«ELITS - HOME PAGE»

Responsibility: Joy Rosario
Telephone number: 033 341 6516
e-Mail address: joyr@kznedu.kzntl.gov.za

Definition
Vision
Mission
Goals
Principles

Projects

Shongololo Interconnectivity Pilot Project
Curriculum directory
ELITS Website
Scaffolded Learning
Seminars
ICT basic computer use manual
WebQuests

Definition of ICT
as stated in the KwaZulu-Natal School Library document, Information and Communications Technology is any form of computerised enhanced learning and management resource used to generate, store and retrieve information. The term includes computers, the Internet and related technologies.

Vision
All learners and educators are ICT literate and are thus skilled and informed citizens who can manage and contribute to the knowledge economy.

Mission
To improve access to the technology for the purposes of information, communication and collaborative learning in order to enable effective global knowledge enquiry and exchange.

Goals
Introduce ICT as part of school libraries/education resource centres

in a thoughtful and integrated way, in conjunction with an overall ICT plan for the school/community centre and within the parameters of a well-defined information literacy policy

based on a practical and positive vision concerning how technology use will enhance teaching, learning and management in the school/community centre

integrated with a range of other resources (print and non-print) for teaching and learning in the classroom.

used by the teacher-librarian and educator working in collaboration to create learner support materials in order that information and ICT literacy is effective across the curriculum

used to enhance communication and sharing to achieve redress, equity and professional growth

Principles guiding the ICT vision, mission and goals statements for ELITS

Rationale

that ICT is seen to be a tool; a means to an end, not an end in itself

that computers are used first and foremost by learners and educators for accessing information as opposed to administrative work by educators

that for computer training to have meaning, applications are taught within context and at point of need (just-in-time versus just-in-case) across the curriculum

Provisioning

that reading and literacy are not taught using a computer therefore the provision of books and libraries remains an essential in our schools. Digital libraries cannot replace book libraries
that where there are computers there should be a library and where there is a library there should be computers (information centres). This principle applies to all education centres in the province as well as schools. Also, libraries and computer centres should be adjacent
that a bank of networked computers is not a pre-requisite for effective use of technology. A single on-line computer, accessible to learners and educators in a school, and managed by a teacher librarian (information specialist), provides an excellent starting point for the retrieval of information and communication through collaborative online learning projects

Pedagogic principles

that the philosophy of outcomes-based education take place i.e. learners exercise choice as opposed to traditional teaching whereby the learners all follow the same instruction (free-range versus the battery hen approach). Beyond being a sound pedagogic principle, it ensures that resources are more equitably shared and that learners are developing different skills through using a range of resources
that new teaching methodologies need to be used if educators are going to use the potential of the technology. Currency of online information allows for authentic problem-based learning

Human resource requirements

that teacher-librarians (information specialists) are professionals and thus

are qualified as such i.e. as educators, librarians and competent in the use of ICT

collaborate with the educators in an equal and advisory role to ensure that information literacy takes place across the curriculum

ensure that effective information skills are taught so that learners are ethical, competent and discerning users of information

TOP

PROJECTS

Shongololo Interconnectivity Pilot Project

The Digital Divide is a reality in most of our rural schools as there is no connectivity, no computers and limited understanding of the potential of the Internet for educators and learners. It is the view of ELITS that, for the technology to be effective in the school library situation, much can be achieved with a single computer that has online access and a dedicated information specialist (teacher librarian).

The Shongololo Project was a Provincial pilot project that set out to prove that this notion is indeed correct. Through consultation with the then regions and site visits, twenty schools in rural KwaZulu-Natal were identified to participate in this project. These schools had to:

indicate a willingness to participate
have support from management
be prepared to fund the online connection
provide strong security
have a person who was prepared to drive the project in the school
give time for educators to have face-to-face training

These schools were provided with the necessary hardware: computer, printer, modem and CDRom disks e.g. Encarta encyclopaedia. Carefully selected books were also provided to support the project, as it is the ELITS belief that print media complements digital media.

