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Professional development

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Professional development

  1. 1. A STUDY BASED ON FUTURE OBJECTIVESTHAT NEED TO BE MET IN A DESIGNATEDDURATIONP R E S E N T A T I O N B Y P A U L I N A N K U N A2 0 1 1 1 4 4 9 8National Strategic Imperatives
  2. 2. IntroductionIn a developing country such as South Africa there is aneed for long term realistic goals that will helpmaintain and reach towards the expected standardsin future.This presentation provides insights on the currentchallenges facing the country as well as the attemptsmade to counteract them through specific nationaland international initiatives.
  3. 3. Overview of this study Knowledge Society Agenda Pervasiveness of technology “Education for All” goals Present future national strategicobjectives National and international initiativesfor teacher professional development
  4. 4. Education is keywww.123rf.com
  5. 5. Knowledge Society AgendaKnowledge is the „understanding of or informationwhich a person gets by experience or study andwhich is either in a person‟s mind or known bypeople generally‟.Society is defined as a large group of people who livetogether in an organized way, making decisionsabout how to do things and sharing the work thatneeds to be doneCambridge learners‟ dictionary
  6. 6. Arts andculture groupPicture taken at Women for Peace community centre in Daveyton, Etwatwa.
  7. 7. So what is this Knowledge Society Agenda?Outline PlanFuturesuccessImprovements
  8. 8. Knowledge Society Agenda continued… Takes into perspective the parties involved in asociety Considers both teachers and learners to be activeparticipating bodies in the transformation ofeducation Concerned about the change that knowledge bringsabout in a society Sees technology as another means of sharinginformation
  9. 9. Pervasiveness of technology There world can be seen in one global view through aminimized scale online or on publication. A person in South Africa can communicate live withsomeone in China through video calls andconferences. Internet dating, internet surfing, online tutoring, etc.BUT HOW IS IT POSSIBLE? It is all in the era of technology
  10. 10. Technology Technology is not just a term but a meaningfulconcept that looks at the holistic view of scientificdiscoveries. The pervasiveness of technology is based on theemerging trends of technological tools used ineveryday life to communicate information in anycontext. These technological advances include thedesktop computer, kitchen appliances, as well asother mobile gadgets
  11. 11. Pervasiveness of Technology continuation This term defines the current situation of andchanges in technology. Enables people to use digital representations ofinformation in a given context and understand theeffect of such as well as engage freely withtechnological tools. Creates less physical work for people by makingprocesses very effective and time cautious.
  12. 12. Technology in our classroomshttp://www.guardian.co.uk/global-development/2011/oct/28/solar-powered-internet-school-children-africaPhotographer: Jeremy Glyn
  13. 13. “Education for all” goals As part of the National Global Imperatives‟concern, education is a global challenge, howeverto counteract this there are six “Education for All”goals that have been outlined. This is a layout ofeducational objectives aimed to cater for allindividuals by the year 2015, (EFA GlobalMonitoring Report).
  14. 14. Education for allwww.buildafrica.client.fatbeehive.com www.guardian.co.za
  15. 15. Basic “Education for All” goals Accessibility of free and compulsory education for all To provide improved standards of education Increase adult literacy Promote life skill programs for young people andadults Eliminate poverty Promote gender equality
  16. 16. Benefits of the initiativewww.afd.fr
  17. 17. Present Future National Goals : The Currentproblem in South AfricaPoor standardsof education forblack peopleLess people areemployedPublic servicedelivery is verypoorSpatialchallenges stillmarginalize thepoorShortage ofqualifiedteachers
  18. 18. Children‟s educational needs neglectedhttp://www.unesco.org/new/typo3temp/pics/8b48222f65.jpg
  19. 19. Present Future National Strategic Goals ingeneral Redress injustices of the past Collaboration between private and public sectors Participation and benefits of all persons in thecountry especially the poor Improve education standards for black learners Improve the public health system Augment poor service delivery especially publicservices Create more employment for the unemployed
  20. 20. Present Future National Strategic Goalseducation based Improve quality of teaching and learning Provide enough study resources Encourage educators to continuously go for teacherassessment programs Improve early childhood development
  21. 21. National and International Initiatives forTeacher Development“Some people think teaching is an easy job. According tothem, the teacher must just make the lesson fun andensure that the work is explained clearly. But if teachingwas that simple, almost anybody could be a teacher.”Robinson and Lomofsky (2010).
  22. 22. Revealing potential: using ICT worldwide
