Professional studies 3_a_

INTRODUCTION
In any society, educators have the ability to make a massive positive
contribution, making such contribution is a challenge and teachers must
willingly embrace new technology and learning opportunities, educators
are beginning to recognize that they must teach students, the future
leaders and citizens of the society using current technologies so that
these students will be comfortable in using future technologies.

Introduction continues…
Technologies and digital media are everywhere
and integrated into every aspect of individual’s
lives. Today educators must provide students with
the skills they will need to excel in a technology
society.

SUB-HEADINGS
1. Knowledge society agenda
We need to realistically evaluate where our deficiencies
exist, both inside and outside the classroom. Education is
not a drop your child off for 7 hours and they return
educated. It involves the parents backing up and supporting
the teachers at home, Requiring and helping with homework
to make sure it is done..

Knowledge society agenda continues
Not all parents are created equal, so we need to
make sure that the parents have the resources to
learn the material being taught so they can help the
children learn. There seems to be a need for a study
island for parents who wish to help their children but
have been away from school for many years

Knowledge society agenda cont..
Recognizing that not all children learn in the same
environment and realize that other choices may
be necessary. Some may thrive under a more
difficult discipline setting, while different children
fade under the same authority.

Build programs that allow parents the choice of
where their child should attempt to succeed. We
are not intended to repeat the past in hopes of
gaining an alternate ending.

• We are free to reinvent the system, let us grasp
this opportunity and move both our school
district and our children forward now.
(Anderson, P., and M. Tushman.)

2. Pervasiveness of technology
The task that individuals performs at work and at
leisure.
From the factory to the office to leisure time activities,
the tasks individuals perform differ dramatically from
the days of little or no technology. Factory workers
monitor automated equipment instead of performing
manufacturing operation themselves

Pervasiveness of technology cont..
Thousands of college professors, managers, and
office workers are their own secretaries,
keyboarding their own papers, reports, memos,
and correspondence. Millions of people
download music from iTunes and play it on their
iPods.
.

Time and place of work
Technology makes it possible to change the location
of work for a large number of people, and it enables
work to take place at any time during the day. For the
first time since the Industrial Revolution, rural areas
are gaining population.

Connectivity
electronic mail has dramatically changed the nature of
communications through its asynchronous nature and our
ability to communicate easily across time zones. Cellular
communications provide constant phone access. In the
near future, cellular and other hand held devices will
become a primary means for connecting to the internet,
especially when the user is travelling.

The way in which we structure organization
One of the most exciting contributions of
technology is the way it enables organization to
develop innovative new structures.

Companies can use Information Technology (IT) to
become practical, assigning projects to task forces
distributed around the world who communicate
electronically, a company can easily concentrate on
its core capability and use technology to make it
easier to distribute work to partners

Education for All
Shared responsibility
From the supply side, the government must
guarantee enough resources to make education
available and affordable for diverse groups.

Education for all cont..
From the demand side, the government should
address and fulfil the different demands from
specific groups, such as the poor students and
those from rural areas. Education is a shared
responsibility between government, community
and private sectors.

Teachers
The number one priority for improving education
should be a focus on teachers. Additionally,
increasing the number of teachers and also
improving their education and thus, the quality of
teaching should be priorities..

In Ghana, increasing the number of teachers has
been successful because it had mobilized its
resources, such as retired teachers or teachers
outside the system or in other professions.
(Jacque Delors 1996) argues

Quality
Providing quality education goes further than
building a school. Comprehensive curricula must
be developed, in order to eradicate taboos and
stereotypes leading to conflict and discrimination.

Education will prepare the next generations to
contest the ideologies preventing marginalized
groups from participating fully and equally in the
social, cultural and economic development of
their society.

 Funding
It is through education that the affected communities will
be able to make a stable and inclusive transition to peace;
and it is, indeed, those educated children who will be
tasked with constructing a tolerant society capable of
fostering sustainable, inclusive and stable economic
development

Objectives of the Future national
strategies
 Combating poverty
Efforts to combat poverty and vulnerability play a key part
in the Government’s strategic approach to promoting social
cohesion. They are integral components of a policy that
seeks, on the one hand, to afford access for everyone to a
fair wage, goods and services and, on the other hand, to
provide specifically for people at risk.

Future national strategies cont..
Social transfers are one aspect of this policy,
which is illustrated by the social inclusion
indicators showing the effectiveness of social
transfers in reducing the poverty risk, as are tax-
adjustment and income-redistribution measures.
(Kay, R. 2006).

Future national strategies continues
(Tearle, P. 2003). Implemented that the process
of compiling this report included discussions at
both ministerial level and with the social partners,
including NGOs.

Coordination of social inclusion and social protection policies
with policies pursuant to the strategy for growth and
employment, as well as national sustainable-development
policies, is ensured partly by the inter-ministerial committee in
charge of preparing the national plan for innovation and full
employment, and also by the inter-ministerial committee
responsible for sustainable development strategy.

Adapting day-care provision for children with
special needs
The system of childcare Centre’s is designed to
provide individual support for those children who
need it, in addition to the normal care offered to all
children.

Future national strategy
Using the Centre to make available specific
resources for children with disabilities, to ensure
that at least one third of all day-care can cater for
children with special needs, to increase day-care
resources and the quality of care they can offer.

The Government has also begun working to
improve the care of children outside day-care by
developing a system of support by parental
assistants and cooperation between day-care.

