How Can ICT in Education Excite Girls and Boys?

Look at any ICT-enabled school classroom, and there is often a greater excitement for the technology with boys than girls, which by middle or secondary school, can translate into ICT tools being an exclusive domain of boys, excluding half the learning population from their benefit. How can technologists and educators design more gender neutral, or pro-female ICT-enabled learning experiences?"

Learning online

In today’s world, many adults find themselves unsatisfied with their jobs and wishing for something more. Many people wish that they could gain more job skills and make more money, but demands on their time and schedule make this seem impossible. The good news is that the Internet has many online learning opportunities available that will allow you to gain a higher education, learn new skills, and become more marketable. And the great thing about online education is that you can get an education according to your own schedule and can do it from the comfort of your own home. In fact, thousands of working professionals have been able to increase their knowledge and jobs skills without ever having to enter a classroom.

ICT Staff benefits

Department of Education documents on ICT

D.O.E. Documents of Interest RE ICT in SA Schools
There are two documents on this link which would interest Principals and school leadership on ICT in schools.Doc 1: 2005 Managing ICT in SA Schools for PRINCIPALS (PDF 136 pages) (Have a look at page 44 for an excellent case study - THIS was four years ago!!!)Doc 2: 2001

Strategy for Information and Technology in EducationIt's also interesting because of their age. The one is 2001 and the other is 2005. There age shows how little has change in school ICT inovation, by comparison to the rest of the world. I believe our "Digital Divide" has grown.
tags: D.O.E., ICT, Policy, documents
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e-Learning make easy: Games

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International Forum of Educational Technology & Society

e-Learning is a cross discipline artefact that spans e.g., philosophy, psychology, pedagogy, anthropology, artificial intelligence (e.g., Artificial Intelligence in Education (AIED)), and human computer interaction (HCI) (cf. Issroff & Scanalon, 2002). e-Learning artefacts should be more than just a technical solution; for example, a web-based e-Learning site (however sophisticated it may be) containing stylish multimedia assets, Java applets, and dynamic database bindings that engage users in multiple ways including prompting interaction at cognitive, behavioural, and physiological levels. e-Learning artefacts are probably compared most appropriately with information artefacts as known by the cognitive dimensions framework (cf. Green, 1996; Green & Petre, 1996) which describes the “system under investigation” as “something that has been built for the processing, storage and communication of information. Every information artefact provides one or more notations in which the information being manipulated is encoded … The environment used to manipulate the notation is equally important” (Blackwell, 2001; also, cf. Green & Benyon, 1996).

e-learning in S.A schools

EDUCATION-SOUTH AFRICA:From Blackboard to SMARTboardBate Tabi TabePRETORIA, Sep 15 (IPS) - The electronic board in front of the class flickers, and a periodic table is projected onto the screen. "Do you all know what this is?" booms a voice from the loud speaker. "Yes!" the students chorus, as any typical class would. Except that this class is far from typical. While the students are seated in a computer laboratory at Gatang High School in Mamelodi, a poor, black residential area outside the capital of Pretoria, teacher Ron Bayers is located several kilometres away at St Albans - a well-to-do private school in the city. The class talks and interacts seamlessly through a wireless broadband connection, which allows for high-speed transmission of sounds, images and other information. Web cameras situated at both ends of the Gatang laboratory give Bayers a clear view of the class on a screen set up at his school, while the students can also hear him and see what he does, as he does it. Both teacher and pupils make use of electronic "SMARTboards" that enable instant displays of what is written on them. In the past, students from several Mamelodi schools were bussed to St Albans to take extra lessons in a variety of subjects: there simply aren't enough teachers to instruct them in their own schools, especially in the sciences. These shortages of staff - also of teaching facilities and textbooks - are a legacy of apartheid. Under the former system of white rule, little investment was made in education for black children, who were seen as destined for the unskilled labour market. However, the bussing system limited the number of students who could be assisted. This set the stage for the electronic learning - or "e-learning" - project, which got underway in 2003 in five schools (the first class was given in 2004). The 'Mamelodi E-learning' initiative was spearheaded by Bayers.

