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- 1. Inclusive of technology into teacher training and professional development Professional studies 3A 201182532 Tiyani chabalala 0786196568 Tiyani chabalala@yahoo.com lectures Prof G Lautenbach Dr J Batchelor
- 2. Knowledge society agenda knowledge society deals with the Reconstruction of information • A force factor behind changing of a particular society • When integrating ICT knowledge into the society the following happens: • Personal development arises • Accessing of new knowledge • New capacities • New way of communication • knowledge society can modify every individual in the society
- 3. The requirements of knowledge society agenda • teachers are responsible for taking part in the developing of ICT • Teachers are require to have some knowledge ICT • ICT can enable the learners to have life long learning • The use of ICT broadens the teaching styles of teachers • Teaches are require to have skills to use ICT teaching
- 4. Advantages knowledge society brings • The ability to solve problems • The society is empowered with higher level skills and employment • Knowledge society increases the ability of the students • Adds value to the society and the economy by applying gained knowledge • Solve problems that are encountered in the real world of work and life • Knowledge society skills creates new knowledge
- 7. teachers level of technological literacy Teachers must have knowledge of ICT Teachers must integrate ICT into teaching and learning ICT has placed a lot of demands on teachers on skills level of teachers Illiterate teachers are required to get skills ICT covers the same skills that IT covers
- 8. The use of ICT in the classroom • ICT helps with communication collaboration and engagement. • The exchange of information and the exchange of data • ICT allows learners to create their own knowledge • It encourages flexible learning creates a conducive learning environment • Improves thinking skills, problem solving, and reasoning • Improved effective communication
- 9. Skills that teachers can get from ICT •Teachers can get the following skills from ICT •Writing , public speaking, teamwork and collaboration •Improvement in productivity skills •Communicating with the student anytime of the day •Teachers create a communication environment with other teachers
- 11. •Education for all is an international initiative •The aim is to meet the learning needs of the learners •Education for is an initiative to educate more people in the world •More than 75 million children must get an education by 2015 •The initiative will eradicate poverty and HIV and AIDS •Books, schools, courage, and poverty and money •Promote economic growth •Empower the previously disadvantage woman Strengthens democracy Education for all goals
- 12. Goals • The major goals is to improve quality education o Children must have access to education at an early childhood • Disadvantaged and vulnerable learners must have an education • The second goal is to all children of all gender and race must have an education • They must have free access to compulsory education • The third goal is meeting learning needs through life skills programs
- 13. •Books, schools, courage, and poverty and money •Promote economic growth •Empower the previously disadvantage woman • Strengthens democracy • Gender equality in education
- 15. • The need to implement ICT in developing countries • ICT can solve educational challenges encountered in schools • the use of ICT can extend the breadth and depth in teacher profession • Programs for basic computer skills for teachers and learners are needed • ICT can empower teachers and learners • Promote change of foster development in the 21st century
- 16. Present future national strategic objectives • White paper 7 on education states • The present future national strategic objectives • Teachers must have the knowledge, • Skills and support • They need to integrate ICTs in teaching and learning
- 17. CONTINUE……..…………. • legal and ethical issues, • the use of ICTs to address learners who experience barriers to learning. • Standards for professional competency in ICT • Adoption able to use various technologies including the computer, To support traditional management, administration, teaching and learning;
- 18. CONTINUE………………… • Adaptation able to use technology to enrich the curriculum. integrated systems for management and administration. • Appropriation integrate technology into teaching and learning activities. integrated systems for management and administration within a community context.
- 19. Continue…………………… • Innovation • develop entirely new learning environments • that use technology as a flexible tool, • collaborative and interactive. • Technology flexible tool for whole-school development. • higher Competencies
- 20. Strategies to be implemented • access the skills levy • in-service ICT training programs • dedicated teacher • training and support • learner focused approaches
- 21. continue Support in the form of incentives integrate technology into their daily activities facilitate technological change experimentation with new idea purchase computers and access the Internet for personal use
- 23. Continue…………………… · manage administrative functions; · access electronic learning materials; · connect to information sources outside the classroom; · communicate with others in and beyond the institutional boundaries; · collaborate with others in and beyond the institutional boundaries; · create and add to the knowledge base.
