Post on 28-Dec-2015
Together, Moving Gauteng City Region Forward
TTechnology in EducationGDE Case for Change
EMASA Conference6 September 2015
Together, Moving Gauteng City Region Forward
2
3 factors have come together to make this the right time to articulate GDE’s ICT strategy
Vision of the MEC The Gauteng ICT strategy will drive outcomes in access and quality
Education outcomes are imperative to Gauteng growth
The vision is based on the relevant policy foundation
The GDE has already started the journey towards eEducation
▪ Host variety of digital Gauteng has a leading education system nationally and regionally
▪ It is, however, not yet achieving its full potential in e.g. achievement, attainment and equity
▪ Consistent policy for achieving educational outcomes
▪ National Development Plan
▪ Gauteng G2055▪ Basic education sector
implementation plan for E-education
▪ Gauteng Online▪ E-Learning programme▪ SA-SAMS▪ Satellite Broadcast ▪ Multiple technology
efforts (typically not at scale yet)
Other countries are moving in the direction of augmenting education with technology
BBAA CC
Together, Moving Gauteng City Region Forward
3
Vision of the MEC
Maximum utilisation of technology as an enabler in a classroom environment for teaching and learning. Building classrooms of the future which are paperless and technology driven.
MEC’s vision and pronouncements on ICT
Together, Moving Gauteng City Region Forward
4
Provincial Strategic Objectives
The Departments plan is underpinned by the Ten Provincial Pillars, with the key focus on Pillar 3: Accelerated social transformation and a supporting role in all the other pillars. The Pillars are:
Pillar 1: Radical economic transformationPillar 2: Decisive spatial transformationPillar 3: Accelerated social transformationPillar 4: Transformation of the state and governancePillar 5: Modernisation of the public servicePillar 6: Modernisation of the economy Pillar 7: Modernisation of human settlements and urban
developmentPillar 8: Modernisation of public transport infrastructurePillar 9: Re-industrialisation of Gauteng provincePillar 10: Taking the lead in Africa’s new industrial revolution
AA
Together, Moving Gauteng City Region Forward
5
The GDE points to ICT as a key part of the education transformation plan
GDE’s 10 pillars for education transformation
1. Connectivity: System-wide access2. Content: Digital teaching and learning resources3. Capacity: Training, support and ICT skills development4. Infrastructure: e-Equipped schools and GDE offices5. Support: Efficient technical support, management etc6. Innovation: Identify & adopt feasible & useful innovations
ICT transformation will include these elements
1. Curriculum and Assessment Development
2. Teacher Provision and Support3. Leadership and Management 4. Infrastructure Development and
maintenance5. Planning, finance and resourcing 6. ICT in Education 7. Social Cohesion 8. School functionality including
community Involvement9. Skills Development10. Access to quality Early Child
Development (ECD)
AA
Together, Moving Gauteng City Region Forward
140120100
80
204060
Gra
de 0
7
Gra
de 0
6
Gra
de 0
3
Gra
de 0
4
Gra
de 0
5
Gra
de 0
8
Gra
de 0
2
Gra
de 0
1
Gra
de 1
1
Gra
de 1
2
Gra
de 1
0
Gra
de 0
9
-60%
However, the GDE can improve in learner progression, inequality between students, and critical subject enrolment
SOURCE: GDE Annual Survey 2013
Enrolment of learners per grade in 2013 by gender
Thousands of learners
60
40
80
20
Mathematics
-31%
AccountingPhysical Sciences
-30% -27%
20132008 2010
50
0
100
+50%+49%
+26%
TourismHistoryMathematical Literacy
Year-on-year changes in enrolment in key subjects
Thousands of learners
Female
Male
Wealth (quintile) inequality is the biggest determinant of outcomes (standardised test score)
Poorest Richest100%0%
Poorest Richest100%0%
0%Poorest Richest
100%
Learned basics in reading
Learned basics in maths
Learned basics in science
BB
Together, Moving Gauteng City Region Forward
Four levers will help GDE improve both the quality of teaching and increase access to learning
Our learners are not in front of quality
teachers
Our learners are not in front of quality
teachers
Increase access to learningImprove the quality of teaching
Targeted outcomes
Tools
7
11 22 33 44 Link learners to the broader South African community
Give learners access to some of the most effective teaching material globally
Bring teachers up to a baseline standard of skill and knowledge
Make eLearning content relevant, engaging and customised to learner needs
• Online assessment
• Individual performance analysis;
• Game-based learning
• On-demand assistance
• Tutorials and training videos
• eLearning platforms; instructional videos;
• Extensive of always-accessible library of eBooks
• Virtual tutors• Video
conferencing, and
• Online peer support
Teachers
Estab-lish-mentLearn-
ers
Improvement leversEnablersAspiration
