Sithabile preparing south african teachers final
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Sithabile preparing south african teachers final
- 1. WITS SCHOOL OF EDUCATION Johannesburg, South Africa(NokulungaSithabileNdlovu and Ian Moll )Preparing South African Teachers: JUST IN TIME
- 4. Distribution
- 10. Equity
- 11. Economical GrowthEDUCATIONAL POSITION
- 12. “Every South African learner in the General and Further Education and Training bands will be ICT capable by 2013” White Paper on e-Education (2004:7) e-Education Policy Goal
- 14. Integrate ICTs in pre-service and in-service training
- 16. Training Institutional Levels
- 17. Preparation of Teachers at Wits for ICT integration: before the change IN ALL COURSES Less than 50% of lecturers using ICT to teach No requirement for digitally produced student work The ET (EDIT) Division Teaching operational skills - Just in Case (PanAf Research Agenda on Pedagogical Integration of ICTs in Education) Website: http//www.observatorietic.org
- 19. Working corporately with New Literacies
- 20. Use Just in time approach
- 25. New Literacies (contd.) Example of Steps for Integration Context: Theme Operational skills Assignments on Word document Research – images imported to Word folder Use of Tables to analyse texts Exploration and analysis of websites Google useful sites for teaching a specific topic Review of a more informative site
- 26. RESULTS OF INTEGRATING 2 COURSES From improving student literacy to a model for ICT integration in the Wits School From unavoidable integration of courses to formation of communities of practice
- 27. Wits School of Education : Contributing to the Formation of a Technologically Literate Society Approach: Just in Time Masters
Hinweis der Redaktion
- Introduction: Wits School of EducationPre-service and in-service teacher This presentation highlights changes that are taking place in this institutions in the use of computers by lecturers to prepare trainees to efficiently operate in the current and future information societyThe data used is basically from the PanAf ICT in Education Observatory
- This background is meant to help you appreciate the ICT usage initiatives that have been initiated in this universityPanAf observatory has shown a discrepancy in the distribution of Physical resources and in the quality of Human resources in its educational institutions and these are legacies from the past government that our Department of Education is trying to redress.
- 1. Global trends have put our country, particularly the education system under pressure to prepare its outputs for the network society. Although our Department of Education has taken great strides to ensure computers are distributed to most of its schools as an attempt to bridge the digital divide, data in the PanAf observatory has clearly shown that, the problem with integrating ICTs is not one of accessibility to physical resources but one of lack of human capacity and interest.
- In order to ensureequal education, the Department of Education needs to redirect its energy to capacity building as a priority if it will achieve its purpose in contributing to the country’s economical growth that is gradually becoming technologically oriented. 2. Teacher training institutions need to support the Department in this regard.
- 1. In one of its ICT in education policy documents, our country hopes to have all its learners ICT capable by 2013.2. The question is – how possible is it to achieve this goal if our training institutions are lagging behind in preparing their trainees in facing the challenge
- What then is the role of Teacher Training Institutions like Wits School of Education?
- My interpretation of the levelsEntry Level: Introduction to operational skills (Word and Excel Documents)Adoption: Using acquired skills to prepare and present some lessons (Calculate figures with Excel and PP for presentations.Adaptation: Using ICTs as a tool to teach and prepare lessonsAppropriation: ICTs used as a medium for efficient teaching and learningInnovation: Designing lecture modules based on local and authentic content – long life learning
- At tertiary level, the same stages may be construed as follows:-
- Formation of communities of practice coordinated by the EDIT division
- A new course designed to improve student literacy (a result of inequalities) to help them cope with academic environment and improve their potential and proficiency as teachers