Presidential National Commission on Information Society and Development (PNC on ISAD)

Government commitment to information societyA

ccelerated Shared Growth Initiative for South Africa (ASGISA)

identified ICT skills shortages as a major concern for national development

“…the significance of new technologies in teacher training to enable teachers to skilfully and competently introduce ICT to learners, at the same time using those technologies to enhance teaching and learning.” (Butcher 2008)

ICT IntegrationAs described in frameworks and

teacher competences

ICT LiteracyFocus on ICT skills

Using ICT in meaningful contextsFocus on actual life

contexts and how ICT supports dealing with

these

The White Paper on e-Education (benefits)

educational management educational administration communication curriculum integration collaboration between learners and teachers higher order cognitive skills development among

learners motivating learning and preparing learners to be

workers in the knowledge economy

ICTs will be central to the pre-service training of recruits and the ongoing professional development of practicing teachers’

Collaboration between higher education institutions and the nDoE

Specifies national framework for competencies for teachers Guidelines for Teacher Training and Professional

Development in ICT and was approved by the Deans’ Forum (2007)

locates teacher development in both pre-service and in-service spheres

approaches for ICT skills development for practicing teachers and student teachers:

making ICT professional development compulsory; fast tracking students already in HEIs to reach at least adoption

level of ICTs for teaching and learning by the time they complete their studies;

From 2008, ensuring that all students leaving HEIs with a teaching qualification have reached adaptation level;

training all teachers with access to ICT to reach adaptation level by 2010;

and training subject advisors to appropriation level so that they can assist teachers to gain access to ICT knowledge for teaching and learning.

Entry level. The teacher is computer literate and is able to use computers. However, frustrationsand insecurities are common in the introduction of ICT. At this level, teachers are likely to lack confidence.

Adoption level. The teacher is able to use various ICT, including computers, to support traditional management, administration, teaching and learning, and is able to teach learners how to use ICT.

Adaptation level. The teacher is able to use ICT to support everyday classroom activities at an appropriate NCS level, assess the learning that takes place and ensure progression. He/she is able to reflect critically on how ICT changes the teaching and learning processes and to use ICT systems for management and administration. Productivity increases at this level.

Appropriation level. The teacher has a holistic understanding of the ways in which ICT contributes to teaching and learning. He/she has an understanding of the developing nature of ICT, and an awareness that it is integral to the structure and purposes of the NCS. He/she has the experience and confidence to reflect on how ICT can influence teaching and learning strategies, and to use new strategies.

Innovation level. The teacher is able to develop entirely new learning environments that use ICT as a flexible tool, so that learning becomes collaborative and interactive. ICT is integrated as a flexible tool for whole-school development through redefining classroom environments and creating learning experiences that leverage the power of technology.

Teacher Development Levels

CONTENT

Knowledge of WHAT we teach in our

subject / learning area

TECHNOLOGY

Knowledge of technologies that support teaching and HOW to use

these

PEDAGOGY

Knowledge of HOW we teach – teaching

methods

PEDAGOGICAL

CONTENT

Knowledge of how best to teach our subject / learning

area

CP

T C

TECHNOLOGICALCONTENT

Knowledge of technologies that

support teaching of our subject and how best to use

these

PT

TECHNOLOGICALPEDAGOGY

Knowledge of how technology can

change our teaching methods

in our subject

CONTENT

Knowledge of WHAT we teach in our subject / learning area

PEDAGOGY

Knowledge of HOW we teach – teaching methods

TECHNOLOGY

Knowledge of technologies that support teaching and HOW to use these

Education’s central function

Inculcating core values, cultural legacy Supporting personal development Promoting democracy and participation in society

Females and minorities Encouraging cross-cultural understanding, peaceful

resolution of conflict, improved health and well-being Supporting economic development, reducing poverty

KNOWLEDGE CREATION

KNOWLEDGE DEEPENING

TECHNOLOGY LITERACY

Technology uptakeHigh performance workforce

Knowledge economy

Information society

POLICY AND VISION

CURRICULUM AND

ASSESSMENT

PEDAGOGY

ICTORGANISATIO

N & ADMINISTRAT

IONTEACHER PROF. DEVPT.

Knowledge Creation

Knowledge Deepening

Technology Literacy

POLICY AND VISION

21st Century Skills

Knowledge Application

Basic Knowledge

CURRICULUM AND

ASSESSMENTSelf

Management

Complex Problem Solving

Integrate Technology

PEDAGOGY

Pervasive Tools

Complex Tools

Basic ToolsICT

Learning Organizations

Collaborative Groups

Standard Classroom

ORGANISATION &

ADMINISTRATION Teacher As

Model Learner

Manage and Guide

Digital Literacy

TEACHER PROF. DEVPT.