Health promotion and empowerment
(Anderson, P., and M. Tushman 1990). From 2008
onwards the Ministry for Health and Social Security,
in cooperation with the Union of Sickness Insurance
Funds plans to invest in public-health programs and
health promotion campaigns on a greatly increased
scale.

In pursuit of a policy based on keeping patients
informed, the aims are to make people
increasingly aware of how lifestyle (diet, etc.) can
impact on health and to alert them to the financial
situation of the social security system generally in
relation to the use of generic drugs for example.

In the interests of an efficient and effective policy
approach, the Government should develop a
mechanism for coordinating sickness insurance
benefits and dependence insurance.

Future national strategy cont..
Gender- based pedagogy
Gender inequalities were closely related to land
ownership in southern African, and that some
countries were beginning to develop policies to
address the issues. Educational materials were being
produced that were gender sensitive, and most
curriculum were sensitive.

There is also an increased awareness of gender issues
amongst parents. Success factors political will,
financial support for gender based pedagogies, and
gender mainstreaming. There is a need to continue
efforts to mainstream gender into education systems
and the curriculum.
(Boakye,K.B.,&Banini,D.A.2008).

National and international initiatives regarding
professional development of teachers with regard to
teacher ICTs and professional aptitudes
Technology resources: physical and practice
Clearly access to ICT as physical technology is the
primary access required for use in teaching and
learning. We note that such considerations are
disappearing from investigations in some
instances:

Two recent US higher education studies (Jones
2002; Allen & Seaman 2003) simply assume
physical access is in place. In the local context, as
described earlier, this remains a burning issue. In
general, however, physical access is at the
forefront of all accounts of access in the literature.

Resource of personal agency
In order for individual students or academics to
use ICT meaningfully for teaching and learning,
they need access to personal, collective and
contextual resources.

While we are committed to the importance of
context, it is important to identify specific
resources which need to be accessed by
individuals in order to give them agency. We
found the notion of an active orientation useful.

 The practice and professional development of teachers
Teachers with a changed and extended role are central to the
way ICT is adopted and used at the classroom and student
level. The supposition that teachers might be displaced by the
technology has been largely discounted, even though the media
and popular opinion seem still to characterize the technology as
valuable independent of teachers.

Not only does this fail to understand the key role
of the teacher in using ICT in schools, but by dis-
empowering the teacher and stressing the
technology, it undermines the educational
potential of the technology itself (Biggs,J.2003)

LEARNING TO CHANGE – ICT IN
SCHOOLS
An optimum balance between operational skills and
an understanding of the pedagogical implications is
difficult to achieve. First, however, a starting low level
of technical skill among student teachers must be
remedied, both because it will be a barrier to
classroom use and because the pedagogical
implications will make little sense without some
technical competence.

While initial teacher education cannot go very far
in equipping teachers to evaluate educational
materials or to analyses learning processes,
beginning teachers need some basic pedagogical
frameworks within which they can readily and
enthusiastically accommodate ICT.

ICT Integration into the School Curricula
Information, Communication and Technology has
made tremendous advances which could effectively
be put to advantage to enhance educational delivery.
Many Ministries of Education has recognized this
potential and have reformed their educational system
take advantage.

In a case study of some pioneer schools in ICT
integration (Boakyi K & Banini, A.D, 2006) it was
discovered that some schools in both the public
and private sector in the education industry had
taken advantage of the ICT innovation and were
making good progress.

CONCLUSION
Indeed, the desire for certificates and the extents
to which both teachers and students are ready to
go to achieve this desire has left very little room
for the school system to pursue the totality of the
national goals and objectives of education,
especially the non-examinable ones.

Conclusion cont..
This tends to limit education to the narrow scope of
learning to pass examinations and be awarded
certificates and not learning as a basis for acquiring
skills to continue the learning process after school.
Schooling must equip pupils and students to grow
through life and not simply go through life.

Conclusion cont..
This concern, coupled with the need for putting ICT
integration to advantage in educational provision provide
the basis for a study into the extent to which the education
system is catering for lifelong learning skills and also listing
it to appraise the relevance and use of ICT in the
development of these skills to meet the continuing
developmental needs and challenges facing society.

Reference list
Allen, I.E. & Seaman. J. (2003). Sizing the Opportunity:
The Quality and Extent of Online Education in the United
States, 2002–2003. The Sloan Consortium.
Anderson, P., and M. Tushman. “Technological
Discontinuities and Dominant Designs: A Cyclical Model
of Technological Change.” Admiration Science Quarterly
35, no.4 (December 1990): 604-633.
Biggs,J.(2003). Aligning teaching for constructive learning.
New York: The Higher Education Academy Press
Boakyi K & Banini A.D. (2006); Integrating ICT in Teaching
and Learning in West and Central African Schools: A Case
Study of Pioneer Schools in Ghana

Reference list cont..
Boakye,K.B.,&Banini,D.A.(2008).Teacher ICT Readiness in
Ghana.InK.Toure,T.M.S. Tchombe,&T.Karsenti(Eds.),ICT and
Changing Mindsets in Education. Bamenda ,Cameroon:
Langaa; Bamako, Mali: ERNWACA/ROCARE
Kay, R. (2006). Evaluating strategies used to incorporate
technology into preservice education: Areview of the
literature. Journal of Reasearch on Technology in Education
28(4),383-408
Jacque Delors (1996); Learning the Treasure Within, UNESCO
Report, Paris
Tearle, P. (2003). ICT implementation: what makes the
difference? British Journal of Educatonal Technology, 34(5),
567-583.

Professional studies 3_a_

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