A PLN of my own, made with the help of SlideShare.

1. Technological Development
within Teaching and Learning.
Assignment 1: PFS3A10 2013

2. We are known as the “information” era.
Technology is growing very fast.
Education systems need to keep up.
Information and Communication Technology (ICTs)
needs to be integrated into teaching and learning.
ICTs need to be included into in-service and pre-
service teaching and learning.
Examples: computers, software, internet and
networking, etc.
Introduction

3. “Growth and turn around in new technology” (Knowledge
Society available from www.gesci.org/.../Nigera. Accessed on
the 05/02/2013.).
Knowledge and use of ICTs.
It „‟blurs the boundries between formal and inforaml education‟‟
(Hine, P. 2011. UNESCO ICT Competency Framework for
Teachers. United Nations Educational, Scientific and Cultural
Organization. Page 4)
Out with the old (traditional ways) and in with the new.
Knowing how to use technology effectively in classrooms.
Good resourced schools benefit most from it.
Knowledge Society Agenda

4. Helps to promote lifelong learning.
Makes communicating faster and easier.
However, „‟face-to-face‟‟ (Prof. Cornu, B. 2013:
Slide 23) teacher-learner relationships are still
very important.
Knowing when it is appropriate or not to use ICTs
in teaching and learning.
Always ensure that the necessary resources are
available.
We need to help integrate education-into the
world out there.

5. Always ensure that the necessary resources are
available, for example book the overhead-projector or
computer lab before hand.
Helps increase productivity and creativity.
Helps learners with learning barriers
Focuses on inclusive education
We need to help integrate education into the world out
there.

6. E-education.
Keeping up with the continues educational shifts.
Creating learners who use information effectively
and keep up-to-date with the technological
advances.
Connecting of teachers and learners with each other.
Providing professional support and platforms,
creating better employability and participation in
FET institutes.
Pervasiveness of technology

7. Combines pedagogy and technology in
order to reform education.
Improve education by using ICTs.
Main challenge is to transform ones lesson content
and leaning activities by using ICTs to meet new
educational objectives.
Ability to apply ICTs

8. Usage of ICTs are a necessity in order to function in a
technological society.
Used to assist “whole-school development” White
Paper on E-education. 2004:14).
Benefits management and admin systems.
Increases productivity, creativity, learning
environments and engagement.
Also increases academic communication between
teachers and learners.
Gives learners lifelong learning effect.
Gives a mind set of continues invention, being active
and critical.

9. Then you get E-learning which emphasizes the use of E-
education.
Flexible learning using ICTs.
Used also to collaborate learning, “production of materials,
resources and learning experiences” (White Paper on E-
education. 2004:15).
Entails the use of software, telecommunications, the
internet, etc.
Accommodates and helps learners with learning barriers.
E-Learning

10. Promotes inclusive education by providing
“expanded opportunities and individualized learning
experiences” (White Paper on E-education. 2004:16)
Redresses inequalities of the past.
Important in education transformation and training.
Taking teachers away from old (traditional) teaching
to a more modern way of teaching and learning.
Sufficient evidence that ICTs have a positive result,
improves learner achievement in: application and
production.

11. Learners become more capable of managing their own
learning.
This method is great for accessing information, inquiry and
investigations.
Also improves creativity, thinking skills, problem solving,
decision making and communication.
E-education helps education systems achieve a lot more.
Ensures we are within the current educational shift and
should be enforced in all schools.

12. There has been some progress, in enrollment and
expansion of free primary education.
There are Six “education for all” goals.
These where not all met in 2005 causing
the date to expand to 2015.
It has the “potential to transform the lives of millions
of children, youth and adults around the world” (EFA
Global Monitoring Report: Education for all by 2015-
Will we make it?. 2008. Pfd document. Page 2).
The Six goals are:
“Education for all” goals.

