The NMC Horizon Report Preview series provides summaries of each of the upcoming edition’s trends, challenges, and important developments in educational technology which were ranked most highly by each edition’s expert panel.
A document of recommendations.
In 2011, the Minister of Basic Education, Mrs A Motshekga and the Minister of Higher Education and Training, Dr B. Nzimande launched the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) to strengthen the progress and address the challenges in improving teacher quality. This guideline is thus part of the responsibility taken up by the DBE to stimulate and support PEDs and other stakeholders to set up, maintain and ensure PLCs work effectively.
This Technical Report brings together into one document all the research undertaken towards the development of the new, strengthened, integrated Plan for teacher development in South Africa.
This report, published under the responsibility of the Secretary-General of the OECD (Organisation for Economic Co-operation and Development), provides a first-of-its-kind internationally comparative analysis of the digital skills that students have acquired, and of the learning environments designed to develop these skills. This analysis shows that the reality in our schools lags considerably behind the promise of technology.
An excellent research study conducted by Sophia Alexandrina Kousiakis, a Master of Philosophy in Comparative and International Education from the University of Oslo. At a time when globally youth unemployment is on the rise and the needs of youth are moving up on the agenda, the research aims to explore in particular the experiences of marginalized youth in South Africa.
Kathy Schrock provides a comprehensive list of links to related resources for the SAMR model.
The UNESCO ICT Competency Framework for Teachers 2011 (ICT-CFT) is intended to inform educational policy makers, teacher-educators, providers of professional learning and working teachers on the role of ICT in educational reform, as well as to assist Member States in developing national ICT competency standards for teachers with an ICT in Education Master Plan approach.
This brochure gives advice to teachers and other educators about copyright law in South Africa. This brochure was revised in January 2014. The SA Copyright Law No. 98 of 1978 (as amended) gives authors and creators a ‘bundle’ or ‘suite’ of exclusive rights over their original works, for a certain period.
A report from the UNESCO Broadband Commission Working Group on Education, January 2013
The NMC/CoSN Horizon Report: 2016 K-12 Edition examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry in schools.
The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe.
This eleventh edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.
Exploring the potential of mobile technologies to support teachers and improve practice.
Turning on Mobile Learning in Africa and the Middle East (UNESCO 2012)
Illustrative initiatives and policy implications.
Exploring new forms of teaching, learning and assessment, to guide educators and policy makers.
The Kagiso Trust Beyers Naude Schools Development Programme (BNSDP) sought advice from SAIDE on developing a framework for the integration of ICTs into whole school development.
. Washington, DC: infoDev / World Bank. – Farrell, Glen and Shafika Isaacs. 2007.
The Use of ICT in 21 Schools Research Report – S Cohen, SAIDE, June 2003
This research project arose in response to the need for greater information around the provision and use of computers and the technology associated with them in schools. It was made possible by the generosity of the Royal Netherlands Government, through its embassy in South Africa , which provided funding to the South African Institute for Distance Education (SAIDE) for the work. The research was conducted by seven research workers in 21 schools over a period of 12 months, from March/April 2002 to the same months in 2003. This report is an attempt to describe the research process across these schools, and to analyse the key findings emerging from the work done in them. (232 Kb ZIP file)
Towards a Strategy on Developing African Teacher Capabilities in the Use of ICT– SchoolNet Africa, 2004
This study was commissioned by SchoolNet Africa (SNA) in partnership with the Commonwealth of Learning (COL), the International Institute for Communication and Development (IICD) and the Open Society Initiative of Southern Africa (OSISA). It is the most extensive examination to date of teacher training in ICT in African countries at both pre-service and in-service level. (660Kb ZIP file)
This toolkit arose from the need to provide a recipe book or a blueprint for the pilot schools of the UNESCO project to establish or strengthen schoolnets in Southeast Asia at the national and sub-regional levels. (1.6Mb ZIP file)
OECD/CERI, the Learning Sciences and Brain Research project, has just recently launched an interactive forum for teachers to learn about the brain and debate about issues on neuroscience and learning. Please visit this site and participate.