RUBRICATE TRAINING AT DISTRICT GAUTENG NORTH

AGENCY FOR ICT

Becta, the Government's lead agency for ICT in education, suggests that schools should never place names next to photographs of children and that only group photos should be used, not those showing just one or two children. 'Schools must ensure that no individual child can be identified or contacted either via, or as a result of a visitor using, the school website', says Becta. In addition, never use pupils' full names on your website. For more advice on Internet safety, visit Be Safe Online.

ICT SKILL IN OUR SCHOOLS

The sky's the limit: creating a school website
This truly is the Age of the Internet. Now that increasing numbers of people have Internet access, we are ever more likely to turn to it for shopping, research and information.
This development has not been lost on schools. Not only are many in the UK now using the web to reduce the costs of, for example, staff recruitment, but they are also using it as a tool to market the work they do and the success they achieve. In fact, the latest figures from the DCSF show that in 2003, 57 per cent of primary schools, 82 per cent of secondary schools and 50 per cent of special schools had their own website. Yet it's not simply about getting a website up there for all to see; it's as much, if not more, about regular and effective maintenance.

job description

JOB DESCRIPTION


SECTION A: JOB INFORMATION SUMMARY

1. Name of current incumbent: Esther Sibande

2. JOB/TITLE/JOB CATEGORY TITLE: Senior Education Specialist

3.JOB LEVEL: LEVEL 9

4.COMPONENT: E- Learning Curriculum and Support Programme: E-Learning

5.LOCATION: Department Education: District Gauteng North

B. JOB PURPOSE (REASON WHY POST WAS CREATED)
To build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African Society.

C. MAIN OBJECTIVE (GOALS TO BE ACHIEVED) OR KEY FUNCTIONS:
To build educators’ and managers’ leadership, confidence and competence in the use of ICTs by means of training and developmental programmes.
To ensure that institutions are integrating ICT into the curriculum and are using digital content of high quality through maintenance and ongoing content development.
To build communication, administration, management information, human resource and knowledge management system that will enhance the integration of ICTs in the teaching and learning.
To manage the process of community engagement within the community.
To ensure that there is continuous research and development programmes that will assess the ICT maturity within the institution.

D. NHERENT JOB REQUIREMENTS ( COMPETENCY PROFILE)
Organisation skills
Leadership and management skills
Computer skills
Use of ICTs information
Project Management
Power Point &Presentation skills
KEY COMPETENCIES
LEARNING FIELD & INDICATORS
Understanding of curriculum development within an e-Learning framework.
Understanding of digital material and methodologies for e-Learning.
Theoretical and practical knowledge on learning design and associated contemporary learning theories.
Insight in the use of information technologies, teacher development skills and ability to use and develop e-Learning tools and approaches.
Sound knowledge and management of finance.
Managerial and leadership experience in running projects.
Able to work in teams and for an extra mile.
Able to work under pressure.
Flexible.
Ability to do problem solving.
Initiative, creative.
Post matric Qualification,
Computer skills,
Management of Educational Institutions,
OBE, C2005, NCS,
Knowledge of understanding of educational policies,
Computer Application Technology,
Information and Communication Technology,

E. CAREER PATHING
NEXT SALARY RANGE: level 10

F. Competencies needed for promotion:
Management/Supervising skills
Financial Management and
Use of ICTs knowledge

ICT in SA Schools

Understanding ICT integration in South African Classrooms

Wilson-Strydom, M and Thomson, J


The adoption of ICTs in education continues to pose challenges both globally (John & Sutherland 2004) and locally, in South Africa (Hodgkinson-Williams 2005). According to the White Paper on e-Education these challenges can be summarised into three main areas:
· Participation in the information society;
· Impact of ICTs on access, cost effectiveness and quality of education; and
· Integration of ICTs into the learning and teaching process (DoE 2003:8) [emphasis added].

ICT in South African Schools

According to new research conducted by South Africa’s Industrial Development Corporation ( IDC) indicates that as Information Technology (IT) channel providers search for opportunities amid volatile credit and capital markets, the gap between customer IT financing requirements and channel partner capabilities continues to widen.

The study, conducted during February 2009, also produced a series of research findings that reinforced preconceived notions of how market volatility affects channel providers, as well as some research findings that IDC analysts said were surprising.

esther

personal profile

name: esther sibande

address: 130 pitzer street danville 0183