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ICTISE Unit (ICT Innovation in School Education)

ICTISE Unit (ICT Innovation in School Education). Introduction . ICTISE Focus. Focus of unit Unit collaboration Intro to various projects Teacher development Align pre-service and in-service development Projects. ICTISE Focus. Innovative use of ICT. Research. strategies and methods .

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ICTISE Unit (ICT Innovation in School Education)

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  1. ICTISE Unit (ICT Innovation in School Education)

  2. Introduction

  3. ICTISE Focus • Focus of unit • Unit collaboration • Intro to various projects • Teacher development • Align pre-service and in-service development • Projects

  4. ICTISE Focus Innovative use of ICT Research strategies and methods Support School Management Support Support Support Teachers Parents & Community In-service Pre-service Learners More effective teaching and learning

  5. How could ICT be utilise to address teaching and learning challenges in schools more effectively?

  6. Goals/Objectives • A Unit @ UFS to support school education by • Investigations, planning and developing, implementing and evaluating innovative methods that will • maximise the potential of the latest ICT in order to • improve and support quality of teaching and learning in • South African schools & on the African continent

  7. Unit Collaboration

  8. Unit Collaboration

  9. ICTISE will be unique in the sense that all projects will be supportive of each other - each project will benefit from the previous project’s implementation and evaluation Projects with similar outcomes can be found world wide Research are done but not often shared amongst projects

  10. Teacher development an expert at teaching/pedagogy (an experienced educator) disciplinary expert (eg a scientist or a musician) technology expert (a computer engineer)

  11. Teacher Development • This: A teacher capable of negotiating these relationships represents a form of expertise different from, and (perhaps) broader than, the knowledge of a disciplinary expert, a technology expert or an expert at teaching/pedagogy Figure 1. The Technological Pedagogical Content Framework (Mishra and Koehler 2006, 1025)

  12. Teacher development • UNESCO ICT Competency Standards for Teachers (ICT-CST) 2008 Level 1 Level 2 Level 3

  13. Teacher development Teachers must have a firm knowledge of the curriculum standards for their subject, as well as knowledge of standard assessment procedures. In addition, teachers must be able to integrate the use of technology and technology standards for students into the curriculum. • UNESCO (ICT-CST) 2008 Teachers must be aware of policies and be able to specify how classroom practices correspond to and support policy. Level 1 Teachers must know where, when (as well as when not), and how to use technology for classroom activities and presentations. Teachers must know basic hardware and software operations, as well as productivity applications software, a web browser, communications software, presentation software, and management applications. Teachers must have the technological skill and knowledge of Web resources necessary to use technology to acquire additional subject matter and pedagogical knowledge in support of teachers’ own professional development. Teachers must be able to use technology with the whole class, small groups, and individual activities and assure equitable access.

  14. Current Teacher development • Pre-service • In-service

  15. Relationship DoE and FoE • This: No shared vision between FSDoE and UFSFoE E-learning train ERC which involves training costs ERC’s responsible to training schools - wide geographical area - cost of training high - process takes long to reach as many schools as possible UFSFoE trains students but not inline with needs that exists in FS schools

  16. Relationship FSDoE and UFSDFoE • Could be: • FSDoE and UFSFoE share vision of ICT development in FS schools • E-learning still trains ERC’s • But concurrently • UFSFoE trains at ONE venue (more cost effective) many teachers to be in line with e-learning role out plan to province • Process speeds up and more cost effective shared vision

  17. DoE & Teacher Training Start with small pilot project – 5 students and 5 schools: Research the difference between normal student prac experience vs. pilot students

  18. DoE & Teacher Training

  19. DoE & Teacher Training

  20. DoE & Teacher Training

  21. Five School Focus/Support Centre

  22. Mangaung Young Action Research Group

  23. Sotho - Students taking ownership

  24. Questions?MusgraveS@ufs.ac.za051 - 5051226

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