professional studies 3_a_
TRANSCRIPT
INTRODUCTIONIn any society, educators have the ability to make a massive
positive contribution, making such contribution is a
challenge and teachers must willingly embrace new
technology and learning opportunities, educators are
beginning to recognize that they must teach students, the
future leaders and citizens of the society using current
technologies so that these students will be comfortable in
using future technologies.
Introduction continues…
Technologies and digital media are
everywhere and integrated into
every aspect of individual’s lives.
Today educators must provide
students with the skills they will
need to excel in a technology society.
SUB-HEADINGS
1.Knowledge society agendaWe need to realistically evaluate where our
deficiencies exist, both inside and outside the
classroom. Education is not a drop your child off
for 7 hours and they return educated. It involves
the parents backing up and supporting the
teachers at home, Requiring and helping with
homework to make sure it is done..
Knowledge society agenda continues
Not all parents are created equal, so we
need to make sure that the parents have
the resources to learn the material being
taught so they can help the children learn.
There seems to be a need for a study island
for parents who wish to help their children
but have been away from school for many
years
Knowledge society agenda cont..
Recognizing that not all children learn
in the same environment and realize
that other choices may be necessary.
Some may thrive under a more
difficult discipline setting, while
different children fade under the same
authority.
Knowledge society
agenda cont..Build programs that allow parents
the choice of where their child
should attempt to succeed. We are
not intended to repeat the past in
hopes of gaining an alternate
ending.
Knowledge society agenda cont..
• We are free to reinvent the
system, let us grasp this
opportunity and move both our
school district and our children
forward now. (Anderson, P., and
M. Tushman.)
2. Pervasiveness of technology
The task that individuals performs at work
and at leisure.
From the factory to the office to leisure time
activities, the tasks individuals perform
differ dramatically from the days of little or
no technology. Factory workers monitor
automated equipment instead of performing
manufacturing operation themselves
Pervasiveness of technology cont..
Thousands of college professors,
managers, and office workers are
their own secretaries,
keyboarding their own papers,
reports, memos, and
correspondence. Millions of people
download music from iTunes and
play it on their iPods.
.
Pervasiveness of technology cont..
Time and place of work
Technology makes it possible to change
the location of work for a large number
of people, and it enables work to take
place at any time during the day. For the
first time since the Industrial Revolution,
rural areas are gaining population.
Pervasiveness of technology cont..
Connectivity
electronic mail has dramatically changed the nature
of communications through its asynchronous nature
and our ability to communicate easily across time
zones. Cellular communications provide constant
phone access. In the near future, cellular and other
hand held devices will become a primary means for
connecting to the internet, especially when the user
is travelling.
Pervasiveness of technology cont..
The way in which we structure
organization
One of the most exciting
contributions of technology is the
way it enables organization to
develop innovative new structures.
Pervasiveness of technology cont..Companies can use Information Technology
(IT) to become practical, assigning projects
to task forces distributed around the world
who communicate electronically, a company
can easily concentrate on its core capability
and use technology to make it easier to
distribute work to partners
Education for All
Shared responsibility
From the supply side, the
government must guarantee
enough resources to make
education available and affordable
for diverse groups.
Education for all cont..
From the demand side, the
government should address and
fulfil the different demands from
specific groups, such as the poor
students and those from rural
areas. Education is a shared
responsibility between
government, community and
private sectors.
Education for all cont..
Teachers
The number one priority for improving
education should be a focus on
teachers. Additionally, increasing the
number of teachers and also improving
their education and thus, the quality of
teaching should be priorities..
Education for all cont..
In Ghana, increasing the number
of teachers has been successful
because it had mobilized its
resources, such as retired
teachers or teachers outside the
system or in other professions.
(Jacque Delors 1996) argues
Education for all cont..
Quality
Providing quality education goes
further than building a school.
Comprehensive curricula must be
developed, in order to eradicate
taboos and stereotypes leading to
conflict and discrimination.
Education for all cont..
Education will prepare the next
generations to contest the
ideologies preventing
marginalized groups from
participating fully and equally in
the social, cultural and economic
development of their society.
Education for all cont..