It was anticipated that

Learners would learn to integrate ICT as part of information skills in problem-based learning
Learners and educators would be linked, via email to other schools in South Africa and the UK for the purposes of collaborative learning.
Each school would have its own web site to project the profile of the school
Each school would use the selected library automation programme effectively

Ongoing sustainability of this initiative guided the thinking behind the project and it was anticipated that, as confidence in this electronic medium grew, so other schools would realise the ease with which they too could cross the Digital Divide. Participating schools were to provide an example of effective practice for surrounding schools and it was anticipated that the model would grow exponentially in KwaZulu-Natal schools, with the ongoing support from ELITS.
The project was led by Mrs Joy Rosario, Deputy Chief Education Specialist: ICT, and Project Coordinator is Ms Lunga Molapo, ELITS head of the then region, Ukhahlamba.

Remarks

The pilot project produced a series of lessons which informed subsequent roll-out of computers in schools in the province. The pilot was designed to incorporate as many of the mitigating factors in terms of the introduction of ICT as possible, in an effort to create solutions e.g.

ü Selecting schools in deep rural areas which meant that travel to these schools was difficult. It was felt that they should not be disadvantaged by distance

ü Selecting schools with no previous experience of ICT, redress is contained in the ELITS mission statement

ü Lack of technical support on the province

ü Lack of online training facilities

ü Not all the school library advisors have an ICT or pedagogic background

ü The school library advisors serve over 6000 schools

It was found that

1. The training was inadequate for the school based personnel

2. The computers should have been password protected from the outset as numerous problems were created by new users changing the settings

3. The school library advisors needed access to computers which were comparable to those placed in the schools i.e. online and with all the software provided

4. The technical support was insufficient and this resulted in long delays before a school was visited

5. Personnel in the schools moved on and took their newly acquired skills with them

6. The school library advisors have other projects on which they are expected to deliver and the Shongololo project largely became the responsibility of the ICT committee

7. Unscrupulous computer companies stole parts out of some of the computers

8. The telephone line and electricity in some of the schools was frequently out of order

9. Lightning strikes knocked out several modems and they had to be replaced, school were warned to shut down and unplug computers during a storm but not all adhered to this

10. The habit of regular e-mail participation was not acquired by some schools

11. A few of the overseas schools were intolerant of some of the problems experienced by the local schools

12. The learners were not allowed access to the computers because of security reasons

Despite the list above there were numerous success stories and ELITS personnel on the whole developed as well. Confidence in computers has grown and some of the schools are managing their library automation as well as the other software adequately. It is anticipated that the project will continue to be supported through locally based seminars and workshops and that the initial problems will be resolved. The KZN DoE has technical personnel in place now and there are also training programmes available for educators. There are plans for online computer laboratories at the education centres which will alleviate the problem of having to find venues.

In conclusion

The Shongololo Pilot Project predated some of the factors critical to the support of the venture but it can be said that each of the selected schools has managed to secure and use the equipment. The recent audit conducted has revealed that loss has been minimal, if at all and that the schools continue to enjoy what was provided if on a simpler level.

Joy Rosario July 2006-07-03

TOP

The Curriculum Directory

This document came about as a result of the need to provide an improved service to our educators as per the KZNEDU departmental goals and objectives namely

Goal 1: Provide high quality, relevant education, including ABET, to all learners regardless of age, which will equip them with knowledge, skills, values and attitudes to meet the challenges of the future
Strategic Objective: To provide (access to) requisite resources to meet identified needs across the phases
This directory is not a list of subject headings per se, it is a list of topics derived directly from the National Curriculum (NCS) and is thus generated for educators by educators. The classification of these topics was done, in the main, according to the 14th Abridged Edition of the Dewey System of Decimal Classification and every attempt was made to truncate or shorten the numbers for school use. The classifying was done with the needs and terminology of the educator in mind i.e. the most likely place an educator would think to look for information
The Curriculum Directory will be used in the following areas;

1. to assist our four Processing Centres in reaching consistency in classification

2. to assist our school library advisors in understanding the NCS

3. to assist in accessing relevant educational websites

4. to assist our suppliers with topics generated in the different learning areas and phases in order that they can source relevant material more appropriately

5. to assist the school librarian in meeting the curricular needs of the school

6. to assist the school librarian in her classification in order that clerical time be saved

7. to assist the educator and learner in finding information which might be separate

The Curriculum Directory can be searched using

Topic
Phase
Learning Area
Heading

The Curriculum Directory does not attempt to arrange the topics in any sort of hierarchy; this has been done by virtue of the classification. The topics are presented as they appear in the NCS and how they were extracted by a team of subject specialists. Topic lists and subsequently topic trees were created, the latter in an attempt to display topics in a hierarchy. The list is not exhaustive and the compilers welcome comment and additions.

