Wednesday 26 December 2012

E-manuals brighten South African classrooms

With a tap, click or swipe across the screen children can access embedded videos, high quality photographs, maps, animations and pop-up boxes.

Maramedia has adapted its printed manuals into colourful fully interactive digital manuals for tablet devices. (Images: Wilma den Hartigh)
A South African publishing company has launched a new digital education tool that is transforming the classroom, inspiring a love for learning and improving academic performance by making education fun and interactive.

Maramedia Publishing's interactive digital manuals are a first for South Africa and are changing the way children experience education.

The Johannesburg-based publishing company has until now produced printed manuals for children and teachers. The manuals, which comply with the Department of Basic Education's curriculum policy statement, are a combination of textbooks, study guides and workbooks to supplement learning in the classroom.

In keeping with modern technological trends, Maramedia has adapted their manuals into colourful fully interactive digital manuals (IDMs) for tablet devices.

Advancing education
Former South African president Nelson Mandela was once quoted saying that "education is the most powerful weapon you can use to change the world", and Maramedia's digital offering introduces a new way to address Madiba's wish for all South Africans to receive a good education.

Speaking at the launch event at Liliesleaf Farm in Rivonia on Nelson Mandela International Day, Maramedia CEO Gideon van Niekerk said the interactive and multimedia component of the IDM devices has become an essential learning tool. "The devices inspire pupils to be more adventurous in their work, bringing learning to life," van Niekerk says.

Browsing a digital manual is visually similar to turning the pages of a book, but because these books are digital children use taps, clicks or swipes across the screen to access embedded videos, high quality photographs, maps, animations and pop-up boxes. Unlike traditional textbooks, the manuals have been designed in full colour, which helps children to retain more information.

Maramedia's digital content has also received the stamp of approval of Google SA's new media specialist, Brett St Clair. "The Maramedia content is one of the most advanced rich media experiences I have seen on smart devices," St Clair said. "At Google we are incredibly excited about this type of content."

Going digital and changing education trends
Maramedia's director of research and development, Deon Kotzé, said although printed material continues to be an important learning tool, children of today need an active learning environment.

Today's children are constantly engaging with social media such as Twitter, Facebook and instant messaging, and bringing modern technology into the classroom can only enhance learning.
"It can inspire children to become lifelong learners and not just be passive recipients of knowledge," Kotzé says.

The layout is highly visual and every topic has review questions at the end of each section to test pupils' level of understanding. Class activities and worksheets are also included. The facts are brought to life with photo galleries, animated diagrams and pop-up boxes with additional information on just about every page. "Research shows that real comprehension takes place through visual representation and interaction with content," explains Kotzé. "If you don't engage pupils and make them participants, you lose them."

Van Niekerk says introducing technology into education is important. "In the past 20 years, the education sector in South Africa has seen the least improvement and advancement compared to other sectors such as mining, banking or industry," he says.

The nuts and bolts
The content of the digital manuals can be downloaded on Android- and Apple-enabled tablets, or obtained on pre-loaded external memory cards.

A major benefit is that the IDM doesn't require internet or WiFi access to view the content.

"Not everyone has internet access," van Niekerk says, but despite this offline functionality, many users can still access the Internet to explore beyond what is covered in class by doing additional searches for information.

One of the perceived drawbacks of the new initiative is the cost of tablets, but according to Maramedia, even the most well-known tablet brands have become more affordable of late.

Another option is for teachers to use the tablets to project content onto whiteboards or smart boards in the classroom, while children use printed workbooks.

This is one way for resource-poor schools to benefit from the new technology, as the digital content is similar to that of printed manuals, and could also prove to be more cost effective than printed books. Pupils will have fewer books to carry, too.

The content is current and tackles issues such as renewable energy, global warming and the tsunami in Japan – everything that pupils would have heard about in the news. The content has been compiled from many sources and is constantly updated in keeping with curriculum changes.

Benefits for teachers
The manuals aren't just about making learning fun for children. The interactive component offers teachers many explanations, animations and 3D graphics to explain abstract concepts.

