Key Technology Education Lessons Emanating from Best Practices at a Global and Emerging Market Level Date: 22 - 23 Sept 2016 Introduce everyone to Start off by thanking everyone for their contribution

If this is the classroom of the 21st Century, how should we prepare our future teachers given the lessons we learnt and the mistakes we have made ?

Key Insights… #DataMustFall The Internet has to be introduced to teachers and learners, but teachers do not have access to the Internet, nor do they know how to introduce the Internet, or how to implement Internet or related strategies in teaching and learning . The evidence is quite persuasive that programmes that overlook teacher training and the development of software may yield low returns. Both Gauteng Online (R 3 billion) and Khanya (R2 billion) did not prioritise teacher training and content development. This shortcoming meant that both projects yielded little impact on learner outcomes and quality of teaching in the classroom. Six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; #DataMustFall

Development of Apps The greatest challenge for South African education is the serious lack of educational apps that meet the following needs: Is aligned to the curriculum, Factors in context….language...culture... Is age appropriate Channels quality content, Offers career guidance appropriate to the geographical region of the learner e.g. Oil & gas, agri-processing and tourism Champions entrepreneurship and vocational training

Teacher Training.. Recent research in South African universities concluded that provision of ICT training for teachers would be more effective if.. it is offered during pre-service training in an emergent country context. NB. (CAPS is a middle class curriculum designed for middle class learners…) Data analysis indicated that offering an ICT course at an institution of higher learning has a number of advantages over offering the course to in-service teachers. It has been noted that the majority of pre-service teachers were motivated to learn about new technologies for teaching. Teachers are not often taught how to .. revise their pedagogical practices, how to replace other traditional lessons without depleting the curriculum coverage and so on. This means that after teachers had attended a course they still did not know how to use ICT for teaching pupils.

Key Technology Education Lessons Emanating from Best Practices, at a Global and Emerging Market Level: Welliver Instructional Transformation Model (Welliver 1990) has teachers progressing through five hierarchical states in order to integrate ICT effectively. Familiarisation: Teachers become aware of technology and its potential uses. Utilisation: Teachers use technology, but minor problems will cause teachers to discontinue its use. Integration: Technology becomes essential for the educational process and teachers are constantly thinking of ways to use technology in their classrooms Reorientation: Teachers begin to re-think the educational goals of the classroom with the use of technology Revolution: The evolving classroom becomes completely integrated with technology in all subject areas. “Technology becomes an invisible tool that is seamlessly woven into the teaching and learning process. These 5 states are especially relevant to integrating ICT into the classroom and offer tremendous possibilities especially with regards to enhancing literacy and numeracy outcomes. ``However teachers need leadership, training and support to move beyond the first two states. “

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