Funding
It is through education that the affected
communities will be able to make a stable and
inclusive transition to peace; and it is, indeed,
those educated children who will be tasked with
constructing a tolerant society capable of fostering
sustainable, inclusive and stable economic
development
Objectives of the Future national
strategies
Combating poverty
Efforts to combat poverty and vulnerability play
a key part in the Government’s strategic
approach to promoting social cohesion. They are
integral components of a policy that seeks, on
the one hand, to afford access for everyone to a
fair wage, goods and services and, on the other
hand, to provide specifically for people at risk.
Future national
strategies cont..Social transfers are one aspect of
this policy, which is illustrated by
the social inclusion indicators
showing the effectiveness of
social transfers in reducing the
poverty risk, as are tax-
adjustment and income-
redistribution measures. (Kay, R.
2006).
Future national strategies continues
(Tearle, P. 2003). Implemented
that the process of compiling this
report included discussions at
both ministerial level and with the
social partners, including NGOs.
Future national strategies cont..
Coordination of social inclusion and social protection
policies with policies pursuant to the strategy for
growth and employment, as well as national
sustainable-development policies, is ensured partly
by the inter-ministerial committee in charge of
preparing the national plan for innovation and full
employment, and also by the inter-ministerial
committee responsible for sustainable development
strategy.
Future national strategies cont..
Adapting day-care provision for children
with special needs
The system of childcare Centre’s is
designed to provide individual support for
those children who need it, in addition to
the normal care offered to all children.
Future national strategy
Using the Centre to make
available specific resources for
children with disabilities, to
ensure that at least one third of
all day-care can cater for children
with special needs, to increase
day-care resources and the quality
of care they can offer.
Future national
strategies cont..The Government has also begun
working to improve the care of
children outside day-care by
developing a system of support by
parental assistants and
cooperation between day-care.
Future national
strategies cont..Health promotion and empowerment
(Anderson, P., and M. Tushman 1990). From
2008 onwards the Ministry for Health and
Social Security, in cooperation with the
Union of Sickness Insurance Funds plans to
invest in public-health programs and health
promotion campaigns on a greatly increased
scale.
Future national strategies cont..
In pursuit of a policy based on keeping
patients informed, the aims are to make
people increasingly aware of how lifestyle
(diet, etc.) can impact on health and to
alert them to the financial situation of the
social security system generally in relation
to the use of generic drugs for example.
Future national
strategies cont..In the interests of an efficient and
effective policy approach, the
Government should develop a
mechanism for coordinating
sickness insurance benefits and
dependence insurance.
Future national strategy
cont..Gender- based pedagogy
Gender inequalities were closely related to
land ownership in southern African, and that
some countries were beginning to develop
policies to address the issues. Educational
materials were being produced that were
gender sensitive, and most curriculum were
sensitive.
Future national
strategies cont..There is also an increased awareness of
gender issues amongst parents. Success
factors political will, financial support for
gender based pedagogies, and gender
mainstreaming. There is a need to continue
efforts to mainstream gender into education
systems and the curriculum.
(Boakye,K.B.,&Banini,D.A.2008).
National and international initiatives regarding professional development of teachers with regard to teacher ICTs and professional aptitudes
Technology resources: physical and
practice
Clearly access to ICT as physical
technology is the primary access required
for use in teaching and learning. We note
that such considerations are disappearing
from investigations in some instances:
National and international initiatives regarding professional development of
teachers with regard to teacher ICTs and professional aptitudes
Two recent US higher education
studies (Jones 2002; Allen &
Seaman 2003) simply assume
physical access is in place. In the
local context, as described earlier,
this remains a burning issue. In
general, however, physical access
is at the forefront of all accounts
of access in the literature.
National and international initiatives regarding professional development of teachers with regard to teacher ICTs and
professional aptitudes
Resource of personal agency
In order for individual students or academics to
use ICT meaningfully for teaching and learning,
they need access to personal, collective and
contextual resources.
National and international initiatives regarding professional development of teachers with regard to
teacher ICTs and professional aptitudes
While we are committed to the
importance of context, it is
important to identify specific
resources which need to be
accessed by individuals in order to
give them agency. We found the
notion of an active orientation
useful.
