Study Guide - 2022

Department of Science, Mathematics and Technology

Education
Post Graduate Certificate in Education (PGCE)

Information and Communication Technology

ICT 410
Table of Contents
1 Introduction 3
1.1 Welcome 3
1.2 Educational approach 3
1.3 Responsibilities of the student 3
2 Administrative information 3
2.1 Contact details 4
2.2 Timetable 4
3 Study material and purchases 4
4 Rules, requirements and guidelines 5
5 Student support 5
6 Module information 6
6.1 Purpose of the module 6
6.2 Module outcomes 6
6.3 Articulation with other modules in the programme 7
6.4 Module structure (See 6.7 ) 7
6.5 Learning presumed to be in place 7
6.6 Credit map and notional hours 7
6.7 Module Structure/Units 8
7 Assessment plan: 10
Assessment criteria 10
8. Policies (Please read carefully) 12
A. Assessment Policy 12
B. Social Media (Policy: ZP709867) 12
C. Plagiarism (Plagiarism-Prevention-Policy.zp181077) 13
1. References 13
2. Addendum A: Support services 13
Rubric – Evaluation of online lesson plan 22
1 Introduction
1.1 Welcome
The ICT 410 module is designed to develop technology competent beginner teachers who are
able to apply their specialised subject content knowledge and pedagogy knowledge in an
integrated way to enhance teaching and learning in diverse classroom context.

1.2 Educational approach

The educational approach of the ICT 410 module is multi-pronged. Firstly, the module offers
a compulsory hands-on approach, in which students are expected to be actively engaged with
the ICT subject content. Second, the module exposes students to blended learning
environments in which students engaged with the subject content through LMS, flipped-class,
and mobile technology modes. In this regard, students also deemed to be self-directed
learners. Third, students are expected to explore concepts, learning theories and theoretical
paradigms that are indicative of 21st century learners. The ICT 410 module also exposes
students to 21st century technology-based learning theories such as connectivism, 21st century
skills such as the 4C’s (Critical thinking, communication, collaboration and creativity), terms
and vocabulary. Fourth, to develop advanced ICT generic skills with a focus on the use of
software and web 2.0 tools as cognitive and instructional tools for teaching and learning.
Fifth, to enhance the use of appropriate educational software to create and design teaching
and learning materials. Sixth, the module also evolved to equip preservice teachers with the
skills and knowledge required to leverage technology effectively in the workplace. Seventh,
the module aims to develop in-set teachers as professionals and life‐long learners in ICT.

In light of the above, ClickUP will be the primary learning management system (LMS) for
the delivery of course content, flipped classroom lessons, collaborative learning, mobile
assessments and submission of assignments.

1.3 Responsibilities of the student

This module exposes students to various software, online LMS, collaborative tools, theories,
and concepts that are not available in any single textbook or electronic resource. Thus, class
attendance is imperative and compulsory. Independent study sections (Flipped Class mode)
and assessments are time scheduled, automated and cannot be repeated. This means that
students have to be vigilant about assessment due-dates, class attendance and preparation
time for class. In some collaborative peer assessments Encourages student engagement and
interaction with content, tutors, peers and lecturers.

Quality instruction requires students to come to class (including Online) prepared, as this
enables teaching to build actively on a common prior knowledge. Often lectures are follow-
up’s of previous work covered, thus requiring students to practice on their own.

2 Administrative information
All communication will take place through group announcements on the ClickUP system.
This means that students must have early and sustained access to the LMS in order to stay
abreast of teaching-learning activities. Individual student concerns will be address through
email communication.
 2.1 Contact details
Building and Telephone Consulting
Name Email address
room number number hours
Module Prof Thiru.vandeyar@up.ac.za
Technika 1-13 012 420 2372 By appointment
coordinator T.Vandeyar
Head of Prof R. Nat Science Ronel.callaghan@up.ac.za
012 420 5659 By appointment
Department Callaghan Building 1-16
Class Rep To be determined

2.2 Timetable
The time table below represents two possible modes of lectures, face-to-face contact sessions and an online
lecture sessions via Black Board Collaborate (BBC).

