Information and communication technology skhumbuzo slides

Editor's Notes

• #5: It is commonly thought that knowledge has replaced industrial organization and production as the major source of productivity. The term ‘Knowledge Society’ generally refers to a society where knowledge is the primary production resource instead of capital and labour. It may also refer to the use certain society gives to information: a knowledge society creates shares and uses knowledge for the prosperity and well-being of its people. Globalization and the changing world economy are driving a transition to knowledge-based economies. In particular, developing countries need knowledge-based economies not only to build more efficient domestic economies, but to take advantage of economic opportunities outside their own borders. In the social sphere, the knowledge society brings greater access to information and new forms of social interaction and cultural expression.
• #6: characteristics of a knowledge society are: • Its members have attained a higher average standard of education in comparison to other societies and a growing proportion of its labour force are employed as knowledge workers i.e. researchers, scientists, information specialists, knowledge managers and related workers; • Its industry produces products with integrated artificial intelligence; • Its organizations – private, government and civil society – are transformed into intelligent, learning organizations; • There is increased organized knowledge in the form of digitized expertise, stored in data banks, expert systems, organizational plans, and other media; • There are multiple centres of expertise and poly-centric production of knowledge; and • There is a distinct epistemic culture of knowledge production and knowledge utilization. A knowledge society is one where growth, development, and innovation are driven by optimal use of information and information products. In knowledge societies: • The agricultural and manufacturing sectors become less significant, in favour of service and knowledge-based industries; • Individual opportunity is greatly increased, with mobility being significantly determined by education; Competition is greater, with enterprises being exposed to global competition and global markets; and • Cooperation is an important strategy for organizations and enterprises, in markets and societies with high levels of integration and interdependence. 
• #8: With regard to education, lifelong learning is regarded as a requirement to keep pace with constantly changing global job markets and technologies. Preparation for lifelong learning involves an emphasis, in primary and Secondary schools, on learning general skills and competencies, such as communication, mathematics and science skills, new literacy skills, problem-solving and interpersonal skills, as well as skills needed to learn other subjects. At tertiary level, the requirement is to build capacity in science and technology, discipline-specific skills, research, and development, lifelong learning is regarded as a requirement to keep pace with constantly changing global job markets and technologies
• #9: education is not limited to formal education in traditional structures, but also encompasses the broader societal learning necessary for development. As a second pillar, ICT is considered a critical tool in preparing and educating students with the required skills for the global workplace. It educates students so that they can continually adapt to a work world of continuous technological innovations, and makes it easier for students to access knowledge. ICT is regarded as an engine for growth and tool for empowerment, with profound implications for education change and socio-economic development. Innovation, the third pillar, is seen as the means of support for development and economic functioning. It is described as a process of creation, exchange, evolution, and application of knowledge to produce new goods. It involves adapting, adopting, or using knowledge to produce new goods and services in local contexts or to advance society in general.9The concept of a ‘Knowledge Society’ is often confused with that of an ‘Information Society’. The latter is, however, considered more limited, as the application of knowledge to data creates information, and information has to be activated or generated by knowledge.
• #11: Technology is intended to facilitate and inspire student learning and creativity. Teachers integrate technology in their knowledge of subject matter, teaching and learning to facilitate experiences that advance student learning, creativity and innovation. The influence of technology in a classroom/school environment is that it promotes, support and model creative and innovative thinking. In addition, Technology engages the learners in exploring practical issues and solving authentic problems using digital tools and resources. Furthermore, technology promotes student reflection using collaborative tools to reveal and clarify student’s conceptual understanding and thinking, planning and creative processes.
• #12: Technology is intended to facilitate and inspire student learning and creativity. Teachers integrate technology in their knowledge of subject matter, teaching and learning to facilitate experiences that advance student learning, creativity and innovation. The influence of technology in a classroom/school environment is that it promotes, support and model creative and innovative thinking. In addition, Technology engages the learners in exploring practical issues and solving authentic problems using digital tools and resources. Furthermore, technology promotes student reflection using collaborative tools to reveal and clarify student’s conceptual understanding and thinking, planning and creative processes. ICT
• #13: ICT can promote the development of advanced cognitive skills such as comprehension, reasoning, problem-solving and creative thinking, as well as the ability of learners to:• identify and solve problems and make decisions using critical and creative thinking strategies;• Work effectively with others as members of a team, group, organization and community;• organize and manage themselves and their activities responsibly and effectively;• collect, analyze, organize and critically evaluate information;• communicate effectively using visual, symbolic and/or language skills in various modes;• use science and technology effectively and critically, showing responsibility towards the environment and the health of others; and• demonstrate an understanding of the world as a set of related systems by recognizing that problems cannot be separated from their contexts.
