Technological devices

new & improved teaching

method, it is the future

• Knowledge society agenda

• Pervasiveness of

technology

• “Education for all "goals

• Present future national

strategic objectives

• Highlight the broad aims of

the various national and

international initiatives

regarding continuous

professional development

of teachers with regard to

teacher competency

standards relating to ICT’S

and professional aptitude

What is knowledge? A familiarity with someone or something, which can include

facts, information, descriptions or skills acquired through

experience or education

Theoretical or practical understanding of a

subject

Implicit ,as with practical skill or

expertise ,explicit as with the

theoretical understanding of a

subject ,can be more or less

formal or systematic

Knowledge acquisition involves

complex cognitive processes:

perception, communication, ass

ociation and reasoning

Knowledge society…

A human society in which knowledge

should bring justice ,solidarity

,democracy and peace. A society in

which knowledge can be a force for

changing a society. A society which

should provide universal and

equitable access to information .

(UNESCO).

WWW.INRP.FR

The emergence of the knowledge society, building on the pervasive influence of modern information and communication technologies, is bringing about a fundamental reshaping of the global economy. Its significance goes well beyond the hyping of the Internet. What is underway is a transformation of our economy and society.

Digital solidarity to be implemented!!!!!!!!!!

www.google.com (Technology)

Click link to view

more sketches and

pictures of technology

Knowledge society agenda

It states that knowledge is a productive force example) in

education

The definition of a knowledge society is economic

The fostering of new information or existing tools such as

technology to improvise education ,this is to bring upon an

addition to new teaching methods using various

technological tools to make teaching fast and effective yet

easy and enjoyable. Which then makes learning more

attractive learners

DIGITAL SOLIDARITY

In the field of Education, ICT should help develop

“Digital Solidarity”. This requires strong and joint

actions of all stakeholders to guarantee the right of

participation in the digital society for all students in

the world. We recommend a Digital Solidarity

Action, that will define as the most important aim

for the next five years, that every child in the world

has access to a digital information and

communication infrastructure.

Mobile digital technologies for learning, or mobile learning

(m-learning), across a variety of education and training

settings. In particular, it focuses on pervasive m-

learning, defined as m-learning involving activities that are

able to integrate into learners’ lives, coinciding with other

actions and tasks in an unobtrusive fashion. It also

considers new and emerging pervasive

computing, wearable, and ambient intelligence (AML)

technologies that enable implicit, unseen interactions

between humans, objects, and their environment. Primarily concerned with the question of

whether, and if so, how mobile and

pervasive computing technologies can be

used in pedagogically sound ways. Drawing

on a number of illustrative examples, the

chapter examines the degree to which

pervasive m-learning has been achieved, or

can be achieved, with current

technologies, as well as the resulting

benefits. It then raises a number of potential

challenges and risk factors, before

synthesizing the above into a number of

realistic visions and future applications of

pervasive m-learning

Pervasivenessof

technology

• According to the

Massachusetts Institute

of Technology:

http://hdi.handle.net/1721.1/32

501

• Studies of computers and education have failed to account for the

relevance and importance of tacit assumptions and unquestioned

expectations that underlie educational technology practices. A

major premise of this desertion is that it is these taken-for-granted

interpretations of technology that most significantly influence

how technology is used in the sphere of education. It is thus

analytically useful to examine technology use in education by

investigating the assumptions on which currently pervasive

educational technology practices are built. I employ the concept

of “mental models” to study current educational technology

practices. An examination of the literature revealed the elements

of the prevailing mental model of technology in education ,which I

call the mental model of computers as information technology and

multi-machines. In this mental model computer technology is

viewed as means to provide students and teachers with internet

connectivity and access to extensive ,up-to-date information.

An entrenched mental model can have pervasive influence in

limiting individual and collective capacities to pursue

possibilities outside of the established approached ,or to

recognize the need for such pursuit. This was observed during

the first years of MLTI and is happening on a larger scale in the

education system as more and more computers become

available in classrooms.

Thesis (PH. D.)—Machechusetts Institute of Technology, School

of Architecture and Planning, Program in Media Arts and

Sciences, 2005.

ISSUE: because effective use of technology must be supported by

significant investments in

hardware, software, infrastructure, professional development and

support services, over the last decade, we as a nation have invested

more than $66 billion investment in school technology (QED, 2004).

This unfrequented level of investment in educational technology has

raised expectations of legislators and the public who are now

looking for returns on investment (Benton, 2002; CEO

Forum, 1992, 2000), and therefore are calling for evidence regarding

the efficacy and cost-effectiveness of technology in K-12 schools

(Ringstaff & Kelley, 2002: Panel on Educational Technology, 199:

Melmed, 1995).