F-F Session Online Session

Lecture TT Periods Time Venue
Groups Groups
Monday A A,B,C, & D 2&3 09:30-11:30 Aldoel Building: Lab 30 & 50
Repeat Lecture 1&2 07:30-09:30 Aldoel Building: Lab 30 & 50
Tuesday B
A,B,C, & D
Tutorial- 1&2 07:30-09:30 Aldoel Building: Lab 30 & 50
Wednesday C
Support
Flipped Class 2&3 09:30-11:30 Aldoel Building: Lab 30 & 50
Thursday D
Test

Grievance procedures (Escalation Policy Rt292_19)

All grievances must be submitted in writing with specific details of the nature of the
complaint. It is imperative that you follow the procedure outlined below in order to resolve
issues timeously.
All student queries/complaints/concerns/issues etc. will be dealt with in accordance with
the following reporting hierarchy structure. Students are to follow this line of reporting in all
instances and with all issues to promote effective resolution of issues and prevent dual
reporting processes.

1. Lecturer
2. Class representative (If the matter has not been resolved by the lecturer)
3. Module/PGCE co-ordinator (If the matter has not been resolved by the class
rep intervention)
4. Head of Department – SMTE (If the matter has not been resolved yet)
5. Dean of Faculty (Student matters should be resolved at Faculty level
6. Only in exceptional cases, where no resolution has been reached through the
above processes, and as a last resort, the matter may be escalated to the Vice-
Chancellor and Principal

3 Study material and purchases

The ICT 410 course has been particularly designed for pre-service students. It does not
subscribe to particular prescribed textbook(s). However, students are given an ICT toolbox
consisting of several software packages and various other digital resources (OER, ‘How to’
notes, manuals, videos etc). Comprehensive PowerPoint presentations are available on
ClickUP for viewing, studying and note taking.

• Please note that students are not allowed to copy or print the lecture slides as this
infringes on intellectual property and copy-right © rules. It is essential for students to
have a data memory stick with at least 1GB memory for downloading software (OSS),
digital notes or own work-in-progress .

4 Rules, requirements and guidelines

• It is incumbent of students to monitor their own academic performance at all times in
order to optimise self-expectations
• It is expected of students to attend all scheduled lectures (whether online or face-to-face
contact sessions. Regular attendance contributes to your professional development and
course conduct score.
• Students need to familiarize themselves with the rules and regulations printed in the
University booklet called General Regulations and Information. This booklet is available
at the Client Service Centre and online.
• It is required of students to voice their uncertainties in terms of assessments, course
material or any other aspect well in advance in order for academic and support staff to be
of assistance.

5 Student support
The University of Pretoria supports you in various ways free of charge. For academic support
contact the tutors allocated to the module (see section 2.1), and/or the Faculty Student
Advisor (see section 2.1).

Academic support, Goal setting & motivation. Individual consultations

Faculty
Adjustment to university life and workshops about
student
Test/Exam preparation. Stress management. - time management
advisors
Career exploration - study methods

● Think carefully before dropping modules

(after the closing date for amendments or
FLY@UP: cancellation of modules). www.up.ac.za/fly@up
The Finish ● Make responsible choices with your time
Line is Yours and work consistently. email: fly@up.ac.za
● Aim for a good semester mark. Don’t rely
on the examination to pass.

For e-learning support

● Report a problem you experience to the Student Help Desk (computer Laboratories).
● Approach the assistants at the help desks (adjacent to the Student Computer
Laboratories in IT Building, NW2, CBT, etc).
● Visit the open labs in the Informatorium Building to report problems at the offices of
the Student Help Desk.
● Call 012 420 3837.
● Email studenthelp@up.ac.za
Safety in the evening: Green Route
● From 18:00 till 06:00 Security Officers are available to escort you (on foot) to and
from your residence or campus anywhere east of the Hatfield campus through to the
LC de Villiers terrain.
● Departure point is at the ABSA ATM next to the Merensky Library.
● Phone the Operational Management Centre if you need a Security Officer to
accompany you from your residence to campus.

6 Module information
6.1 Purpose of the module
ICT 410 is an advanced course for pre-service educators that is focused to develop pre-
service student teachers’ skills in the use information and communication technology (ICT)
to for design learning materials and apply software to enhance teaching and learning in
practice.

