy

13. THE PERVASIVENESS OF
TECHNOLOGY
 The word technology refers to the making, modification, usage, and
knowledge of tools, machines, techniques, crafts, systems, and methods of
organization
 in order to solve a problem, improve a pre-existing solution to a problem,
achieve a goal, handle an applied input/output relation or perform a specific
function.
 , It can also refer to the collection of such tools, including machinery,
modifications, arrangements and procedures. Technologies significantly affect
human as well as other animal species' ability to control and adapt to their
natural environments

14. THE PERVASIVENESS OF
TECHNOLOGY
tools
machines techniques
crafts
solve a problem

15. MODERN COMMUNICATION
OF TECHNOLOGY
 We live in the world in which instantaneous communication is a
common place.
 Tv camera can cover and transmit live any significant even around
the globe.
 Modern communication technology has immensely increased
man’s ability to witness events as they happen.

16. FUTURE NATIONAL
STRATEGIC OBJECTIVES
 Instructional design (ID) is recognised as the systematic
development of instructional qualifications using learning and
instructional theory to ensure the quality of teaching. As such
this standard of teaching involves educators’ content
knowledge, pedagogical knowledge, technological knowledge
and their combination knowledge areas. It also includes
progress of teaching materials and activities; and assessment
and evaluation of all instruction and apprentice activities.

17. FIVE STRATEGIC GOALS
T H AT H AV E B E E N FAC T O R E D I N T O T H E
P RO G R A M
 1.Improve the quality of teaching and learning
 2.Undertake regular assessment to track progress
 3.Improve early childhood development
 4.Ensure a credible outcomes- focused planning and accountability system
 5.Improvement in the capacity of the department of basic education

18. 1 . I M P ROV E T H E QUA L I T Y O F T E AC H I N G
A N D L E A R N I N G
 Improving the quality of teaching and learning involves a
combination of variables including:
• Teacher capacity and practice
• • Teachers being in class, on time and
teaching

19. 2 . U N D E R TA K E R E G U L A R A S S E S S M E N T T O
T R AC K P RO G R E S S
 Establish a world class system of standardised national assessments

20. ―EDUCATION FOR ALL‖
GOAL

21. ―EDUCATION FOR ALL‖
GOAL
 Are we going make it or not by the year 2015? Because the six
major goals were supposed to have been met by 2005 but not all of
them were successful.
 These goals are as follow; six Education for All goals.

22. 1.EXPAND EARLY CHILDHOOD
CARE AND EDUCATION
 The first goal that remains neglected is the goal of early childhood
care and education which needs to be improved because it allows
children to develop emotionally, physically, mentally, socially. It also
reduces disadvantages and prepares children for better formal
schooling.
Free education for all

23. 2 . P ROV I D E F R E E A N D C O M P U L S O RY
P R I M A RY
E D U C AT I O N T O A L L .
 Basic education is recognized as a framework in which EFA goals
can be reached, matching quality and equity. Children need to be
educated from an early age as 3 years old. In order for this early
childhood learning to progress there must be enough funding,
department of health and social welfare must be involved for their
well being. Education for All includes pre-primary schooling which is
still poor in many countries or not enough.

24. 3 . P R O M O T E L E A R N I N G A N D L I F E S K I L L S F O R
Y O U N G
P E O P L E A N D A D U L T S .
Access to
 learning resources, first and foremost textbooks, is a key factor.
Learning must take place in a safe and healthy environment. learning are
also disadvantaged when pupils attend
 school overcrowded buildings, in loud
 or in classrooms that are poorly
 supplied or poorly ventilated. Life skills must be promoted through pre
learning.

25. 4. INCREASE ADULT LITERACY BY
50 PERCEPT.
The most illiterate people are the women, the
issue of illiteracy needs to be covered because a
lot of adults cannot read or write.

26. 5 . A C H I E V E G E N D E R PA R I T Y B Y 2 0 0 5 , G E N D E R
E Q UA L I T Y B Y 2 0 1 5
 A lot of countries will not meet the gender parity goal in 2015 while
there were met in 2005. The reason for 2015 is that a lot of girls are still
denied their right to education. There need for changes so that girls can
get equal treatment for education. Therefore by 2015 girls and women
 can live free of aggression, can participate in institutions, can gain
 access and control over resources and services

27. 6.IMPROVE THE QUALITY
OF EDUCATION
 By 2008 the employment of teachers who were not qualified
degraded our quality of education
 . There are three challenges in education for all
• Learning outcomes are not monitored
• Learning environments are not proper and they need to
be improved
• There’s a shortage of teachers

28. BROAD AIMS
 ICTSTSA- Is organized around the six interrelated domain or board
standards for teachers, namely they are;
•Engage in Instructional Design Processes,
•Facilitate and Inspire Student Learning, Innovation and Creativity
•Create and Manage Effective Learning Environments
•Engage in Assessment and Communication of Student Learning,
•Engage in Professional Development and Model Ethical
Responsibilities
•Understand Subject Matter for Use in Teaching.

29. 1. E NGAGE IN INSTRUCTIONAL DE SIGN
PROCE SSE S
 Instructional design (ID) is recognised as the systematic development
of instructional qualifications using learning and instructional theory to
ensure the quality of teaching. As such this standard of teaching involves
educators’ content knowledge, pedagogical knowledge, technological
knowledge and their combination knowledge areas. It also includes
progress of teaching materials and activities; and assessment and
evaluation of all instruction and apprentice activities.