It is anticipated the National Curriculum Statement is not a static document, it reflects the needs of a changing society and thus a changing curriculum. There are numerous instances of duplication throughout the Learning Areas and these should be seen as threads that are consistent with a philosophy of

recognition of the curriculum driven by the South African context
redress and equity
respect for human rights
responsibility for one’s actions

There are other elements within the curriculum that emphasise issues such as entrepreneurship, problem solving within a real context and also information literacy;

Information literacy: The ability to recognise the need for information; to find, organise and evaluate such information effective decision making or problem-solving, to generate new knowledge and to apply these skills for effective life-long learning (KwaZulu-Natal School Library Policy).

Information skills can be found in the Technology Learning Area in the Assessment Standard for Grade 9, Learning Outcome 1. These skills are however clearly articulated in the critical outcome that specifies
Collect, analyse, organise and critically evaluate information

TOP

ELITS website
This website has been created as an information and communication tool for the Directorate. Contact details of key staff are available as well as information about the services ELITS provides. Projects, reports on conferences, regional reports and workshops are all available online as well as ELITS publications, catalogues and a news forum.
A library of links relevant to school librarianship is also available and ELITS welcomes suggestions in this regard.
Please contact joyr@kznedu.kzntl.gov.za to make suggestions and/or add links

TOP

Scaffolded Learning
Scaffolded learning modules are carefully structured learning modules which move the learner towards understanding a concept/s through working on a variety of activities.

ICT Seminars
Seminars are offered to the regions in order that an awareness of the potential of ICT in education be created as widely as possible. These seminars also illustrate how useful the technology is in library management;

TOP

How can a computer help a teacher-librarian?

1. A computer can be like a typewriter so that overdue letters, forms, lesson notes, worksheets and reports can look more professional. They can be saved on the computer and brought up again and again for changes, which saves a lot of time.

2. A teacher-librarian can also use a computer to produce notices, posters, flyers and signs using different letters, colours and pictures to advertise an event. These can also be saved to change later and save time.

3. Reports for the learners can be done on a computer and once all their details have been saved it is easy to change and time saving to not have to redo the work.

4. A computer can help a teacher-librarian create a mark sheet and will work like a calculator working out all the averages etc.

5. Working out a school library budget and keeping track of expenditure can be done effectively using a computer.

6. A teacher-librarian can create a lesson using a presentation programme that is more effective than overhead projector transparencies. Movement and colour can be introduced very quickly and easily, which makes a lesson more interesting.

7. Quick and easy access to information is available using a computer. There are whole encyclopaedias on CD disks and these are not expensive. These encyclopaedias have sound and video clips so the information is brought alive for the learners.

8. Information is also available on the Internet – it is like dialling into the biggest library in the world and one can find information on anything at all very quickly.

9. Teacher-librarians and educators can receive training either using CD Rom disks or via the Internet (e-learning).

10. e Mail communication is possible using a computer. It is much quicker and more effective than fax and it is possible to communicate with a number of people all at the same time.

11. Professional collaboration is possible via the Internet as teacher-librarians can help in each other either locally or globally. People joining mailing lists, which consist of like-minded people who solve problems by sharing ideas together.

12. Learners can also join on-line projects so that they can also learn and share together.

13. A school library can have a website which advertises all that it does to the outside world. Learners can even have their work on the website.

14. A teacher-librarian can use a computer to catalogue her stock and the learners will thus find it easy to see if a book is in stock or available by using an OPAQ screen (On-Line Public Access Query)

15. Lists of suggested titles according to grades and categories e.g. adventure, humour etc are easy to generate on a computer

16. Issuing and returning books is quick using a computer

17. Lists of overdue items are easy to print out using a computer using a library administration programme

18. Classification becomes much more systematic as you can sort and change numbers much more easily using a computer

19. Stock-take is quick and easy using a computer

20. What a computer CANNOT do is ever take the place of the teacher-librarian or of books and reading!

TOP

Queries:joyr@kznedu.kzntl.gov.za
The URL for this site is http://www.kzneducation.gov.za/ELITS
Copyright and Disclaimer





