This document discusses developing skills for teachers in integrating information and communication technologies (ICT) into education. It addresses three key points: 1) Developing an ICT skill set is important for teacher training programs. 2) ICT can be used to build collective intelligence and help society function as a knowledge network. 3) Teachers need to be trained in three stages - technology literacy, knowledge deepening, and knowledge creation - to effectively incorporate ICT into their teaching practices and help students become lifelong learners.

3.  DEVELOPING A SKILL- SET IN PRE-SERVICE.
 TEACHER TRAINING EMBEDDED WITH COURSE
WARE.

5.  integrating ICT in order to  learning to be in the
build the knowledge society. knowledge society and
personal development of
learners and the society.

7.  Networked society needs to reinforce
collective intelligence.

8.  Aim for education is to build collective
intelligence.
 Open classroom environment.
 Collaborative work.
 Extending the ‘Status-quo’-robust
bureaucratic school system.
 Re-schooling schools as core school
centers

10.  Teaching in networked society.
 Develop collective intelligence.
 Pedagogical possibilities.
 Managing time
 Effective teaching
 New expectations of the society

11.  Contribute to the education and acquisition of
knowledge.
 Learning new tools, resources, new pedagogies
new space and time.
 Every learner is coincided as a lifelong learner.
 Content and methods to educate must take to
account preparation for lifelong learning.

12.  Technology has brought huge change in peoples lives.
 Integrating people.
 Making life easier for everyone.

13.  Cellphones, internet, television, compute
rs many more…
 ICT has an effect to every ones life.
 Everyone has access to social networks.

15.  Brought change to human
struggle in the world.
 Micro and national levels.
 ICT developed interventions to
enhance good governance.
 Deliver basic social services.

16.  Divided into tree
approaches.
 Three successive
stages of a teachers
development.
 1st TECHNOLOGY
LITERACY.
 Enables students to
use technology.

18.  This enables students/learners to acquire
in-depth knowledge.

19.  Enable learners and citizens for work
force.
 Create new knowledge
 Fulfilling and prosperous societies.

22.  Improves literacy skills.
 Teachers should identify components of
education
 Reform programs that correspond to
policy goals.
 Curriculum changes include improving
basic skills.
 Development of ICT skills into curriculum
contexts.

23.  ICT tools and digital content.
 Group, and individual student activities.
 Educator should know where, and when as
well as when not to use technology in the
classroom.
 Management tasks, acquisition of additional
subject Metter.
 Pedagogical knowledge in support for
educator’s.

24.  Focus for all education.
 Qualityof learning attained
for effective and lifelong
growth.
 Development and wellbeing.

25.  1. 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, gender
equality by 2015
 6. Improve the quality of education

26.  Promoting partnership globally around the world.
 New teacher roles with new pedagogies with new
approaches to teaching.
 Teachers should structure the learning environment
in new ways.

27.  Provide the right combination of
incentives.
 This will result on improving
• Quality of life
• education and training opportunities
• building of a peaceful, prosperous and
democratic country.

28.  building of a peaceful, prosperous and
democratic South Africa.
 The aim for this is to ensure that every
school has access to a wide choice of
diverse technology
 high-quality communication services
which will benefit all learners and local
communities.

31.  Stronger link to economic growth than
quantity of education.
 education expansion does not
necessarily translate into reduced
inequality.
 economic expansion, which can indeed
be sustained by well-educated elites

32.  Facilitate and Inspire Student Learning
and Creativity.
 Quality improvement and the
enhancement of excellence must take
into consideration the need for
increased access, equity and redress.

34.  1. Design or adapt relevant learning
experiences.
 2 Develop technology-enriched
learning environments that enable all
students to pursue their individual
curiosities
 Customize and personalize learning
activities to address students.

35.  Community’s core values and passing on
its cultural legacy.
 Supporting the personal development of
children.
 Promoting democracy and increasing
participation in society.
 Encouraging cross-cultural
understanding and the peaceful
resolution of conflict.

36.  Institutions should offer compulsory ICT in
teaching and learning
 Students leaving higher education for
the teaching profession should have
reached at least the adaptation level.
 Focused intervention from the national
Department of Education

37.  Computer literate be use various ICT
 Teaching and learning, and is able to
teach learners how to use ICT.
 Teaching and learning, and is able to
teach learners how to use ICT.
 The teacher is able to develop entirely
new learning environments that use ICT
as a flexible tool,

38.  Applications of ICT in education; • basic
ICT terminology
 Availability of content from various
sources
 Understand the role of ICT in
communication, cooperation and
collaboration in teaching
 Information and opportunities for
updating ICT skills

39. Alexander, D. (2010). Education Strategy 2010-2015. London: Department for
International Development.
Motsheka, A, Soorbrayan, B, Surty, E. (2011). Strategic Plan 2011-2014: Sol Plaatje
House.
Roi, A. (2008). Education for All by 2015. Belgium: Brussels.
United Nations educational, scientific and cultural organisation.(2011).UNESCO ICT
competency framework for teachers. 7, place de Fontenoy: Paris
UNESCO (2002a). Information and Communication Technologies in Teacher
Education: A Planning Guide. UNESCO: Paris
UNESCO (2002b). Information and Communication Technology in Education: A
Curriculum for Schools and Programme of Teacher Development. UNESCO: Paris

40. THE END…
IHOPE YOU ENJOYED
MY PRESENTATION
ON “National Strategic
imperatives…”