ICT IN EDUCATION:AN IMPERATIVE FOR A SUSTAINABLE

QUALITY EDUCATION & AN EXCELLENT TOOL FOR QUALITY LEADERSHIP

South African Principals’ Association (SAPA)

Marie Claude K. Tshimanika(DBE: Curriculum Innovation & e-learning)

ICT: AN IMPERATIVE FOR SUSTAINABLE QUALITY EDUCATION & AN EXCELLENT TOOL FOR QUALITY LEADERSHIP

ICT as an instrument to

TRANSFORM not to Reform learning & teaching

Vision of the White Paper 7A Vision Statement:

Defines 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

• While Education Transformation through the use of ICT is a dream (vision) to be pursued, we have to have a mission in order to accomplish the vision.

• The mission (statement of intent with regard to what an organization ought to

accomplish) of the DBE is therefore to:

“… to provide leadership with respect to provinces, districts and schools in the establishment of a South African

education system for the 21st century”

• This mission is derived from the Constitution of the Republic as one of its aims is the “freeing of potentials each citizen holds” (DBE, 2011); thus the Constitution’s tacit subscription to the active learning which is easily facilitated by the use of ICTs

It is in this regard that the characteristics of the kind of learner the NCS (CAPS) seeks to produce are very much in line with 21st century skills that learners need

to acquire

Core characteristics of 21st century skills, knowledge and attitude

Problem Solving

Self-Regulation

Collaboration

Knowledge construction

Skilled communication

Use of technology for learning

The NCS seeks to producing learners who are able to:

Identify and solve problems and take decision using critical and creative thinking

Work effectively as individuals and with others as members of a team

Organise and manage themselves and their activities responsibly and effectively

Collect, analyse, organise and critically evaluate information

communicate effectively using visual, symbolic and/or language skills in various modes

use science and technology effectively and critically showing responsibility towards the environment and the health of others;

Overall purpose of the Conference is to motivate principals and promote the development of quality education in South Africa

Ultimate Goal Improve Learning Outcomes Enhancing Quality

Teaching Learning

ICT as critical player in

achieving the ultimate goal

The fundamental question

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

10 years after the publication of the White paper on e-education, have we transformed the education system?

Have we TRANSFORMED or REFORMED the education system through the use of Information and Communication Technology?

• 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

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 2015, 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, in 2013, 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;

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/ CAPS 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 vision is “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); and

The NDP (National Development Plan)

Are we as a system (in terms of implementation), at Micro and Macro level, afraid of Transformation?

A radical transformation of the education system

Destabilization of the systemSystem

disruptionDisequilibrium

Disruption is inevitable (but which one do we chose?)

Forced on us Introduced by us

Which Disruption is he talking about?Chaos?

• I am talking about the unsustainability of the STUBBORNNESS of 20th century people’s REFUSAL or RELUCTANCE to ADAPT to the CHANGING world;

• I am talking about the unsustainability of today’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 of our 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?

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, 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

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

Change is inevitable, though it creates disequilibrium

In ConclusionICT in education is an imperative

Life outside the classroom has changed so dramatically and ICT is at the core of the change

Traditional modes of classroom (the instructional type) is outdated and unsustainable

Let make use of ICT to facilitate “Learner-centered” approach to teaching and learning for the benefit of our learners through empowering our teachers as their role

is still paramount to the success of the approach.

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Thank you