- 25. Continue…………………… • Objective and strategies requires teachers to design an authentic learning experience • The strategies are based on the improved quality of education outcome • The strategies ensures that learners have the have the skills and knowledge they need • Learners will be able to share, store and develop knowledge
- 27. Teacher competency standards relating to ICT and professional aptitude
- 28. Continue…………………… • The demand of ICT on teachers • Search for the information • The teachers may need ICT to create test, rubrics, record keeping • To create assessment using IC
- 29. Continue…………………… • conceptualized to the knowledge, skills and attitudes • Pedagogy (P) • make effective use of ICTs • support and extend teaching and learning. • develop applications within their disciplines • knowledge, skills and attitudes composed of subject matter
- 30. Continue…………………… • Collaboration and Networking • Acknowledges that the communicative potential • development of new knowledge and skills • participate and communicate • easier for learners who have barriers to writing
- 31. Continue……………………
- 32. Continue…………………… • The international student assessment define ICT literacy • the interest, attitude and ability of individuals’ • appropriately use digital technology and communication • o access, manage, integrate and evaluate information, • construct new knowledge and communicate with each other • in order to participate effectively in society
- 33. Continue…………………… • Integration is about the • "appropriate selection, • use, • mix, • fusion and integration of many sets of competencies including, • but not exclusively, • those in pedagogy and technology
- 34. Continue…………………… • providing technical ICT skills • use of ICT to achieve learning outcomes • situated/contextualized learning experiences • Programmes should be subject-specific and relevant to the learning areas. • Teacher development programmes should be needs driven • Programmes should focusses on these subjects • as Computer Application Technology, • Information Technology, Geography, • Design and Accounting
- 35. Continue…………………… • On-going support should be consistently available • pedagogic support (particularly from subject advisers • Teacher development should be on-going • due to the changing nature of ICT. Programmes • reflect new technologies and applications.
- 36. Conclusion……………….. • ICT will help improve the quality • teacher and the people in the society get knowledge • be prepared for a working environment
- 37. Reference list Information and Communication Technology in Education, UNESCO; 2003:18. https://www.dropbox.com/s/hs7x5vmifg7oqj1/EFA. Mp4 Guidelines for Teacher Training and Professional Development in ICT http://www.p21.org/overview/skills-framework https://edulink.uj.ac.za/bbcswebdav/pid-421222-dt-content-rid- 12446145_1/courses/13PFS3A10/UNESCO_Teacher_competency_framework.pdf https://edulink.uj.ac.za/bbcswebdav/pid-422920-dt-content-rid-12450532_1/courses/13PFS3A10/ICTeTSA.pdf https://edulink.uj.ac.za/bbcswebdav/pid-421223-dt-content-rid- 12446146_1/courses/13PFS3A10/White%20paper%207%20on%20e-Education.pdf
Notas del editor
- Knowledge is the outcome of the reconstruction of information by a person and according to their history or context. Knowledge society is a society in which knowledge could be a force factor behind the changing of that particular society. When integrating ICT knowledge into the society personal development arises, accessing of new knowledge, new capacities and a new way of communication. knowledge society can modify all children an all people to get access knowledge and to gain form being educated
- . It is the major responsibility for every teacher, and people involve in decision making to take part in the developing of ICT. The benefits of using ICT are digital solidarity, learners and life long learning, decision making strategies, networking, research, and the teacher. This benefits can benefits of ICT can benefits learners in different ways and can improve their level of learning and their level of literacy. The knowledge society agenda requires the educator to have some knowledge of ICT to use when teaching to enable the learners to have a life long learning.