The educational approach will be focussed on practical hands on application and a flipped
class approach to develop skills.

6.2 Module outcomes

Upon completion of the course, students should be able to:

1. Use a learning management system (LMS - ClickUP) to:

A. Facilitate hybrid or blended learning approaches
B. Manage teaching and learning
2. Design lessons that integrate Instructional Design Theory, Technology, Blooms
taxonomy and learning theory.
3. Develop excellent computer management skills.
4. Create electronic learning related to subject specific content.
5. Design and apply relevant assessment methods to create, evaluate, select and manage
technology-based assessment tools, such as: Interactive assessments, mobile
assessments and Web-based assessments.
6. Create interactive concept maps for teaching and learning in constructivist and
connectivist paradigms.
7. Evaluate software according to set criteria for contextual educational use in school.
8. Evaluate media accuracy, relevance, appropriateness, comprehensiveness, and bias of
electronic information media and resources to be used in the classrooms.
9. Evaluate websites according to pedagogic criteria and categorise websites by domain
relevance for teaching and learning.
10. Identify, characterise and explore various categories of software for sound pedagogical
use.
11. Use online collaborative tools to create and design interactive activities for teaching and
learning.
12. Use social networking software (Blogs, Facebook) to scaffold for learner-teacher,
learner-learner, and teacher-teacher discussion forums.
13. Use social networking platforms such as Blogs for professional development and self-
reflection of teaching.
14. Demonstrate ethical use of digital information resources and an understanding of
educational copyright © and fair-use principles in e-learning environments, with special
emphasis to Creative Commons (CC) notation and considerations.
15. Use instructional design methods (ADDIE, Gagne, ID) to plan and structure technology
integrated lessons for teaching.
16. Design spreadsheets for effective gradebook management
17. Use and evaluate mobile technology tools for teaching, learning, assessment, classroom
management and administration.
18. Critically engage in current debates in the field of ICT for education.
19. Use current ICT terms, concepts and acronyms.
20. Describe and apply current teaching and learning theories, pedagogies in classroom
practice (Web 2.0; Flipped Classrooms; TPACK, Blooms’ Web 2.0) etc.
21. Become a life-long learner through affiliation to professional educational portals,
societies and active participation in online professional communities of practice.

6.3 Articulation with other modules in the programme

ICT 410 forms an integral part of the essential standards in the PGCE programme. It is
designed to facilitate learning in all the other modules in this programme. It is also the
intention of this module (ICT 410) to serve as a means to ICT proficiency required for all
other modules. Students may use the skills developed in ICT 410 to present their task/
assignments in a professional manner using ICT as a vehicle.

6.4 Module structure (See 6.7 )

6.5 Learning presumed to be in place

It is expected that students in this module, having completed a undergraduate degree in an
area of specialization, will have adequate computer literacy content knowledge and skills. It
must be emphasised that this module is NOT a computer literacy course. Computer literacy is
a designated requirement for entry to the PGCE programme and a mandatory requirement for
ICT 410. Given the extant digital divide across communities and in our education system,
many students that enter this programme still lack essential basic ICT skills. It is expected
that students co-exist in a supportive environment between the digital haves and have-nots.
However, in cases where students significantly lack basic computer literacy skills they may
be required to complete the designated (UP) undergraduate computer literacy course as a pre-
requisite (prior to registration).

6.6 Credit map and notional hours

**This module of 6 credits amounts to 60 hours and these hours and may be distributed as follows:
 Scheduled class contact
Integrated Practical Computer Self-study
sessions
Assessment (total) Based (Independent) work

• CBT exams (F-F)

Please refer to time table • Online Test Independent work Flipped Class
• Flipped Class test

7X2 14 22 10
60 hours = 6 credits

This 6 credit (60 notional hours) ICT module may be delivered through several modes.
Hands-on practical lectures (in face-to-face contact session), online virtual lectures and
flipped classroom lecturers and independent study. The onus is on students to practice in
class (IT labs or at home) to acquire the skills to support their classroom/online experience.

***Access to ClickUP is mandatory at the onset of this course: course content, mobile
assessments, announcements, support notes, “how-to notes”, web links, peer-assessments,
and digital resources are only accessible through this LMS.