Technology Literacy

POLICY AND VISION

Curricular Goals: Digital Literacy: focuses on the development of digital literacy and the use of ICT for professional improvement

Teacher Skills: Teachers must have technology skill and knowledge of Web resources necessary to use technology to acquire additional subject matter and pedagogical knowledge in support of teachers’ own professional development

Knowledge Deepening

POLICY AND VISION

Curricular Goals: Manage and Guide: focuses on the use of technology to guide students through complex problems and manage dynamic learning environmentsTeacher Skills: Teachers must have skill and knowledge to create and manage complex projects, collaborate with other teachers, and make use of networks to access information, colleagues and outside experts in supporting own professional development

Knowledge Creation

POLICY AND VISION

Curricular Goals: Teacher as Model Learner: teachers are master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practiceTeacher Skills: Teachers must have the ability and inclination to experiment and continuously learn and use ICT to create professional knowledge communities

Technology Literacy

POLICY AND VISION

Teachers should be able to use ICT resource to:

Enhance their productivity

Support their own acquisition of subject matter and pedagogical knowledge

Knowledge Deepening

POLICY AND VISION

Teachers should be able to use ICT to: Access and share resources to support their activities and own professional development

Access outside experts and learning communities to support their activities and their own professional development

Search for, manage, analyse, integrate and evaluation information that can support their professional development

Knowledge Creation

POLICY AND VISION

Teachers should be able to play a leadership role in :

Creating a vision of what their school might be like with ICT integrated not the curriculum and classroom practices

Supporting innovation in their schools and continuous learning among their colleagues

Knowledge Creation

POLICY AND VISION

Teachers should be able:

Continually evaluate and reflect on professional practice to engage in ongoing innovation and improvement

Participate in professional communities and share and discuss best teaching practices

Technology Literacy

POLICY AND VISION

Curricular Goals: Integrate Technology: changes in pedagogical practice involve integration of various technologies, tools and e-content as part of whole class, group and student activities to support learning

Teacher Skills: Teachers must know where, when (and when not) and how to use technology for learning

Knowledge Deepening

POLICY AND VISION

Curricular Goals: Complex Problem Solving: includes collaborative problem- and project-based learning in which students explore a subject deeply…complex every-day issuesTeacher Skills: Teaching is student-centred and teachers role is to structure problem tasks, guide understanding, support student collaboration. Teachers must help students create, implement and monitor project plans and solutions.

Knowledge Creation

POLICY AND VISION

Curricular Goals: Self Management: Students work in a learning community in which they are continuously engaged in creating knowledge products and building upon their own and each others’ knowledge base and learning skills

Teacher Skills: Teachers overtly model learning process, structure situations in which students apply cognitive skills, and assist students in their acquisition

Technology Literacy

POLICY AND VISION

Teachers should be able to:

Describe how didactic teaching and ICT can be used to support student’s acquisition of subject matter knowledge

Incorporate appropriate ICT activities into lesson plans

Use presentation software and digital resources to support teaching and learning

Knowledge Deepening

POLICY AND VISION

Teachers should be able to:

Describe how collaborative, project-based learning and ICT can support student thinking and social interaction…Identify and describe complex, real-world problems and structure them in a way that incorporates key subject matters concepts …Structures classroom activities so that open-ended tools and subject specific applications will support learning…

Knowledge Creation

POLICY AND VISION

Teachers should be able to:

Explicitly model their own reasoning, problem solving, and knowledge creation while teaching

Help students design project plans and activities that engage them in collaborative problem solving, research or artistic creation

Help students reflect on their own learning

Knowledge Creation

POLICY AND VISION

Teachers should be able:

Help students incorporate multimedia production, web production and publishing technologies into their projects in ways that support their ongoing knowledge production and communication with other audiences

http://www.col.org/

ICT Skills for Teachers / Principals

One Step Further

Intel® Teach Elements PBA

ICT Integration (WebQuests)

Intel® Teach Essentials

Thinking with Technology

Peer Coach

ing

ICT L

eadership

for

Educatio

n Managers

Helpdesk

Innovative Teachers Forum

Butcher, N, South Africa’s Experience of Using New Technologies in Teacher Education (IICBA , UNESCO, 2009)

Department of Education (South Africa), White Paper on e-Education (2003)

Department of Education (South Africa). Guidelines for Teacher Training and Professional Development in ICT (2007)

TPACK, Technological Pedagogical Content Knowledge, 2009, http://www.tpack.org

UNESCO, ICT Competency Standards for Teachers: Policy Framework (2008)

UNESCO, ICT Competency Standards for Teachers: Competency Standards Modules (2008)

UNESCO, ICT Competency Standards for Teachers: Implementation Guidelines (2008)