On Thursday, 1 December 2016. a number of ADESSA members and SchoolAdvisor members came together at the offices of Investec in Cape Town to explore collaboration opportunities. The event was sponsored by Investec.
After brief introductions about Investec, ADESSA and SchoodAdvisor the attendees, all seated around tables strung together to form one long table, had the opportunity to “speed date” the person sitting directly opposite. After 4 minutes, at the sound of a bell, all shifted clockwise two places to the left, to find a new partner.
All in attendance agreed that it was time well spent. New contacts were made and the potential for future partnerships is positive. A similar event is planned for Gauteng early in 2017.
Partnerships are important for running successeful projects in education. ADESSA and SchoolAdvisor have joined forces to enable the members of both organizations to find potential partners.
Today we are featuring another one of ADESSA’s long-time
esteemed members, 2Simple.
2Simple South Africa was established over a decade ago to supply schools with educational software and has kept up with the demand by changing with the times. The humble beginnings of supplying offline typing programs to schools around Gauteng has grown into the incredible base of schools all over South Africa today that make use of an online suite, Purple Mash.
The programs range from puzzles, paint projects and games for 5 year olds, all the way to coding, 3D designing and mind-mapping for children at the very end of their primary school careers. Purple Mash is an ever growing and expanding selection of programmes. Mini Mash for pre-school users has recently been launched.
As a company, 2Simples strongly believe in teacher support and is always available for training on the latest updates or for giving advice on how to implement the programs in a classroom setting.
Feedback, such as the following from Rivonia Primary, is often received:
Rivonia Primary have used the Purple Mash and 2Simple products since the beginning of 2016. From the outset, their staff’s attitude to assisting and training us was fantastic and made the Rivonia staff feel very comfortable in the use of the many different options the programmes offer.
Our main motivation and purpose was to introduce coding to the children and get them to enjoy being creative. We have built a lesson into our timetable so that the children can use the suite exclusively, and have found that there are so many other exciting and pertinent skills that the product can offer the children, and they cannot wait to explore new skills in a safe cyber space each week!
If you’d like to know more or see a Purple Mash demo at your school, you can contact Michelle at email@example.com or call 011 656 8847.
One of the biggest tragedies of technology in education is the huge number of unused devices in schools and other institutions throughout the country. These technologies were procured at great cost to the organization, or they have been donated. Regardless of its source, technologies that are not optimally used do not add any value.
So the question is: is the technology in your school an add-in or an add-on?
To make the difference clear, let’s use an example form your home. In most kitchens a stove can be regarded as an add-in – it is such an integral part of what you do in a kitchen that you can hardly imagine one without a cooking surface. But an electric cake mixer is seen by some as an add-on – it is nice to have, but not used all the time and you can do without it. Of course, unless you are a passionate baker – in that case the electric cake mixer is an add-in for you.
The point of the analogy is that when a piece of equipment is not an essential part of your normal operations, it is an add-on. When you elevate its use to a level where it is part of what you’re doing every day, it becomes an add-in.
Rather than having a room full of add-ons technologies, which are seldom – or never – used, it is better to have only one, or a few, technologies with which you are comfortable and that you can use to enhance your lessons.
ADESSA members are keen to assist educators make sure that technologies procured from them are not mere add-ons.
The following are some interesting observations from Minda Marshall of LectorSA, one of ADESSA’s members:
The world we live in is changing rapidly, all the time. A young student told me the other day that her final class at university was very insightful: after three years of study the lecturer said that almost everything he taught them is now redundant, so much had changed in the three years they completed their studies.
This emphasizes that life-long learning is the only way to sustain proficient learning today. Knowledge and information is exploding across the globe. Never before has it been more important to train and develop accurate ways to facilitate the process of reading with comprehension. Even more, we need innovative ways to teach students how to use current knowledge as a basis from which to create new knowledge.
Illiteracy is a leading cause of delinquency, poverty, frustration and depression, resulting in a loss in productivity and general reduction in lifestyles and wellness amongst people in all communities. The current economic situation has made this phenomenon even worse. High-performance environments (work, learning and sport) are here to stay and people require effective solutions, which will give them the opportunity to overcome in life and to contribute by creating a healthy society.
We have to face the reality that education is experiencing real challenges: we are training for a future we do not even see and we need to train students for jobs that does not exist in our current framework of mind.
Contact LectorSA for assistance in finding a solution to bridge the gap effectively. Results of more than 49 000 students proves LAB-on-line is a viable solution in 21st Century Learning.
It is amazing to see what ADESSA members get up to!
Sangari South Africa, the provider of learning solutions, has launched the ‘F1 in Schools Technology Challenge’ 2016 race season in its search for a team to represent South Africa at the World Finals in 2017. The aim is for learners, between the ages of 11 and 19, to design, manufacture and race their own miniature Formula One cars.
The F1 in Schools Technology Challenge has become well-known worldwide as an educational competition that actively promotes Science, Technology, Engineering and Mathematics (STEM). There are over 44 countries participating, making it a prestigious and fun event where the value of learning is showing exceptional results.
“Registration for the programme is free for all schools in South Africa,” said Bez Sangari, MD of Sangari South Africa. “The F1 competition focuses on blended learning through a cross curricula approach where learners physically apply what is learnt in the classroom. The true value lies in how learners take ownership of their own learning.”
The teams wishing to enter the official competitions on regional, provincial, national or international level would have to source sponsorships as these have different entry costs. Teams would also need to source sponsorship for manufacturing their F1 cars.
You can follow Sangari on the following social media:
First there was behaviourism. Then the learning theory of congnitivism became popular. And towards the end of the last century constructivism became prominent.
All of these theories still contain elements of relevance in the modern classroom. But a new learning theory has emerged: connectivism.
Connectivims has been called “the learning theory for the digital age”. It reasons that, since we are surrounded by many networks (such as networks of information and networks of people) and many of these networks are supported by means of digital means, much learning can happen through these network if we are digitally connected. Through technology a social environment in which learning can take place is thus created.
Many educators have already experienced the value of group work, such as doing projects, in their classrooms. This is getting better and easier with the use of technology. The ubiquitous nature of digital technology makes connectivism not only feasible, but has also become an important way in which people learn. When you need information quickly, how do you go about it? Google it, of course! And such is the nature of learning in the twenty-first century.
For connectivism to flourish in the classroom, one needs dependable and robust devices, reliable connectivity, appropriate knowledge content and teachers who are adequately empowered to use technology as a teaching and learning tool. ADESSA brings together the best of breed companies in South Africa that can supply all the components to make connectivism a reality in our classrooms.
Information Technology is a long-time member of ADESSA. The company is the proud importer and distributor into South Africa of InFocus projectors, meeting collaboration touch-screen and video conferencing systems and accessories. Other product lines imported and distributed are SMK-Link and Gyration remote control and portable audio devices.
Information Technology has a strong projector product presence in education, having supported its authorised dealers in their successful attainment of recent tenders pursuant to the roll-out of ‘Smart Classrooms’ in schools in the Western Cape.
InFocus projectors, with their standard Educational Warranty offering, are widely used by public and private schools, colleges and universities throughout South Africa. The warranty support includes collection, repair and return at no cost to dealers or customers.
For more than 30 years Information Technology has maintained a successful coalition with its dealers and customers based on integrity, service and support.