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.
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
7. CONTINUES…..
The capacity to manipulate, store and
to transmit large quantities of
information cheaply has increased at
a staggering rate recent years
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
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
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
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
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].
Notas do Editor
Information society: A society in whichinformation is a good that one can exchange,buy, sell, store, transport, process. The societyof the digital divide.
Information can be transmitted,Knowledge must be acquired, constructed.Information it transmitted in many ways TV, Books, internet at school….. Knowledge society: A human society, in whichknowledge should bring justice, solidarity,democracy, peace... A society in which knowledge could be a force for changing society.A society which should provide universal andequitable access to information
The emergence of the knowledge society, build 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 hypig of the internet.
For an example economies depend on knowledge about how to farm, how to build and how to manufacture
Learning to knowICT and Knowledge, accessing Knowledge .Learning to doNew capacities, do through ICTLearning to live togetherNew communication, the « e-citizen »Learning to be in the knowledge society; personal development
While people have talked about collective intelligence for decades, new communication technologies—especially the Internet—now allow huge numbers of people all over the planet to work together in new ways. The recent successes of systems like Google and Wikipedia suggest that the time is now ripe for many more such systems, and the goal of the MIT Center for Collective Intelligence is to understand how to take advantage of these possibilities
. They must also help their pupils commit to the vitalpublic goods that cannot be taken care of by the corporate interests of the knowledgeeconomy - a strong and vigorous civil society, developing the character that promotesinvolvement in the community, and cultivating the dispositions of sympathy and care forpeople in other nations and cultures that are at the heart of cosmopolitan identity
. They must also help their pupils commit to the vitalpublic goods that cannot be taken care of by the corporate interests of the knowledgeeconomy - a strong and vigorous civil society, developing the character that promotesinvolvement in the community, and cultivating the dispositions of sympathy and care forpeople in other nations and cultures that are at the heart of cosmopolitan identity
For world's developing communities the most pervasive technology comes in the form of mobile communication devices and associated services. For billions of people across the world, primary access to communication networks, including Internet, comes through their mobile phones - not from personal computers or fixed landlines telephony. This pervasive communication technology is on its way to fundamentally change social networking in local communities and dramatically improving education for remote schools
The same pervasive technology combined with sensor technologies is revolutionizing fieldwork in health care for rural areas. For the 3B people in the world that do not have a bank account pervasiveness of the mobile devices allows development of services that help these people to manage their finances and make payments without having to travel long distances or wait hours in line at banks. In this talk we will look at a range of technical and social science research that both helps us to understand the social context of pervasiveness of technology and to develop technological solutions designed for emerging and underserved markets in developing regions. We will use examples from the research performed at Nokia Research Center in Growth Economy initiatives and outline challenges for the research communities interested in ubiquitous computing for the next billion people.
Policies are being finalised that will see the national Department developing new training packages, to a large degree through distance education and e-Education, and leveraging the development of relevant training programmes by universities and private training providers. Plans for a monitoring system for the development of teachers, to be run by the South African Council for Educators (SACE), are already at an advanced stage. This system would require teachers to report on an annual basis on the professional development activities that they had undertaken.The importance of teacher competence in improving the quality of teaching and learning finds expression in the six indicators in the Action Plan to monitor teacher capacity and practice.
It is envisaged that ANA will expand and improve and become a cornerstone of quality improvements inSouth Africa’s schools, providing important information on learning and its context to teachers, parents,district officials and the public in general. Targets based on performance in ANA have already been setat the national and provincial levels. In addition, targets based on performance within the internationaltesting programme have been determined.
Free education for all
Each area of teaching or teacher standard has its own capability or performance indicators that focus the minimum knowledge, skills and attitudes expected of 21st century teachers in Africa. Teachers who have the minimum of these interrelated standards are believed to have aced the ICT-enhanced teacher standards for Africa
The technology offers wonderful opportunity for educators 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, collaborative and socializing, therefore it is not quite obvious that this enhancement also activates an uprising in learning in students and in the education system as a whole. 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”.
Throughout the assessment and communication processes educators need to gather information about student performance and achievements’ from variety of sources and involve all students in measuring their own learning. Moreover they will also need to exchange information about pupil learning with students, families and support personal in ways that increase understanding and encourage support 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
Such conception of educators’ skilled progress is comprehensive than career development—the growth that occurs as the teacher moves through the professional career cycle—and also extensive than staff development—the provision of organized in-service programs designed to substitute the growth of groups of teachers (Villegas-Reimers, 2003). Educators have instantly recognizable ethical accountabilities and duties to their learners and colleagues.
Though there is no direct reference to this standard during the various workshops for the development of ICTeTSA, it is believed that understanding subject matter for use in teaching should be one of the broad standards for teachers. It is specifically believed that understanding subject matter for use in teaching using ICTs should be one of the minimum standards for 21st century teachers.
For the purpose of ICTeTSA, competence is hypothesized in terms of knowledge, skills and attitudes expected of teachers to effectively accomplish their duties as teachers of a given subject area in the 21st century Africa. In other words, ICTeTSA expects teachers to have and demonstrate the knowledge, skills and attitudes composed of subject matter, pedagogy and technology in order to help their students learn best in a given context. Teacher competence a way of looking at teacher quality, as it can provide a framework for talking about essential qualities that are expected
A mother-tongue teacher understands the basic principles of using ICT in teaching, so he/she7considers how to make the best use of an interactive whiteboard recently installed in his/her8classroom. Until now, she has only used it as a projector screen.
Word processing can also be used for formative assessment. She composes a long, badlyworded sentence which she will give all the students on their computers and ask them to seehow many different improved versions they can produce within fi ve minutes
Then, by questioning the class, offering them suggestions and pointing out weaknesses insentences, she gets them to improve some further examples of writing. She makes the changes onthe interactive whiteboard as the students suggest them, so the whole class can see the process.Finally, she sits down to one side of the room and asks students to come to the interactivewhiteboard and operate it themselves to show how they can improve sentences.
In the next lesson, 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
For the second lesson, the teacher uses the school’s trolley of laptop computers so that eachstudent is able to carry out word processing on their own. She devises the two lessons in sucha way that students will know exactly what to do in the second lesson, without the need forquestions or discussion. This ensures the students make the fullest use of the laptops whilethey are available to them
The teacher regularly visits an Internet discussion forum hosted by the professional associationfor PE teachers. The forum is a useful source of new ideas on how to get students moreinterested in PE and exercise. He, for example, posts a question asking for technical advice onan aspect of a new fi tness programme the students want to try out