Professional Studies

2. This presentation will be focusing on the
following topics and others:
 Guidelines for Teacher Training and
Professional Development in ICT
 The holistic approach to teacher development
has the following three dimensions
 e-Education and implementation of the
National Curriculum Statement
 Introduction to the Teacher Development
Framework.

4.  A pedagogical dimension
 A technical dimension
 A collaboration and networking dimension

5.  The social transformation of post-apartheid South
African society.
 The implementation of an outcomes-based approach
to education.
 The development of high levels of knowledge and
skills.
 The integration and applied competence across
subjects and fields of learning.
 The valuing of indigenous knowledge systems.
 Increasing the credibility, quality and efficiency of
education in South Africa.

7. The following ICT development levels are
included in the frame work of The White Paper
on e-Education outlines:
.

9.  All Universities should offer compulsory ICT in teaching
and learning in teacher development courses (up to
appropriation level).
 Students currently in Varsity should be fast-tracked to bring
them to at least the adoption level by the end of their
studies.
 All students leaving university for the teaching profession
should have reached at least the adaptation level from 2008.
 All practising teachers who have access to ICT should, as a
minimum, be trained to the adaptation level by 2010.
 Subject advisors are to be trained up to appropriation level
through a focused intervention from the national
Department of Education. Once trained, they will be able to
assist teachers to utilise access to computers.

10. Output of the reform of information by a person,
according to his/her history and context. It depends on the person.
 A human society, in which knowledge should bring justice, solidarity,
democracy, peace.
 A society in which knowledge could be a force for shifting society.
 A society which should provide widespread and equitable access to
information.

11.  ICT and Knowledge.
 Accessing Knowledge
 New capacities.
 do through ICT
 Being able to communicate with one another.
 The « e-citizen »
 In society with knowledge; personal development.
The Knowledge Society requires new kinds of Knowledge, that cannot reduce
to traditional disciplines.

13. :

14. It presents a holistic view of 21st century teaching
and learning that combines a distinct focus on
21st century student outcomes with ground-
breaking support systems to help students master
the multi-dimensional abilities required of them
in the 21st century.

15. The graphic represents both 21st century skills student outcomes
(represented by the bows of the rainbow) and 21st century skills
support systems (represented by the pools at the bottom).

16. The quality of education for black students remains poor resulting in
unemployment for learners and it also affects the earnings potential
and career flexibility of those who get employed and reduces the
enthusiasm of South African businesses
 Quality of education in early childhood, with access rates exceeding 90%.
 Quality school education, with globally competitive literacy and
numeracy standards.
 Enabling people to fulfil their potential in further and high education and
training.
 Expanding higher education sector that is able to contribute towards
rising incomes, higher productivity and the change to a more knowledge-
rigorous economy.
 A wider system innovation that links key public institutions with areas of
the economy consistent with our economic priorities.

21.  Is to extend and enrich educational experiences
across the curriculum.
 Build digital and information literacy so that all
learners become confident and competent in
using technology to contribute to an innovative
and developing South African society.
 Using ICTs in the learning environment, it
enriching the learning environment through
the use of ICTs is a continuum.

23.  Facilitate and Inspire
Student Learning and
Creativity
 Design and Develop Digital
Age Learning Experiences
and Assessments
 Model Digital Age Work and
Learning
 Promote and Model Digital
Citizenship and
Responsibility
 Engage in Professional
Growth and Leadership

24. The Structure and Domains of ICTeTSA

30. Hindle. D. 2007. Guidelines For Teacher Training and Professional Development
in ICT, Available: https://edulink.uj.ac.za/bbcswebdav/pid-421218-dt-content-
rid12446141_1/courses/13PFS3A10/DOE%20Guidelines%20for%20Teacher%20
Training%20Book.pdf Accessed 18 February 2013
Manuel, T. 2011. National Development plan. Available:
https://edulink.uj.ac.za/bbcswebdav/pid-421219-dt-content-rid-
12446143_1/courses/13PFS3A10/NPC%20National%20Development%20Plan%2
0Vision%202030%20-lo-res.pdf Accessed 18 February 2013
Motshega, A. 2011. Strategic plan2011-2014. Available:
http://www.education.gov.za/LinkClick.aspx?fileticket=%2F%2BBILaBJ7ak%3D&..
Accessed 18 February 2013
Kārkliņš, J. Tang, Q. 2011. UNESCO ICT Competency Framework for Teachers.
Available: http://www.unesco.org/new/en/unesco/themes/icts/teacher-
education/unesco-ict-competency-framework-for-teachers/ Accessed 18 February
2013