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The Internet as an important instrument in training and learning in distance education 323 . Research should also be undertaken to set up a blueprint for future planning and strategy regarding the Internet as a core part of distance learning and teaching. A ``master plan'' needs to be developed with 1, 2, 5 and 10 year aims/targets as to where higher education wants to be regarding IT technology. As Anecke (1999:9) of Microsoft South Africa, puts it: `Ànyone can sell goods over the Internet. Many are doing so. The question is how do you use this facility better than anyone else to delight your customer and bind her to you. How well does the process integrate with your other systems ± and how well do you use your experience to improve continuously.'' . Academic staff should be trained in the use and application of the Internet regarding education and learning. . We cannot but agree with Day (2001:35) when he argues what we need is to minimise text and to maximise our multimedia content to enable us to deliver a `'new, multi model pedagogics''. For some role players in higher distance education this means a complete change of mind. A new way of thinking and looking at teaching and learning, and the development and adapting of existing and new study material is going to be needed. The Internet and the ways and means that is opening up for education in particular, is here to stay. In some ways, it is really a matter of `àdapt or die'' for those involved in higher and distance education. Higher education in general and Unisa in particular, will have to give serious attention to the aspect of how to train academic staff to enable them to prepare appropriate study material for the Internet and to be able to update the material all the time. There is still a wide gap between technical support staff and some academic staff that needs to be addressed. It does not matter how you are looking at the Internet and computing, one must agree with Jain (1998:1) on the following statement: `Òne thing is clear ± your grandchildren will wonder how anyone could read something as boring as a document (that) contains only text.''
324 BIBLIOGRAPHY Alink, H. ``Painting from life'' in Technet Magazine, Summer 98/99, SA:43±45. Annecke, T in: ``Roadmap to the digital future'' in Technet Magazine, Summer 98/99:6±11. Beck, J. ``Technology Determining Winners'' in Intelligence Special Edition ± 1999 Guide to the Internet:44±45. Berendt, A. ``Turning Mobile Internet into a Reality'' in Telecommunications, International Ed. October 1998, 32(10):81±84. Benhamou, E. ``The Emergence of Convergence'' in Intelligence Special Edition ± 1999 Guide to the Internet:46±48. Brackett, J W. ``Multimedia at work'' in: IEEE Multimedia, Jul±Sept 1998, 5(3):72±76. Castelein, T. ``Mobilising the Net'' in Telecommunications (International Ed), September `98:41. Comerford, C. ``State of the Internet: Roundtable 4.0'' in IEEE Spectrum, Oct 1998:69±79. http://www.spectrum.ieee.org Chang, S. `À Multimedia Micro-University'' in IEEE Multimedia, Jul±Sept 1998, 5(3):60±68 (http://computer.org/multimedia). Comer, D E. 1995. Internet working with TCP/IP Vol 1. Principles, Protocols and Architecture 3 rd ed. (Prentice Hall International, London). Day, B & Steyn, P. Presentation at a Unisa Council Strategic Planning Workshop, 3 May 2001. Ellsworth, J. 1994. Education on the Internet (1 st Ed) (Sams Publishing, Indianapolis). Gates, Bill. in: ``Roadmap to the Digital Future'' in Microsoft TECHNET Magazine, Summer 98/99:6±11. Graham, G. 1999. The Internet: a philosophy inquiry. (Routledge, London). M Handley & J Crowcroft 1995. The World Wide Web: Beneath the surf. (UCL Press Limited, London). Jain, R. ``Multimedia Documents'' in IEEE Multimedia, Jul±Sept 1998, (3):1 (http://computer.org/multimedia). Johnson, P. ``Verbatim ± Success Story'' in ACCPAC Chronicle, Summer 1999:19. Meyer, B. in ``Die Internet groei uit sy nate'' in Tegno-Beeld, 25 May 1999:4. Microsoft Web page: www.microsoft.com/southafrica/community/ National Research Council (USA) Computer Science and Telecommunication Board. 1996. Realizing the Information Future: The Internet and Beyond. (National Academy Press. Washington DC). Opperman, P. in ``So lyk die Interent van die Toekoms'' in Sake-Beeld, 16 Jan 2001:5.