Training basics•Pre-service training•Basic ICT readinessAdvanced trainingProfessional Development management•Continuous learningContent collaboration•Sharing of lessons•Peer-to-peer coaching
Training basics•Pre-service training•Basic ICT readinessAdvanced trainingProfessional Development management•Continuous learningContent collaboration•Sharing of lessons•Peer-to-peer coaching
Learner evaluation•Track achievement•Analyse individual weaknessLearner data aggregation•Learner group performance tracking•Teacher performance management
Learner evaluation•Track achievement•Analyse individual weaknessLearner data aggregation•Learner group performance tracking•Teacher performance management
Devices for classroom coordination•Lesson delivery•Content creation•Classroom managementDevices for personal use•Independent learning•Exercises•Assessment
Devices for classroom coordination•Lesson delivery•Content creation•Classroom managementDevices for personal use•Independent learning•Exercises•Assessment
eLessons•Instructional content•Lesson planning•Content deliveryAssessments and exercises•Adaptive software•Recommendation enginesRemedial content•Supplemental support
eLessons•Instructional content•Lesson planning•Content deliveryAssessments and exercises•Adaptive software•Recommendation enginesRemedial content•Supplemental support
Blended Learning requirement
Quality and equity
BLENDED LEARNING
Last Modified 2014/10/27 09:27 PM
South Africa Standard Time
Printed 8/28/2014 2:21 AM India Standard Tim
e
9
Doc ID
Together, Moving Gauteng City Region Forward
This is an example of what a lesson in the future e-classroom looks like
08:50: Trained ICT teacher walks into class early:−Refreshes on lesson plan on her tablet, including e-resources she will use to enhance learning−Reflects on key learning’s for learners
09:00: Students walk into class, sit at their desks and open up their tablets with their home-work done from yesterday
09:05: Trained ICT teacher checks home-work and teaches from pre-loaded GDE material from her tablet
09:15: Trained ICT teacher plays video from learner management system to explain concept further using interactive board
09:25: Trained ICT teacher sends students questions via her tablet, they receive these instantly, the Wi-Fi connection in the classroom assists with this
09:40: Students respond with answers to questions on tablet, teacher and students receive real-time feedback. Based on outputs and key challenges identified from answers, teacher uses the interactive board to explain these specific concepts in further detail, students engage with teacher on this
09:50: Teacher sends students home work on their tablets based on input received from questions
A lesson in the life of an e-lesson, in an e-classroom…Classroom of the future
Teacher Ethel, I struggled with questions 4-7 the most. Can you please tell me
which videos from Khan Academy I can watch to help me understand these
better when I get home?
Ethel the e-teacher teaches using a tablet and interactive screen
Interactive board
1. Connectivity2. Content3. Capacity
6 ICT pillars will ensure successful delivery and quality of e-classroom experience
4. Infrastructure5. Support 6. Innovation
Last Modified 2014/10/27 09:27 PM
South Africa Standard Time
Printed 8/28/2014 2:21 AM India Standard Tim
e
10
Doc ID
Together, Moving Gauteng City Region Forward
SOURCE: Source
TextTuesday morning: trained ICT teacher gives lesson based on Monday planning
Monday afternoon: trained ICT teacher plans for lesson
Trained teacher uses GDE loaded lesson plan that is informed by CAPS guidelines on her tablet
Tuesday afternoon: learner completes homework and additional assessments using tablets
15:00
Trained ICT teacher uses additional resources on her laptop to plan for lesson, she googles “Math is fun” to get content
15:30
Trained ICT teacher uses textbooks to also plan for class
Trained ICT teacher walks into class to refreshStudents walk-in to class with their homework on their tabletsTrained ICT teacher teaches from pre-loaded materialTrained ICT teacher sends students questions via her tabletsStudents respond with answers to questions on tablets and receive real-time feedbackTeacher sends students home work on their tablets
08:50
09:00
09:25
09:40
09:50
Learner receives homework on tablets
09:50
Learner has other classes – mostly in similar e-classrooms
10:00 - 13.00
Learner has tablets with all homework loaded on tablet
13:00
Learner sits in paddock with other learners to do homework on tablets; also has extra-murals in between
14:00
Learners take tablets home and complete remainder of homework
17:00
▪ Information stored on a server i.e., GDE online
On-going ICT support to enable e-use for students and teachers
▪ 3G connection for internet access
▪ Connection in classes via Wi-Fi, allows teacher to send work to learners
▪ Internet cable allows connection of servers and routers
16:00
