ICT integration

The focus of this module is on how teachers might use popular media, textbooks and computertechnologies to create a learning environment that equips learners with the knowledge andskills to live and work thoughtfully in a changing country. The model of teaching being promotedis one that:• actively involves learners• links schooling with learners’ lives and experiences• develops learners’ critical thinking and problem-solving skills.Two areas in which the content of the module could usefully be further developed or extendedare with regard to the use of Open Educational Resources and the use of mobile technology.

BRIDGE’s focus on ICTs as a cross-cutting theme in education has recently taken centre stage in several contexts. An important concern is to make sure that the device is not the goal; technology must support teaching and learning rather than overwhelming it.

This resource focuses on the Leadership in education show on Cliffcentral.com every Monday. This weeks guest was Fiona Wallace of the CoZaCares Foundation, chatting about leadership in a school that’s on a tech journey.

In this first course week, the students will be introduced to the concept of ICT in general, ICt in education, attitudes towards ICT, challenges of teaching and  learning ICT, integrating ICT in teaching and technological tools to use in improving the learning and teaching.

Learning Objectives

After actively engaging in this week's learning experiences, you should be able to:

• Describe the concept of ICT and ICT in education
• Identify the use of ICT in education
• Identify issues in the use of ICT in education
• Analyse the key challenges of integrating ICT in education.

Click on the Materials tab at the top of this record to access all the related assets for Topic 1.

In this topic the students will learn about the roles and responsibilities of the ICT teacher and ICT technician in the school community.

Learning Objectives

After actively engaging in the learning experiences of this topic, you should be able to:

• Explain the roles and responsibilities of the ICT teacher
• Implement the responsibilities of the ICT teachers at your school.

Click on the Materials tab at the top of this record to access all the related assets for Topic 2.

In this topic you will be introduced to the ICT curriculum materials such as the syllabus, textbook, teacher's guide and other related materials. In doing so, you will have a chance to familiarize ICT materials and make critical analysis on those ICT related materials.

Learning Objectives

After you have actively engaged in the two weeks learning experiences, you should be able to:

• Identify ICT curriculum materials
• Describe different terms related to curriculum materials
• Explain criteria for judging good ICT materials
• Analyse ICT curriculum materials
• Evaluate the current ICT syllabus for teaching ICT in secondary schools.

Click on the Materials tab at the top of this record to access all the related assets for Topic 3.

In this topic you will be introduced to the process of planning lessons.

Learning Objectives

After actively engaging in these weeks learning experiences, you should be able to: 

• Define instructional objectives, lesson plans, schemes of work and competence
• Identify levels of Bloom's taxonomy in writing instructional objectives
• Explain the importance of writing instructional objectives
• Write well-stated instructional objectives
• List scheme of work and lesson plan components
• Explain the imporance of scheme of work and lesson plans in teaching
• Design scheme of work and lesson plans based on components identified.

Click on the Materials tab at the top of this record to access all the related assets for Topic 4.

Learning Objectives

After actively engaging in this week's learning experiences, you should be able to:

• Explain what a computer lab is, its purpose and its importance to the learning process.
• Identify other spaces similar to a computer lab and explain how they differ from one another.
• Describe different rules governing the computer lab.
• Design a computer lab for teaching IT.

Click on the Materials tab at the top of this record to access all the related assets for Topic 5.

In this topic the students will learn to explain the meaning of teaching approaches and teaching methods, types and characteristics of teaching approaches, teaching and learning theories,and  advanced teaching methods for the ICT classroom. These concepts will enable students to apply the best methods for teaching ICT.

Learning Objectives

After actively engaging in these learning experiences, you should be able to:

• Analyse characteristics of teaching methods and approaches.
• Discuss different types of teaching and learning theories.
• Apply different types of teaching approaches and methods in an ICT classroom.

Click on the Materials tab at the top of this record to access all the related assets for Topic 6.

In this topic the students will learn to describe the challenges and solutions for teaching ICT in special cases, such as the structure of the classroom, number of students, learners with special needs and insufficient IT equipment.  It is important for teachers to apply effective ways in overcoming these shortcomings.

Learning Objectives

After actively engaging in these learning experiences, you should be able to:

• Identify challenges facing the implementation of ICT in classrooms with special cases.
• Discuss the role of ICTs in providing inclusive education for students in special needs classrooms.
• Analyse the importance of providing inclusive education to achieve equal opportunities for all.
• Evaluate effective strategies for teaching ICT in special case classes.

Click on the Materials tab at the top of this record to access all the related assets for Topic 7.

In this topic the students will be introduced to the basic principles of assessment and evaluation in ICT.

Learning Objectives

At the end of this topic the student will be able to:

• Explain principles of assessment and evaluation in ICT.
• Prepare and use assessment and evaluation tools to evaluate student learning.
• Prepare and use marching schemes and rubrics.

Click on the Materials tab at the top of this record to access all the related assets for Topic 8.

In this topic you will be trained on the basics practices of Teaching ICT in classroom. The students will practice teaching in classroom by applying ICT teaching methods and application of modern media and technology. The students will be accessed with sample video of microteaching. The students will also be required to prepare micro teaching presentation, materials and lastly there will be assessment and evaluation of each student microteaching.

Learning Objectives

After you actively engage in this experience, students will be able to:

• Deliver a lesson properly.
• Demonstrate ability to apply teaching and learning theories, strategies, approaches and methods.
• Assess lessons.

Click on the Materials tab at the top of this record to access all the related assets for Topic 9.

This course on educational technology comprises of 16 units covering different aspects of educational technology as a field of study. Educational technology is a combined application of three major sciences for classroom activities. These are Physical Sciences, Social Sciences, and Managerial Sciences. 

This accredited journal publishes contributions from any field of education. While the emphasis is on empirical research, theoretical or methodological papers, review articles, short communications, book reviews and letters containing fair commentary on previously published articles will also be considered. Priority is given to articles that are relevant to Africa or that address cross-cultural topics, and to contributions addressing educational issues of social change and development.

The Journal of Education is an interdisciplinary publication of original research and writing on education. The journal aims to provide a forum for scholarly understanding of the field of education. A general focus of the journal is on curriculum. Curriculum is understood in a wide and interdisciplinary sense, encompassing curriculum theory, history, policy and development at all levels of the education system (e.g. schooling, adult education and training, higher education). Contributions that span the divide between theory and practice are particularly welcome. Although principally concerned with the social sciences, the journal encourages contributions from a wider field.