24318 educ 06/2014 - edusamag.co.za

24318 Educ 06/2014

Education Southern Africa | June 2014 1

Produced and distributed by:Malnor (Pty) Limited

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Editor:Janos Bozsik

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editor’s note

The 2014 African Education Week Conference and Expo, which is hosted in Johannesburg between 9 and 11 July, is a showcase of educational innovation and best practice. Education Southern Africa magazine is proud to be the preferred media partner of the event for six years running.

This bumper 40-page edition of the magazine is the official Education Week issue and an extra 500 copies is distributed to the delegates and visitors attending the workshops and expo.

We kick off (sorry, World Cup soccer slang) our June 2014 issue with a story that puts an interesting crinkle in the whole paperless craze. Often the proponents of e-learning and digital textbooks refer to the importance of saving paper, and thus our trees. The page 4 article by the Paper Manufacturers Association of South Africa (PAMSA) points out that in fact, the more paper we use, the more trees are planted.

Our special focus section looks at local learners who represented South Africa at the Intel International Science and Engineering Fair (ISEF) in Los Angeles. All too often we are left feeling dejected by some international ratings agency telling us that our education system is one of the worst in the world, so it is good to see our SA learners holding their own on the world stage.

It’s no surprise that our e-learning and ICT section makes up half the magazine as more product and service providers enter the education market. The page 16 story from a Caribbean-based

educational technology firm outlines the four key factors that schools should be aware of to ensure that their learners achieve their full potential.

The WiFi guru Quentin Daffarn shares his expertise with principals regarding the challenges facing the deployment of e-learning in schools. See story on page 22. The FET and tertiary institutions are certainly not being left behind and our article on page 26 looks at the integration of instructional technology in teaching to improve results. The important point here is that the use of technology should not be limited to technology-based subjects only. Technology needs to become an integral part of pedagogy.

As schools adopt and migrate to e-learning and tablet technology, so the need for mobile e-security increases. In an article on page 30, a leading ICT security specialist looks at proactive measures schools can take to minimise the risk of information leaks.

At the risk of being unpatriotic, our international education section on page 34 discusses the opportunities for local educators to teach in kazakhstan. Our tertiary focus section on page 36 asks the question, to gap or not to gap? The benefits of a gap year.

The team at Education Southern Africa magazine would like to wish all principals, teachers, learners and education innovators the best for the second half of 2014.

Yours in teachingJanos Bozsik — Editor

Education Southern Africa is now available online Be sure to visit Education Southern Africa at www.edusamag.co.za

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contentsJune 2014 | Volume 8 Number 6

Advertisers in this issueSpintelligent OFC(Outside front cover)UC-Wireless IFC*(Inside front cover)Somerset Educational 2SABC Education 7*Kwikspace 9MacMillan 11*Curro 13Pearson 15*Permoseal 17UC-Wireless 18/19*Communica 20/21Mindset Learn 22MIB Technology 23*

Microsoft 25IT School Innovation 27Impak 28*Mustek 29*Pinnacle 31Mobitek 32*Dial a Nerd 33MiniChess 35Beyond Adventure 37Rand Plastics 38Quality Life 39EDU365 IBC*(Inside back cover)Crazy Concepts OBC(Outside back cover)

Philosophies, policies and plansUse paper to reduce your carbon footprint ..............................4

Special focusAn e-learning package for Brescia House School ......................8

Intel ISEF 2014 .............................10

Sports in SchoolsGolf professionals to coach schools ...12

e-learning & ICTSchools using EDU365 data...........16Broadband price war soars to new levels ...........................................22

WiFi and e-learning - the buzz words in education ............................... 24Integration of technology in teaching improves results .......................... 26Mobile security for education ....... 30

International educationTeaching in Kazakhstan ............... 34

Tertiary focusTo gap or not to gap? ................. 36

FacilitiesHistorical school with a modern twist ............................... 38

4About the front cover

The African Education Week Conference and Expo

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36

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* Visit these exhibitors at the African Education Week Conference

philosophies

policies & plans

No, that is not a typo in the headline. It is a fact.

In the current age of digital communication, it is important to consider how our choice of media and communications impacts on our carbon footprints.

“While there is no doubt that technology offers immediacy and convenience, we need to take a careful look at the lifecycles of both digital and paper. Too often there are claims – many of which are

unsubstantiated – that market digital as ‘greener’ than print,” says Jane Molony, executive director of the Paper Manufacturers Association of South Africa (PAMSA).

Save the planet and go digital. Go green, read it on screen. Consider the environment before printing this email. “Many of us have inherited a mindset that paper is bad for the environment, that its production kills trees,” states Molony. “But few would believe that responsible paper manufacturing, consumption and recycling is ‘green’.”

It is time to consider both sides of the story.

The paper storySouth African paper producers source wood from sustainably farmed plantation trees, as well as recycled paper and sugar cane fibre. To sustain production, less than 10% of the plantations are harvested annually. The timber is chipped, pulped and paper is made. In the same year, saplings are planted – an average of 262 000 new trees per day.

Mitigating impactJust like most industries, paper manufacturing has an impact on the environment, but this mitigated in a number of ways. Perhaps the most significant is the carbon sequestration of plantations from where the wood is sourced. The 762 000 hectares of South Africa’s commercial timber plantations absorb 20 million metric tonnes of carbon dioxide (CO2) and greenhouse gases (GHGs) annually. Similarly, these trees release some 15 million tonnes of life-giving oxygen per year.

The paper industry invests heavily in biomass-based renewable energy, emission reduction and water recycling initiatives, biodiversity conservation at plantation level as well as the promotion of paper recovery and recycling.

Once paper is produced, the carbon is locked up and kept out of the atmosphere – in copier paper, books, printed documents, cardboard boxes – to name a few.

By recycling paper, we keep this carbon locked up. Destined for landfill – a compact, anaerobic environment – paper (mixed with other waste) will degrade and release gases such as methane which is 25 times more toxic than CO2.

The digital (dark) sideComputers, servers and digital devices are made from, in most cases, non-renewable materials and require electricity to function. Many components are imported too. Electronic

Use paper to reduce your carbon footprint

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philosophies

documents are stored in data centres and server rooms which generate heat and further require air-conditioning to regulate temperature.