30. 2. FACIL ITATE AND INSPIRE
STUDE NT L E ARNING, INNOVATION AND
CRE ATIVITY
 According to a policy brief by the European Communities (2008),
ICT has not had a transformative impression or impact on teaching
and learning in education and training institutions. However many
education institutions entirely over Europe are currently
experimenting with diverse digital tools, the methodologies developed
are not continuously creative or innovative.
 This is imperative, as the influence of ICT use on students is
highly dependent on teaching approaches, and enhanced skills
outcome when student-cantered guidance, group work and inquiry
projects are used.

31. CONTINUE
 This is true of educational institutions in Africa as well. Educators
are requirement to cultivate the capabilities to facilitate and motivate
pupil learning that lead to innovation and creativity. Launching and
contributing in teachers’ networks and successive innovative practice
development of the field should become part of teacher training.

32. 3. CREATE AND MANAGE
EFFECTIVE LEARNING
ENVIRONMENTS
 Educators are expected to create learning atmosphere for students that
are supposed to be best for learning.
 Although various learning theories and educational philosophers
propose different learning environments, learner-centred ones advocate
for an environment that encourage active relationship construction and
the achievement of problem-solving skills.
 Educators need to create such learning environments that foster
active learning, thinking and problem solving skills and try to manage
them during teaching-learning practices

33. 4. E NGAGE IN ASSE SSME NT AND
COMMUNICATION OF STUDE NT
L E ARNING
 Assessment, evaluation and communication of learner’s
accomplishment and growth are crucial parts of the teaching and
learning progression.
 Educators are being duty-bound to create and clearly communicate
learning goals for all students.
 Each part of the teaching and learning process should be a
constructive experience for learners and promote personal growth.

34. 5 . E N G AG E I N P RO F E S S I O N A L
D E V E L O P M E N T A N D M O D E L E T H I C A L
R E S P O N S I B I L I T I E S
 Teachers’ professional development (TPD) is assumed here as ―the
body of orderly activities to formulate educators for their profession,
including preliminary training, induction courses, occupational
training, and continuous professional development within school
settings‖ (EU, 2010, p.19).

35. 6. UNDE RSTAND SUBJ E CT MATTE R FOR
USE IN TE ACHING
 The educators obligation first understand the material to be taught,
that is, grasp the relevant content knowledge (CK). But a teacher’s
knowledge of subject matter should go beyond understanding of the
material to be taught—she must understand the subject matter for
teaching purposes.
 Teachers use their students for pupil development, subject matter,
instructional means and teaching strategies to create topic matter
reachable to all apprentices

36. THE COMPETENCES

37. THE COMPETENCES
 The term competence has been in the literature for quite some
time. But it appears to be somewhat dissimilar, at intervals it is
contradicting, conceptions of competence.
 Many international organizations such as UNESCO have also
been operational on it for quite some time to reach at a corporate
conceptual basis for the term competence

38. THE SIX ASPE CTS
OF A TE ACHE R’ S WORK
 UNDERSTANDING ICT IN EDUCATION
 CURRICULUM AND ASSESSMENT
 PEDAGOGY
 ICT
 ORGANISATION AND ADMINISTRATION
 TEACHER PROFESSIONAL LEARNING

39. UNDERSTANDING ICT IN
EDUCATION

40. CURRICULUM AND
ASSESSMENT
The teacher realizes that using word processing
on the interactive whiteboard would offer
a new approach to one of the basic skills in the
curriculum - how to improve the wording of
sentences. Word processing allows words to be
changed and moved around without having to
endlessly re-write whole sentences on paper.

41. PEDAGOGY
 Using the word processing application, the teacher displays on the
interactive whiteboard some examples of poor writing. She
demonstrates how, with a few changes in the choice of words and the
word order, sentences can be made simpler and clearer

42. ICT
 Initially, the teacher uses a word processing application on the
interactive whiteboard while conducting a discussion with the class.

43. O RG A N I Z AT I O N
A N D
A D M I N I S T R AT I O N
Using the school’s computer network, the teacher
records her students’ grades on a central fi le
which other teachers and the school
administration can also access.

44. TE ACHE R
PROFE SSIONAL
L E ARNING
 The teacher searches various websites for mother-tongue teachers
to find teaching resources on writing skills, including exercises and
writing assignments, stimulus material and ideas for lessons

45. REFERENCES
 International society for technology in education. (2008). advancing digital age learning , 1-2.
 Karklins, J. A. (2008). Unesco. Competency framework for teachers , 1-90.
 Manuel, T. (2011, november 11). National development plan vision for 2030. pp. 1-237.
 Motshekga, A. S. (2011, March 09). Department of Education. Strategic plan for 2011-2014 , pp.
3-53.
 Pandor, G. (2004, September 02). white paper 7 on e- Education. transforming learning and
teaching through information and communication technologies (ICTS) , pp. 3-42.

46. REFERENCES
 Department of Education, 2007. Guidelines for Teacher Training and Professional Development in ICT. [Online] Available
at: http://www.thutong.doe.gov.za/ResourceDownload.aspx?id=35998 [Accessed 22 February 2013].
 Scientific and Cultural Organization, 2011. UNESCO ICT competency framework for teachers. [Online] Available at:
http://unesdoc.unesco.org/images/0021/002134/213475e.pdf [Accessed 22 February 2013].
 (Scientific and Cultural Organization, 2011)
 Department of Education, 2007. Guidelines for Teacher Training and Professional Development in ICT. [Online] Available
at: http://www.thutong.doe.gov.za/ResourceDownload.aspx?id=35998 [Accessed 22 February 2013].
 Scientific and Cultural Organization, 2011. UNESCO ICT competency framework for teachers. [Online] Available at:
http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
 [Accessed 22 February 2013].