	INFORMATION AND COMMUNICATIONS TECHNOLOGY
	Responsibility: Joy Rosario Telephone number: 033 341 6516 e-Mail address: joyr@kznedu.kzntl.gov.za Definition Vision Mission Goals Principles Projects Shongololo Interconnectivity Pilot Project Curriculum directory ELITS Website Scaffolded Learning Seminars ICT basic computer use manual WebQuests TOP Definition of ICT as stated in the KwaZulu-Natal School Library document, Information and Communications Technology is any form of computerised enhanced learning and management resource used to generate, store and retrieve information. The term includes computers, the Internet and related technologies. Vision All learners and educators are ICT literate and are thus skilled and informed citizens who can manage and contribute to the knowledge economy. Mission To improve access to the technology for the purposes of information, communication and collaborative learning in order to enable effective global knowledge enquiry and exchange. Goals Introduce ICT as part of school libraries/education resource centres in a thoughtful and integrated way, in conjunction with an overall ICT plan for the school/community centre and within the parameters of a well-defined information literacy policy based on a practical and positive vision concerning how technology use will enhance teaching, learning and management in the school/community centre integrated with a range of other resources (print and non-print) for teaching and learning in the classroom. used by the teacher-librarian and educator working in collaboration to create learner support materials in order that information and ICT literacy is effective across the curriculum used to enhance communication and sharing to achieve redress, equity and professional growth Principles guiding the ICT vision, mission and goals statements for ELITS Rationale that ICT is seen to be a tool; a means to an end, not an end in itself that computers are used first and foremost by learners and educators for accessing information as opposed to administrative work by educators that for computer training to have meaning, applications are taught within context and at point of need (just-in-time versus just-in-case) across the curriculum Provisioning that reading and literacy are not taught using a computer therefore the provision of books and libraries remains an essential in our schools. Digital libraries cannot replace book libraries that where there are computers there should be a library and where there is a library there should be computers (information centres). This principle applies to all education centres in the province as well as schools. Also, libraries and computer centres should be adjacent that a bank of networked computers is not a pre-requisite for effective use of technology. A single on-line computer, accessible to learners and educators in a school, and managed by a teacher librarian (information specialist), provides an excellent starting point for the retrieval of information and communication through collaborative online learning projects Pedagogic principles that the philosophy of outcomes-based education take place i.e. learners exercise choice as opposed to traditional teaching whereby the learners all follow the same instruction (free-range versus the battery hen approach). Beyond being a sound pedagogic principle, it ensures that resources are more equitably shared and that learners are developing different skills through using a range of resources that new teaching methodologies need to be used if educators are going to use the potential of the technology. Currency of online information allows for authentic problem-based learning Human resource requirements that teacher-librarians (information specialists) are professionals and thus are qualified as such i.e. as educators, librarians and competent in the use of ICT collaborate with the educators in an equal and advisory role to ensure that information literacy takes place across the curriculum ensure that effective information skills are taught so that learners are ethical, competent and discerning users of information TOP PROJECTS Shongololo Interconnectivity Pilot Project The Digital Divide is a reality in most of our rural schools as there is no connectivity, no computers and limited understanding of the potential of the Internet for educators and learners. It is the view of ELITS that, for the technology to be effective in the school library situation, much can be achieved with a single computer that has online access and a dedicated information specialist (teacher librarian). The Shongololo Project was a Provincial pilot project that set out to prove that this notion is indeed correct. Through consultation with the then regions and site visits, twenty schools in rural KwaZulu-Natal were identified to participate in this project. These schools had to: indicate a willingness to participate have support from management be prepared to fund the online connection provide strong security have a person who was prepared to drive the project in the school give time for educators to have face-to-face training These schools were provided with the necessary hardware: computer, printer, modem and CDRom disks e.g. Encarta encyclopaedia. Carefully selected books were also provided to support the project, as it is the ELITS belief that print media complements digital media. It was anticipated that Learners would learn to integrate ICT as part of information skills in problem-based learning Learners and educators would be linked, via email to other schools in South Africa and the UK for the purposes of collaborative learning. Each school would have its own web site to project the profile of the school Each school would