Researchers are only beginning to study the environmental effects of email, digital data storage, internet searches and social networking. “We don’t know the environmental impact of saving a document on a server for 10 years or more. And we have no idea of the impact of extracting finite resources to make electronic devices that cannot easily be recycled safely and practically,” says Hans Wegner, chief sustainability officer of the National Geographic Society.

Consider the unseenIn his report Print vs Digital Media: False Dilemmas and Forced Choices, Don Carli, a senior researcher at the Institute of Sustainable Communication, says: “[The] invisible ‘grey energy’ used to manufacture digital technologies and the toxic ‘e-waste’ associated with electronics are largely out of sight and out of mind. ‘Dark data’ is also exchanged between computers but never seen by human eyes.”

According to a study by the Centre for Energy-Efficient Telecommunications at the University of Melbourne, by 2015 wireless ‘cloud’ infrastructure will consume as much as 43 terawatt-hours of electricity worldwide while generating 30 megatons of CO2 – the equivalent of 4,9 million vehicles worth of carbon emissions.

Be responsible users of both“Digital is here to stay and we have nothing against that,” assures Molony. “But paper has its benefits too. Both have their place and fulfil different needs. We must use our chosen means of communication responsibly.”

Paper is a renewable resource and we should look at its entire lifecycle when calculating its carbon footprint. “It is important to source paper from certified producers. In South Africa, the Forest Stewardship Council (FSC®) mark of certification is one that businesses and consumers should look for,” explains Molony. “Educate your colleagues about the importance of responsible paper consumption and recycling, especially those overseeing procurement and waste management.” l

policies & plans

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In 2010 Brescia House School embarked upon a pilot project which would lay the foundation for an AlwaysOn-Learning Solution. This acts as a portal allowing learners and teachers to share resources, complete administrative tasks, and encourage communication plus collaboration within classes.

This project puts a netbook into the hands of all the grade 10 girls, and whilst the computers were initially viewed as being cool gadgets to have, these quickly became indispensable educational tools for students and teachers alike.

Brescia House School’s ICT Coordinator, Lyneth Crighton, investigated a number of solutions before the AlwaysOn-Learning Solution, built using Office 365 Education, was implemented at Brescia House School. Most of the learners are equipped with Dell laptops preloaded with Microsoft Office software and are provided with access to high-speed internet connectivity within every classroom, to make the most of the collaboration and communication tools delivered through Office 365.

Crighton says one of the big advantages of using the AlwaysOn-Learning solution is that through Office 365, each learner has access to 25 GBs of cloud storage via OneDrive, unlocking many benefits. Microsoft has announced that this will soon increase to 1 Tb per user, at no additional cost. “Previously, if a student left their books at school over a weekend and had a test on Monday there was little that could be done. Now learners simply go online to access their learning materials including the Siyavula text books that come for free as part of the solution.”

The latest course material from anywhere, any time As part of the AlwaysOn-Learning solution, learners are able to use social media to blog, tweet and chat with one another as part of a learning activity. These lines of communication take place within a controlled environment on SharePoint

Online, making it easy for teachers to monitor what is being written and for controlling access to the discussions. Parents may be invited, allowing them to see what their children are up to and teachers can either share the contents of a class discussion on the school blog or opt to keep class interaction private, depending on what is appropriate for the specific situation.

SharePoint Online further enables teachers to store documents, host blogs, microsites and wikis, whilst allowing learners to collaborate on documents simultaneously. Other useful productivity tools include Microsoft’s Lync Online, which allows learners to IM-chat, and have voice- or video conversations with each other and their teachers. Educators can host their presentations online thanks to PowerPoint, making these freely accessible to students who are booked off sick for instance.

Beyond staying in touch with school activities from home, learners are also able to keep up-to-date with public activities at school such as upcoming derby sports games after they graduate. When students leave Brescia House School to embark upon the next phase of their educational life, they still have access to a mailbox for life through Office 365 Education Alumni.

Microsoft South Africa managing director Mteto Nyati says, “I believe Bill Gates once said that, ‘Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.’ What this project at Brescia House School has proved is when teachers are provided with intuitive hardware and the right software; they will integrate these learning tools into their lesson plans and inspire their students to become comfortable with the use of technology. Being equipped with these 21st Century learning techniques at school sets these students on the path towards readiness for varsity and also makes them more employable in future.” l

An e-learning package for Brescia House School

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The top winners for the world’s largest high school science research competition, the Intel International Science and Engineering Fair (ISEF), were announced in May during a grand ceremony in Los Angeles. Eleven South African high school students from all over the country represented their country at the event, which is

an increase over last year’s nine contenders.

These learners managed to fly the South African flag high by scooping five awards (three grand- and two special awards), indicating the high calibre of work submitted by the South African representatives. In addition, these achievements show that when given the opportunity, our learners are able to compete against and even beat the best in the world.

Masters of Science make Mzanzi proudAwards winners were selected according to the students’ abilities to tackle challenging scientific questions by making use of authentic research practices to come up with solutions that help tackle some of the problems facing their communities.

The Grand Awards Ceremony awards are the top overall awards for Intel ISEF 2014 and the recipients are winners from each category. Sophia Demetriou (18) from Selly Park Secondary Convent in Rustenburg received a Fourth Award of $500 in the Computer Science category for her project entitled: A novel approach to biometric identification using an iris scanner.

Lungelo Don Clerence Sigudla (16) from Newcastle High School also received a Fourth Award of $500 in the Energy and Transportation category for the project entitled: Utilising pine cone briquettes as an alternative energy source.

Toni-Ann Black (16) from Roedean School SA in Johannesburg received a Third Award of $1 000 in the Microbiology category for her project entitled: Utilising UV-rays to Eradicate Micro-Organisms on Healthcare Workers’ Cellular Phones to Prevent Cross-Infection.

Besides the Grand Awards, certain Special Awards were also awarded to worthy contestants by various organisations, academic institutions, as well as government agencies.

Neil Fair (17) from Pretoria Boys High School received a First Place Award of $5 000 from the United Airlines Foundation for his project dubbed: The Intelligent Energy Saving Power Strip.

The Society of Exploration Geophysicists also awarded a Distinguished Achievement Award of $2 500 plus a trip to the SEG International Exposition and Annual Meeting to Boyd Robert Kane (16) from Bishops (Diocesan College) in Cape Town for his project called: Using an underwater trench to limit the energy of a tsunami.