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EDUCARE Journal of the Faculty of E
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(iv) 208 The Swiss missionaries' ed
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(vi) disciplinary frame of referenc
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2 has advocated an educational disc
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4 transform the manner of teaching
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6 4.1 Critical thinking This mode o
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8 . The classroom community of phil
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10 . ethical inquiry: engaging chil
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12 the world from the other's point
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14 The globalisation debate and imp
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16 with insights emanating from dif
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18 it is argued, only reflect a lim
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20 globalists take issue with this
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22 cultural factors and the reconfi
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24 indispensable to the contemporar
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26 government laboratories and corp
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28 dissemination. Information techn
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30 as a tool of destablisation, but
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32 Scott, P (ed) 2000. Introduction
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34 Pedagogics'' in 1894 in which hi
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36 2 THE PRINCIPLES OF THE PROGRESS
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38 greater growth and more lasting
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40 These schools were not only chil
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42 increasingly complex society, th
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44 system. An education mission was
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46 Textbooks and other tools of lea
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48 BIBLIOGRAPHY Bestor, A E 1953. E
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50 Let's revisit competence-based t
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52 2 THE FOUNDATIONS OF COMPETENCE-
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54 FIGURE 1 Profiling an educator's
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56 be expressed as outcomes, be tra
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58 to assume that a specific compet
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60 broader cognitive skills or abil
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62 reasonably and reliably collect
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64 education practitioners. Not onl
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66 supports Outcomes-based Educatio
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68 oped to manage assessment (Whitt
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70 Fennell, E (Ed). 1991. Developme
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72 University of Pretoria & Nationa
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74 for the principle of inclusion a
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76 Traditional education approach N
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78 not display any depth of underst
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80 Curriculum 21 Curriculum 2005 IN
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82 3 COMPARATIVE PRINCIPLES AND PRA
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84 learning outcomes. The object of
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86 strategies, including project wo
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88 on the lack of strong content in
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90 The author is in agreement with
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92 BIBLIOGRAPHY Burke, J (ed) 1995.
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94 A Historical-educational perspec
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96 It is the purpose of this articl
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98 Transvaal. Other sectors of the
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100 homeland towns thereby redirect
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102 these taxes had to be paid in c
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104 tend to be products of poverty
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106 the opportunity to undertake to
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108 neglect (Le Roux 2001). It is a
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110 . street children focus on the
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112 be treated as active and resili
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114 Van Greunen, A. 2001. Wie gaan
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116 generation of evidence: the fam
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118 mobilisation plan for education
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120 through content analysis, which
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122 defended the view of secondary
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124 4.6 Educators seem satisfied wi
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126 enough on their hands anyway.''
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128 5 PREPARING EDUCATORS FOR SCHOO
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130 in helping the school, both wit
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132 collaboratively. In other words
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134 second category of inputs comes
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136 Framework for training Family i
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138 Bastiani, J & Wolfendale, S 199
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140 Recognition of prior learning
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142 1998; Universities and Colleges
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144 identifying learning by means o
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146 whilethisconceptisknowninAustra
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148 together proof of his/her knowl
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150 . Making no distinction between
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152 been awarded. This can partiall
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154 k SKILLS/COMPETENCY DEVELOPMENT