Instructions for new users of the UP Student Portal

• Go to www.up.ac.za.
• Click on My UP Login.
• Click on the ‘New users’ link on the UP Student Portal login page.
• Login with your username which is ’u’ followed by the eight-digit UP student number
that appears on your student card or application letter eg u12345678.
• Follow the process to create and save a password.
• Select three questions from the list of challenge questions.
• At the next login onto ClickUP, you should have access to ICT 410

6.7 Module Structure/Units

The following is a detailed description of week-to-week lectures and activities:
Unit 1
Theme: Introduction - General & Theory / Evaluation of Software
Week(s) and Dates: Week1: 21-25 February
Teaching and learning strategies, Assessment Materials and
Unit outcomes
methods and activities opportunities resources
1. Contact:
Introduction
• Windows
• Terms &
Concepts Contact session
• Self-assessment • Software
• File Paths • Practical
rubric • PowerPoint
• Theory: • Synchronous
• How to notes
• 21 Century
st
• Demonstration
• Handouts
Skills
• Design theory
• Teaching and
learning
paradigms
• Terms &
Concepts
• Google Tools for
education:
AI, VR. AR
• Videos:
*Six Sense
*Millennials
*Digital Bias

• First Flipped Class

Flipped Class • Lesson Plan
2. Flipped Class: Test.
• Self-study • PowerPoint
Evaluation of • Mobile assessment
• Asynchronous learning presentation
Software – Trial run (no
• Notes
marks)

Unit 2
Theme: Concept Maps / Media Literacy
Week(s) and Dates: Week 2/3: 28 February – 4 Mar
Teaching and learning strategies, Assessment Materials and
Unit outcomes
methods and activities opportunities resources
• Self-assessment
Contact 1. Software
1. Contact: (Rubric)
• Designing interactive 2. PowerPoint
Concept Maps
concept maps • Test 21 April Presentations
(09:30 – 11:30)
• Practical

Flipped Class
2. Flipped Class: Mobile Assessment_1 1. PowerPoint
• Criteria to evaluate websites
Web & Media • Web and media Presentation
for education purpose
literacy literacy 2. Notes
• Asynchronous learning
Unit 3
Theme: – Concept Maps (cont) & Grade Books / Types of Software (DTGS)
Week(s) and Dates: Week 3: 07-11 March
Teaching and learning strategies, Assessment Materials and
Unit outcomes
methods and activities opportunities resources
1. Contact:
Contact
• Concept Maps Self-Assessment Excel
• Practical
• Designing Grade
Books
Flipped Class
Mobile 1. Video lesson
2. Flipped Class: • Designing forms for
Assessment_2: 2. Lesson Plan
Designing Forms assessment
Form Design 3. Online tools
Unit 4
Theme: Learning Management Systems / Flipped Class Flipped Class - Navigation
4. Week(s) and Dates: Week 4: 14-18 March
Teaching and learning strategies, Assessment Materials and
Unit outcomes
methods and activities opportunities resources
• Self-Assessment
1. Contact: Contact • Test 28 April
Designing Grade • Practical (07:30 – 09:30)
Books

2. Flipped Class: Flipped Class 1. Video

Types of Software • Characteristics (pedagogy) Mobile 2. Lesson Plan
DTGS & categorisation of software Assessment_3: 3. Online tools
 DTG&S

Unit 5
Theme: Collaborative Tools/
Week(s) and Dates: Week 5: 21-25 Mar OR 28 Mar – 01 Apr
1. Contact:
Google Collaborative
Tools Contact
Google • Demonstration 1. Internet
Forms/Slides/Sheets/ • Participation Self-assessment 2. Google
Docs/Jam board/ Resources
For learning and/or
assessment

Flipped Class
1. Flipped Class: Mobile Assessment_4
• Creating a lesson with user
Designing Navigation Designing navigation
friendly end-user navigation
Unit 6
Theme: Collaborative Tools/
Week(s) and Dates: Week 6: 28/03 – 1/04 OR 04/04 – 08/04
1. Designing LMS
2. Professional Dev Contact Assignment:
• Practical - Online LMS • Online lesson • Online Tools
3. Online Lesson
• Demonstration plan • Webinars
Planning • Participation • Peer Review and.
Moderation

7 Assessment plan:

Assessment criteria
Assessments may consist of a combination of CBTs, a Project-based assessment, Online
assessments and self-assessment (with rubrics).