- The society’s ability to solve problems and the reduction of inequality can do without doe’s challenges. The quality of schooling extremely has an impact of collage education and the further education and training. The three main function that higher education paly in society. They educate and train people with higher level skills for the employment needs. They are the dominant producers of new knowledge and they critique information and find new local and global application and for the existing knowledge. The higher institution set norms standards; determine the curriculum, language and knowledge, ethics and the philosophy underpinning a nation’s political capital. The country needs knowledge that empowers people for a society in a constant social change. Regardless of the country’s history further education provides opportunities for social mobility and simultaneously strength equity, social justice and democracy. In total knowledge society, higher education underpinned underpinned by a strong science and technology innovation. The UNSESCO- teacher-competency-framework argues that the aim of the knowledge deepening approach is to increase the ability of students, citizens, and the workforce to add value to society and to the economy by applying the knowledge gained in school subjects to solve complex, high priority problems encountered in real world situations of work, society and in life generally. The curriculum goes beyond a focus on knowledge of school subjects to explicitly include the knowledge society skills that are needed to create new knowledge.
- In the implementation of the national curriculum statement, the guideline for teacher training and development in ICT is a way to develop the knowledge and skills for teachers to enhance the educational experience of learners. The implementation of ICT is to offer greater opportunities to access learning redress inequalities and improve the quality of teaching and learning. ICT has place a lot of demand on skill level of teachers. According to the NPC National development plan vision 2030- lo-res, the quality of education encourages technology shifts and innovation that is necessary to solve the challenges of today in knowledge society. The society’s ability to solve problems and the reduction of inequality can do without doe’s challenges. The quality of schooling extremely has an impact of collage education and the further education and training. The three main function that higher education paly in society. They educate and train people with higher level skills for the employment needs. They are the dominant producers of new knowledge and they critique information and find new local and global application and for the existing knowledge. The higher institution set norms standards; determine the curriculum, language and knowledge, ethics and the philosophy underpinning a nation’s political capital. The country needs knowledge that empowers people for a society in a constant social change. Regardless of the country’s history further education provides opportunities for social mobility and simultaneously strength equity, social justice and democracy. In total knowledge society, higher education underpinned underpinned by a strong science and technology innovation. The UNSESCO- teacher-competency-framework argues that the aim of the knowledge deepening approach is to increase the ability of students, citizens, and the workforce to add value to society and to the economy by applying the knowledge gained in school subjects to solve complex, high priority problems encountered in real world situations of work, society and in life generally. The curriculum goes beyond a focus on knowledge of school subjects to explicitly include the knowledge society skills that are needed to create new knowledge.
- Guidelines for teacher training and professional development in ICT argues that e-Education requires that teachers, managers and administrators in public schools and colleges have the knowledge, skills and support necessary to integrate ICT into teaching and learning. ICT has brought new possibilities into the education sector, but at the same time, has placed more demands on the skills' level of teachers. Teachers who are technological illiterate are required to get some skills so that they can have some degree or level of literacy in technology. Information and communication technologies (ICTs) represent the Convergence of information technology and communication technology.
- ICTs are the combination of networks, hardware and software as well as the means of communication, collaboration and engagement that enable the processing, management and exchange of data, information and knowledge. ICT introduces collaboration in learning and focuses on allowing the learners create their own knowledge. ICT encourages reflective learners and the use of ICT creates a conducive learning environment. The quality of teaching and learning improves. Experience says that ICTs play an important role in the transformation of education and training. In addition, the use of ICTs has shown an increase inventive thinking skills, such as creativity, problem solving, higher-order thinking skills and reasoning, along with improved effective communication
- Improvements interpersonal skills, such as writing, public speaking, teamwork and collaboration, and improved productivity skills, including creating high-quality products, have also been reported. Teachers are central to the implementation of the NCS. The challenge for teacher development in ICT is to provide teachers with the necessary knowledge, skills and understanding to successfully integrate ICT into everyday educational practices in a meaningful way. ICT can enable teachers to communicate with their learners and get skills to communicate on a daily basis. ICT can create an environment where teachers can communicate with other teachers.