• #16: New models of learning are radically changing our concept of education.Education for human development in the learning society requires collaborative learning, and focuses on building knowledge. These changes arise from shifts in educational goals, and from new concepts in learning and knowledge creation. The Department of Education believes that developments in ICTs create access to learning opportunities, redress inequalities, improve the quality of learning and teaching, and deliver lifelong learning. ICTs can accommodate differences in learning styles and remove barriers to learning by providing expanded opportunities and individualized learning experiences. Experience worldwide suggests that ICTs play an important role in the transformation of education and training.
• #18: . ICTs can enhance educational reform by enabling teachers and learners to move away from traditional approaches to teaching and learning. In a transformed teaching and learning environment, there is a shift from teacher-centered, task-oriented, memory-based education (with technology at the periphery), to an inclusive and integrated practice where learners work collaboratively, develop shared practices, engage in meaningful contexts and develop creative thinking and problem-solving skills. There is sufficient empirical evidence that investments in ICTs yield positive results for learners and teachers.
• #19: Studies have demonstrated improved learner achievement in: Application and production of knowledge for the real world; the ability of learners to manage learning; the ability to promote achievement for learners who experience barriers to learning; and accessing information that increases knowledge, inquiry and depth of investigation. Furthermore, the use of ICTs has demonstrated improved inventive thinking skills, such as creativity, problem solving, higher-order thinking skills and reasoning, along with improved effective communication. Improvements in interpersonal skills, such as writing, public speaking, teamwork and collaboration, and improved productivity skills, including creating high-quality products have also been reported. ICTs encourage a teaching and learning milieu which recognizes that people operate differently, have different learning styles and have culturally diverse perspectives. ICTs embrace inclusive education by providing opportunities, alternative methods of instruction and flexible assessments for learners who experience barriers to learning.
• #22: Expand early childhood care and educationThis goal calls for better and more possibilities to support young children and their families and communities, in all the areas where the child is growing – physically, emotionally socially and intellectually.Provide free and compulsory primary education for allThis goal sets the objective of seeing that all children – girls as well as boys – go to school and finish primary education.Promote learning and life skills for young people and adultsThis goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning
• #24: Increase adults literacy by 50 per centThis goal calls for a certain level of improvement in adult literacy by 2015 – it says that it should be 50 % better that it was in 2000.Achieve gender parity by 2005, gender equality by 2015This goal calls for an equal number of girls and boys to be enrolled in primary and secondary school by 2005.Improve the quality of educationThis goal calls for improvement in the quality of education in all its aspects, aiming for a situation where people can achieve excellence
• #28: The Department of Education must develop a national framework for competencies for educators (teachers, managers and administrators), and the use of ICTs as flexible tools for teaching and learning must be integrated into pre-service and in-service training. This will include legal and ethical issues, evaluation of software and the use of ICTs to address learners who experience barriers to learning. This will require creating an appropriate accreditation within the National Qualifications Framework, revising the Norms and Standards for Educators, and reviewing Department of Education in-service training policies and programmes to enable teachers to understand and use ICTs appropriately.
• #29: Standards for professional competency in ICT utilization will consider the following competencies within an outcomes-based paradigm:Entry - computer literate, able to use computers and teach learners to use computers;Adoption - able to use various technologies, including the computer, to support traditional management, administration, teaching and learning;Adaptation - able to use technology to enrich the curriculum and use integrated systems for management and administration;Appropriation - able to integrate technology into teaching and learning activities, and use integrated systems for management and administration within a community context; and innovation - prepared to develop entirely new learning environments that use technology as a flexible tool, so that learning becomes collaborative and interactive. Technology is integrated as a flexible tool for whole-school development.
• #33: The challenge is for managers and teachers to operate with higher competencies, without falling too much back on the initial ones. The Department of Education will collaborate with the Education, Training and Development Practices SETA to access the skills levy for in-service ICT training programmes. Each school will have a dedicated teacher outside the normal staffing ratio to manage ICT facilities and champion the use of ICTs in the school community. This teacher will receive the necessary training and support in learner focused approaches to learning and ICT in an outcomes-basedParadigm.
• #36: Teachers are central to the implementation of ICT. It is imperative for teachers to have necessary knowledge; skills and understanding to successful integrate ICT into everyday educational practice in a meaningful way. Teachers need to learn about ICT which is exploring what can be done with ICT. This is an operational dimension that refers to skills that are necessary for the use of ICT. In addition, teachers need to use ICT to supplement normal teaching processes and resources. It involves stepping into a culture and mindset that supports the practices of using ICT for educational purposes, regardless of one’s level of expertise.
• #37: ICT should be used to support new ways of teaching and learning, not simply as an educational extra, but as an effective means to support curriculum delivery and achieve educational outcomes. Furthermore, teachers need to learn through the use of ICT. THIs refers to utilizing ICT to support new ways of teaching and learning. This requires a critical dialogue, analyzing among teachers, and researches to expand teacher’s perspectives on the benefits of ICT.
• #38: Teachers must be trained in such a way that they are computer literate, they are able to use various ICT, they are able to use ICT to support everyday classroom activities. Teachers must have a holistic understanding of the way in which ICT contributes to teaching and learning.