To ensure successful lesson delivery using technology, the teacher needs to plan, the learners do their homework and correct ICT infrastructure needs to be in place
09:05Trained ICT teacher uses the learner management system to inform her lesson plan
Together, Moving Gauteng City Region Forward
11
As a number of ICT programmes, key lessons have been learned (1/2)
Project Description
Project Objectives Lesson(s) Learnt
Gauteng-Online Programme (2002 to date)
Provision of ICT Infrastructure to 1538 Public Schools (25 Workstation Computer Labs with Internet & Email capabilities) to enhance teaching & learning
• Critical to give educators devices and adequate training on use of tablets/e-boards in order to overcome educator technophobia, and drive outcomes
Provision of Digital Content through CDs and e-Resource Packs (2012 to date)
Distribution of Digital Content through CDs & e-Books to support classroom activities in Maths & Physical Science targeting Dinaledi & other prioritized schools
• Learners learn better when using interactive & multi-media content. Availability of Teacher Specific content, user guides, example lesson & plans, etc does increase the level of professionalism for teachers
• A central hub of e-content repository is cost effective in ensuring universal access to multi media content for all teachers & learners
• Mentoring & hand holding of teachers is key to any successful implementation of ICT initiatives
Satellite Broadcast Project (2013 to date)
Live Broadcast of Mathematics lessons to complement daily teaching & close content for priority schools
• The teacher plays an important mediation role because the content comes through quickly and is immediately followed by exercises
CC
Together, Moving Gauteng City Region Forward
12
As a number of ICT programmes, key lessons have been learned (2/2)
Project Description
Project Objectives Lesson(s) Learnt
SA-SAMS Schools have been mandated to get an administration system in place or link into SA-SAMS (South African Schools Administration and Management System). Furthermore, SA-SAMS will be the primary source of data, to improve quality of data and reduce duplication
• It is critical to build implementation around existing routines or create new routines
• Holistic change management program required, covering • Communications• Role-modeling • Capability building
• Clear value proposition has to be articulated with each stakeholder
E-Learning Solution Programme (2014-2016)
Provision of mobile ICT Infrastructure to 2097 Public Schools (40 Tablet Devices with 3G Connectivity per school) to enhance teaching & learning
• On-going – lessons to be codified
CC
Together, Moving Gauteng City Region Forward
As we think about the rollout, schools can be segmented according to their current performance and existing ICT skills and infrastructure
Low performing and no preconditions2
High performing
High performing “school of the future”
Education Achievement
Techreadiness
Low performing schools with poor infra-structure
Dysfunc-tional schools with major admin-istrative and mindset issues
Tech ready schools with variable levels of performance
Schools to the left of this line need major remediation before tech can add value
27%
15%
58%
Estimate percentage of schools in this category1X%
1 Indicative numbers based on preliminary analysis from Annual Survey data where information was not provided by 50% of schools2 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company; GDE Annual Survey 2013 13
Mid performing
e-Learning
IT capable teachers
Computer facility
Robust IT-ready infrastructure
Basic infrastructure
Connectivity (broadband)
Together, Moving Gauteng City Region Forward
The 5+2 schools selected for the “School of the Future” pilot have a varying profile of performance and ICT usage
Low performing and no preconditions2
High performing
Education Achievement
Techreadiness
1 Indicative numbers based on preliminary analysis from Annual Survey data where information was not provided by 50% of schools2 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company; GDE Annual Survey 2013 14
Mid performing
e-Learning
IT capable teachers
Computer facility
Robust IT-ready infrastructure
Basic infrastructure
Connectivity (broadband)
PHOMOLONG SECONDARY
SUNWARD PARK HIGH
TANDI ELEANOR
PONELOPELE ORACLE SECONDARY
TLAMATLAMA PRIMARYTSHEPISA PRIMARY
BOITUMELONG SECONDARY
Schools to the left of this line need major remediation before tech can add value
Together, Moving Gauteng City Region Forward
Our strategy is to move schools incrementally towards the “school of the future” while paying special attention to problems in schools that tech cannot address (2014)
Low performing and no preconditions1
High performing
High performing “school of the future”
Education Attainment
Techreadiness
Boost performance with tech improvements
Fix the basics
1 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company 15