- Improvements in interpersonal skills, such as writing, public speaking, teamwork and collaboration, and improved productivity skills, including creating high-quality products, have also been reported. Teachers are central to the implementation of the NCS. The challenge for teacher development in ICT is to provide teachers with the necessary knowledge, skills and understanding to successfully integrate ICT into everyday educational practices in a meaningful way
- The aim of education for all is mean to meet the learning needs of all children and youth by 2015. It is an international initiative to benefit all the people with education .Education for all is one of the basic human rights of South Africa. Education for all is a unnesco initiative to help more than 75 million children get an education. The initiative is a plan to eradicate poverty and HIV and AIDS all over the world. The education for all video state what is needed is books, teachers, schools, courage and money. The main purpose of the initiative is to promote economic growth and empower the previously disadvantaged woman and children or girls. Another purpose of the initiative is to strengthens democracy and end the struggle of HIV and AIDS. Education for all will eradicate illiteracy.
- One of the major goals is to improve the quality of education from early childhood and the disadvantaged and vulnerable learners must have an education. The second goal is to children of all gender and all race particularly girls have access to free compulsory primary education. The third goal is making sure that learning needs of the all children are met through appropriate and life skills programme
- These goals are to ensure that all the learners get free basic education and that they have all the programmes that are require by the curriculum. In the video education for all goals the video state that over 75 million learners must have access to free basic education. The video state that by 2015 all children from disadvantaged homes must have access to free basic education. The initiative is a global vision that encourages long life learning to the people all over the world. educational go balances and promote quality education all over the world
- There is still need for the implementation of ICT that needs to be done UNNESCO to cater for all the ICT needs of the learners. The introduction of ICT in various developing countries needs to be done to solve the various educational challenges encountered in schools. ICTs can play an major role in extending the breadth and depth of pre-service and in-service teacher professional. The basic ICT that education for all can develop is basic computer skills and teaching of the use of internet. Although education for all has to train the teachers in those skills. The teachers have to be included in the programmes of ICT because they are the ones who will be the facilitator of the programs. ICT can empower teachers and learners, promote change, and foster the development of 21st century skills
- According to the white paper 7 on education, the present future national strategic objectives is that every teachers must have the knowledge, skills and support they need to integrate ICTs in teaching and learning. The five strategic objectives are The Department of Education must develop a national framework for Competencies for educators (teachers, managers and administrators), and the use of ICTs as flexible tools for teaching and learning must be integrated into pre-service and in-service training.
- This will include legal and ethical issues, evaluation of software and the use of ICTs to address learners who experience barriers to learning. Standards for professional competency in ICT utilisation will consider theAdoption - able to use various technologies, including the computer, To support traditional management, administration, teaching and learning;
- • Adaptation - able to use technology to enrich the curriculum and use integrated systems for management and administration;• Appropriation - able to integrate technology into teaching and learning activities, and use integrated systems for management and administration within a community context
- • Innovation - prepared to develop entirely new learning environments that use technology as a flexible tool, so that learning becomes collaborative and interactive. Technology is integrated as a flexible tool for whole-school development.The challenge is for managers and teachers to operate with higherCompetencies, without falling too much back on the initial ones.
- . SETA to access the skills levy for in-service ICT training programs. Each school will have a dedicated teacher outside the normal staffing ratio to manage ICT facilities and champion the use of ICTs in the school community. This teacher will receive the necessary training and support in learner focused approaches to learning and ICT in an outcomes-based paradigm.
- Support in the form of incentives will encourage teachers, managers and administrators to integrate technology into their daily activities and areas of responsibility. This will facilitate technological change, experimentation with new ideas, and risk taking. The Department of Education will, in collaboration with relevant government departments, ascertain possibilities to encourage teachers to purchase computers and access the Internet for personal use.