Option 1: If Face-to-face contact sessions resume

Assessment Assessment Content % Due Date
Type
Assessment 1 Computer Based All contact lectures, independent Week 9
Assessment (CBT) study, flipped classroom lectures, 40 (No lectures)
terms, theory and vocabulary
Assessment 2 4 X Flipped-Class Flipped-classroom Lectures Forth nightly
Mobile Assessments 1. Web Literacy Per topic
2. Form Design 30 Questions
3. DTGS
4. Navigation & Bookmarking
Online Assessment Mobile App Evaluation:
& Peer Review Criterion-based worksheet on the
evaluation of a mobile app.
Assessment 3 24 30 June
OR
Online
Assessment Online Digital Lessons Plan
& Peer Review
Assessment 4 Online discussion Academic Debates/Opinions in the 30 July
6
forum field of ICT in education
Assessment 5 Professional Attend a designated online Webinar on
(Bonus Mark- Certificate an ICT/technology aspect in
optional) education. 5 30 August
Register as a teacher in a COP
Total 100

Option 2: Online teaching

Assessment Assessment Type Content % Due Date

Assessment 1 Computer Based • Concept Maps 20 Week 9
Assessment (CBT) (Theory & Practical) 21 April
(09:30-11:30)
• Gradebooks 20 Week 10
28 April
(09:30-11:30)
Assessment 2 4 X Flipped-Class Flipped-classroom Lectures
Mobile Assessments 1. Web Literacy
2. Form Design 30
3. DTGS
4. Navigation & Bookmarking
Assessment 3 Online
Assessment Online technology-integrated lesson 24 Week 15
Moderation (20) & plan 31 May
Peer Review(4)
Assessment 5 Online discussion Academic Debates/Opinions in the 6 29 July 2022
forum field of ICT in education
Assessment 6 Professional Attend an online Webinar on an 5 30 August
Certificate ICT/technology aspect in education
(Bonus Mark-
optional)

Total 100
8. Policies (Please read carefully)
A. Assessment Policy
1. This is a continuous assessment module. There are numerous assessment opportunities
for you to not merely pass this module but to excel. Thus there are no supplementary
test, sick test, or retest.
2. The final grade of 50% is required for ICT 410 with at least 75% class attendance.
However, to succeed in this module you need to attend all lectures and attempt all
assessments.
3. Students that do not achieve a final mark of 50% due to medical reasons will only be
given an opportunity to a supplementary exam/task only if they have attempted all
assessments.
4. The maximum mark allocation for a supplementary exam is 50%.
5. Please note students may not request for re-mark or additional assessment opportunity
to improve their final year marks.
6. You have five working days after an assessment to query any mark inconsistencies or
errors.
7. All assessments are computer generated and time-scheduled. Students must be vigilant
and observe due dates meticulously. Numerous announcements on ClickUP are made as
reminders. Early access, familiarisation and navigation to the online LMS ClickUP
system is crucial to the successful completion of all assessments.
8. Internet and computer access are critical components for the completion of all
assessments which are online.
9. NO extensions of time for or ‘sick’ re-test can be accommodated (See 6 above).
10. Please note that the CBT is a labour intensive process that involves the planning and co-
ordination of many people and resources namely; Planning the CBT, Trial-run of the
CBT, Scheduling CBT laboratories and invigilation.

B. Social Media (Policy: ZP709867)

• The University recognises the importance of social media as a communication tool and
with this policy, aims to encourage transparent, responsible, honest and open
communication on social media platforms.
• Undesirable conduct Inclusive of, but not limited to, the generation of content that is
detrimental to the image or reputation of the University, that is defamatory,
pornographic, proprietary, harassing and/or libellous, or conduct that may create a
 hostile work environment, amounts to unfair discrimination, bullying and/or hate
speech.

