New models of learning are changing our concept of education. Education requires collaborative learning and focus on building knowledge. These changes arise from shifts in educational goals and from new concept in learning and knowledge creation.
The department of education believes that ICT creates access to learning opportunities, redress inequalities, improve the quality of learning and teaching and deliver live long learning. ICT can accommodate difference in learning styles; remove learning barriers to learning by providing expanded opportunities and individual learning experiences.
ICTs play important roles in the transformations of education and training. It can enhance educational reform by enabling teachers and learners to move away from traditional approaches to teaching learning
In a transformed Teaching and learning environment, there is a shift from teacher centre, task oriented, and memory based education, 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 evidence that investments in ICTs yield positive results for learners and teachers. Learners improve in the following: the ability of learners to manage their learning, Accessing information that increases knowledge, inquiry and depth of investigation. The ability to improve thinking skills, such as creativity, problem solving skills, higher order thinking and reasoning.
In order to achieve the e- education goal, schools will have to develop into learning organization consisting of a community, teachers and learners.
Tuesday, August 11, 2009
Assessment using ICT
Assessment is an important driver in education and if not well managed, can become a barrier to innovation. Once ICTs are embedded in learning and teaching processes, learners will want to be assured that assessment tests the level of acquisition of skills and competencies acquired through e-learning.
e- Learning will require teachers and learners to reflect upon and improve their approaches and strategies to teaching and learning. The use of e-learning in the assessment has the potential to enhance the quality and value of assessment.
Data analysis techniques can assist teachers to track learners’ achievement and review teaching strategies according to the insights gained.
Teachers will be able to give learners immediate feedback o progress and able to identify area of weakness. The use of ICTs in assessment has the potential to increase the efficiency and streamline and safeguard data transfer processes.
In adult education and training, online assessment has the potential to increase participation by overcoming barriers such as location, time and cost.
e- Learning will require teachers and learners to reflect upon and improve their approaches and strategies to teaching and learning. The use of e-learning in the assessment has the potential to enhance the quality and value of assessment.
Data analysis techniques can assist teachers to track learners’ achievement and review teaching strategies according to the insights gained.
Teachers will be able to give learners immediate feedback o progress and able to identify area of weakness. The use of ICTs in assessment has the potential to increase the efficiency and streamline and safeguard data transfer processes.
In adult education and training, online assessment has the potential to increase participation by overcoming barriers such as location, time and cost.
Technology world
Communication and networks are the fastest growing areas of computer technology. Adding to this growth is the popularity of the internet and the World Wide Web also called the web. Today technology changed dramatically the way people gather information, web design, conduct research, take classes and collaborate on projects.
Now we can design our web page and published to the internet to be viewed by other internet users, particularly learners. Today, communication media and net works are breaking down the walls of a classroom, allowing students to view the world beyond where they live and learn.
I think teachers need to develop web based content that would assist students to learn, get instructions, get information and allow creativity in the classroom and as well as outside the classroom. Never before has any technology opened so many opportunities for learning.
The future will bring even more exciting applications of these technologies. I think is time for our government, private business and NGO to invest their resources to future generations before there are left behind.
Public schools need to be equipped with multimedia computers and provide teachers and students with access to the internet as a matter of urgency so as to enhance learning.
Would learning difficulties be overcome by this new technology?
Now we can design our web page and published to the internet to be viewed by other internet users, particularly learners. Today, communication media and net works are breaking down the walls of a classroom, allowing students to view the world beyond where they live and learn.
I think teachers need to develop web based content that would assist students to learn, get instructions, get information and allow creativity in the classroom and as well as outside the classroom. Never before has any technology opened so many opportunities for learning.
The future will bring even more exciting applications of these technologies. I think is time for our government, private business and NGO to invest their resources to future generations before there are left behind.
Public schools need to be equipped with multimedia computers and provide teachers and students with access to the internet as a matter of urgency so as to enhance learning.
Would learning difficulties be overcome by this new technology?
Technology changes
Computer technology is advancing at a mind boggling rate. The moment you buy a piece of equipment it is already outdated. Hardware is becoming faster, better, smaller and software more sophisticated.
People who love technology want to have access to the latest and the greatest. The question is: should schools go for leading edge or cutting edge technology? Some may argue in favors of this and ask,” What is the point of exposing our learners to out-dated technology?”
