The solution is to get a comprehensive web education. GetSmarter’s UCT Internet Super-User course gives you just that: the 10-week, part-time online course presented throughout South Africa and abroad teaches web novices how to use a wide variety of web tools and tricks. The course has proven extremely popular with teachers, who make up 25% of all students. Dr Pam Miller, a CAT teacher at Pinelands High School, found the learning model excellent; she took the course to explore the learning delivery model and found elements like the quiz and forums excellent. Debs Sanders, a teacher at St Benedict’s School, was equally impressed and learned a great deal through her contributions to the course’s interactive online forum.

Imagine if you could use cellphones for instant, dynamic classroom teaching. What if you could create interactive online quizzes for learners to test their knowledge on, or post video lectures for the times when you are ill or away from class? While these ideas may seem far-fetched, they are rapidly becoming the norm in the developed world – and the UCT Internet Super-User course will teach you to implement them. Here are some reasons why you should incorporate the internet into your curriculum plan.

1. There’s so much information out there already. The web holds a wealth of interesting, educational material on every subject imaginable – tools like Wikipedia, a free online encyclopedia, or the Khan Academy, a site with thousands of educational videos (www.khanacademy.org). If you can tap into these sources, not only will you improve your own lesson plans, you can assign these materials as extra readings for learners to explore.
2. It makes learning more engaging for pupils. The web is an unparalleled interactive and fun learning platform. Watching videos, socialising with friends and writing blog posts can all be turned into educational opportunities. Even the cellphone is a powerful learning tool. Imagine the impact on a class about social studies if learners were to get live SMS responses to demographic questions from their parents and friends.
3. There are many excellent learning tools available online. The web isn’t just a wild and dangerous place; there are spaces where children can learn and explore safely. There are also many free and useful teaching tools, like online communities, quiz creation tools and forums, that you can harness to make learning seem more like fun and less like work. They also make your life much easier – an online quiz can instantly grade learners’ results; how long would it take for you to do the same?

10% discount for Teacher’s Monthly readers …

GetSmarter is offering all Teacher’s Monthly readers a 10% discount off the course fee. All you need to do is enter the “Teacher’s Monthly” in the promotional code section when registering.

The University of Cape Town Internet Super-User course is a 10-week part-time presented online available to all South Africans and international students. The course will teach you the practical skills to use the internet effectively which will translate into a competitive advantage in your professional life and will become vital as the internet plays and increasingly important role in out daily lives. Get ahead by learning to use these tools like the professionals: Google, Skype, Wikipedia, Google Earth, Facebook, Twitter, PayPal, eBay, Ustream, Mozy, blogs, mobile technology and many more.

For more information on the course contact Karin on +27 21 685 4775 or Karin@getsmarter.co.za. Alternatively, visit www.getsmarter.co.za.

The ICDL is the international standard in computer skills certification – available in 148 countries, in 36 languages, with almost 10 million Candidates registered worldwide.  Contact us to find a registered ICDL Centre in your area, or to find out how your school/organisation can offer this international certification to your learners, staff and community.

Our contact details …

www.icdl.org.za
info@icdl.org.za

Tel: 086 123 ICDL / 021 671 1070
Fax: 021 674 1805

Computers 4 Kids specialises in providing a unique ECDL Foundation endorsed Integrated ICT Curriculum, as well as all the backup, support and in-service training to ensure your ICT centre works for you!

Currently servicing hundreds of schools and hundreds of thousands of learners each day, we also provide a home school version as well as an entrepreneurs model where educators can offer ICT classes (or ‘extra lessons’) from their homes or small offices using our internationally renowned educational software. Computers 4 Kids prides itself in the fact that it is the only company worldwide (148 countries) to have a primary school product endorsed by the ECDL Foundation in Ireland.

The Computers 4 Kids programme is available internationally and in a number of languages – please visit our website or www.e-learner.mobi for further information.

Our contact details …

www.computers4kids.co.za
info@computers4kids.co.za

Tel: 021 712 7800
Fax: 021 712 2639

The latest technology is awaiting eager minds hungry to learn, so what do you teach them?

Most schools decide that the only thing that should be taught in a computer centre is computer related skills. Are there common guidelines for what needs to be taught/covered/acquired by the time a learner graduates to grade 8? Most schools follow their own ’syllabus’, some (at huge expense) pay for programs which very cleverly link the curriculum to computer literacy, and others still are not sure what skills they should be doing at all. What does the Education Department have to say about this?

Judging by the software chosen by the highly successful Khanya project, in the Western Cape, they advocate curriculum development as a priority for the computer centre with a major focus on numeracy and literacy. Gauteng Online follows a similar strategy and are almost at the stage of allowing schools to choose their own curriculum development software.

I had the privilege of meeting with the Head of e-learning for the Eastern Cape (East London District). His main message is: “Computer centres should be used for curriculum development and the computer skills will follow. Where in the curriculum does it ask for a dedicated learning area called ‘Computer Literacy’?”.