- The teacher is able to develop entirely new learning environments that useICT as a flexible tool, so that learning becomes collaborative and interactive. ICT is integratedas a flexible tool for whole-school development through redefining classroom environmentsand creating learning experiences that leverage the power of technology
- At provincial level, the Department of Education will establish a desired levelof technology resources (hardware and software) for each GET and FETinstitution and assess the adequacy of existing equipment and facilities.At the very least, every GET and FET institution will have access totechnology in order to: manage administrative functions,access electronic learning materials, connect to information sources outside the classroom, communicate with others in and beyond the institutional boundaries,collaborate with others in and beyond the institutional boundariesand create and add to the knowledge base.
- the teacher uses a word processing application on the interactive whiteboard whileconducting a discussion with the class.each student uses a laptop computer. Since the laptops and the teacher’scomputer are networked, the teacher can easily display on the interactive whiteboardinteresting examples of re-worded sentences which the students have been able to devise inthe five minute test. The whole class can then discuss and evaluate different wordings
- the objectives and the strategies requires the teacher to design, develop, and evaluate authenticlearning experiences and assessment incorporatingcontemporary tools and resources to maximize contentlearning in context and to develop the knowledge,skills, and attitudes identified in the NETS·S. ICT develop the knowledge of the learners and make them have a real or authentic learning experiences. This Strategic Plan reflects the commitment of the Department to undertake activities effectively andon time to produce the agreed-upon outputs that will in turn contribute to achieving Outcome 1, ‘improved quality of basic education
- The way ICT is used will depend on the subject being taught, the learning objectives and the nature of the students. It is important for the teacher to know the basic principles so that the can have good guidelines to help the teachers with the use of ICT in the classroom. ICT offers engaging and fast-evolving learning environments, blurs the boundaries between formal and informal education and prompts teachers to develop new ways of teaching and enabling students to learn.
- it requires education to re-think what skills and competencies students need to become active citizens and members of the workforce in a knowledge society. The UNESCO ICT competency framework for teachers identifies the competencies that the teacher should develop to use technology effectively in the classroom. Teachers may need the following skills in order to deal with the demands of ICT in the classroom. They may need ICT in order to search for the information that they may need for learners. The teachers may need ICT to create test, rubrics, record keeping and they may be required to create assessment using ICT.
- ICTeTSA, competence is conceptualized in 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. ICTeTSA expects teachers to have and show that they have the knowledge, skills and attitudes composed of subject matter, pedagogy and technology in order to help their students learn best. UNESCO described the following competencies:Pedagogy (P)P is focused on teachers’ instructional practices and knowledge of the curriculum and requires that they develop applications within their disciplines that make effective use of ICTs to support and extend teaching and learning.
- Collaboration and Networking (CN) Acknowledges that the communicative potential of ICTs to extend learning beyond the classroom walls and the implications for teachers development of new knowledge and skills. ICT creates a learning environment where all learners can participate and communicate with their peers learning. The learners can be able to help others learners in the classroom. ICT makes it easier for learners who have barriers to writing
- Competency 3: Social Issues (SI) refers to those aspects of technology that bring with it new rights and responsibilities, including equitable access to technology resources, care for individual health, and respect for intellectual property.
- National and international initiative with regards to teacher developmentThe doe guideline for teachers training book argues that the teacher development framework Programme for International Student Assessment defines ICT literacy as "the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge and communicate with each other in order to participate effectively in society" (Partnership for 21st Century Skills, 2003). ICT literacy is the ability to use practical ICT skills in a particular context.
- ICT integration to the curriculum is not simply about acquiring ICT competency. Integration is about the "appropriate selection, use, mix, fusion and integration of many sets of competencies including, but not exclusively, those in pedagogy and technology" (Information and Communication Technology in Education, UNESCO; 2003:18). These competencies, once achieved and contextualized, create new learning environments in which learners take decisions about their own learning while teachers facilitate the process.
- The focus must 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 the requirements of subjects such as Computer Application Technology, Information Technology, Geography, Design and Accounting
- On-going 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.
- ICT will help improve the quality of education and help the teacher and the people in the society get knowledge and be prepared for a working environment