E-LEARNING: AN IMPERATIVE FOR SUSTAINABLE QUALITY EDUCATION

1. E-LEARNING: AN IMPERATIVE FOR SUSTAINABLE QUALITY EDUCATION EASTERN CAPE – ICT IN EDUCATION SUMMIT (17-18/07/2014 – East London)

2. DBE Presentation by Marie Claude Tshimanika (Curriculum Innovation & e-learning) E-Learning an imperative for sustainable quality Education

3. Vision of White Paper 7 A Vision Statement: Defines the optimal desired future state - the mental picture - of what an organization wants to achieve over time; • Reforming implies fixing the current system – tweaking it here and there with minor changes • Transforming implies bringing about Fundamental shifts in the core of what we believe about education ICT as an instrument to TRANSFORM not to Reform learning & teaching

4. Main purpose of the Summit How? Enhancing Quality Ultimate Goal Improve Learning Outcomes ICT as critical player in achieving the ultimate goal Teaching Learning

5. The fundamental question • 10 years after the publication of the White paper on e-education, have we transformed the education system? • And transformed it through the use of Information and Communication Technology? 10 years after the publication of the White paper on e-education, have we transformed the education system? Some will argue YES indeed we have: • We have a single education system, no bantu education anymore; • We have drastically increased the number of learners attending schools; • All learners are subjected to a single Curriculum and assessment system; • Number of free schools is in the rise; • We have an unparalleled school feeding scheme; • We are one of the leading countries in the world in terms of testing a large number of learners through both the Matric and the ANA; • The list continues Some will say there is still a way to go with regard to the following: • Despite the overall rise in Matric results in the past 5 years • How many of these candidates get Batchelor pass? • Even those who qualify for Batchelor Degrees, How many of them cope with University work? • How many of them are able to embed their theoretical knowledge into real practical societal work? • Can the Matric results be considered as the benchmark for quality education?. • The list continues as well • Reforming implies fixing the current system – tweaking it here and there with minor changes • Transforming implies bringing about Fundamental shifts in the core of what we believe about education Have we TRANSFORMED or REFORMED the education system throughthe use of Information and Communication Technology?

6. The White paper e-education policy goal was that: “Every South African learner in the GET & FET bands will be ICT capable (that is, use ICTs confidently and creatively to help develop the skills and knowledge they need in order to achieve personal goals and to be full participants in the global community) by 2013” We are in 2014, have we achieved this policy goal? • At this stage, there is no factual evidence to suggest whether the 2004 White paper policy goal has been achieved or not. However, early indications point to fact that this goal might have not been achieved, though there is evidence of a lot ICT initiatives in Provinces; • For instance, an internal audit of ICT in education’s initiatives conducted by the DBE in collaboration with all the 9 Provincial Education Departments has revealed the following: • The integration of Information and Communication Technology (ICT) in education is becoming a reality, though not at a pace we would like it to be; • Public – Private partnership in terms of ICT in education is getting momentum, though there is a need for more coordination in order to avoid duplication which often leads to ICT initiatives not reaching some corners of the country while in abundance in some other areas;

7. Findings of the internal audit of ICT in education initiative (cont) • Majority of ICT initiatives implemented targeted the rollout of ICT infrastructure to schools without making sure that these rollout were accompanied with both efficient teacher training and enough educational content; • There is a need to streamline Districts, Provincial and National units that deal with e-education issues; • There is a need to strengthen both human capacity in the area of ICT in education; • Though more schools are being connected through different initiatives, including initiatives funded by the private sector, schools’ connectivity remains a challenge;

8. The Question remains: Have we transformed learning & teaching through ICTs? • Clearly what we have done, little be it, is more of reforming than transforming in nature; • Most of ICT initiatives implemented are of replication character, lacking in innovation; • Research suggest that these kind of ICT initiatives do not add value to the teaching & learning process; thus the much anticipated transformation of teaching and learning through ICT is not happening to the extent we would like it to be; • Why are we not attempting to TRANSFORM teaching & learning through ICT regardless of the regulations in place?, such: • The National Curriculum Statement, which advocates Active & critical learning (learner-centered as opposed to teacher centered approach to teaching and learning) and ICTs seem to be the ideal tool to facilitate a learner centered approach; • The White paper on education whose visionis “Transforming learning & teaching through ICTs), and • The DBE’s long term plan (The action plan to 2014) which places a lot emphasis on the role of ICT in the quest for quality education for all (chapter 7)

9. Are we as a system (in terms of implementation), at Micro and Macro level, afraid of Transformation? Destabilization of the system System disruption A radical transformation of the education system Disequilibrium

10. Disruption is inevitable (but which one do we chose?) • Forced on us • Introduced by us Chaos? Which Disruption is he talking about?

11. I am talking about the unsustainability of the STUBBORNNESSof20th century people’s REFUSAL or RELUCTANCE to ADAPT to the CHANGING world; • I am talking about the unsustainability oftoday’s education system’s inability to produce graduates that are immediately capable of embedding their theoretical knowledge into real and authentic world practices; • I am talking about the unsustainability ofour persistence to continue passing on or advocating 20th century skills to pupils of 21st century and expect them to operate or function successfully in 21st century; As we know, if you keep on doing something that is not sustainable and this is on the detriment of others (Learners: 21st century learners); what are you calling for? Disruption or System Disequilibrium Is Disruption or system disequilibrium a BAD THING?