13. 1. To expand early childhood care and education,
2. Provide free and compulsory primary education to
all,
3. Promote learning and life skills for young people
and adults,
4. Increase adult literacy by 50 percent,
5. Achieve gender parity by 2005 and gender equality
by 2015,
6. To improve the quality of education
Six “Education for all” goals

14. Finance to help achieve these six goals “grew
between 2001 and 2004 has declined once again”
(EFA Global Monitoring Report: Education for all by
2015- Will we make it?. 2008:3).
Therefore many goals have not been met yet.
Lack of finance means more underpaid and
unqualified teachers.
Unqualified teachers are hired in order to increase the
work force, by The Department of Education.
This leads to degrading of the quality of education.

15. Lack of quality education has been recognized but not
yet rectified.
Class size: the smaller the class, better teacher-learner
interaction. The bigger the class the less teacher-
learner interaction.
This has a huge impact on the quality of education.
Essential that teachers in/pre-service are qualified and
should get the required training in order to ensure
effective learning takes place.

16. Teachers salaries should be increased.
Decreasing the number of strikes for the above
mentioned matter, so that learners do not lose that
learning time.
In order to move forward we have to expand and and
“improve early childhood education and care” (EFA
Global Monitoring Report: Education for all by 2015-
Will we make it?. 2008:4).
This is “largely neglected” (EFA Global Monitoring
Report: Education for all by 2015- Will we make it?.
2008:4).
Early childhood education contributes to childrens
early stages of development.

17. Such as: physical, mental, social and emotional
development.
This prepares them for their schooling career
(crucial).
Many people see education for 0-3 years as the
responsibility of their families or „‟private providers”
(EFA Global Monitoring Report: Education for all by
2015- Will we make it?. 2008:4).
Very few countries with funds and facilities for this.
This needs to be rectified.

18. Primary education is not enough, cannot stop here.
It is not enough to survive out in the real world
anymore.
Most counties have unequal learning opportunities
which results in low achievement, especially in math
and language.
Shortage of textbooks does not make achievement of
these goals any easier.

19. Quality education has a “stronger link to economic
growth than quantity of education” (EFA Global
Monitoring Report: Education for all by 2015- Will we
make it?. 2008:10)
Expansion of education does not reduce inequalities.
Achievement of gender parity and gender equality should
be achieved by primary to secondary schooling level.
Most of the time is not, strategies to achieve these goals
need further development.
Start by eliminating gender biasty in textbooks and
classrooms,
And including girls in education. Stop exclusion and
promote inclusion.

20. Promote learning and life skills for young people
and adults in mother toung languages.
People would understand and learner better.
Provide necessary equipment/resources.
Recognize educational rights.
Have teachers with adequate teaching, training
and cultural sensitivity.

21. Multicultural societies need cultural and age
appropriate resources.
Loss of teachers due to HIV/AIDS does not help the
teacher shortage crises.
Free public education is essential .
Many people cannot afford education.
Therefore we need to make “Education for all” our
top priority.

22. Progress remains insufficient,
There are some improvements.
Unfortunately not enough.
Too many failures and underachievements.
For example, employment of unqualified teachers,
Unresolved inequalities in education,

23. And the inability to expand childhood care facilities.
All these issues need to be rectified.
Along with the extreme consultation in order to get
more finance available for free public education.
Only once these promises have become a reality will
we actually achieve “education for all”
Our next target is 2015.

24. All teachers (in-service and pre-service), managers and
administrators should “have the knowledge, skills and
support” (White Paper on E-education. 2004:25) needed in
order to integrate ICTs into their “teaching and learning”
(White Paper on E-education. 2004:25).
We need to “develop a national framework” (Whit paper 7:
25) in order to ensure implementation of ICTs.
Making them “flexible tools for teaching
and learning” (White Paper on E-education. 2004:25).
We must have workshops for in-service teachers, to help
them understand and know how to use ICTs effectively.
Present future national strategic
objectives.

25. The challenge “is for managers and teachers to operate
with higher competencies, without falling too much
back on the initial ones” (White Paper on E-education.
2004:25).
There should be ongoing help, technical support and
knowledge from professionals out of ones school staff.
This outside help and support will encourage the use of
ICTs.
Therefore improving everyday teaching and learning.