This means teachers can spend more time teaching as they no longer have to spend hours trawling through many different resources to add to their lesson plans.

"They will have more time to devote to engaging with their pupils, moulding their knowledge and focusing on personal interaction," Kotzé said at the launch.

By: Wilma den Hartigh

 

What do you think? 

With low cost tablets such as the $20 tablets (view post), E-manuals as supplied by Maramedian, could change the way we perceive education in South Africa. After viewing Maramedia Publishing's price list of 2012 the difference between printed and digital average around R560 and R660.

Thus purchasing a tablet at a low cost could work out the same as purchasing the printed material without the benefits of a tablet. This is surely something to consider?

From OBE to CAPS?


What are the problems with the RNCS?
The problems lie not so much with the underlying philosophy of OBE, but in the level of disciplinary and pedagogical understanding that the RNCS requires, and its implementation and assessment. The crux of the matter is that there is a mismatch between the demands of RNCS and the capacity of the teaching corps as a whole. This has led to a proliferation of policy documents from national, provincial and even district departments trying to make it more understandable for the average, poorly trained South African teacher with limited subject knowledge – a legacy of apartheid and the uneven quality of teacher education today. The OBE terminology was also found to be too sophisticated and unfamiliar for most teachers.

To compound matters, the RNCS was implemented without enough targeted teacher training that was subject-specific or enough resources for teachers and learners in most schools. In addition, it over-emphasises assessment and associated administration, and so overloads teachers with tasks that are not related to their teaching.

What changes can we expect?
For years now, ‘the OBE curriculum’ has been accused by many as being the main cause of all the problems in the South African education system. Although this is far too simplistic an argument that fails to come to grips with the fundamental reasons for the education crisis, OBE became the scapegoat, producing mounting public pressure to get rid of it.

With all its political baggage, the government has decided that the term ‘OBE’ will be scrapped in the revision of the RNCS. The ANC, however, has clarified that “…outcomes-based education as a broad framework for education and training in South Africa remains our approach and… the core values of outcomes-based education, such as encouraging critical engagement with knowledge instead of rote learning” (SAPA, 07/07/2010).

The key change is that the curriculum will no longer be framed in terms of learning outcomes and assessment standards, so as to strengthen content specification. To make it more accessible to teachers, the curriculum will be repackaged: every subject in each grade will have a single, comprehensive, concise Curriculum and Assessment Policy Statement (CAPS) that will provide details on what teachers ought to teach and assess. In this way, outcomes will be absorbed into more accessible aims, and content will be specified in subject topics and the assessments to be covered per term. The terminology will thus be familiar – aims, topics and subjects – and the burdensome assessment load has already been reduced.

Recognising the previous implementation problems, an expert Ministerial Committee is working on the development of textbooks and learning and teaching support materials, including learner workbooks. Teachers will receive targeted subject-specific training, especially in Numeracy/Mathematics and Literacy/English. The public will be consulted on all the policy changes, which will be clearly and regularly communicated to schools.

To bring about the essential improvement in pupil achievement, the Minister has also announced a comprehensive programme: Action Plan 2014: Towards the Realisation of Schooling 2025. This is all very positive news, and the Minister and DBE are to be congratulated for the decisive steps they have taken to produce a repackaged, more accessible and structured curriculum and good implementation strategies. A danger, however, is that quality and effectiveness may be sacrificed in the
haste to deliver all the products of their labours.

So is this a new curriculum and is OBE dead?
To use a typical South African expression: “Ja, nee”. No, it is not a radically new curriculum, because in its new form there is both change and continuity. As Mike Myburgh, CEO of NAPTOSA, has informed its members: “…Please note that this is not a new curriculum. It is an improved, more user-friendly version of the existing curriculum.”

OBE may be dead politically, but as a learner-centred paradigm that makes learner outcomes a vital consideration and underpins our whole education and training system, it is still alive. The CAPS will put more emphasis on teaching the basic knowledge and skills, but we will never go back to the authoritarian, teacher dominated content-based curriculum that I endured when I was at school.