use the selected library automation programme effectively Ongoing sustainability of this initiative guided the thinking behind the project and it was anticipated that, as confidence in this electronic medium grew, so other schools would realise the ease with which they too could cross the Digital Divide. Participating schools were to provide an example of effective practice for surrounding schools and it was anticipated that the model would grow exponentially in KwaZulu-Natal schools, with the ongoing support from ELITS. The project was led by Mrs Joy Rosario, Deputy Chief Education Specialist: ICT, and Project Coordinator is Ms Lunga Molapo, ELITS head of the then region, Ukhahlamba. Remarks The pilot project produced a series of lessons which informed subsequent roll-out of computers in schools in the province. The pilot was designed to incorporate as many of the mitigating factors in terms of the introduction of ICT as possible, in an effort to create solutions e.g. ü Selecting schools in deep rural areas which meant that travel to these schools was difficult. It was felt that they should not be disadvantaged by distance ü Selecting schools with no previous experience of ICT, redress is contained in the ELITS mission statement ü Lack of technical support on the province ü Lack of online training facilities ü Not all the school library advisors have an ICT or pedagogic background ü The school library advisors serve over 6000 schools It was found that 1. The training was inadequate for the school based personnel 2. The computers should have been password protected from the outset as numerous problems were created by new users changing the settings 3. The school library advisors needed access to computers which were comparable to those placed in the schools i.e. online and with all the software provided 4. The technical support was insufficient and this resulted in long delays before a school was visited 5. Personnel in the schools moved on and took their newly acquired skills with them 6. The school library advisors have other projects on which they are expected to deliver and the Shongololo project largely became the responsibility of the ICT committee 7. Unscrupulous computer companies stole parts out of some of the computers 8. The telephone line and electricity in some of the schools was frequently out of order 9. Lightning strikes knocked out several modems and they had to be replaced, school were warned to shut down and unplug computers during a storm but not all adhered to this 10. The habit of regular e-mail participation was not acquired by some schools 11. A few of the overseas schools were intolerant of some of the problems experienced by the local schools 12. The learners were not allowed access to the computers because of security reasons Despite the list above there were numerous success stories and ELITS personnel on the whole developed as well. Confidence in computers has grown and some of the schools are managing their library automation as well as the other software adequately. It is anticipated that the project will continue to be supported through locally based seminars and workshops and that the initial problems will be resolved. The KZN DoE has technical personnel in place now and there are also training programmes available for educators. There are plans for online computer laboratories at the education centres which will alleviate the problem of having to find venues. In conclusion The Shongololo Pilot Project predated some of the factors critical to the support of the venture but it can be said that each of the selected schools has managed to secure and use the equipment. The recent audit conducted has revealed that loss has been minimal, if at all and that the schools continue to enjoy what was provided if on a simpler level. Joy Rosario July 2006-07-03 TOP The Curriculum Directory This document came about as a result of the need to provide an improved service to our educators as per the KZNEDU departmental goals and objectives namely Goal 1: Provide high quality, relevant education, including ABET, to all learners regardless of age, which will equip them with knowledge, skills, values and attitudes to meet the challenges of the future Strategic Objective: To provide (access to) requisite resources to meet identified needs across the phases This directory is not a list of subject headings per se, it is a list of topics derived directly from the National Curriculum (NCS) and is thus generated for educators by educators. The classification of these topics was done, in the main, according to the 14th Abridged Edition of the Dewey System of Decimal Classification and every attempt was made to truncate or shorten the numbers for school use. The classifying was done with the needs and terminology of the educator in mind i.e. the most likely place an educator would think to look for information The Curriculum Directory will be used in the following areas; 1. to assist our four Processing Centres in reaching consistency in classification 2. to assist our school library advisors in understanding the NCS 3. to assist in accessing relevant educational websites 4. to assist our suppliers with topics generated in the different learning areas and phases in order that they can source relevant material more appropriately 5. to assist the school librarian in meeting the curricular needs of the school 6. to assist the school librarian in her classification in order that clerical time be saved 7. to assist the educator and learner in finding information which might be separate The Curriculum Directory can be searched using Topic Phase Learning Area Heading The Curriculum Directory does not attempt to arrange the topics in any sort of