26. Must have sufficient funding.
ICTs are „‟essential transformative‟‟
(White Paper on E-education. 2004:26)
tools.
All educators should use and promote ICTs, in
order to improve our education systems.
There will be an award given for the most effective
usage of ICTs, which will be shared “with the
wider teaching community” (White Paper on E-
education. 2004:26).
Inspiring all to be more creative and use
ICTs on a day-to-day basis.

27. The improvement of quality education has a strategic plan
that “outlines the over-arching goal of improving the quality
of learning and learner achievement and sets out the key
strategic priorities of the Department” (Strategic Plan 2011-
2014. 2011. Pfd document. Page 3).
Strong leadership, policy making and monitoring
responsibility” (Strategic Plan 2011-2014. 2011:3)
in order to achieve lifelong learning and quality
educational growth,
Effective teaching and leaning and the development of ones
well-being.
Many schools failing to achieve good pass rates, “the
purpose is not to punish the management, teachers and
learners, but to provide the right combination of incentives,
support and resources that will help accelerate the changes
needed to improve the quality of education” (Strategic Plan

28. For example, provide them with textbooks and
qualified teachers.
Four-pronged approach:
Improve quality of education,
Standard assessments and systemic evaluations,
Grade R to be universalized and that it provides
quality programs for the necessary problems “socio-
economic deprivation and low family literacy”
(Strategic Plan 2011-2014. 2011:4),
And turning around poor, dysfunctional schools by
improving systems at a “provincial and national level”
(Strategic Plan 2011-2014. 2011:4).

29. Then there are five key interventions:
Teacher development,
Learner support materials,
Annual national assessments,
District development
And accelerated schools infrastructure delivery initiative
(ASIDI).
Five Key Interventions

30. Teacher development intensified, paying more attention
to underperforming schools.
Learner support martials
More focus on the “Triple T- Teachers, Text and Time”
(Strategic Plan 2011-2014. 2011:4).
Make more of an effort to provide “high-quality
workbooks” (Strategic Plan 2011-2014. 2011:4).
Ensure textbooks for all subjects.
Strengthen the support and development as well as
working on improving mediation in classrooms in order
to promote quality “teaching and learning” (Strategic
Plan 2011-2014. 2011:5).

31. Ensure “sound infrastructure” (Strategic Plan 2011-2014.
2011:5).
Focus on teacher-learner functioning environments.
Aim: eliminate “unsafe structures and to provide
improved resources, laboratories libraries, existing
buildings within the school,” (Strategic Plan 2011-2014.
2011:5) etc.
Continuous monitoring and reports on productivity.
There cornerstones:

32. Involvement of stakeholders, ensuring more
collaboration between “national and provincial”
(Strategic Plan 2011-2014. 2011:5), government sectors
and in order “to safeguard the well-being of learners and
educators” (Strategic Plan 2011-2014. 2011:5).
Vision: ensure lifelong learning, education and training
in order to improve the quality of education and our
lives.
Mission: working together to create relevant quality
education.
Values: upholding the constitution, being accountable
to the government and the people of South Africa”
(Strategic Plan 2011-2014. 2011:8),
Also concentrates on team work within education and
growth (personal and educational).

33. “seeking ways to achieve our goals (Strategic Plan
2011-2014. 2011:8).
Many policies and legislations
Number of barriers /challenges to improve quality
of education.
Such as: quality of each learner outcome in every
grade, learning materials and quality of tests and
exams, etc.
Barriers need to be rectified in order to improve
education systems.
Five strategic goal-programmers:

34. Improving the quality of teaching and learning,
undertaking regular assessments in order to track
progress, improve early childhood development,
ensure a reliable outcomes-focused planning and
accountability system and improvements in the
capacity of the Department of Basic Education.
All these aspects set out to improve education
systems
Important to instill them already in pre-service
teachers, and
Make sure in-service teachers get the approprate
training.
We all must work together along with the use of ICTs
to improve the quality of our education in S.A.

