Educations power

Professional studies

INTRODUCTION

Education acts as an important basis of life and is a long term investment.

Education should be relevant and meaningful to learners lives.

Need for technology to be included in schools or classrooms, its important for learners survival

‘Education for all’ goals

transforming the lives of millions of children, youth and adults around the world

helps children and young people to make informed and healthy decisions about their live

1. Expand early childhood care and education

achieved through the involvement of effective teachers, learners and also of families or private providers.

2. Provide free and compulsory education for all

increase the rate of learners who are attending school and reduce poverty.

3. Promote learning an life skills for young people

Educated children results in educated adults and an

educated society.

4. Increase adult literacy by 50 percent

Woman or females are the ones which have high rates of

illiteracy and this is highest in countries with the greatest

poverty

5. Achieve gender parity by 2005,gender equality by

2005

Girls have a high rate of dropping out of school ;

encouragement of learners to complete school.

6. Improve the quality of education Improvement in education, learning

resources and the curriculum

Few establishment of national framework goals

Lack of funds supervision

challenges

Pervasiveness of technology

Education is an evolving concept and the

traditional materials that teachers used to support

teaching and learning are also changing

Implementing technology in education practises

Information and communication technology (ICT)

offers great opportunities to access learning,

redress inequalities and improve the quality of

teaching and learning.

Continue: teachers to offer learners unprecedented

opportunities for lifelong learning Informational and communication

technology (ICT) is central to the changes that are taking place in learning throughout the world

White Paper 7 necessary knowledge, skills and

understanding provided to teachers and administrators

Use of digital and information literacy

learners become confident and competent in using technology to contribute to an innovative and developing south African society

Three important ICT developmental processes

1. Learning about ICT

Teachers acquiring skills for developing ICT

2. Learning with ICT

ICT used to support teaching an learning

3. Learning through the use of ICT

Using ICT for educational practices

Teachers and technology

KNOWLEDGE SOCIETY AGENDA

Skills acquired through education or

experience

Earned and valued

Knowledge

Knowledge society

Information used to acquire change

and make a difference

Create, share an use knowledge for the

prosperity and wellbeing of its people

Knowledge not bought nor sold

Knowledge society

Cont.

Integration of technology in day to day life

Universal and equitable access to

information

New ideas to do thing easier and

faster

Implement new ideas in workforce

Skills of how and when to use

technology

Teachers as innovators

Cont. Technology to collectively integrate

learners and community

Lifelong learners

Adapt continuously to changed opportunities

Economic and social organization

21st century workers

Learners still not exposed to computers

Lack or resources for effective teaching to occur

challenges

NATIONAL STRATEGIC OBJECTIVES

Ensuring a credible focused

planning

Improving capacity of basic

education

1. Administration

Improve basic education Curriculum that will be beneficial in

secondary level

2. Curriculum policy, support and monitoring

Further Education Training(FET)

Mathematics and physical science

Availability of resources

3. Teachers, education human resources and institutional development

Importance of technology Education more realizable and

realistic

4. Planning information and assessment

Grade R readiness programs

Assessing of students

Assessing of teachers own performance

5. Educational enrichment

Policies and programs in schools

Improvement in quality of

teaching and learning

TEACHERS COMPETENCY STANDARDS

Proud nation of educated learners

Learners as critical thinkers and

inventors

Education as a center part of life

Informal transferring of technology

Formal transferring of education

Serves to meet the needs of

people

informal formal

African organization

Teachers education programs in terms of

pedagogical integration of ICT

Development of ICT in 2009

Strengthening teacher development in

Africa

unesco

Cont.

Teachers knowledge, skills and attitude

Six interrelated domains of broad standards

What teachers need to know, its

importance and use

Six interrelated domains of ICT

Six interrelat

ed domains

of ICT

Facilitate and inspire student

learning, innovation and

creativity

create and manage effective learning

environment

Engage in assessment and communication of

students

Engage in instructional

design process

understand subject matter

for use in teaching

Engage in professional development and model

ethnic responsibilities

Variance in ICT policies for education Sustained period of conflict and

economic instability Lack of infrastructure

challenges

Free education for all

Education as a human right

CONCLUSION

THE END…

THE STELLENBOSCH DECLARATION ICT IN EDUCATION:MAKE IT WORK

( IFIP, Stellenbosch, South Africa, July 2005)

EL Analysis. Education International’s Response to the Global Monitoring

Report 2005.

Notice 1869 of 2004, published on page 3 of Government Gazette. No

26734 of 26 August 2004, White Paper on e-Education

Majumdar, S. (2005,ed). Regional Guidelines in Teacher development for

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

Regional Bureau for education

References