National and international initiatives regarding professional development of
teachers with regard to teacher ICTs and professional aptitudes
The practice and professional development of
teachers
Teachers with a changed and extended role are
central to the way ICT is adopted and used at the
classroom and student level. The supposition that
teachers might be displaced by the technology has
been largely discounted, even though the media and
popular opinion seem still to characterize the
technology as valuable independent of teachers.
National and international initiatives regarding professional development of
teachers with regard to teacher ICTs and professional aptitudes
Not only does this fail to
understand the key role of the
teacher in using ICT in schools,
but by dis-empowering the
teacher and stressing the
technology, it undermines the
educational potential of the
technology itself (Biggs,J.2003)
National and international initiatives regarding professional development of teachers with
regard to teacher ICTs and professional aptitudes
LEARNING TO CHANGE – ICT IN SCHOOLS An optimum balance between operational skills and an understanding of the pedagogical implications is difficult to achieve. First, however, a starting low level of technical skill among student teachers must be remedied, both because it will be a barrier to classroom use and because the pedagogical implications will make little sense without some technical competence.
National and international initiatives regarding professional development of
teachers with regard to teacher ICTs and professional aptitudes
While initial teacher education
cannot go very far in equipping
teachers to evaluate educational
materials or to analyses learning
processes, beginning teachers
need some basic pedagogical
frameworks within which they can
readily and enthusiastically
accommodate ICT.
National and international initiatives regarding professional development of teachers with
regard to teacher ICTs and professional aptitudes
ICT Integration into the School Curricula
Information, Communication and Technology
has made tremendous advances which could
effectively be put to advantage to enhance
educational delivery. Many Ministries of
Education has recognized this potential and
have reformed their educational system take
advantage.
National and international initiatives regarding professional development of
teachers with regard to teacher ICTs and professional aptitudes
In a case study of some pioneer
schools in ICT integration (Boakyi
K & Banini, A.D, 2006) it was
discovered that some schools in
both the public and private sector
in the education industry had
taken advantage of the ICT
innovation and were making good
progress.
CONCLUSION
Indeed, the desire for certificates and the
extents to which both teachers and
students are ready to go to achieve this
desire has left very little room for the
school system to pursue the totality of the
national goals and objectives of education,
especially the non-examinable ones.
Conclusion cont..
This tends to limit education to the narrow
scope of learning to pass examinations and
be awarded certificates and not learning as
a basis for acquiring skills to continue the
learning process after school. Schooling
must equip pupils and students to grow
through life and not simply go through life.
Conclusion cont..
This concern, coupled with the need for putting
ICT integration to advantage in educational
provision provide the basis for a study into the
extent to which the education system is catering
for lifelong learning skills and also listing it to
appraise the relevance and use of ICT in the
development of these skills to meet the
continuing developmental needs and challenges
facing society.
Reference list
Allen, I.E. & Seaman. J. (2003). Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002–2003. The Sloan Consortium.Anderson, P., and M. Tushman. “Technological Discontinuities and Dominant Designs: A Cyclical Model of Technological Change.” Admiration Science Quarterly 35, no.4 (December 1990): 604-633.Biggs,J.(2003). Aligning teaching for constructive learning. New York: The Higher Education Academy Press Boakyi K & Banini A.D. (2006); Integrating ICT in Teaching and Learning in West and Central African Schools: A Case Study of Pioneer Schools in Ghana
Reference list cont..
Boakye,K.B.,&Banini,D.A.(2008).Teacher ICT Readiness in Ghana.InK.Toure,T.M.S. Tchombe,&T.Karsenti(Eds.),ICT and Changing Mindsets in Education. Bamenda ,Cameroon: Langaa; Bamako, Mali: ERNWACA/ROCAREKay, R. (2006). Evaluating strategies used to incorporate technology into preservice education: Areview of the literature. Journal of Reasearch on Technology in Education 28(4),383-408 Jacque Delors (1996); Learning the Treasure Within, UNESCO Report, ParisTearle, P. (2003). ICT implementation: what makes the difference? British Journal of Educatonal Technology, 34(5), 567-583.