Technology such as AI, IoT, and cloud computing is transforming workplaces, and the education sector is no exception. South African teachers are invited to attend a cutting-edge two-day workshop to enhance their Information and Communication Technology (ICT) skills. This SACE-endorsed workshop will equip teachers with essential digital skills and earn them Continuing Professional Development (CPD) points. As an added bonus, all participants get a copy of the ICT Skills Every Teacher Should Have book.
Why Should Teachers Attend?
Stay Relevant in a Digital World
As educators, staying abreast of the latest technology is imperative. The workshop will address the rapid digital transformation and explain how it affects the education sector.
Enhance Teaching Methods
With improved digital skills, teachers can create more engaging and effective lesson plans using various tools and resources, improving student outcomes.
Personal and Professional Development
This workshop aids in both personal and professional development. Teachers will be equipped with the skills necessary to be more efficient in their work, manage classes better, and contribute positively to their school’s technological growth.
Access to education in one’s native language significantly impacts learning outcomes. As part of the broader USAID Let’s Read Project, the EDC and Cambridge collaboration aimed to bolster early-grade reading by supplying local Zambian-language books. As the Product Owner at Cambridge University Press and Assessment, I undertook a detailed journey through language adaptation, rigorous quality assurance, and professional stakeholder management, ultimately delivering over 1.5 million books in seven Zambian languages.
Challenge
In Zambia, the Ministry of General Education started the Primary Literacy Programme (PLP) in 2013. However, it faced hurdles such as inadequate teacher training, insufficient student resources, and limited community involvement. The USAID Let’s Read Project was initiated to improve reading outcomes for early-grade students and support the education system with a whole school-whole system approach, emphasising the integrity of the PLP. Cambridge came on board to develop and supply primary readers in seven Zambian languages.
Stakeholder Management
Stakeholder management was at the core of the project. The collaboration with USAID/EDC was essential for the project’s success. I worked to build and maintain strong relationships with key stakeholders, ensuring alignment of goals, transparent communication, and collaborative problem-solving.
One of the primary responsibilities was to engage in open dialogues with USAID/EDC to understand their objectives, align on project timelines, and ensure adherence to quality standards. Regular updates and discussions facilitated trust and mutual understanding.
Complex Project Management
This project was complex due to its international nature, tight schedule, and linguistic elements. As the owner, I was responsible for navigating through this complexity. By meticulously planning, setting clear milestones, and monitoring progress, I ensured that the project stayed on track.
A significant challenge was coordinating between teams in Zambia and South Africa. I conducted multiple trips to Zambia for on-site engagement with the language specialists to address this. This allowed for real-time problem-solving and assured quality in content adaptation.
Forging connections with language specialists in Zambia was critical. Through on-site visits and ongoing communication, I built rapport, which paved the way for seamless collaboration. A shared goal united us – elevating education for Zambian children. This communal vision enabled cooperative teamwork. This was further bolstered by valuing and recognising the language specialists’ expertise.
A resilient risk management strategy was indispensable for tackling potential setbacks and ensuring compliance with the tight delivery schedule. I maintained continuous communication with both teams to enable swift responses to any emerging challenges.
Inspired by a recent article in the Times Higher Education about AI literacy, I drafted a guide for South African teachers who may want to integrate AI literacy into their classes.
As teachers shaping the minds of the next generation, you have the critical task of preparing your learners for a future that is, as we speak, being sculpted by rapidly evolving technologies. One such game-changer is Artificial Intelligence or AI. Now, more than ever, AI is becoming a household term. But what does it mean for the classroom? What is AI literacy, and why should it matter to you and your students?
At its core, AI Literacy is the knowledge and skills needed to engage with and critically evaluate AI systems and technologies effectively. This is not just about understanding the nuts and bolts of algorithms – it’s about cultivating an awareness of how AI impacts our daily lives, the ethical considerations, and discerning the biases and risks that come with AI-generated information.
Now, imagine the future workplace your learners will enter. The tools and technologies that will be at their disposal are the ones that are either powered by or will work alongside AI. By integrating AI literacy into the classroom, we are not just keeping education contemporary; we are empowering our learners to be informed contributors to society, practised at navigating the AI-infused landscape.
