Presidential National Commission on Information
Society and Development (PNC on ISAD)

 Government commitment to information society
Accelerated Shared Growth Initiative for South
Africa (ASGISA)

 identified ICT skills shortages as a major concern for
national development
“…the significance of new technologies
in teacher training to enable teachers to
skilfully and competently introduce ICT to
learners, at the same time using those
technologies to enhance teaching and
learning.” (Butcher 2008)
ICT Integration
As described in frameworks and
teacher competences
Using ICT in meaningful contexts
Focus on actual life contexts
and how ICT supports
dealing with these
ICT Literacy
Focus on ICT skills

The White Paper on e-Education (benefits)







educational management
educational administration
communication
curriculum integration
collaboration between learners and teachers
higher order cognitive skills development among learners
motivating learning and preparing learners to be workers in the
knowledge economy
 ICTs will be central to the pre-service training of recruits
and the ongoing professional development of practicing
teachers’
 Collaboration between higher education institutions and
the nDoE
 Specifies national framework for competencies for
teachers
 Guidelines for Teacher Training and Professional
Development in ICT and was approved by the Deans’
Forum (2007)

locates teacher development in both pre-service and in-service spheres
approaches for ICT skills development for practicing teachers and
student teachers:
 making ICT professional development compulsory;
 fast tracking students already in HEIs to reach at least adoption level
of ICTs for teaching and learning by the time they complete their
studies;
 From 2008, ensuring that all students leaving HEIs with a teaching
qualification have reached adaptation level;
 training all teachers with access to ICT to reach adaptation level by
2010;
 and training subject advisors to appropriation level so that they can
assist teachers to gain access to ICT knowledge for teaching and
learning.

Teacher Development Levels
Innovation
Appropriation
level.
level.
The
teacher
The
able
has
to
ause
develop
holistic
Entry level.
Adoption
Adaptation
level.
The
level.
The
teacher
The
teacher
teacher
isteacher
computer
isisis
able
able
to
literate
to
use
various
ICT
andentirely
toisICT,
support
able to
new
understanding
learning
environments
of
theactivities
ways
that
in at
which
use
ICT
ICT as
contributes
a flexible
to
use computers.
including
everyday
computers,
classroom
However,
to
support
frustrations
an
traditional
appropriate
management,
NCStool,
level,so
that
teaching
becomes
learning.
collaborative
He/she
has
and
understanding
interactive.
ICT
of
the
is
and learning
administration,
assess
insecurities
theand
learning
teaching
are that
common
takes
andin
learning,
place
theanintroduction
and
and
ensure
is able
progression.
ofto
ICT.
teach
At
integrated
developing
asnature
ato
flexible
of
ICT,
tool
and
for
whole-school
awareness
development
it is the
this level,
learners
He/she
ishow
able
teachers
to
use
reflect
are
ICT.
likely
critically
toan
lack
on
confidence.
how ICT that
changes
through
integral
toand
thelearning
structure
classroom
and purposes
environments
theICT
and
NCS.
creating
He/shefor
teachingredefining
processes
and toofuse
systems
learning
has
the experience
experiences
and
thatconfidence
leverageProductivity
the
to reflect
power on
of
how ICTat
management
and administration.
increases
technology.
can
teaching and learning strategies, and to use
this influence
level.
new strategies.
CONTENT
Knowledge of WHAT
we teach in our
subject / learning
area
TECHNOLOGY
Knowledge of
technologies that
support teaching
and HOW to use
these
PEDAGOGY
Knowledge of HOW
we teach – teaching
methods
PEDAGOGICAL
P
C
CONTENT
Knowledge of how
best to teach our
subject / learning
area
TECHNOLOGICAL
CONTENT
T
Knowledge of
technologies that
support teaching of
our subject and
how best to use
these
C
TECHNOLOGICAL
PEDAGOGY
T
Knowledge of how
technology can
change our
teaching methods
in our subject
P
TECHNOLOGY
Knowledge of technologies that support
teaching and HOW to use these
CONTENT
PEDAGOGY
Knowledge of WHAT we teach in our
subject / learning area
Knowledge of HOW we teach – teaching
methods