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156 6.4 The necessity of quality co
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158 In order to ensure sound practi
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160 in the development of advertisi
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162 Since there are risks involved
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164 Toop, L & Burleigh, J 1993. Arr
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166 10% is verklaar deur Breinvoork
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168 Twee probleme kom na vore wanne
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170 intelligensie en akademiese pre
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172 Salili (1995:106±109) wat die
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174 5 DIE NAVORSINGSONTWERP VAN DIE
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176 Met die afneem van die toets wo
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178 TABEL 1 Die verband tussen die
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180 7 GEVOLGTREKKING EN AANBEVELING
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182 differently, to help him to dev
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184 Horn, C; Bruning, R, ea 1993. P
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186 1 INLEIDING EN PROBLEEMSTELLING
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188 optimaal te motiveer, of hoe om
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190 Die gevolge van 'n sportonderwy
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192 4 SELEKSIE VAN DIE PROEFPERSONE
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194 TABEL 4 Lokaliteit van sportafr
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196 Volgens tabel 7 het die meeste
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198 Volgens tabel 9 reken vakonderw
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200 Ten slotte is ondersoek ingeste
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202 6.9 Samevatting van die vakonde
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204 TABEL 11 Aspekte van sportsielk
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206 SUMMARY Sport psychology is bec
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208 The Swiss missionaries' educati
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210 2 THE GENESIS OF THE SWISS MISS
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212 the fray in support of the riva
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214 Truly formal education among th
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216 increase in the number of Chris
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218 8 THE IMPLANTATION OF FORMAL ED
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220 studies to include the nursing
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222 hunting dog by the colonisers''
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224 Firstly, the education system d
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226 their activities in this countr
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228 Mabunda, D C 1995. A historico-
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230 guidance and negative or the ab
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232 life (Smit in Schurick 1993:124
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234 highly probable that learners w
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236 Ð These abilities can be devel
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238 Ð Ð Applying criteria as the
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240 plays, video recordings of the
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242 Open-ended questions that were
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244 grandmother in a two-roomed hut
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246 Group B showed more positive fe
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248 Maag, J W & Webber, J. 1997. Co
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250 and Crime Prevention's World Dr
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252 point of view, Papalia and Olds
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254 discovering one's own identity
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256 Some of the street names for Ec
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258 potential cardiac and neurologi
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260 and is characterised by severe
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262 which the researcher selects to
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264 . Thephysicaleffectsoftheuseofc
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266 abused alcohol and often became
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268 The respondents all reported th
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270 BIBLIOGRAPHY Ausubel, D P, Mont
Page 277 and 278: 272 The issue of perception: some e
Page 279 and 280: 274 However, what has come to light
Page 281 and 282: 276 4.1 Senses As the definition of
Page 283 and 284: 278 In this frame of reference proc
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Page 287 and 288: 282 7 EXAMPLES OF EDUCATIONAL PERCE
Page 289 and 290: 284 Many definitions of democracy t
Page 291 and 292: 286 . Although cultural factors pla
Page 293 and 294: 288 Retief, F P 1994. Die demokrati
Page 295 and 296: 290 2 WHAT KIND OF EDUCATIONAL CHAN
Page 297 and 298: 292 as someone who not only has the
Page 299 and 300: 294 c control which consists of con
Page 301 and 302: 296 power and possibilities which r
Page 303 and 304: 298 is now ready to be elaborated i
Page 305 and 306: 300 ... try to ensure that everyone
Page 307 and 308: 302 achieve success in the requirem
Page 309 and 310: 304 7 CONCLUSION Educational change
Page 311 and 312: 306 The Internet as an important in
Page 313 and 314: 308 world today regarding communica
Page 315 and 316: 310 can lead to a form of subversiv
Page 317 and 318: 312 Students learn on the Internet
Page 319 and 320: 314 South African teachers with com
Page 321 and 322: 316 with music and speech detection
Page 323 and 324: 318 learning system, and visualisat
Page 325 and 326: 320 By eliminating inefficiencies a
Page 327: 322 that big companies (such as Mic
Page 331 and 332: 326 Professional portfolio building
Page 333 and 334: 328 Ð Ð Ð Ð Ð Reflective learn
Page 335 and 336: 330 Ð Communicate effectively usin
Page 337 and 338: 332 Ð Ð It helps individuals to b
Page 339 and 340: 334 mulated. Relevant learning and
Page 341 and 342: 336 FIGURE 2 Multiple method triang
Page 343 and 344: 338 Phase 5: Evaluation Evaluation
Page 345 and 346: 340 TABLE 2 Reflection on own learn
Page 347 and 348: 342 FIGURE 3 Expectations of learne
Page 349 and 350: 344 Lustig, K 1996. Portfolio asses
Page 351 and 352: 346 Ð Learning styles/whole brain
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