Whereas one does not want to use extinct technology in schools, is it necessary to have the very latest equipment? The first Khanya schools in the Western Cape are now eight years old, and some of these schools are still using the equipment installed originally very successfully. True, components had to be replaced here and there, but the base technology is still in use.
The cutting edge is also sometimes called the bleeding edge – cut through the cheese into your finger, and you’ll get the drift. This implies that using the latest technology is often risky because it was not sufficiently tested. It also carries the thought of draining valuable resources.
What will it be for schools: leading edge, cutting edge, or bleeding edge? Or should they be content with the blunt edge?
People who love technology want to have access to the latest and the greatest. The question is: should schools go for leading edge or cutting edge technology? Some may argue in favors of this and ask,” What is the point of exposing our learners to out-dated technology?”
Whereas one does not want to use extinct technology in schools, is it necessary to have the very latest equipment? The first Khanya schools in the Western Cape are now eight years old, and some of these schools are still using the equipment installed originally very successfully. True, components had to be replaced here and there, but the base technology is still in use.
The cutting edge is also sometimes called the bleeding edge – cut through the cheese into your finger, and you’ll get the drift. This implies that using the latest technology is often risky because it was not sufficiently tested. It also carries the thought of draining valuable resources.
What will it be for schools: leading edge, cutting edge, or bleeding edge? Or should they be content with the blunt edge?
Would digital enhance learning in schools?
We live in a digital world and today’s learners are digital orientated. Wherever we go we’re confronted by computers. Around us every child is wielding a cell phone, game station, video and TV. There is no escape from information and communication technology.
When technology is introduced into a school, teachers may ask, “What will it do for me? How will computers improve teaching and learning?”
Our young people are growing up in a digital world. What is the education system doing to equip them to cope with life in a world driven by technology? Consider the current situation in South Africa:
Most schools lack computer facilities. School principals are not taking a lead in promoting the use of available technology. Teachers are reluctant to adopt technology as teaching and learning tools.
Education department officials are not encouraging and guiding teachers to embrace technology. Computer literacy is not yet regarded as a critical skill and is excluded from the curriculum.
Are these not signals that our education system is on the wrong side of the digital divide? And sadly, that it is not helping our children to cross the divide?
When technology is introduced into a school, teachers may ask, “What will it do for me? How will computers improve teaching and learning?”
Our young people are growing up in a digital world. What is the education system doing to equip them to cope with life in a world driven by technology? Consider the current situation in South Africa:
Most schools lack computer facilities. School principals are not taking a lead in promoting the use of available technology. Teachers are reluctant to adopt technology as teaching and learning tools.
Education department officials are not encouraging and guiding teachers to embrace technology. Computer literacy is not yet regarded as a critical skill and is excluded from the curriculum.
Are these not signals that our education system is on the wrong side of the digital divide? And sadly, that it is not helping our children to cross the divide?
Why computers are not used in schools?
The research has indicated that schools that are in computer projects have not been utilising computer effectively. It is difficult for teachers and learners to get access to Computer centre as is often locked.
Some of the reasons for not implementing technology-integrated lessons in education are:
The most commonly noted reason for not implementing a technology-integrated lesson was that ‘necessary computers were not available. This was particularly so for educators in schools where large class sizes are common (see also Cohen, 2004; Lundall & Howell, 2000). Other reasons noted are:
• Specific Software for a particular content not available.
• No Internet connection in most of the school.
• Too little preparation time, teachers were not well developed and trained.
• Lack of technical support, when computers are broken, it takes for ever to be replaced.
• Lack of administrative support.
• Most schools lack computer facilities
• Teachers are reluctant to adopt technology as teaching and learning tools.
Some of the reasons for not implementing technology-integrated lessons in education are:
The most commonly noted reason for not implementing a technology-integrated lesson was that ‘necessary computers were not available. This was particularly so for educators in schools where large class sizes are common (see also Cohen, 2004; Lundall & Howell, 2000). Other reasons noted are:
• Specific Software for a particular content not available.
• No Internet connection in most of the school.
• Too little preparation time, teachers were not well developed and trained.