Education’s central function
 Inculcating core values, cultural legacy
 Supporting personal development
 Promoting democracy and participation in society
 Females and minorities
 Encouraging cross-cultural understanding, peaceful resolution
of conflict, improved health and well-being
 Supporting economic development, reducing poverty
TECHNOLOGY
LITERACY
KNOWLEDGE
DEEPENING
KNOWLEDGE
CREATION
Technology uptake
High performance workforce
Knowledge economy
Information society
POLICY AND
VISION
CURRICULUM
AND ASSESSMENT
PEDAGOGY
ICT
ORGANISATION &
ADMINISTRATION
TEACHER
PROF. DEVPT.
POLICY AND
VISION
Technology
Literacy
Knowledge
Deepening
Knowledge
Creation
CURRICULUM
AND ASSESSMENT
Basic
Knowledge
Knowledge
Application
21st Century
Skills
PEDAGOGY
Integrate
Technology
Complex Problem
Solving
Self
Management
ICT
Basic Tools
Complex Tools
Pervasive Tools
ORGANISATION &
ADMINISTRATION
Standard
Classroom
Collaborative
Groups
Learning
Organizations
TEACHER
PROF. DEVPT.
Digital Literacy
Manage
and Guide
Teacher As
Model Learner
POLICY AND
VISION
Technology
Literacy
Curricular Goals: Digital Literacy: focuses on the
development of digital literacy and
the use of ICT for professional
improvement
Teacher Skills:
Teachers must have technology 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
POLICY AND
VISION
Knowledge
Deepening
Curricular Goals: Manage and Guide: focuses on the
use of technology to guide students
through complex problems and
manage dynamic learning
environments
Teacher Skills:
Teachers must have skill and
knowledge to create and manage
complex projects, collaborate with
other teachers, and make use of
networks to access information,
colleagues and outside experts in
supporting own professional
development
POLICY AND
VISION
Knowledge
Creation
Curricular Goals: Teacher as Model Learner: teachers
are master learners and knowledge
producers who are constantly
engaged in educational
experimentation and innovation to
produce new knowledge about
learning and teaching practice
Teacher Skills:
Teachers must have the ability and
inclination to experiment and
continuously learn and use ICT to
create professional knowledge
communities
POLICY AND
VISION
Technology
Literacy
Teachers should be able to use ICT
resource to:
Enhance their productivity
Support their own acquisition of
subject matter and pedagogical
knowledge
POLICY AND
VISION
Knowledge
Deepening
Teachers should be able to use ICT
to:
Access and share resources to
support their activities and own
professional development
Access outside experts and learning
communities to support their
activities and their own professional
development
Search for, manage, analyse,
integrate and evaluation
information that can support their
professional development
POLICY AND
VISION
Knowledge
Creation
Teachers should be able to play a
leadership role in :
Creating a vision of what their
school might be like with ICT
integrated not the curriculum and
classroom practices
Supporting innovation in their
schools and continuous learning
among their colleagues
POLICY AND
VISION
Knowledge
Creation
Teachers should be able:
Continually evaluate and reflect on
professional practice to engage in
ongoing innovation and
improvement
Participate in professional
communities and share and discuss
best teaching practices
POLICY AND
VISION
Technology
Literacy
Curricular Goals: Integrate Technology: changes in
pedagogical practice involve
integration of various technologies,
tools and e-content as part of whole
class, group and student activities
to support learning
Teacher Skills:
Teachers must know where, when
(and when not) and how to use
technology for learning
POLICY AND
VISION
Knowledge
Deepening
Curricular Goals: Complex Problem Solving: includes
collaborative problem- and projectbased learning in which students
explore a subject deeply…complex
every-day issues
Teacher Skills:
Teaching is student-centred and
teachers role is to structure
problem tasks, guide
understanding, support student
collaboration. Teachers must help
students create, implement and
monitor project plans and solutions.
POLICY AND
VISION
Knowledge
Creation
Curricular Goals: Self Management: Students work in
a learning community in which they
are continuously engaged in
creating knowledge products and
building upon their own and each
others’ knowledge base and
learning skills
Teacher Skills:
Teachers overtly model learning
process, structure situations in
which students apply cognitive
skills, and assist students in their
acquisition
POLICY AND
VISION
Technology
Literacy
Teachers should be able to:
Describe how didactic teaching and
ICT can be used to support
student’s acquisition of subject
matter knowledge
Incorporate appropriate ICT
activities into lesson plans
Use presentation software and
digital resources to support
teaching and learning
POLICY AND
VISION
Knowledge
Deepening
Teachers should be able to:
Describe how collaborative, projectbased learning and ICT can support
student thinking and social
interaction…
Identify and describe complex, realworld problems and structure them in
a way that incorporates key subject
matters concepts …
Structures classroom activities so that
open-ended tools and subject specific
applications will support learning…
POLICY AND
VISION
Knowledge
Creation
Teachers should be able to:
Explicitly model their own
reasoning, problem solving, and
knowledge creation while teaching
Help students design project plans
and activities that engage them in
collaborative problem solving,
research or artistic creation
Help students reflect on their own
learning
POLICY AND
VISION
Knowledge
Creation
Teachers should be able:
Help students incorporate
multimedia production, web
production and publishing
technologies into their projects in
ways that support their ongoing
knowledge production and
communication with other
audiences
ICT Skills for Teachers / Principals
One Step Further
Intel® Teach Elements PBA
ICT Integration (WebQuests)
Intel® Teach Essentials
Thinking with Technology
Innovative Teachers Forum
Butcher, N, South Africa’s Experience of Using New Technologies in Teacher Education (IICBA ,
UNESCO, 2009)
 Department of Education (South Africa), White Paper on e-Education (2003)
 Department of Education (South Africa). Guidelines for Teacher Training and Professional
Development in ICT (2007)
 TPACK, Technological Pedagogical Content Knowledge, 2009, http://www.tpack.org
 UNESCO, ICT Competency Standards for Teachers: Policy Framework (2008)
 UNESCO, ICT Competency Standards for Teachers: Competency Standards Modules (2008)
 UNESCO, ICT Competency Standards for Teachers: Implementation Guidelines (2008)
