Together, Moving Gauteng City Region Forward TTechnology in Education GDE Case for Change EMASA Conference 6 September 2015

Together, Moving Gauteng City Region Forward

TTechnology in EducationGDE Case for Change

EMASA Conference6 September 2015


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3 factors have come together to make this the right time to articulate GDE’s ICT strategy

Vision of the MEC The Gauteng ICT strategy will drive outcomes in access and quality

Education outcomes are imperative to Gauteng growth

The vision is based on the relevant policy foundation

The GDE has already started the journey towards eEducation

▪ Host variety of digital Gauteng has a leading education system nationally and regionally

▪ It is, however, not yet achieving its full potential in e.g. achievement, attainment and equity

▪ Consistent policy for achieving educational outcomes

▪ National Development Plan

▪ Gauteng G2055▪ Basic education sector

implementation plan for E-education

▪ Gauteng Online▪ E-Learning programme▪ SA-SAMS▪ Satellite Broadcast ▪ Multiple technology

efforts (typically not at scale yet)

Other countries are moving in the direction of augmenting education with technology

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Vision of the MEC

Maximum utilisation of technology as an enabler in a classroom environment for teaching and learning. Building classrooms of the future which are paperless and technology driven.

MEC’s vision and pronouncements on ICT


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Provincial Strategic Objectives

The Departments plan is underpinned by the Ten Provincial Pillars, with the key focus on Pillar 3: Accelerated social transformation and a supporting role in all the other pillars. The Pillars are:

Pillar 1: Radical economic transformationPillar 2: Decisive spatial transformationPillar 3: Accelerated social transformationPillar 4: Transformation of the state and governancePillar 5: Modernisation of the public servicePillar 6: Modernisation of the economy Pillar 7: Modernisation of human settlements and urban

developmentPillar 8: Modernisation of public transport infrastructurePillar 9: Re-industrialisation of Gauteng provincePillar 10: Taking the lead in Africa’s new industrial revolution

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The GDE points to ICT as a key part of the education transformation plan

GDE’s 10 pillars for education transformation

1. Connectivity: System-wide access2. Content: Digital teaching and learning resources3. Capacity: Training, support and ICT skills development4. Infrastructure: e-Equipped schools and GDE offices5. Support: Efficient technical support, management etc6. Innovation: Identify & adopt feasible & useful innovations

ICT transformation will include these elements

1. Curriculum and Assessment Development

2. Teacher Provision and Support3. Leadership and Management 4. Infrastructure Development and

maintenance5. Planning, finance and resourcing 6. ICT in Education 7. Social Cohesion 8. School functionality including

community Involvement9. Skills Development10. Access to quality Early Child

Development (ECD)

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-60%

However, the GDE can improve in learner progression, inequality between students, and critical subject enrolment

SOURCE: GDE Annual Survey 2013

Enrolment of learners per grade in 2013 by gender

Thousands of learners

60

40

80

20

Mathematics

-31%

AccountingPhysical Sciences

-30% -27%

20132008 2010

50

0

100

+50%+49%

+26%

TourismHistoryMathematical Literacy

Year-on-year changes in enrolment in key subjects

Thousands of learners

Female

Male

Wealth (quintile) inequality is the biggest determinant of outcomes (standardised test score)

Poorest Richest100%0%

Poorest Richest100%0%

0%Poorest Richest

100%

Learned basics in reading

Learned basics in maths

Learned basics in science

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Four levers will help GDE improve both the quality of teaching and increase access to learning

Our learners are not in front of quality

teachers

Our learners are not in front of quality

teachers

Increase access to learningImprove the quality of teaching

Targeted outcomes

Tools

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11 22 33 44 Link learners to the broader South African community

Give learners access to some of the most effective teaching material globally

Bring teachers up to a baseline standard of skill and knowledge

Make eLearning content relevant, engaging and customised to learner needs

• Online assessment

• Individual performance analysis;

• Game-based learning

• On-demand assistance

• Tutorials and training videos

• eLearning platforms; instructional videos;

• Extensive of always-accessible library of eBooks

• Virtual tutors• Video

conferencing, and

• Online peer support

Teachers

Estab-lish-mentLearn-

ers

Improvement leversEnablersAspiration

Training basics•Pre-service training•Basic ICT readinessAdvanced trainingProfessional Development management•Continuous learningContent collaboration•Sharing of lessons•Peer-to-peer coaching

Training basics•Pre-service training•Basic ICT readinessAdvanced trainingProfessional Development management•Continuous learningContent collaboration•Sharing of lessons•Peer-to-peer coaching

Learner evaluation•Track achievement•Analyse individual weaknessLearner data aggregation•Learner group performance tracking•Teacher performance management