90% - improve basic perform-ance
10% pilot for tech
acceleration
10% - tech overhaul pilot
90% - Connecting them to the grid – electric, internet
New schools of the future
Enable E-learning
Schools to the left of this line need major remediation before tech can add value
Mid performing
e-Learning
IT capable teachers
Computer facility
Robust IT-ready infrastructure
Basic infrastructure
Connectivity (broadband)
Together, Moving Gauteng City Region Forward
In 2015 focus is on schools and getting basics fixed in the least ready schools
Low performing and no preconditions1
High performing
High performing “school of the future”
Education Attainment
Techreadiness
Boost performance with tech improvements
Fix the basics
1 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company 16
Improve the basic governance of schools
Enable E-learning
Schools to the left of this line need major remediation before tech can add value
27%
15%
58%
Estimate percentage of schools in this category1X%
5+2 Pilot schools pave the way to the future
Mid performing
e-Learning
IT capable teachers
Computer facility
Robust IT-ready infrastructure
Basic infrastructure
Connectivity (broadband)
Together, Moving Gauteng City Region Forward
During 2016, using lessons learnt from 2015 implentation, we will begin to migrate better-performing schools to “schools of the future” while continuing to fix basics elsewhere
Low performing and no preconditions1
High performing
High performing “school of the future”
Education Attainment
Techreadiness
Boost performance with tech improvements
Fix the basics
1 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company 17
Continue improving governance
10% pilot for tech
acceleration
10% - tech overhaul pilot
Connect all schools with good governance with basic infrastructure
Move half to new schools of the future
Enable E-learning
Schools to the left of this line need major remediation before tech can add value
8%
34%
58%
Estimate percentage of schools in this category1X%
Mid performing
e-Learning
IT capable teachers
Computer facility
Robust IT-ready infrastructure
Basic infrastructure
Connectivity (broadband)
Together, Moving Gauteng City Region Forward
In 2017 there are no longer schools without basic infrastructure, and the focus is getting the bulk of schools to the ideal state
Low performing and no preconditions1
High performing
High performing “school of the future”
Education Attainment
Techreadiness
Boost performance with tech improvements
1 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company 18
Connect all schools with good governance with basic infrastructure
Move more schools of the future
Enable E-learning
Schools to the left of this line need major remediation before tech can add value
10%
57%
Estimate percentage of schools in this category1X%
33%
Mid performing
e-Learning
IT capable teachers
Computer facility
Robust IT-ready infrastructure
Basic infrastructure
Connectivity (broadband)
Together, Moving Gauteng City Region Forward
In 2018 the remaining classes will be migrated to ideal state
Low performing and no preconditions1
High performing
High performing “school of the future”
Education Attainment
Techreadiness
1 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company 19
Keep moving to schools of the
future
Enable E-learning
Schools to the left of this line need major remediation before tech can add value
28%
Estimate percentage of schools in this category1X%
72%
Mid performing
e-Learning
IT capable teachers
Computer facility
Robust IT-ready infrastructure
Basic infrastructure
Connectivity (broadband)
Together, Moving Gauteng City Region Forward
A full year of 2019 will be used for schools to perform, to measure outcomes and to make improvements
Low performing and no preconditions1
Mid performing High performing
High performing “school of the future”
Education Attainment
Techreadiness
1 As measured by, for example, absenteeism teachers and learners, number of disciplinary incidents as causes of low performanceSOURCE: McKinsey & Company 20
Schools to the left of this line need major remediation before tech can add value
Estimate percentage of schools in this category1X%
100%
e-Learning
IT capable teachers
Computer facility
Robust IT-ready infrastructure
Basic infrastructure
Connectivity (broadband)
Together, Moving Gauteng City Region Forward
21
• Technology provides a greater selection of content and lessons • Delivery of in-school teaching is transformed
• There is an increased provision of out-of-school and other learning supports
• Learner assessments and grading are digitised, allowing for aligned assessments to various learning styles; real-time formative assessments
• Teacher supports and evaluations are enhanced through in-person and video observations that enable feedback and self-study
GDE Considered Benefits of Technology
Together, Moving Gauteng City Region Forward
Thank You