• Lack of technical support, when computers are broken, it takes for ever to be replaced.
• Lack of administrative support.
• Most schools lack computer facilities
• Teachers are reluctant to adopt technology as teaching and learning tools.
Constraints and Challenges of ICT in rural areas
Most ICT equipment depends on electrical power. In Our country South Africa, electricity is available in towns and in very few rural areas (where over 70 per cent of the population
live). Rural electrification amounts to only 20 per cent of the
national coverage.
It is clear that only a few elite schools are well advanced in ICT infrastructure, including connection to the Internet. The average student-computer ratio for institutions has been
surveyed at 50 students per computer; in some cases, a single computer is shared by over 300.
The following observations are made:
• There is a need for better co-ordination in ICT training in the country.
• There is a need to recognise the value of intellectual assets, if south Africa is to become a full participant in the knowledge society.
• There is a need to find financing for ICT innovations, in order to turn them into productive enterprises. Developing countries rely on computer on their daily life, computer internet makes live easier in terms of banking, transferring money, buying and communication through mail.
live). Rural electrification amounts to only 20 per cent of the
national coverage.
It is clear that only a few elite schools are well advanced in ICT infrastructure, including connection to the Internet. The average student-computer ratio for institutions has been
surveyed at 50 students per computer; in some cases, a single computer is shared by over 300.
The following observations are made:
• There is a need for better co-ordination in ICT training in the country.
• There is a need to recognise the value of intellectual assets, if south Africa is to become a full participant in the knowledge society.
• There is a need to find financing for ICT innovations, in order to turn them into productive enterprises. Developing countries rely on computer on their daily life, computer internet makes live easier in terms of banking, transferring money, buying and communication through mail.
Transforming teaching and learning
ICT can transform the way that education is delivered and open the way to a new pedagogy. It can make it easier for teachers to plan and find high quality materials, and it can help pupils to find out
more about the subjects that they are studying. Critically, new technology can enable teachers to tailor their teaching more closely to the abilities of individual pupils.
Schools will remain at the heart of the learning process for children and adults for future and from generation to generation. Although ICT allows pupils, in theory, to learn from anywhere at any time, they still need the support of a regular base and a strong community. However the boundaries between schools and other learning places will be less clear cut and the school of the future will become a resource for the whole community.
more about the subjects that they are studying. Critically, new technology can enable teachers to tailor their teaching more closely to the abilities of individual pupils.
Schools will remain at the heart of the learning process for children and adults for future and from generation to generation. Although ICT allows pupils, in theory, to learn from anywhere at any time, they still need the support of a regular base and a strong community. However the boundaries between schools and other learning places will be less clear cut and the school of the future will become a resource for the whole community.
Whose initiative is ICT in education?
Educational research suggests that change only becomes embedded into practice when schools take ownership of the agenda and when innovation comes from the school itself.
This vision for learning will only take effect if it gains the commitment of schools to embrace these ideas and mould them to reflect the needs of their communities.
Provinces are at different levels of ICT integration in education. Significant progress has been made with provincial implementation mainly in the Western Cape (khanya); Gauteng (Gauteng Online) and Northern Cape (connectivity project).
Over the past years, Government, the private sector and non government organisation have responded positively to the challenge of bringing the digital divide. Efforts include such as SCOPE and SchoolNet SA.
Some schools that are in computer project such as Gauteng Online have not been using computer to enhance learning, as educators and learners have been denied access to the computer centre by the school management.
Did the government consult the teachers, learners, management of the school and other stake holders before installing computers to schools?
This vision for learning will only take effect if it gains the commitment of schools to embrace these ideas and mould them to reflect the needs of their communities.
Provinces are at different levels of ICT integration in education. Significant progress has been made with provincial implementation mainly in the Western Cape (khanya); Gauteng (Gauteng Online) and Northern Cape (connectivity project).
Over the past years, Government, the private sector and non government organisation have responded positively to the challenge of bringing the digital divide. Efforts include such as SCOPE and SchoolNet SA.
Some schools that are in computer project such as Gauteng Online have not been using computer to enhance learning, as educators and learners have been denied access to the computer centre by the school management.
Did the government consult the teachers, learners, management of the school and other stake holders before installing computers to schools?
Subscribe to:
Posts (Atom)