Learner evaluation•Track achievement•Analyse individual weaknessLearner data aggregation•Learner group performance tracking•Teacher performance management

Devices for classroom coordination•Lesson delivery•Content creation•Classroom managementDevices for personal use•Independent learning•Exercises•Assessment

Devices for classroom coordination•Lesson delivery•Content creation•Classroom managementDevices for personal use•Independent learning•Exercises•Assessment

eLessons•Instructional content•Lesson planning•Content deliveryAssessments and exercises•Adaptive software•Recommendation enginesRemedial content•Supplemental support

eLessons•Instructional content•Lesson planning•Content deliveryAssessments and exercises•Adaptive software•Recommendation enginesRemedial content•Supplemental support

Blended Learning requirement

Quality and equity

BLENDED LEARNING

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This is an example of what a lesson in the future e-classroom looks like

08:50: Trained ICT teacher walks into class early:−Refreshes on lesson plan on her tablet, including e-resources she will use to enhance learning−Reflects on key learning’s for learners

09:00: Students walk into class, sit at their desks and open up their tablets with their home-work done from yesterday

09:05: Trained ICT teacher checks home-work and teaches from pre-loaded GDE material from her tablet

09:15: Trained ICT teacher plays video from learner management system to explain concept further using interactive board

09:25: Trained ICT teacher sends students questions via her tablet, they receive these instantly, the Wi-Fi connection in the classroom assists with this

09:40: Students respond with answers to questions on tablet, teacher and students receive real-time feedback. Based on outputs and key challenges identified from answers, teacher uses the interactive board to explain these specific concepts in further detail, students engage with teacher on this

09:50: Teacher sends students home work on their tablets based on input received from questions

A lesson in the life of an e-lesson, in an e-classroom…Classroom of the future

Teacher Ethel, I struggled with questions 4-7 the most. Can you please tell me

which videos from Khan Academy I can watch to help me understand these

better when I get home?

Ethel the e-teacher teaches using a tablet and interactive screen

Interactive board

1. Connectivity2. Content3. Capacity

6 ICT pillars will ensure successful delivery and quality of e-classroom experience

4. Infrastructure5. Support 6. Innovation

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SOURCE: Source

TextTuesday morning: trained ICT teacher gives lesson based on Monday planning

Monday afternoon: trained ICT teacher plans for lesson

Trained teacher uses GDE loaded lesson plan that is informed by CAPS guidelines on her tablet

Tuesday afternoon: learner completes homework and additional assessments using tablets

15:00

Trained ICT teacher uses additional resources on her laptop to plan for lesson, she googles “Math is fun” to get content

15:30

Trained ICT teacher uses textbooks to also plan for class

Trained ICT teacher walks into class to refreshStudents walk-in to class with their homework on their tabletsTrained ICT teacher teaches from pre-loaded materialTrained ICT teacher sends students questions via her tabletsStudents respond with answers to questions on tablets and receive real-time feedbackTeacher sends students home work on their tablets

08:50

09:00

09:25

09:40

09:50

Learner receives homework on tablets

09:50

Learner has other classes – mostly in similar e-classrooms

10:00 - 13.00

Learner has tablets with all homework loaded on tablet

13:00

Learner sits in paddock with other learners to do homework on tablets; also has extra-murals in between

14:00

Learners take tablets home and complete remainder of homework

17:00

▪ Information stored on a server i.e., GDE online

On-going ICT support to enable e-use for students and teachers

▪ 3G connection for internet access

▪ Connection in classes via Wi-Fi, allows teacher to send work to learners

▪ Internet cable allows connection of servers and routers

16:00

To ensure successful lesson delivery using technology, the teacher needs to plan, the learners do their homework and correct ICT infrastructure needs to be in place

09:05Trained ICT teacher uses the learner management system to inform her lesson plan


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As a number of ICT programmes, key lessons have been learned (1/2)

Project Description

Project Objectives Lesson(s) Learnt

Gauteng-Online Programme (2002 to date)

Provision of ICT Infrastructure to 1538 Public Schools (25 Workstation Computer Labs with Internet & Email capabilities) to enhance teaching & learning

• Critical to give educators devices and adequate training on use of tablets/e-boards in order to overcome educator technophobia, and drive outcomes

Provision of Digital Content through CDs and e-Resource Packs (2012 to date)

Distribution of Digital Content through CDs & e-Books to support classroom activities in Maths & Physical Science targeting Dinaledi & other prioritized schools

• Learners learn better when using interactive & multi-media content. Availability of Teacher Specific content, user guides, example lesson & plans, etc does increase the level of professionalism for teachers

• A central hub of e-content repository is cost effective in ensuring universal access to multi media content for all teachers & learners

• Mentoring & hand holding of teachers is key to any successful implementation of ICT initiatives

Satellite Broadcast Project (2013 to date)