While complex factors have influenced the decisions for where, what

and how technology is introduced into our nations school

systems, ultimately, the schools ensure that the promise that

technology holds for student achievement is realized? What factors

to be in place to support the effective use of technology? What

resources can school districts use to help for technology that will

have a positive impact on student achievement, and how can they

justify that investment?

info@ncrel.org

Pervasiveness of technology

This questioning (on slide 19) reflects the technological

and business changes brought about by the Web, wireless

communication and distributed work, which Casonota &

Morello (2002) note have “introduced discontinuity in

where and how people work, how their performance is

measured, and how their objectives are set” where”

assignments, work settings, peers, employers and work

choices are increasingly changeable and fluid.” The

employer-centred work-place for pre-defined jobs and

career paths has given way to a worker designed

environment where individuals pursue their own

assignments and must effortlessly combine technical

skills with a an intellectual toolbox enriched with

experiences, roles, team building and knowledge just as

future teachers will implement in their classrooms and as

well impart

this knowledge to the present teachers in the teacher

profession.

“Education for All” goals

A major concern of many teachers with regard to

educational is its potential to exclude those who

may not have access to it, or may not be able to

use it. Regardless of what research may indicate

concerning positive effects of technology on

student learning, technology will be of limited use

in achieving the goal of NCLB if not available to all

students.

“Education for all” Goals

• Expand early childhood care

• Provide free and compulsory

education for all

• Promote learning and life-skills for

young people and adults

• Increase the literacy levels of

adults

• The gender parity was said to be

achieved in the year 2005 and now

it is a goal to achieve equality in

the next two years which will be

the year 2015.

• Improve the quality of education

Firstly it is important for learning outcomes to be met.Secondly, The learning

environments must be improved.

And finally, the attraction of better teachers as well as to increase the number of available future teachers

. Aim at reaching a goal where there is an effective and fun learning environment as well as a knowledgeable teacher

The teacher needs to be computer

literate in order improvise the goal

where it is seen as that the education

system has now a technological aspect

to making teaching and learning

effective.

Present future national

strategic objectives

Digital aid literacy: this imparts the knowledge

on teachers to be computer abled to use various

technologies in order to present a lesson.

Inventive thinking both the teacher and the

learner must acquire this aspect.

High productivity this is the use of real world

tools to accompany the lesson in place.

Effective learning such as teaming

, collaboration, interpersonal skills, good

relations with peers as well as with the teachers

Policy awareness

Policy understanding

Policy innovation

CURRICULUM AND ASSESSMENT

Basic knowledge application

Knowledge society skills

PEDAGOGY

Integrate technology

Complex problem solving

Self management

ICT Basic tools

Complex tools

Pervasive tools

ORGANIZATION AND

ADMINISTRATION

Standard classroom

Collaborative groups Learning organizations

TEACHER PROFESSIONAL

LEARNING

Digital literacy Manage and guide Teacher as

model

learner

Output 1: Improve thequality of teaching andlearningImprove teacher capacity and practicesIncrease access to high-quality learning materials

Output 2: Undertakeregular assessment totrack progressEstablish a world-class system of standardised national assessmentsExtract key lessons from on-going participation in international

Output 3: Improve earlychildhood developmentUniversalise access to Grade RImprove the quality of early childhood development

Output 1: sub-output 2: Increase access to high-quality learning materials

Output 2: sub-output 1: Establish a world class system of standardised national assessments

Output 2: sub-output 2: Extract key lessons from on-going participation in international assessments

Output 3: sub-output 2: Improve the quality of early childhood development

Output 4: sub-output 1: Strengthen school management and promote functional schools

Highlight the broad aims of the various national and international initiativesregarding continuous professional development of teachers with regard toteacher competency standards relating to ICTs and professional aptitude

Implementation of pitfalls Educators are not immune to the

technology hype that rages all over the country.

The pressure to get online or to give students access to the newest technology can be strong.

Careful planning for technology is expensive ; few schools have the luxury to change their hardware and software configurations.

Information, communication and technology

What is information?• Information is facts that

is provided or learned about something or someone.