hierarchy; this has been done by virtue of the classification. The topics are presented as they appear in the NCS and how they were extracted by a team of subject specialists. Topic lists and subsequently topic trees were created, the latter in an attempt to display topics in a hierarchy. The list is not exhaustive and the compilers welcome comment and additions. It is anticipated the National Curriculum Statement is not a static document, it reflects the needs of a changing society and thus a changing curriculum. There are numerous instances of duplication throughout the Learning Areas and these should be seen as threads that are consistent with a philosophy of recognition of the curriculum driven by the South African context redress and equity respect for human rights responsibility for one’s actions There are other elements within the curriculum that emphasise issues such as entrepreneurship, problem solving within a real context and also information literacy; Information literacy: The ability to recognise the need for information; to find, organise and evaluate such information effective decision making or problem-solving, to generate new knowledge and to apply these skills for effective life-long learning (KwaZulu-Natal School Library Policy). Information skills can be found in the Technology Learning Area in the Assessment Standard for Grade 9, Learning Outcome 1. These skills are however clearly articulated in the critical outcome that specifies Collect, analyse, organise and critically evaluate information TOP ELITS website This website has been created as an information and communication tool for the Directorate. Contact details of key staff are available as well as information about the services ELITS provides. Projects, reports on conferences, regional reports and workshops are all available online as well as ELITS publications, catalogues and a news forum. A library of links relevant to school librarianship is also available and ELITS welcomes suggestions in this regard. Please contact joyr@kznedu.kzntl.gov.za to make suggestions and/or add links TOP Scaffolded Learning Scaffolded learning modules are carefully structured learning modules which move the learner towards understanding a concept/s through working on a variety of activities. ICT Seminars Seminars are offered to the regions in order that an awareness of the potential of ICT in education be created as widely as possible. These seminars also illustrate how useful the technology is in library management; TOP How can a computer help a teacher-librarian? 1. A computer can be like a typewriter so that overdue letters, forms, lesson notes, worksheets and reports can look more professional. They can be saved on the computer and brought up again and again for changes, which saves a lot of time. 2. A teacher-librarian can also use a computer to produce notices, posters, flyers and signs using different letters, colours and pictures to advertise an event. These can also be saved to change later and save time. 3. Reports for the learners can be done on a computer and once all their details have been saved it is easy to change and time saving to not have to redo the work. 4. A computer can help a teacher-librarian create a mark sheet and will work like a calculator working out all the averages etc. 5. Working out a school library budget and keeping track of expenditure can be done effectively using a computer. 6. A teacher-librarian can create a lesson using a presentation programme that is more effective than overhead projector transparencies. Movement and colour can be introduced very quickly and easily, which makes a lesson more interesting. 7. Quick and easy access to information is available using a computer. There are whole encyclopaedias on CD disks and these are not expensive. These encyclopaedias have sound and video clips so the information is brought alive for the learners. 8. Information is also available on the Internet – it is like dialling into the biggest library in the world and one can find information on anything at all very quickly. 9. Teacher-librarians and educators can receive training either using CD Rom disks or via the Internet (e-learning). 10. e Mail communication is possible using a computer. It is much quicker and more effective than fax and it is possible to communicate with a number of people all at the same time. 11. Professional collaboration is possible via the Internet as teacher-librarians can help in each other either locally or globally. People joining mailing lists, which consist of like-minded people who solve problems by sharing ideas together. 12. Learners can also join on-line projects so that they can also learn and share together. 13. A school library can have a website which advertises all that it does to the outside world. Learners can even have their work on the website. 14. A teacher-librarian can use a computer to catalogue her stock and the learners will thus find it easy to see if a book is in stock or available by using an OPAQ screen (On-Line Public Access Query) 15. Lists of suggested titles according to grades and categories e.g. adventure, humour etc are easy to generate on a computer 16. Issuing and returning books is quick using a computer 17. Lists of overdue items are easy to print out using a computer using a library administration programme 18. Classification becomes much more systematic as you can sort and change numbers much more easily using a computer 19. Stock-take is quick and easy using a computer 20. What a computer CANNOT do is ever take the place of the teacher-librarian or of books and reading! TOP Queries:joyr@kznedu.kzntl.gov.za The URL for this site is http://www.kzneducation.gov.za/ELITS Copyright and Disclaimer