Live Broadcast of Mathematics lessons to complement daily teaching & close content for priority schools

• The teacher plays an important mediation role because the content comes through quickly and is immediately followed by exercises

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As a number of ICT programmes, key lessons have been learned (2/2)

Project Description

Project Objectives Lesson(s) Learnt

SA-SAMS Schools have been mandated to get an administration system in place or link into SA-SAMS (South African Schools Administration and Management System). Furthermore, SA-SAMS will be the primary source of data, to improve quality of data and reduce duplication

• It is critical to build implementation around existing routines or create new routines

• Holistic change management program required, covering • Communications• Role-modeling • Capability building

• Clear value proposition has to be articulated with each stakeholder

E-Learning Solution Programme (2014-2016)

Provision of mobile ICT Infrastructure to 2097 Public Schools (40 Tablet Devices with 3G Connectivity per school) to enhance teaching & learning

• On-going – lessons to be codified

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As we think about the rollout, schools can be segmented according to their current performance and existing ICT skills and infrastructure

Low performing and no preconditions2

High performing

High performing “school of the future”

Education Achievement

Techreadiness

Low performing schools with poor infra-structure

Dysfunc-tional schools with major admin-istrative and mindset issues

Tech ready schools with variable levels of performance

Schools to the left of this line need major remediation before tech can add value

27%

15%

58%

Estimate percentage of schools in this category1X%

1 Indicative numbers based on preliminary analysis from Annual Survey data where information was not provided by 50% of schools2 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company; GDE Annual Survey 2013 13

Mid performing

e-Learning

IT capable teachers

Computer facility

Robust IT-ready infrastructure

Basic infrastructure

Connectivity (broadband)


The 5+2 schools selected for the “School of the Future” pilot have a varying profile of performance and ICT usage


High performing

Education Achievement

Techreadiness

1 Indicative numbers based on preliminary analysis from Annual Survey data where information was not provided by 50% of schools2 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company; GDE Annual Survey 2013 14

Mid performing

e-Learning

IT capable teachers

Computer facility




PHOMOLONG SECONDARY

SUNWARD PARK HIGH

TANDI ELEANOR

PONELOPELE ORACLE SECONDARY

TLAMATLAMA PRIMARYTSHEPISA PRIMARY

BOITUMELONG SECONDARY



Our strategy is to move schools incrementally towards the “school of the future” while paying special attention to problems in schools that tech cannot address (2014)


High performing


Education Attainment

Techreadiness

Boost performance with tech improvements

Fix the basics

1 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company 15

90% - improve basic perform-ance

10% pilot for tech

acceleration

10% - tech overhaul pilot

90% - Connecting them to the grid – electric, internet

New schools of the future

Enable E-learning


Mid performing

e-Learning

IT capable teachers

Computer facility





In 2015 focus is on schools and getting basics fixed in the least ready schools


High performing



Techreadiness


Fix the basics


Improve the basic governance of schools

Enable E-learning


27%

15%

58%


5+2 Pilot schools pave the way to the future

Mid performing

e-Learning

IT capable teachers

Computer facility





During 2016, using lessons learnt from 2015 implentation, we will begin to migrate better-performing schools to “schools of the future” while continuing to fix basics elsewhere


High performing



Techreadiness


Fix the basics


Continue improving governance

10% pilot for tech

acceleration

10% - tech overhaul pilot

Connect all schools with good governance with basic infrastructure

Move half to new schools of the future

Enable E-learning


8%

34%

58%


Mid performing

e-Learning

IT capable teachers

Computer facility





In 2017 there are no longer schools without basic infrastructure, and the focus is getting the bulk of schools to the ideal state


High performing



Techreadiness



Connect all schools with good governance with basic infrastructure

Move more schools of the future

Enable E-learning


10%

57%


33%

Mid performing

e-Learning

IT capable teachers

Computer facility





In 2018 the remaining classes will be migrated to ideal state


High performing



Techreadiness


Keep moving to schools of the

future

Enable E-learning


28%


72%

Mid performing

e-Learning

IT capable teachers

Computer facility





A full year of 2019 will be used for schools to perform, to measure outcomes and to make improvements


Mid performing High performing



Techreadiness




100%

e-Learning

IT capable teachers

Computer facility





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• Technology provides a greater selection of content and lessons • Delivery of in-school teaching is transformed

• There is an increased provision of out-of-school and other learning supports

• Learner assessments and grading are digitised, allowing for aligned assessments to various learning styles; real-time formative assessments

• Teacher supports and evaluations are enhanced through in-person and video observations that enable feedback and self-study

GDE Considered Benefits of Technology


Thank You

Documents

Together, Moving Gauteng City Region Forward TTechnology in Education GDE Case for Change EMASA Conference 6 September 2015