Innovation is the key to a brighter future“The world needs more scientists, inventors and entrepreneurs who will create jobs, drive economic growth and solve pressing global challenges,” said Thabani Khupe, Corporate Affairs Director at Intel South Africa. “Intel believes that young people are the key to innovation, and we hope that these winners inspire more students to get involved in science, technology, engineering and math, which all serve as fuel for the fire of creativity that breeds innovation.”

ISEF is a programme of Society for Science & the Public, which is a non-profit organisation dedicated to public engagement in scientific research and education. The organisation has owned and administered the competition since its inception in 1950 as the National Science Fair.

This year’s Intel ISEF featured more than 1 700 young scientists that were selected from 435 affiliate fairs hosted in more than 70 countries, regions as well as territories from around the globe. l

One of the SA students, Kgothatso Molemi

Local learners fly SA flag high at Intel ISEF 2014

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As a first for schools following the South African national curriculum, PGA professionals will be coaching learners from the age of 5 to 18 years as part of Curro Golf, a specially designed school programme implemented across the group of Curro private schools.

While there are many schools that offer golf as an extra sporting activity, these learners usually pay private coaches to coach them. In contrast, Curro is the only school (or group of schools) that focuses on golf as part of a structured extramural programme with appointed PGA professionals to manage the coaching.

According to Lawrence Collen, one of the PGA professionals involved with Curro Golf, South Africa currently has nine players in the top 100 in the world. “Through our development of the Curro Golf programme we seek to grow South African golf to whole new levels,” adds Collen.

The national coach for Women’s Golf South Africa, Val Holland, who is also involved with the Curro Golf programme, says school golf in South Africa is blooming: “School golf in South Africa has undoubtedly increased considerably over the past years. The exciting launch of golf in all Curro schools will no doubt produce future stars in the making and contribute to the growth in South African golf.”

Aiming to be synonymous with junior golf in South Africa, Curro also provides opportunities for boys and girls to play against the top juniors in the world. In March 2014 this group of private schools became the naming sponsor of a world event, the Curro South African Juniors International golf tournament (part of the World Junior Golf Tournament

Series), giving Curro learners the extra benefit of qualifying for this tournament.

Golf programme benefits juniors on and off the golf course”The goal of the Curro SA Juniors International, as well as the Curro Golf programme,” says Curro’s marketing manager, Eddie Conradie, “is not just to produce golfing champions, but rather to assist juniors in becoming well-rounded, well-educated leaders of tomorrow, whether they’re on or off the golf course.”

Conradie adds: “At Curro we believe that golf is the ultimate life tool, teaching our learners self-discipline, etiquette and patience.”

The benefits of golf seem quite clear to the young players too. Ivanna Samu, 15 years old, from Curro Aurora, was named the WGSA 2013 Junior Golfer of the Year and says the following: “Golf is a synonym for life, it’s the amount of hard work, determination and perseverance you have to succeed and the sacrifices you are willing to make in order to achieve your goals and reach your dreams.”

Her brother, Julian Samu, says: “Golf builds character. It is a test of patience and skill, mental ability and enduring concentration. That little white ball you hit around for five hours teaches you life lessons with every shot you play.”

To further boost the appeal of the sport for the young and tech savvy, Curro designed their own smartphone app that allows all Curro learners to enter regular scores to compete against other Curro learners across South Africa without playing a round with them on an actual course. Each round receives “order of merit” points and the top 20 Curro learners will play in a Curro Elite tournament at the end of the year. l

schoolssports in

Co-curricular golf programme brings PGA professionals to schools Future champions


Looking for a something unique and special for this year’s matric farewell? Why not celebrate it in the stylish Tumulus building at Maropeng in the Cradle of Humankind, World Heritage Site. Our professional and friendly staff will assist you in creating an event to remember.

“Having all of the necessary facilities is one thing. Being able to provide learners with a unique and memorable experience that is also affordable is something very few venues are able to do,” says Magel van de Venter, Customer Relationship Manager at Maropeng. “The Tumulus building, suggestive of an ancient underground burial mound, has expansive open areas that can be transformed into a dramatic back-drop for special events.”

Together with a choice of three buffet menu options designed to fit all budgets, learners can also opt to extend their once-in-a-lifetime experience by staying over in Hominid House. Buffet menu options start from R230 per person. Learners and educators can also have access to comfortable budget accommodation in Hominid House followed up by a hearty breakfast the next morning at an additional cost of R160 per person. Hominid House has four dormitory-style rooms that sleep up to 120 learners and has separate communal bathrooms and rooms for educators.

“Situated in the scenic Cradle of Humankind with its unbeatable views and the origin of so much of our local heritage, together with great food and outstanding service, a matric farewell at Maropeng is guaranteed to be a memorable one,” concludes van de Venter. l

For more information and bookings go to www.maropeng.co.za or call (014) 577 9000

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Make this year’s matric farewell special by celebrating at Maropeng

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Within an evolving learning environment where teachers are faced with an array of challenges, Pearson believes that opportunities should be created where teachers can gain the knowledge, insights and tools required to overcome the

challenges they encounter.

Through its Maskew Miller Longman and Heinemann businesses, Pearson has trained over 100 000 teachers in South Africa and continues that professional development ethos through the newly established Teacher Education & Leadership Academy.

The benefits of professional development are numerous and a personal journey of growth for each teacher. Educators should be encouraged and supported to grow in their profession and reach their full potential.

Build confidence and proficiency in your teaching practiceThe introduction of the new Curriculum Assessment Policy Statements (CAPS) in recent years has led to subsequent challenges for teachers. The Teacher Education & Leadership Academy understands the need to give teachers training to assist them with implementing the new curriculum as best as they can. The academy offers practical courses that range from how to implement CAPS in Numeracy, Literacy and Life Skills in Grade R to exam preparation for Grade 12. Methodologies learnt can be replicated in the classroom to facilitate learners’ ability to grasp difficult concepts.

Enhance your teaching experienceAs rewarding as teaching can be, it can become a routine task or a teacher may be confronted by obstacles that inhibit the learner from progressing, such as teaching a classroom of learners who speak different home languages.

The Teacher Education & Leadership Academy offers courses on teaching English First Additional Language to Young Learners and teaching Mathematics to Additional Language Learners. These courses provide a deeper knowledge on how to practically engage learners in such a

way that they better understand concepts and the language needed to succeed. Teachers will learn new interactive techniques and how to use the resources they have at their disposal to make learning fun for learners.

Become a 21st century teacherDigital education is changing the way teachers instruct and learners learn. We live in a technology driven society, yet for many teachers using technology in the classroom is daunting.