C. Plagiarism (Plagiarism-Prevention-Policy.zp181077)
Plagiarism is a serious form of academic misconduct. It involves both appropriating someone
else’s work and passing it off as one’s own work afterwards. Thus, you commit plagiarism
when you present someone else's written or creative work (words, images, ideas, opinions,
discoveries, artwork, music, recordings, computer-generated work, etc.) as your own. Only
hand in your own original work. Indicate precisely and accurately when you have used
information provided by someone else. Referencing must be done in accordance with a
recognised system. Indicate whether you have downloaded information from the Internet. For
more details visit the following websites: https://www.up.ac.za/en/about-
up/article/2013215/why-learn-about-plagiarism. Please download a QR code reader on your
cellphone. To download a QR code reader open your mobile app store (App Store, Google
Play or Windows Marketplace) and search for QR code readers.

Why learn about How do I avoid Overstepping the

What is plagiarism?
plagiarism? plagiarism? mark

1. References
All references are on the Learning Management System with links

2. Addendum A: Support services

Please download a QR code reader on your cell phone. To download a QR code reader open
your mobile app store (App Store, Google Play or Windows Marketplace) and search for QR
code readers.

Student
Provides counselling and
Counselling 012 420 2333
therapeutic support to students.
Unit

Student
Promotes and assists students with 012 420 5233
Health
health and wellness. 012 420 3423
Services
 Provides support for UP students careerservices@up.ac.z
The Careers
and graduates as they prepare for a
Office
their careers. 012 420 2315

24-hour Operational Management 012 420-2310

Department
Centre 012 420-2760
of Security
24-hour Operational Manager cell 083 654 0476
Services
Crisis Line 0800 006 428
Enquiries concerning studies,
Department 012 420 2371/4001
accommodation, food, funds,
of Student Roosmaryn Building,
social activities and personal
Affairs Hatfield campus
problems.
Centre for
Sexualities, Identifies and provides training of
012 420 4391
AIDS and student peer counsellors.
Gender
Ensure an integrated and inclusive
Disability
learning experience for students 012 420 2064
Unit
with disabilities.

Fees and http://www.up.ac.za/enquiry

012 420 3111
funding www.up.ac.za/fees-and-funding

012 420 3051

IT Helpdesk For student IT related queries studenthelp@up.ac.za
 Self-Assessment Rubrics
=======================================================
Form Design
(Flipped classroom - 2)
Self- Assessment

Create a form design using Word, as an assessment activity for your learners in your
subject specialisation. The activity must be relevant to a particular topic/sub-topic
within the CAPS policy document. The form design should adhere to the following
criteria:
1. Be cosmetically modified
2. Use of tables is evident
3. Lesson/Topic contexts details
4. Clear instructions – before and after the activity “What must your learners’ do?”
5. Help text evident
6. Have legacy tools of the type: Date Picker; Text Boxes; Check Boxes and Combo
(MCQ) boxes

Rubric: Form Design

Criteria Level descriptors 15

Functionality Appropriate use of :

•
Date Field Selector 1
•
Text boxes (at least one off) 1
•
Check boxes (appropriate use and at least one off) 1
•
Combo boxes with leading statement (at least one off) 4
Pedagogical •
Instructions are clear, precise and concise: Before and after activity 1
design •
Mark allocation clearly indicated 1
•
Context Details; Activity name; Subject, topic, Learner details: Name, 1
grade
Layout and design Activity page:
• Uses tables to structure input 1
• Help text: F1 and Status Bar 2
• Form is locked 1
• Hyperlink from image/text/graphic 1
 =======================================================
Graphics
Creating a Drag and Drop Activity
Self-Assessment

Create a drag and drop exercise using Word as an assessment activity for learners in
your subject specialisation. The activity must be relevant to a particular topic/sub-topic
within the CAPS policy document. The activity must be fully functional and adhere to
the following criteria:
1. Lesson/Topic contexts details
2. Clear instructions – before and after the activity
3. The image must be of high quality (good resolution)
4. The image text boxes, text boxes and arrow heads must be grouped as an image
5. The answer boxes must multi-coloured and grouped as an image.
6. A combo/Drop down option may be used