• This can also be seen aaan important tool used to become knowledgeable about something specific for example ,science information

1. ENGAGE IN INSTRUCTIONAL DESIGN PROCESSES

2. FACILITATE AND INSPIRE STUDENT LEARNING, INNOVATION AND CREATIVITY

3. CREATE AND MANAGE EFFECTIVE LEARNING ENVIRONMENTS

4. ENGAGE IN ASSESSMENT AND COMMUNICATION OF STUDENT LEARNING

5. ENGAGE IN PROFESSIONAL DEVELOPMENT AND MODEL ETHICAL

6. UNDERSTAND SUBJECT MATTER FOR USE IN TEACHING

1. ENGAGE IN INSTRUCTIONAL

DESIGN PROCESSES

Instructional design (ID) is

conceptualized as the systematic

development of instructional

specifications

using learning and instructional

theory to ensure the quality of

instruction/teaching. It is the entire

process of analysis of learning

needs and goals and the

development of a delivery system to

meet

those needs. ID involves

considerations of learning

theories/educational

philosophies/policy options,

analysing needs, setting

objectives, determining the

appropriateness and difficulty level

of contents and

activities for the target

2. FACILITATE AND INSPIRE STUDENT LEARNING, INNOVATION AND CREATIVITYMany educational institutions worldwide have taken up ICT. However, according to a policy brief by theEuropean Communities (2008),ICT has not had a transformative impact on teaching and learning in education and training institutions.While many education institutions all over Europe are currently experimenting with diverse digitaltools, the approaches developed are not always creative or innovative. This is important, as theimpact of ICT use on students is highly dependent on teaching approaches, and better skills resultwhen student-centered guidance, group work and inquiry projects are used (p. 2).This is true of educational institutions in Africa as well. Teachers need to develop the competenciesto facilitate and inspire student learning that lead to innovation and creativity. To achieve this, in linewith European Communities (2008) recommendation, pre-and in-service teacher education shoulddisseminate insights and best practices.

Teachers therefore need to create such learning environments and strive to manage themthroughout the teaching-learning processes. The technology offers tremendous opportunitiesfor teachers and students to achieve the task of creating and managing effective learningenvironments. However, in spite of the fact that web technologies have made the Internet morecreative, participative and socializing, it is not quite evident that this development also triggered arevolution in learning. In this regard, Blees and Rittberger (2009) question whether education andlearning require re-thinking in view of the continuous change of information and communicationtechnologies (ICTs), and whether we need new concepts and designs for respective working andlearning environments

3. CREATE AND MANAGE EFFECTIVE LEARNING ENVIRONMENTS

4. ENGAGE IN ASSESSMENT AND COMMUNICATION OF STUDENT LEARNINGAssessment/evaluation and communication of student achievement and growth are essentialparts of the teaching and learning process. Teachers should establish and clearly communicatelearning goals for all students. Each part of the teaching and learning process should bea positive experience for students and promote personal growth. During the assessment andcommunication processes teachers need to collect information about student performance froma variety of sources and involve all students in assessing their own learning. They also needto exchange information about student learning with students, families and support personnelin ways that improve understanding and encourage further academic progress. Such practicesshould be carried out in such a way that they support continuous learning and development. Theuse technology supports and facilitates the assessment and communication processes.

5. ENGAGE IN PROFESSIONAL DEVELOPMENT AND MODEL ETHICALRESPONSIBILITIESTeachers’ professional development (TPD) is understood here as “the body of systematic activitiesto prepare teachers for their job, including initial training, induction courses, in-service training, andcontinuous professional development within school settings” (EU, 2010, p.19). Such conceptionof teachers’ professional development is broader than career development—the growth that occurs as the teacher moves through the professional career cycle—and also broader than staffdevelopment—the provision of organized in-service programs designed to foster the growth ofgroups of teachers (Villegas-Reimers), 2003).

6. UNDERSTAND SUBJECT MATTER FOR USE IN TEACHINGIt is obvious that a teacher must first comprehend the material to be taught, that is, grasp therelevant content knowledge (CK). But a teacher’s knowledge of subject matter should go beyondcomprehension of the material to be taught—s/he must understand the subject matter for teachingpurposes.According to Cochran, King and DeRuiter (1991) a teacher and a content specialist differ in thefollowing manner:Teachers differ from biologists, historians, writers, or educational researchers, notnecessarily in the quality or quantity of their subject matter knowledge, but in how thatknowledge is organized and used. For example, experienced science teachers’ knowledgeof science is structured from a teaching perspective and is used as a basis for helpingstudents to understand specific concepts.

References

• Concise Oxford Dictionary; 1998

• .Magano, M.M, Mostert, P van der Westerhuizen G.2010. Learning

Conversations: Johannesburg, Heinemann

• Majumdar, S.(2005, ed.). Regional Guidelines on Teacher Development for

Pedagogy-Technology Integration. Bangkok: UNESCO-Asia and Pacific

Regional Bureau for Education.

• UNESCO. 2005. Capacity Building of Teacher-Training Institutions in Sub-

Saharan Africa. Paris, UNESCO

• UNESCO (2002a). Information and Communication Technologies in Teacher

Education: A Planning Guide. Paris: UNESCO.

• www.google.com 21/02/13 thursday

“The task of the modern educator is not to cut down jungles, but to irrigate deserts”-C.S Lewis