Policy for Transforming Teaching & Learning through ICTs in South Africa Seugnet Blignaut Seugnet Blignaut

Using ICTs in Society & Education Global revolution Obligation to deliver quality education Increased effectiveness of development Key for teaching and learning in 21 st century New challenges for delivery of education

Digital Divide Use of ICTs in Africa increased with 20% 73% of Americans use the Internet 7% of South African use the Internet

Digital divide is also about … Number and quality of local websites Collective knowledge generation Developing the capacity of the local workforce Overcoming of cultural inhibitions Creating of investment climates ICTs as a core feature of innovation

Government’s response “Through appropriate technologies, it is hoped that South Africa will leapfrog into the new century, and implement a solution that works now, and has the capacity to handle future developments” Prof Kader AsmalMe Naledi Pandor

Government’s response (…/ continued) Three critical elements will determine ICTs as an effective tool: Cost Sustainability Efficient utilization of ICTs

Profile of ICTs in Schools ICT professional development: Scope SchoolNet SA INTEL “Teach to the Future” Electronic Content Resources Infrastructure and connectivity Uncoordinated efforts Disparities in SA society 5–83% of schools in provinces has computers

e-Education Concept revolves around the use of ICTs to accelerate the achievement of nation education goals: Apply ICT skills to access, analyse, integrate, present and communicate info Create knowledge by adapting, applying, designing inventing and authoring info Function in a knowledge society

e-Education: Tool for Development Tool to assist the whole-school development: Management and administration Resource for curriculum integration Communication tool Collaborative tool for teachers and learners Learning environment that advances creativity, communication, collaboration and engagement

e-Education Policy Goal “Every South African learner will be ICT capable (i.e. use ICTs confidently and creatively) to help develop skills and know- ledge they need to achieve personal goals and to be full participants in the global community by 2013”

e-School Development Operational dimension Skills necessary for the use of new ICTs Cultural dimension A culture that supports the practice of ICTs for educational purposes Critical dimension Critical dialogue, analysis among teachers, and researchers to provoke teachers benefits of ICTs

Using ICTs in Education About teaching and learning philosophies and methodologies within: An outcomes-based education A ICTs learning environment that: Do not replace teachers Support teachers and learners Actively contextualize learning content Address issues of excellence and equity

The Policy Framework Access to ICT infrastructure Capacity building Norms and standards: Initiatives and donations Compliance, responsibility, implementation Content relevancy Inter-operability Rights-management

Strategic Objectives “Every teacher, manager and administrator must have the knowledge, skills and support they need to integrate ICTs in teaching and learning”

Strategic Objectives (…/ continued) “The school curriculum must be supported through effective and engaging software, e- content and online learning resources, and teachers, content developers and admini- strators who contribute to these resources” Thutong portal

Strategic Objectives (…/ continued) “Every teacher and learner must have access to ICT infrastructure”

Strategic Objectives (…/ continued) “Every teacher and learner must have access to an educational network and the Internet”

Strategic Objectives (…/ continued) “Schools must work in partnerships with families & the wider community to ensure shared knowledge and extended opportu- nities for learning and development through ICTs”

Strategic Objectives (…/ continued) “The research and development community must continuously assess current practices, and explore and experiment with new technologies, methodologies and techniques that are reliable and will support teachers and administrators in e-learning and e- administration”

Funding and Resourcing Need for investment Principles for funding and resourcing Sources of funding

Implementation Strategies System-wide approach Co-ordination and collaboration Monitoring and evaluation Planning cycles: Readiness to use ICTs System-wide integration of ICTs into teaching and learning ICTs integrated at all levels of the education system – management, teaching, learning and administration

Thank you! Questions?