Why the debate? Primary schools are spending a lot on dedicated teachers and programs to teach computer literacy – which is a fantastic skill – but then lose out on valuable integration time with the curriculum. Why is this seemingly a waste of resources? The progression from primary to high school – where on the computer skills ladder does the high school need to begin? From the bottom, as there is no set guide/outcomes for the teaching of computer skills. Therefore who knows which primary schools have covered which aspects?

So how should computer centres be utilised to maximise the capital outlay? Well I say for curriculum development (and choose software that adds real value) AND computer skills. There is place for both, it’s an injustice to reserve such a privileged resource for one purpose only. So let computer centres adopt a female gender and multi-task!

Viva Bafana Bafana Viva South Africa!!!

Date: 29 April 2010

The Foundation for Professional Development (FPD) and Tshwane Mayoral AIDS Council will be launching a programme called “Managing HIV in Schools”, on the 21st of May 2010 at 3pm at FPD Head Office in Lynwood Ridge. The keynote speaker of the day, Dr G Ramokgopa, Mayor of Tshwane has engaged 350 schools in Tshwane to participate.

Statistics show that 6-8% of children are orphaned by AIDS in South Africa. To these orphaned and vulnerable children (OVC), schools serve as a place of safety and support where many receive their only meal of the day. Across Tshwane, the picture in our schools is just as devastating with a large number of OVCs and children infected with HIV. According to statistics from the Tshwane Mayoral AIDS Council, there are approximately 14 000 HIV positive ‘missing’ children who have not received testing and are therefore not receiving antiretroviral treatment.

Educators, who are crucial to our learners receiving a solid education, have one of the highest HIV prevalence rates as a group in South Africa at approximately 12.8% and 21.4% amongst teachers in the 25-34 age groups. On World AIDS Day in 2009, President Jacob Zuma said that, “We need extraordinary measures to reverse the trends we are seeing in the health profile of our people”. This programme will be one such extraordinary measure that expects to achieve increased voluntary counseling and testing amongst the school’s learners and staff, create awareness of HIV/AIDS prevention and management strategies and most importantly, integrates participating schools into government and NGO treatment and support services in the area.The Mayor of Tshwane, Dr G Ramokgopa has the following to say about the programme: “the success and integration of this programme within Tshwane’s existing school support programmes will be critical to reducing the impact of HIV/AIDS across our schools and communities”.The pilot programmed will be launched in May 2010 across Tshwane’s four school districts with the hope that the programme be expanded beyond Tshwane as soon as possible.

Contact: Joanne Brink
Education Faculty

Tel: (012) 816 9035
Fax: 086 584 7376
Mobile: 072 728 5877

E-mail: joanneb@foundation.co.za
Website: www.foundation.co.za

I matriculated at SACS High School in 2004 after spending both my junior and high school careers at the oldest school in South Africa. When I finished school, I had no idea what I wanted to do with my life other than knowing that it would be along the creative line. I toyed with the ideas of being a chef, a fine artist or something in the film industry.

After two years pottering around working random jobs and generally gaining post-school experience I woke up one day knowing exactly what I wanted to do with my life … I wanted to be a graphic designer. What’s more, I had made the decision all by myself, and I knew it was the right one.

“Take that, people who said dropping maths and science would be a grave mistake!” I thought to myself as I read my acceptance letter to study Graphic Design ND at CPUT. “Take that teachers! In fact, take that school! What did you do for me?” I thought.

Sure I had studied Art at school and that was probably my favourite subject (not only because we could get away with almost anything thanks to a few very liberal teachers over the years). Otherwise I couldn’t think of a single other subject that I had taken and stressed-out about come exam time, which played the slightest role in what I had decided to study and most likely would make a life of.

“What a waste of money!” I convinced myself. All those years of wearing a uniform and boater and getting average marks when I could have just gone to some design school to begin with.

I actually immaturely held that view for most of my tertiary education until it gradually dawned on me that what I had learnt at that fine school was far more important than the subjects or the sports games.

I had learnt how to be a gentleman, a people’s person and a confident young man. I had learnt social skills, etiquette teamwork and leadership. Qualities that made me stand out from others and skills that made me proud of everything I had achieved. Skills that didn’t come from any particular subject but from my entire, fortunate schooling experience at the hands of dedicated teachers and traditions that dated back over 150 years.

I now see the absolute importance of a good education and how vital it is to developing character, as well as a sound academic mind. It doesn’t matter whether or not the subjects you did had any bearing on what you end up doing after school.

Today I am working as a Marketing Manager for a company that develops educational software for schoolchildren and teachers.

Thank you SACS.

I want to talk about kids and computers and how every kid should have one. Unless they do, they’ll remain peasants in some 19th century backwater.

It is clear to me that the racial, economic and cultural divide that threatens our beloved land and communities is reflected in the access to, and use of, information.