For teachers of the 21st century, it is vital to embrace technology and learn how it can be applied in education to engage and challenge learners. The Teacher Education & Leadership Academy offers 12 Information and Communications Technology (ICT) courses that focus on giving teachers the necessary skills and tools they’ll need to become completely confident with regards to utilising technology in the classroom.

Transform your school into a positive space for learning and teachingVarious factors could impede the functioning of a school, such as conflict management and clarity around roles. Professional development will allow school leaders to learn strategies and techniques needed to address many of the pain-points experienced by staff.

School Management offered by the academy will allow them to develop their leadership and management skills, learn how to implement support structures conducive to teaching, promote a culture of learning and ultimately, succeed in creating an optimally functioning school, with passionate and motivated staff, who will achieve great results.

Attending Pearson Teacher Academy courses will further allow teachers an opportunity to collaborate with peers and share teaching methodologies and practices. It allows teachers to interact with one another, solve problems, learn new techniques, which should benefit their learners.

The Teacher Education & Leadership Academy offers seven training programmes designed to offer teachers hands-on, activity-based training that is practical and immediately applicable in the classroom.

The value of professional development for teachers

To learn more about the Pearson Teacher Education & Leadership Academy visit www.pearsonteacheracademy.co.za or SMS ‘learn’ to 45346

and our professional development specialist will call you back.

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After more than a year and a half of evaluative research in South Africa, EDU365, a Caribbean-based educational technology consultancy firm, has found that South African schools share many of the same challenges as their Caribbean counter parts. The firm is now beginning to share its formula, which

has had so much success in the Caribbean, with schools in South Africa.

Although EDU365 (SA) (Pty) Ltd has only opened its operations in Western Cape, KwaZulu-Natal and Gauteng in the last year, the parent company, headquartered in Grand Cayman, Cayman Islands, has been helping schools across the Caribbean region to improve their teaching and learning technologies for more than 15 years. In the Caribbean, they help challenged schools, with ambitious school improvement programmes, using their award-winning educational technology to improve the schools deliverables for the benefit of students and parents. Adding as much value as possible to each child’s academic results is a primary goal for these schools and in order to achieve this there are a number of key factors that EDU365 helps the schools to address so that this can occur for their students.

Key factor 1: Be presentThe number one requirement for a student to achieve their potential is often considered so obvious that it tends to be overlooked when discussing the formula for raising standards. This is, of course, for students to be physically in attendance in class. Recording only morning and afternoon attendance allows many opportunities for students to “excuse themselves” from lessons. Schools like Irwin High School are already tackling this head on by implementing electronic ‘lesson-by-lesson’ attendance in the classroom. Attendance is entered at the start of the lesson and each teacher can also see if each student was present in their previous lesson. The Principal and Attendance Manager have live “Big Picture” Key Performance Indicators (KPI) graphs on their dashboards in the management system. These

dashboards are customised to fit their job roles and specific responsibilities and guide them to make well informed decisions. Early intervention is the key and parents and home room teachers can be alerted automatically using the communications system that is integrated within the solution.

The school also wanted to improve its approach to monitoring the achievement of vulnerable groups so that they could intervene and improve performance with these ‘at-risk’ pupils.

Mr Bellinfantie continues: “Trying to analyse data

by group was an issue. It would take colleagues hours with pages of spreadsheets, drilling down and trying to look at all the factors involved. To have a positive impact on pupil progress, we needed to be able to access and interrogate the data quickly. It was also very important for us to have confidence in a Management Information System that has a worldwide legacy of success, allowing us to benchmark against international standards.

Key factor 2: Good behaviourSecondly, but equally important, behaviour is being tracked across the schools and analysed in detail to hold students accountable for their actions. Managing behaviour electronically

allows rapid entry of an event, positive or negative, into the system. Senior management can analyse live summary data at any time and offending students can be put into detention

Schools using EDU365 data to implement and sustain a culture of success

“Trying to track and manage attendance was a difficult task before. We put huge effort into improving this, but it involved a lot of time examining registers in order to establish a true picture. Now we can get a snapshot in seconds and I can be alerted to issues via my management dashboard”Aldin Bellinfantie, High School Principal

The difference between early, informed interventions and late, ill-informed ones is huge. The correlation between behaviour, attendance and attainment is obvious. We are now using sophisticated tools to ensure we catch issues as early as possible” Sharon Reid, High School Principal


Learners can achieve their potential Teacher training

ICTe-learning &

or be placed on report at any time with a click of a button. Students who are on report have their scores for each of the goals on the report updated each lesson and steps can be taken early in the day if a student is going off track. Manual systems have always suffered from issues of outdated and incomplete data being relayed up to senior management because recording and reporting just took too much time and teachers are extremely busy. Now, these students are being held responsible for their behaviour and a culture of accountability is growing across these schools.

Key factor 3: Performance analysis toolsGood schools are seeking to continually improve, and these schools believe that good access to up-to-date, reliable data will ensure all children make progress and achieve their potential. Once they have accurate control of student attendance and behaviour then real strides can be taken to raise student achievement by tracking assessment results using an electronic assessment manager that has sophisticated performance analysis tools. It’s all very well collecting thousands of assessment marks but if you don’t have easy to use tools to analyse that data then you are hindered and often working blind.

Visual graphing often highlights trends and issues that cannot easily be seen in a flat data report and these schools are now leveraging these tools extensively to drive their students forward to achieve their best. Staff at all levels are able to access reports themselves and create an in-depth picture of progress to discuss with their students.

Key Factor 4: Parental engagementNo parent wants to be summoned to a school meeting to learn, for the first time, about an issue that has been going on for months. However, this is too often the case and can immediately create a confrontational atmosphere. Schools have always struggled with engaging parents in a timely manner mainly due to the many tasks that have

to be addressed on a daily basis for hundreds and often thousands of students. Using a sophisticated student information system with an integrated parent portal allows teachers to communicate easily with parents and publish out key student performance data alongside the many notices and policies and procedures that parents also need to be aware of. Homework and curriculum resources can also be made available so that the parents can finally be equipped to assist their students and perhaps most importantly, hold them accountable for their behaviour and other misdemeanors that occur on the day that they occur.