12. No; Disruption or system disequilibrium is not a bad thing • Wheatley (1999) made the following points regarding system disequilibrium: • “I observed the search for organizational equilibrium as a sure path to Institutional death” (p. 76); • “In venerating equilibrium, we have blinded ourselves to the processes that foster life” (p.77); • “To stay viable, open systems maintain a state of non-equilibrium…They participate in an open exchange with their world, using what is there for their own growth” (p.78) • What is bad thing is when system disequilibrium is not anticipated by the system • When the system disequilibrium is anticipated by the system itself, it allows for the system to co-evolve with its environments

13. As result of co-evolvement of the system and its environments • The system will be healthy; • It will be able to change in response to changes in its environment and its environment will change in response to its changes (a mutual influence between the system and its environment); • For its own sustainability and growth the system should always look at how its environment has changed; • This change will include: • Changes in the community’s educational needs; • Changes in the tools the environment is offering to the system and; • Changes in other societal conditions that impact the education system, such as drugs, violence, teen pregnancy, etc • Equally, the education system as well helps shape its society

14. Change is inevitable, though it creates disequilibrium

15. I see this Summit as Eastern Cape’s opportunity to Transform teaching & learning through ICTs • Let opt for a controlled Transformation rather than wait for a Transformation that will be imposed on us by the learners; • Transformation occurs through a process called “emergence,” by which new processes & structures emerge to replace old ones in a system; • Transformation is in contrast to piecemeal change, which entails changing one part of a system without changing other parts; • According to Duffy, Rogerson & Blick (2000), Transformation of an educational system requires • Simultaneous changes in the core work processes (teaching & learning); • The social architecture of the system (culture & communications); and • The system’s relationships with its environment.

16. Let not forget that throughout human history, societal evolution has never left out the education system; there has been always a co-evolution between the education system and its environment. For instance: • During the agrarian age: the one-room schoolhouse was the predominant paradigm of education, with its focus on tutoring & apprenticeship; • Then came, the Industrial age through which the factory model of schools became the predominant paradigm of education, with its focus on standardization & teacher-centered learning; and • Now as we evolve ever deeper into the information age, society is undergoing just as dramatic a change as during the industrial revolution. Ours as education system is to co-evolve with time & space and embrace the learner-centered approach to teaching & learning and by ricochet embrace ICT as the tool per excellence to facilitate this approach. Otherwise Quality Education for ALL that we aspire, will keep on evading us

17. In line with the White Paper vision of transforming learning & teaching through ICTs, the DBE will be publishing the implementation sector plan for e-education, 2014-15

18. Basic education sector implementation plan for e-education 2014-15 • The draft plan has been developed; • The main intended outcome is to integrate ICT into all levels of the education system in order to improve the quality of teaching & learning; • The plan outlines outputs and National, Provincial and other stakeholders’ role & responsibilities; • It also sets up activities to be undertaken in order to achieve the main outcome. • OUTPUTS AND ACTIVITIES TO BE LED BY THE DEPARTMENT OF BASIC EDUCATION (DBE) Output 1: Implementation and on-going support of e-education is coordinated; Output 2: Electronic multimedia resources are developed and distributed; Output 3:The nationwide Teacher Laptop Initiative (TLI) is supported; Output 4: The proof of Concept (POC) initiative is implemented to its completion;

19. OUTPUTS AND ACTIVITIES TO BE LED BY THE PROVINCIAL EDUCATION DEPARTMENTS (PEDs) Output 5: Professional development is available to all teachers; Output 6: Technology infrastructure is implemented in all districts and schools • OUTPUTS AND ACTIVITIES TO BE LED BY OTHER AGENCIES Output 7: All districts and schools are connected to the Internet through an educational network; Output 8: ICTs for teaching becomes mandatory component of all pre-service teacher training

20. Learning from previous experience of 10 years of integrating ICT in education in this Country Has been one of the biggest missing link “Investing in the quality of teachers has a significant positive effect because aside from what students bring to school, teachers and teaching have the biggest impact on learning outcomes” (Hatties)

21. Universal Access to Quality Broadband Coverage • 4 December 2014, Cabinet approved South Africa Connects (Broadband Policy): aims at connecting all citizens by 2030 • 1st Short term business case (18/07/2014): Connect all 698 NHI pilots districts and about 5,700 schools in the 10 & 20 Km radius of the NHI districts

22. In ConclusionICT in education is an imperative • Life outside the classroom has changed so dramatically = Traditional modes of classroom (the instructional type) is outdated and unsustainable • In 2007, teens in the US spent 40% of their media time on cell phones, Internet and games while this was only about 16% in 1998. How many % is it today? Is this different to teen in our Country? = Can’t we take advantage of these tools of theirs in order to take learning in their own backyard? • More recently, the Web 2.0 phenomenon of online social networking has swept the globe • Social networking has more than 350 million unique users around the world and everyone can now be a creator, a film maker on YouTube, a recording artist on Second Life, or an opinion leader on blogs and a multitude of gossip and comment sites = Can’t we also invade this space and turn it into learning tools?

24. Thank you