Jake, you and your mates are always going on about being a simple herd boy among simple cows in more simple times, and look at you now, freshly showered and all. Every country needs a rags to riches story, but not everyone needs to go suffer their own. There’s no moral virtue in suffering. Most kids won’t be as lucky as you. In an electronic age, they can’t even read or write.

Once, if you couldn’t use a pencil and paper, you were doomed. You’d go on chatting to the simple cows and goats till your dying day and killing people for being witches. No, this is not racial abuse. My ancestors in Scotland did it too.

Now you’re going to be doomed to making small talk with cows and killing witches if you’re not electronically sussed and connected. It’s the new literacy.

The plan is this. We set up a new tax system to fund computers in every classroom. They’ll have internet connection because the internet has lessons on it and – forgive my mentioning this – our educational system isn’t much cop under you guys. You began by culling teachers’ posts and now you’re closing schools for some world hockey game.

Cost? I didn’t expect you lot to use the word. As Pravin will tell us, six percent of the population pays tax – oh, you recon 10? Gee! We can’t lay more on them.

The haves can pay. That’s you. A special 10 percent tax on the new, undiscounted price of every car over R50 000.

If folks like Vodacom and MTN get caught screwing the customers, their companies and suppliers will have to provide broadband to rural schools. They may not recover the costs from customers.

I reckon, Trevor, that your car translates into some 2 600 pupil-hours a day on a computer. Our former public protector’s R7 million soft landing translates into 2 500 computers providing 10 000 pupil-hours a day. Yes, I’m also suggesting a special 30 percent tax on severance and performance bounties.

The money mustn’t go into the general tax kitty. It’s surrounded by too many fatcats. It will be looked after by people whose fingers will be carefully inspected for stickiness.

This is an investment in your future. Your institutions need computer-literate citizens. Our children will need the jobs and the connection to their, not our, world.

By Robert Grieg, Techno Times, November 3, 2009

What do you think? Add your comments below.

Part II

When one exchanges the life of a teacher for that of an office worker there are some sacrifices to be made … such as holidays.

I started “scouting” for other employment opportunities while I was still teaching – actually almost a year ago! The first thing I did was revamp my C.V. How you might ask? I find compiling my C.V. is like writing my own obituary -  a little bit “positively-nauseating” because of the emphasis on  winning character traits, top achievements, unique experiences and career highlights.

What about the lowlights? Aren’t these the experiences that we grow and learn from? Anyway, I managed to get past that and paint a glowing picture. But it was still to “teacher-ry”. Great if it was another teaching post that I was applying for, however, I enlisted the help of two of my friends in corporate jobs and they came up with the key word “skills”. My CV was very experienced based and I needed to translate those experiences into skills:

“Planned and co-ordinated the Extra-Mural sport programme for the Intermediate Phase”  became “Organising, managing, resource development”. From experience to skill.

In doing this, I realised that teachers have many skills that can be transferred from the classroom to the office environment. We just don’t know it!

Now I was ready to roll. I applied to all the jobs that I thought I could d and waited for the response, or in some cases the rejection! I had some very challenging interviews – but on the whole they were enjoyable learning experiences. To keep my options open I had applied for one or two teaching jobs as well. It was tough to turn down a teaching position that I was offered but I wasn’t ready to abandon my quest just yet! It was during one of these interviews that I met Dereck Marnewick – the MD of EvaluNet. I became interested in his company, did a bit of research and after a 3 hour interview … here I am!  I have now been with EvaluNet for a few months and am learning, learning, learning!

Part I

After 12 happy (mostly happy) years in teaching, predominantly Special Needs, I have made the transition to the 9 to 5 workplace. No more holidays, but no more marking either! I have been awesomely lucky to find EvaluNet which even although is a big company, still has both feet (and a big heart) firmly planted in the education system.

My decision to leave teaching was not an easy one or a quick process. I was very happy in my school, with my colleagues and with the holidays of course!

I love the act of teaching – the sweet-spot of delivering a lesson well-planned and seeing the penny drop as new concepts are learnt. Nothing beats that – or the special interaction and bond with the individuals in your class. I chose to leave for a number of reasons. Curiosity; where else in the workplace can I use the skills and training I have as a teacher?

• The need for stimulation/personal growth.
• To investigate the possibility of a more financially viable career.
• A change: I was also starting to feel like hamster on a wheel in a very small cage! I spent more time with admin than teaching. Every teacher needs a secretary, but until that happens …

In a nutshell, does “alternative” employment for someone with my skills, training and experience exist, where there is the room for progression in personal growth and finances?  Do such opportunities exist? So began my search.

Had my life taken a different path (kids and a bread-winning husband!), I might have felt differently. I am excited by the change and chance to learn new things and expand my frame of reference. I make this change with the knowledge that the classroom will still be there should I feel the need to leave my cheese and return to the chalk!