School improvement is a continuous process that is never complete. Armed with state-of-the-art performance management tools these schools are proving it can be done. As a generation, we owe it to our students to ensure that it is done. l

We used to spend days analyzing CXC results in spreadsheets each summer. I can now run complex analysis at the click of a button and even predict accurately the grades our students will get long in advance” Sharon Reid, High School Prinicpal

SIMS is vital in helping us to run an efficient and effective school. The school’s data is held in one place and all staff can access and extract the information they need to support their role in school.” Loreen Aljoe, High School Principal.

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Parents need to get involved All children make progress


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The former Minister of Communications, Yunus Carrim, met with the Council of the Independent Communications Authority of South Africa (Icasa), and urged all parties to work together to cut communications costs in South Africa.

The broadband market is becoming ever more competitive and Internet Service Providers (ISPs)

are now offering packages like never before. In the ADSL arena, an increasing number of providers are promising unshaped ADSL for next to nothing.

OpenWeb CEO Keoma Wright says with ADSL you pay for what you get. “The less you pay, the less bandwidth you will ultimately be able to use on the network.”

As Telkom controls the price of ADSL in South Africa, private ISP’s have had to come up with creative ways to offer a good service and derive a small profit. Unfortunately, some unscrupulous ISP’s derive their profit from throttling the living daylights out of their clients.“When a client complains, they simply point them to section 65215411544 million A to Z in their 74th Amended Acceptable Usage Policy stating that throttling is a way of life, take it or leave it,” he explains.

He warns unsuspecting consumers to read the fine print before signing any ADSL contract. “Be careful, the catch is in the fine print. What many ISPs advertise as Unshaped, more than likely comes with a complicated, draconian style Fair Usage Policy hidden deep within the realms of their Terms of Service.”Wright says throttling is ridiculous. “My advice is to leave throttling, one can rather shape heavy downloads during peak periods, yet still offer a great service on browsing and similar.”

Some ISPs even shape and throttle capped accounts. When clients purchase capped accounts, they already have one limit imposed - the cap. Why must further limits be imposed? Capped should be completely unshaped.

“It is your bandwidth, you have a right to use it as and when you please,” he says.

ADSL is still cheaper than mobile data and is much more reliable. Whilst gaming on mobile is nearly impossible due to jitter, lag, latency and all sorts of other technical challenges, fixed line Internet works better for streaming, gaming VoIP and a number of other protocols.

“When was the last time you saw a truly Uncapped Unshaped Mobile data deal? Never! ADSL might look more expensive, but when you total up what you get, ADSL is still a much better offering overall,” Wright concludes. l


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Broadband price war soars to new levels

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In keeping with the global perspective that education is the foremost constituent to developing a sustainable future, MIB seeks to meaningfully contribute to this envisaged future by focusing on combining technology with education. MIB has devised and pioneered a state-of-the-art e-learning solution, called “Train Your Brain”™.

Based on the principle of collaboration the “Train Your Brain”™ concept comprises an educational digital multi-media resource portal built on a secure and controlled cache-based system which includes both commercial and open source material that is CAPS and Topic aligned. The portal has been developed so as to include end-device independency as well as allowing for interoperability of different software. With the integration and adaption of

Moodle to the portal allows for social networking, student portfolios, electronic time tables, system assessed tests and exam modules.

The portal encompasses technology which digitises and compresses all media resources for streaming purposes thus minimising the dependency on internet connectivity. It makes the assimilation of and utilisation of all e-resources quicker and efficiently available. Train your Brain™ portal has been categorised in grade-specific multimedia content that incorporates video lessons, interactive applications, e-books and teacher resources. l

Contact us to design, develop, and implement your exclusive e-learning solution.

Train your brain for educational success

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Visit us at African Education Week

MIB Technology — Stand No. F1

There is a frenzy of activity around these topics as universities, colleges and schools all realise that sooner or later the wave of technology which enables exciting and stimulating learning is going to become the standard. Just as a boat on the tide, the wave of technology will lift the standard level, quality, and excitement of education to

a new high. The fear of some about budgets is real, not to mention that these take time to plan and allocate. Any institution not beginning to put these resources in place is one that may be in fear of being “ left behind”.

Many students from all spheres have grown up with technology and feel completely comfortable in its presence, this is in spite of the varying degree of experience and knowledge of technology within the body of educators that teach these very learners. Notwithstanding this, as more and more students locally and internationally are seeing their peers making use of electronic forms of learning (e-learning) as a daily part of life, the demand is growing that learners will expect this from their educational institutions and will begin to select their schools and universities based on the implementation and availability of these facilities.

Africa is hungry for education and has the potential to ripen rapidly, powered with the assistance of expert Wi-Fi and implemented e-Learning. UC-Wireless, a company with passion for education, drive and innovative vision, is the perfect recipe to feed this very desire.

The quality of the solutions deployed however, is key to the success. The danger is that, in light of budgets, institutions make decisions that are thwarted with failure from the start. Many independent studies have been carried out, the results of which are freely available on the internet. Most of these have been conducted at significant expense of the bigger international universities to proactively ensure they did not make erroneous decisions for technology, especially Wi-Fi, which stands apart from any e-Learning in that it is the key foundation. Failings and short-cuts here will ultimately result in a higher price being paid.

Therefore the question should be asked: “Can we afford not to make the best choice for enterprise Wi-Fi?”. We have already encountered too many schools and universities that have installed your “run of the mill” so-called “enterprise” solution which, if one referenced independent surveys, ranks near the bottom of reliability and performance. HIGH DESNSITY! We at UC-Wireless can’t stress this enough! For Wi-Fi to “cut-it”, it must be able to have at least up to 100 users (ie tablets, PCs or smart phones) on it SIMULTANEOUSLY – PER ACCESS POINT! Not many solutions out there can do this, let alone with reliability and performance. So whether you have a school with 60 students or an institution with 2 000 to 10 000 students, you still need enterprise TRIED AND TESTED Wi-Fi, which can be scaled accordingly and even implemented in phases.

After intensive research we at UC-Wireless found only one solution on the market that has the most number of patents protecting their innovation on the wireless part of Wi-Fi. Yes, there are enterprise brands and yes, they have worked in sites but cost, reliability and performance combined with the expertise of the vendor in the market all need to be weighed up together.

As a registered professional electrical engineer specialising in RF (Radio Frequency) I too had to do our homework on what solutions we would support so that, as a professional in the industry and with a specialised vertical in education, we would be able to stand proud and know that all educational institutions that chose to be our clients, would be getting the best value for their hard-earned and limited budgets. Our passion and expertise is evident as the head of our education vertical (Michael Berger) is deeply involved in education such that his passion is a benefit to all that he engages even on a consultative capacity.