By Jane Hofmeyr

Sunday 23 December 2012

Why Teachers Want Technology (And Why They Can’t Have It)

What do teachers want? A new study from PBS Learning Media details (in a highly visual manner) exactly what teachers want these days. From budgets to technology to web tools to increased engagement, it’s all here. The following infographic is definitely worth printing out and posting around your school. If you’re in the middle of determining what teachers, students, and parents want in your district, use this as a jumping off point to start the discussion.

Key Findings

  • Just 1 in 5 teachers say they have the right amount of technology in their classroom
  • The biggest hurdle to getting improved technology? Budget.
  • Teachers want new technology because it provides new learning experiences and a motivation to learn.
  • Web 2.0 tools are the most-used pieces of technology in the classroom.

 Friday, October 19, 2012 12:05 pm, Posted by
  

What is your opinion?  


Friday 21 December 2012

Could this $20 device improve Education in SA?

Android Central
In this handout photograph released by the Press Information Bureau (PIB), Indian President, Shri Pranab Mukherjee (fourth from right), holds the new Aakash Version 2.0 tablet at the National Education Day 2012 function in New Delhi on Nov. 11, 2012. AFP PHOTO/PIB/SANJIV MISRA



NEW DELHI—India has launched a new version of its ultra-low-cost tablet computer with a quicker processor and an improved battery, on sale to students at the subsidized price of $20.


The Aakash tablet, dubbed the world’s cheapest computer, has been developed as a public-private partnership aimed at making computing technology available to students in a country where Internet usage is only at around 10 percent. Makers of the tablet, Britain-based Datawind, say the Aakash 2 is powered by a processor that runs three times faster than the original, has a bigger touchscreen and a battery with a life of three hours.  

“Technology-enabled learning is a very important aspect of education,” Indian President Pranab Mukherjee said at an official launch function.“This must be adapted to our specific needs and introduced expeditiously in all educational institutions across the country,” he added.

The first 100,000 devices will be sold to students at engineering colleges and universities at a subsidized price of $20 and subsequently Aakash 2 will be distributed to book stores in Indian universities.The commercial sale price without subsidies for Aakash 2 is $64. But the Aakash 2 isn’t just about replacing textbooks: It’s about bringing the full-fledged Internet to users who have never touched it before.

In India, competition for wireless connectivity is so cut-throat that it’s possible to get an unlimited prepaid mobile data plan for $2 a month. The basic Aakash has wifi, but an upgraded model, available for about $70, includes SIM cards and the radio required to communicate with a cellphone network. As costs fall the company will incorporate these features into the base model. There is little 3G wireless connectivity, and data speeds are slow, using on an older technology, GPRS. Normally, browsing the web over GPRS would be nearly impossible. So Datawind developed a compression and acceleration technology that, it says, makes web pages load in three seconds instead of 15 to 20.


Read more about by www.smesouthafrica.co.za

How would this $20 device improve Education in SA?

Wednesday 19 December 2012

Purpose of SA SchoolNetwork


It is no secret that South Africa's education system is in a dire state. 
As a teacher in this education system, one has two options. On the one hand you could do something about it or on the other hand continue to do nothing about it except spreading negativity. 

To be a teacher in South Africa is not easy, therefore, I decided to develop SA SchoolNetwork in order to ease the burden teachers, parents, schools and learners face on a daily basis.

SA SchoolNetwork offers a unique service. It functions as a directory, providing links to teachers, parents, schools and learners. As a registered NPO, SA SchoolNetwork also relies on funding either from donations, investors or ad-revenue. These funds will be ploughed back into schools in order to improve their quality of education.

SA SchoolNetwork therefore functions on two levels, firstly to provide an electronic service to teachers, parents, schools and learners, secondly to attract enough visitors to the site in order for companies to invest funds that will be distributed to needy schools.

Mauritz Kotzé
Chief Director at SA SchoolNetwork
SA SchoolNetwork