  23. 23. National and International Initiatives forTeacher Professional Development continuedUNESCO ICT Competency Framework for TeachersWhat is this framework?The UNESCO ICT is an international teacher frameworkthat looks at countries worldwide through its planningand implementation of initiatives that will bettereducation, information transmission and the economyworldwide. This document was published in 2011 andintroduces ICT to educators worldwide.
  24. 24. ICT International initiativeAbout the framework: It is concerned with curriculum, pedagogy,assessment, information and communication tools.What the teacher is expected to do includesknowledge deepening, knowledge creation andtechnology literacy. How then can a teacher achieve these?Through the means of being an active accomplice inteacher assessment workshops and developmentprograms
  25. 25. UNESCO ICT Competency Framework forTeachers continuedThe six aspects of a teachers work1. Understanding ICT in education2. Curriculum and assessment3. Pedagogical knowledge4. ICT5. Organisation and administration6. Teacher professional learning
  26. 26. ICT Competency Standards for Teachers(UNESCO, 2008)www.flacso.edu.mx
  27. 27. ICT subject and learning area specificwww.amazon.co.uk
  28. 28. ICT : a different approachAccording to the Guidelines for Teacher Training andProfessional Development in InformationCommunication Tools ICT integration into the South African curriculumdelivery is vital This guideline is a scope in addition to the subjectemphasized in UNESCO ICT Competency Frameworkfor Teachers It is the inclusion of both knowledge and technology,incorporating the two to create extensive understanding
  29. 29. Guidelines for Teacher Training andProfessional Development in ICT Learner is taught and able to use ICT The teacher understands ICT, it‟s effectiveness andincorporates it in his classroom practices The teacher is comprehensive and allows forindependent thinking from the learners The teacher trusts learners to be creative andcollaborative throughout the use of ICT in theclassroom
  30. 30. Integrating ICT in South African classroomsICTLearnersTeachers
  31. 31. Principles for ICT in teacher development Educational goals should focus on developing ICTskills Teacher development programmes shouldcontextualize learning experiences These programmes should be designed to cater forparticular subject or learning area needs Teachers must receive continuous support andassessments to ensure improvement Teacher development programmes should run allyear round in order to integrate the constant changein technological tools
  32. 32. Implementation of ICTWhat it means to be a teacher in the 21st century: The teacher is able to accommodate ICT into thecurriculum Recognizes that ICT is not a substitute but is anactive agent of change in education thus will helpreinvent the purpose of learning The teacher is able to illustrate the ICT knowledge,skills, values and attitudes The teacher recognizes and appreciate that ICTallows for teacher flexibility during lessonpreparation and presentation
  33. 33. Information Communication Tools in ContextICTTeacherCommunityLearnerSchool
  34. 34. ICT teacher development courseAt an international level all educators need to acquirecertain skills throughout the course, the differentlevels are mentioned below: The entry level Adoption level Adaptation level Appropriation level Innovation level
  35. 35. Teachers in action: developing ICT skillswww.gwhatchet.com
  36. 36. ICT-enhanced Teacher Standardsfor Africa (ICTeTSA) This is an international initiative that looks atdeveloping teachers in Africa. It is concerned with the development ICT for thesecountries in order to improve the standard ofteaching and learning. The difference with this approach is that it targetsAfrican which are at the current stage of havinglittle or no access to ICT tools
  37. 37. ConclusionThis presentation has provided a study based onNational and International Strategic Imperatives thatfocus on the development of knowledge in schools aswell as teacher professional development. Thediscussion has been expanded from the KnowledgeSociety Agenda to the National and internationalinitiatives for teacher professional development.
  38. 38. ReferencesConley, L.; de Beer, J.; Dunbar-krige, H.; du Plessis.;Gravett, L.;Lomofsky, L.;Merckel, V.;November, I.; Osman, R.; Peterson, N.; Robinson, M.& Van der Merwe, M. (2010). Becoming ateacher. Cape Town: Heinemann.Danish National IT and Telecom Agency (2007). ICT Skills in Denmark’s population(Summary of the report submitted to the Danish National IT and Telecom Agency.Policy and Business Analysis.EFA Global monitoring Report. (2008). Education for All . Southern Africa: Oxford University Press.Mowlana, H & Wilson, L. (1988). Communication Technology and Development. Paris, UNESCO.
  39. 39. Referenceswww.buildafrica.client.fatbeehive.com (Retrieved 19 February 2013).http://www.unesco.org/new/typo3temp/pics/8b48222f65.jg (Retrieved 16 February 2013)www.flasco.edu.mx (Retrieved 19 February 2013).Department of Education. (2011). Strategic Plan. South Africa: Department of BasicEducation.UNESCO ICT Competency Framework for Teachers. (2011). Paris: UNESCO.UNESCO (2005). Capacity building of Teacher-Training Institutions in Sub-Saharan Africa.Paris: UNESCO.
  40. 40. The endhuebler.blogspot.com

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