So the bottom line is: start now and make wise choices for the foundation of your e-learning. l

Written by Quentin Daffarn – Pr Eng BSc Eng (Elec),

Managing Director – UC-Wireless (Pty) Ltd


ICTe-learning &

Wi-Fi and e-Learning – the buzz words in education todayExtracts of a recent interview regarding the challenges facing the deployment of e-Learning

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The use of technology in the education environment is rapidly gaining popularity. According to research when integrated effectively, technology training produces improved achievements and results from students.

According to a study by Tiene & Luft which was quoted in a Harvard publication titled ‘The

Integration of Instructional Technology into Public Education: Promises and Challenge’, working in an appropriately designed technology-rich environment has the potential of producing a variety of positive outcomes including improved patterns of social interaction, changes in teaching styles, more effective teaching, increased student motivation, and enhanced student learning.

The study, however, noted that achieving this potential was the challenge, and that it required the correct vision of technology and its integration.

This alludes to the fact that technology should not be introduced and utilised merely because it is available. It needs to be in a supervised environment where student progress is monitored.

According to Natalie Rabson of Boston City Campus & Business College, it is not just about the hardware and what it can do. What is valuable is the content and how it is delivered, and the impact this ultimately has on the learning experience of the student. “Our students today are immersed in technology, no matter what their background. We need to ‘reach them on their turf’, so to speak,” adds Rabson.

“Technology is a channel to deliver academic content and encourage interactive participation which will hopefully result in successful education. Its focus must be on curriculum and learning. Integration is therefore defined not by how much technology is used, but by how and why it is used,” she says.

What holds institutions back from moving to a technologically based platform? Curtis Bonk, PhD, Professor at Indiana University has an enthusiasm for new technologies and

their possible applications in the classroom. Bonk admits, however, that the reluctance of many educators to use technology is a reasonable one: It’s simply overwhelming to learn about these new technologies. Though many five-year olds today can operate an iPhone with ease, it may not be so easy for the 50-year-old professor who is accustomed to interacting with the students in the standard lecture format.

“Our Technology Based Training, which boasts state-of-the-art technology, is offered in addition to various methods of support. The additional support and assistance ranges from hands-on training advisors who monitor the students using the technology-based training, and make themselves available to handle queries, to qualified lecturers who are available to assist outside of class hours. Some programmes also make use of online tutors and clips. All these methods have proved hugely successful. Some students work independently, others need interaction and reassurance. An institution must cater to them all,” says Rabson.

In addition to lectures, students who either want to reinforce their knowledge of certain topics or enhance their understanding of their module or subject can sit undisturbed and study these topics in their own time and at their own pace with the electronic material.

Rabson continues saying that for all academic institutions, the Technology Based Training must be seen as part of the instructional design process and that it is not just about placement of hardware in classrooms. The technology needs to allow for greater instructional and learning experiences not possible during a normal lecture. It needs to promote deeper understanding of ideas, as well as increasing student interaction with subject matter. “The fact that technology-based training allows the learner to self-pace his or her studies is also a huge benefit,” comments Rabson.

“One of the keys to successful integration of technology as a study medium is to ensure that the content remains fresh and constant and it is offered in the areas most needed,’ says Rabson. l

ICTe-learning &

Integration of technology in teaching improves results

Integration of technology in teaching improves results

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Pearson, Macmillan and Oxford University Press are working with Snapplify to ensure that South African learners have access to educational content. In conjunction with these leading publishing companies, Snapplify has recently made the announcement that they will be offering a free branded e-book store to all South

African schools and institutions.

Digital publishing startup, Snapplify, has been watching the academic space in South Africa for some time now and has been developing solutions aimed specifically to help more schools access e-books. Access to physical textbooks is a problem that emerging markets, including South Africa, face constantly. While many of these learners have mobile phones and some even tablets, they still do not have easy access to textbooks due to logistics or costs.

The free e-book store will provide students and teachers with a simple platform to purchase their e-textbooks. They will have access to thousands of e-books needed in their curriculum from leading global academic publishers; the school can decide to either purchase these e-books on behalf of their student body, or the students can purchase the e-books for themselves.

Pearson’s range of local school and supplementary e-books will soon become available in the e-book stores, “e-books have enabled wider accessibility to textbooks, as well as provided an enhanced learning experience. This includes digital note-taking and highlighting, making for easier revision and study. Using digital distribution channels enables Pearson to reach more students through technology,” says Veronica Napier, Consumer Sales Director, Pearson South Africa.

“A number of schools and colleges recognise the benefits of e-books and some are already starting to put the infrastructure in place to enable this. These projects will inevitably be done with a phased approach which will contribute to the growth of e-book sales in education,” comments Malcolm Seegers, Digital Publisher at Macmillan.

Exposing African schools to a broader catalogue of high-quality textbooks and increased availability leads to a higher e-book adoption rate and better equipped schools and students; the success of this venture in South Africa has allowed for African expansion which will see Snapplify launching this solution in other emerging markets. l

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Free e-book store for SA schools

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The growth of the mobile computing space and proliferation of devices represents a force to be reckoned with, impacting virtually all industries and sectors. ICT consulting and service development specialist Ukuvuma Solutions points to the convergence of mobile solutions within the education sector – and greater access to

information and channels of distribution – as an example. But with this convergence comes the responsibility to ensure higher levels of security.

“Evidence of the radical shift towards a more digitised platform for education is everywhere,” says Andrew Chester, Chief Information Security Officer at Ukuvuma Solutions.

“Never before has information been as accessible, via Internet- connected devices, and distributable, via electronic books (or eBooks) or online — content, as it is today,” Chester continues.

“We have already witnessed traditional exams breaking the mold and moving to online platforms, such as Prometric and Pearson VUE, which provide immediate recognition in the form of instantly knowing whether you have passed or failed an exam. This includes functionality such as showing you what your final mark was, as well as the areas in which you need to focus and learn more about before attempting the next exam,” he adds.

However, in as much as this technology has the ability to add lasting value to educators and learners, the issue of security is a crucial one to address. “The important thing to remember, regarding these devices, is that they are in fact only small form-factor computers and are just as vulnerable (if not more vulnerable in the mobile format) as normal computers. More so, they present an entirely now exploitable vector within an educational (or any) institution, today,” Chester continues.