35. Five elements
Also related to the knowledge, skills, values and attitude
towards ICTs.
Five elements are as follows:
The entry level – teachers know how to use computers
and are computer literate,
The adoption level – teacher is able to “use various ICTs”
(Guidelines for Teacher Training and Professional
Development in ICT. 2007. Pfd document. Page 9) in order
to support teaching and learning.
The broad aims of the various national and international
initiatives regarding continuous professional development
of teachers with regard to teacher competency standards
relating to ICTs and professional aptitude.

36. And “is able to teach learners how to use ICT”
(Guidelines for Teacher Training and Professional
Development in ICT. 2007:9),
The adaption level – teacher is able to use ICTs in
everyday classroom activities, able to assess the
progression and have a critical reflection on how ICTs
increase productivity.
The appropriation level – teachers have a complete
understanding of the contribution, development and
structure that ICTs have on everyday teaching and
learning, experience, confidence and “can reflect on
how ICTs influence teaching and learning strategies”
(Guidelines for Teacher Training and Professional
Development in ICT. 2007:9), and be able to “use new
strategies” (Guidelines for Teacher Training and
Professional Development in ICT. 2007:9),

37. Innovation level – teacher can create new learning
environments with the use of ICTs. ICTs must be
integrated for “whole-school development” and must
create a learning experience that influences “the power
of technology” (Guidelines for Teacher Training and
Professional Development in ICT. 2007:9).
Using the five elements in collaboration with
knowledge, skills, values and attitude towards ICTs .
Teachers are willing and “eager” (Guidelines for
Teacher Training and Professional Development in ICT.
2007:9) to use ICTs in teaching and learning, are aware
of the various application, terminology, availability,
search strategies, “health, social, safety and ethical
issues” (Guidelines for Teacher Training and
Professional Development in ICT. 2007:9), (Entry level).

38. Teachers know and believe ICTs “contributes to and can
change teaching, learning and administration” (Guidelines for
Teacher Training and Professional Development in ICT.
2007:9), differentiate the uses, values and applications,
understand professional part of ICTs and find strategies to
address issues, such as safety social and ethical issues, using
ICTs (Adoption level).
Adaption level - teacher should have an open mind, “flexibility
and vision to explore the potential of ICT” (Guidelines for
Teacher Training and Professional Development in ICT. 2007:9)
within the curriculum, can use ICTs appropriately, use ICTs for
teaching, also considers the issues (health, safety, etc.) and is
able to transfer this knowledge to learners.
Teachers find and take opportunities, integrate ICTs into
everyday teaching and learning, confidently and positively,
“understands the educational value and potential of ICT in
teaching and learning” (Guidelines for Teacher Training and
Professional Development in ICT. 2007:9),

39. The teacher understand the roles of ICTs
(communication, collaboration and cooperation) in
teaching and learning, seeks
information/opportunities to update ICT skills, support
and “reflect on practice” (Guidelines for Teacher
Training and Professional Development in ICT. 2007:9)
with ICTs (Appropriation level).
Innovation level - teachers should have the
“confidence, flexibility and vision to develop new
learning approaches” Guidelines for Teacher Training
and Professional Development in ICT. 2007:9) that use
and understand ICTs,
“is essential for whole-school development”
(Guidelines for Teacher Training and Professional
Development in ICT. 2007:9).

40. Five elements must be considered in order to improve
quality education.
In collaboration with the knowledge, skills, values and
attitude towards ICTs.
Very important when trying to achieve quality
education.
Will only be achieved if we all work together.
If we work together we can achieve anything.

41. EFA Global Monitoring Report: Education for all by 2015- Will we
make it?. 2008. Pfd document.
Guidelines for Teacher Training and Professional Development in
ICT. 2007. Pfd document.
Hine, P. 2011. UNESCO ICT Competency Framework for Teachers.
United Nations Educational, Scientific and Cultural Organization.
Knowledge Society available from www.gesci.org/.../Nigera.
Accessed on the 05/02/2013.
Prof. Cornu, B. 16/02/2013. Being a Teacher in the Knowledge
Society.
Strategic Plan 2011-2014. 2011. Pfd document.
White Paper on E-education. 2004. Pfd document.
Reference List