To illustrate his point Chester speaks of the danger of technology being used to leak exams and commit other acts of fraud.

A proactive approach is best Chester suggests that while the situation may appear to be dire, institutions can take proactive steps to ensure that information and platforms are secure and remain so, and, at the same time, empower learners and academics with cutting-edge content.

Such steps include securely provisioning smart devices, in terms of software security and secure, auditable, trackable content. Another option is to utilise geographic information (which is available by default in these devices), enabling users to only access certain information within a certain location.

There are many ways to securely provide the content to users and students, as well as limiting access to that information. However, there is no such thing as 100% security, and a security implementation requires an in-depth approach. Ask yourself the following questions:

• Do you know who has access to specific information, and when/where they’re accessing that information?

• Do you know what is connecting to your ICT environment, or what is happening within that environment?

• What is your current exposure, and how will you know if malicious activity is on going?

• What could you do if you had unfettered access to your organisation’s ICT resources?

“ICT security, in any organisation, goes beyond only securing the end-user’s device,” Chester continues.

“In-depth security includes tasks such as knowing what is going on within your ICT environment, and being able to track events in real time and classify them. This includes the ability to securely provision access to your ICT environment and know when your environment or systems are under attack or compromised. Lastly, knowing whether your information is accurate, confidential and authentic are only some of the ways to ensure that your organisation remains on the bleeding-edge of education and being recognised as an innovate, enabling education provider,” he says. l

Mobile security – moving education beyond the 21st century

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South African schools are starting to move towards using tablets in their classrooms. Often these devices are rolled out under a specific project to deliver one system in their road to eLearning.

Once in place, schools will start to think what else they could use this extensive

infrastructure for? They start to see the benefits of a mobile platform and start to plan improvements in other areas. It may be moving paper-based material to electronic books or paper-based forms to electronic forms; the options are endless.

MobiTek Studio brings years of experience in system design, implementation and analysis to develop systems for any mobile platform. We partner with our clients to design a solution to address their their developing requirements.

These days, school administrators and educators are overwhelmed these days with paper work. Once documents are completed, they often need to be captured into an

electronic format to be used in reports. With an existing mobile infrastructure in your school, information can be captured directly into an electronic system via a hand-held tablet, anywhere on campus.

Tablets and smartphones can take information gathering beyond just text, with the ability to capture pictures, sound and video. Imagine the possibilities where learners can use the latest mobile technology to capture their learning actives in ways never possible before.

HeronBridge College reinvents their school yearbook with an interactive iBook on iPadsHeronBridge College has partnered with MobiTek Studio to bring their school yearbook to the iPad. We have used iBooks to create an interactive yearbook that includes image galleries and video footage for an immersive reading experience. Not only does an electronic yearbook remove the high print costs, the iBook is downloadable worldwide at the touch of a button, so friends and family far away can be included too. l

MobiTek Development Studio partners with schools to expand iPad functionality

For more information please contact us at:[email protected]

011 656 3410www.mobitek.co.za

Visit our stand at African Education Week, stand number D6

ICTe-learning &

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Kazakhstan is offering many excellent one-year contracts to qualified teachers from around the world right now. As part of a programme to develop the education of the country, the roles combine teaching students and mentoring local teachers using English as the language of learning. The

teachers of choice are skilled, experienced teachers from Australia and New Zealand, UK, America and South Africa.

So, what is it like to teach and live in Kazakhstan; a place that seems more Russian than European, more about oil and uranium than teaching and learning?

An American teacher in KazakhstanAmerican teacher, William Lutschak, recently taught Physics at the Nazarbayev International School (NIS) in Uralsk, Kazakhstan. He describes his experience there: “I was teaching Physics to year 11 students. The school had about 100 teachers with 15 international teachers. There were about 500 students in the school. They were all friendly, respectful and happy to have international teachers there. I started an astronomy study group at the school. My main surprise working in Kazakhstan was the emphasis on team teaching.”

Education — a universal languageAll the schools in the Nazarbayev Intellectual School network are trilingual with the main subjects being taught in Kazakh, Russian and English. The schools are state funded and selective. The students also receive exceptional funding support if they move on to higher education in Kazakhstan and even gain good state financial support if they choose to attend universities overseas.

The people of Kazakhstan are amazingly friendly who warmly welcome you. They’re incredibly helpful and inquisitive at the same time. As a foreigner you do stand out and people in the street do notice you. Most Kazakh teachers and students have a good level of English but many local Kazakhs who work in the shops speak little or no English. A basic grasp of Russian goes a long way here. There are big shopping centres and they’re amazingly well stocked with popular stores from all over the world.

The weather can be very cold! Temperatures can drop to -40 degrees in the middle of the winter and snow storms are common but nothing stops here during bad weather. Good clothing is a must and you can get told off by concerned locals if you go out without a hat (only because they are concerned for your good health)! In the summer though the temperature soars into the high 30’s and for five months the weather can get very hot and sometimes humid.

The NIS schools all have a friendly atmosphere. The students are very studious and highly motivated and all want to get into university. They do not pay for their schooling and have all won scholarships to attend the school based on academic achievement. Most of them have a very good level of English. They hold the overseas teachers in very high esteem. Most international teachers working in Kazakhstan say that the work is incredibly rewarding – a place where they are making a real impact.

Lee Wilson who has been teaching in Kazakhstan for two years says: “For all the differences, I’m loving Kazakhstan. The people are amazing, the students ultra bright and the local staff are incredibly dedicated. There’s nothing quite like a class of 12 super bright students to remind you of the very reasons why you went into teaching in the first place!” l

International

Teaching and living in Kazakhstan – opportunities for local teachers

Students at one of the NIS schools in Kazakhstan

Global learning

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Very little can compare to the excitement of seeing your positive matric results online or posted on the noticeboard at your school. Of course, answering the question, “What’s next?” is perhaps as hard as passing those final exams. Many matrics (or even graduating university students) are eager to

take a year off from studying to work locally or abroad, but is this a good or a bad thing? Angelique Robbertse, Job Mail Product and Marketing manager, believes that taking a gap year can be a good thing.

“In 1990, I was one of the second group of South Africans allowed to go overseas for my gap year,” Robbertse says. “I spent eight months in Paris as an au pair, then backpacked through Greece for four months doing odd jobs. I’ve never regretted it.”

Robbertse admits that she didn’t enjoy studying “at all”, and was completely unsure of which field she wanted to go into. “Very few people are able at the age of 18, to accurately foresee what they would like to do for the rest of their lives. Taking a gap year allows you to find yourself before making the commitment to study for the next two to seven years. Sometimes you change your mind and go in a totally different direction that you originally thought you would study in.”

Robbertse also believes that gap years will allow you to gain valuable skills that can be applied in the job market. “In some ways, it forces you to grow up because there is no one to run to with problems – and navigating language and cultural barriers can be tricky. It’s also a good test of your values and belief system. At the end of the day, if done with

the right intention, a gap year can be a great place to get to know yourself.”

Of course, it’s not all moonshine and roses. Life can be extremely difficult during and after a gap year. “A lot of individuals find it difficult to get back into the routine and discipline of studying after they’ve taken a gap year, and use that as an excuse to give up on studying. You also need to consider the practical implications of taking a year off. Financing your gap year (and even just surviving with the comforts of home) can be challenging. Talk things through carefully with your parents before making a decision.”

Programmes such as au pairing, bar work and teaching English are the most popular and there are numerous companies that can assist. “I would advise school-leavers who are unsure of what to study to seriously consider these, but if travelling abroad is not within their budget, they should think about spending time interning or volunteering in a field that they are interested in as a possible career path,” Robbertse advises. “That way you will not only gain excellent exposure among your future peers, but it gives you a behind the scenes look at that career in practice. Being a crime scene investigator or lawyer can seem glamorous on the television, but in reality it may be mounds of paperwork and long hours.”

It’s important to note that your gap year is not about taking a “holiday”, but about learning and preparing for your future career, says Robbertse. “Relaxing should not beyour main priority – learning should be. Even if you use the year to learn a little bit more about who you are, it won’t be in vain.” l

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To gap or not to gap, that is the question?

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At the Afrikaans Boys’ High School in Pretoria, a public high school for boys situated in the city affably known as Affies, a new ground level canteen and upstairs computer room were required. Architect, Riaan Visser from +27 Architects was drafted in to create a design which would be a modern appendage

to the school but still one which would pay homage to the historical buildings on site.

Affies’ founding on 28 January 1920 marked the establishment of the first purely Afrikaans-medium school in South Africa. The school, with 44 children and three

teachers was housed in the home of General Piet Joubert at 218 Visagie Street, Central Pretoria. By 1927, the school had grown and new premises were required. The school was therefore moved eastward to the current premises of the Afrikaanse Hoër Meisieskool, Affies sister-school. At the end of 1927, the school took over the Hogere Oosteindschool, but by 1929 this building had also run out of space and the decision was made to split the boys and girls into separate schools, thus creating the first separate Afrikaans boys’ and girls’ schools in South Africa. These two schools are now situated across from each other in Lynnwood Road.

facilities


Historical school with a modern twist

The selected facebrick was used as it was the closest match to the original red bricks used in the other buildings on the grounds

>> continued on page 40

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The school has an astro-turf field, mini astro, state-of-the-art fully stocked gymnasium and an impressive library. The school also has three boarding-houses, the largest being House Frank le Roux (named after the first headmaster). Affies has produced many Springboks (Louis Schmidt, Wynand Olivier, Fourie du Preez and Pierre Spies) as well as Proteas AB de Villiers, Francois du Plessis and Jacques Rudolph). Today a total of 1 450 boys attend the school which caters for Grades 8 to 12.

The new extension, on what was once a dusty open playground, can be seen as a mix of modern and classical design, so although the original buildings on the grounds are very traditional, the new addition represents the current school going generation.

A stimulating cafeteria and a first floor learning centre make up the double-storey centre, named 1920 in honour of the year the school was founded. The cafeteria, where the boys eat during break, is a stylish, modern area with a television, photographs of the colourful history of the school and a black polished concrete floor interspersed with reclaimed parquet floor panels running at angles. The light fittings, specially made by a local artisan with a 1920s look, hang from scaffolding planks over the serving area, while two long refractory tables, made from Oregan pine, fit in perfectly with the style of the building.

Apart from being a practical space for dining, Visser created the area to be multifunctional and practical space for its learners, and it often doubles as a function area after hours for choir practice, socials and sports events.

Upstairs you find a state-of-the-art learning centre, which acts as the reading and study area with an integrated library and computer. After hours, the building is used to host both internal and external events. The back of the building which faces the parking lot is notable for a custom designed concrete seating area, which the children use as a waiting zone after school.

The use of brickWhile the new structure maintains elements of the 94-year-old buildings around it, Visser wanted to ensure that it still had a modern twist. “When I started working on the design I took inspiration from the English brick style in the original building, and also followed the initial design with the gables of the new centre.”

Visser says that it isn’t often that facebrick is used in his projects as it is perceived as an expensive material. “Yet the long-term low maintenance issues offset any additional cost,” he notes. Contractor, Hansie du Toit from Van Rensburg Building Contractors was awarded the tender for the job primarily because the company had previously demonstrated that they could lay facebricks. “They weren’t the cheapest, but we had seen their facebrick work and knew that we could rely on them to do the job right first time,” says Visser. “It isn’t easy to lay facebricks well, and the English bond work added to the complication.” (The brickwork is laid in a header bond every fifth layer to match the original building.) The selected facebrick from Corobrik was used as it was the closest match to the original red bricks used in the other buildings on the ground, and it complements the red corrugated iron roof.

Galvanised aluminium sun screens were positioned to shade the dark aluminium windows of the cafeteria in summer while planter boxes soften the area. The boundary walls were constructed with pillars and wrought iron in the facebrick, while vertical breaks in the wall offer openings to add interest and glimpses of the outside through the walls.

“I was delighted with the quality of the work that the contractor delivered and am very proud of what we delivered,” he says. Current principal of Affies, Pierre Edwards, said in a previous interview that it was important that the building didn’t stand out from the original structures. “The architectural team did a great job in blending it in with what already existed. It’s completely authentic and looks as if it’s been here all along, which is exactly what we wanted.” 1920 does what Visser set out to do with the building – bridge the gap between the old and the new, but also deliver a contemporary, functional building that has its own merits. l

facilities

While the new structure maintains elements of the 94-year-old buildings around it, Visser wanted to ensure that it still had a modern twist. One such twist is the custom designed concrete seating area, which the children use as a waiting zone after school

Historical school with a modern twist >> from page 38

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