Rubric: Drag and Drop Activity

Criteria Level descriptors 10

Functionality • Graphics, Lines and Text Boxes (multi-coloured) are Grouped as 2

Pedagogical design
Layout and design
image (or Combo Box in Form design)
• Graphics has good resolution 2
• Text boxes (grouped as image) answers are exact match to grouped
text boxes (or Form Designed Inputs) 2
• Instructions are clear, precise and concise: Before and after activity 1
• Design planning is pedagogically and aesthetically sound 1
• Mark allocation clearly indicated 1
• Activity page has: Context: Activity name, Subject, topic Learner 1
details: Name, grade
 =======================================================
Creating - Computer Based Assessments
Self-Assessment

Create a web-based (html) assessment document using HotPotatoes. The activity must
be relevant to a particular topic/sub-topic within the CAPS policy document. The
assessment activity should consist of at least one of each types of assessments: JCloze,
JMatch, JQuiz, JCross and JMix. You may also choose to use the variations within each
assessment type (for example JQuiz – MCQ, Short answer, Multiple Select, Hybrid).
The following additional criteria must be considered:

1. Each activity must be cosmetically enhanced

2. Embedded graphics/images must be evident in two activities
3. Embedded reading text must be used in at least one activity
4. Links between activities must be functional
5. Link to a masher or word document must be functional

Rubric: Computer Based Test

Criteria Level descriptors 20

Assessment types • At one of each of the five types of Assessments (JQuiz; JMatch; 10
JClose; JMix, JCross)
Links • Links to each other and 2
• Link to Lesson Page (Blank) or Masher 1
Functional • Graphics included in at least three assessments 3
• Reading text included in at least one 1
• Cosmetic changes evident in all assessments 3
 =======================================================
Creating Interactive Concept Maps
Self-Assessment

Create a web-based (html) interactive concept map using CMapTools. The activity must be relevant to a
particular topic/sub-topic within the CAPS policy document. Structure a concept map exercise for
learners that employ a hierarchical structure that distinguishes concepts and facts at different levels of
specificity. Additional criteria that must be considered:

1. The Concept map should be used to enhance 5. The concept map must have embedded links and
learners’ knowledge about the topic. links to various multimedia and other resources
2. The concept map should be highly interactive as a both local and WWW based.
web based application 6. The resources should be relevant to answering the
3. The concept map should have multiple connections, focus question.
or cross-links, that illustrate how ideas in different 7. The concept map must be aesthetically pleasing.
domains are related. 8. The concept map should be void of vertical and
4. The concept map must have a focus question that horizontal scroll bars
clearly specifies the issue that the concept map
should address.
Rubric: Assessment 4 - Concept Map
Criteria Level descriptors 20
Cmap structure • Focus question evident 5
• Nodes are linked using connecting lines with purposeful direction
• Propositions are robust, well phrased, good variety and illustrate
functional relationships.
• Sentences flow, lines are correctly directional.
• Multiple node related by common propositions.
Hierarchical and • Adheres to a cognitive Hierarchical levels Curriculum relevance: 2
curriculum relevance • Enhances debate relevant to the focus question
Hyperlinks Online Direct functional links to WWW educational websites: 3
resources • Appropriate & Relevant to topic,
• Functional
• Exact Website
Hyperlinks to local Functional links to
resources • Images (at least 2) 5
• Video (swf, flv,applets) (At least 2)
• Word, PDF (1) or PowerPoint presentation (1)
Design Features: • Appropriate use of Fonts for effective and easy reading. 5
1. Font: type, colour, • Varied use of Objects across various hierarchical levels.
size, alignment. • Varied use of lines across hierarchical levels, connections etc.
2. Object: colour, shape; • Cosmetically Enhanced: Use of colour and images for Cmap
shadow; background background Cosmetics and aesthetics effective and pedagogically
image effective and stimulating
3. Line: Colour, • Entire concept map visible without horizontal or vertical scroll bars
thickness; connection;
shape; arrowheads
4. Cmap: colour;
Background image
5. Visual Layout
 =======================================================
Assessment:

Evaluation of an Educational Mobile APP

This assessment consist of three phases.

Phase 1:
ü Identify a subject-specific mobile APP (appropriate to your specialisation) that can be
used in teaching and/or learning.
ü Critically evaluate the software application (APP) from an instructional designer,
teacher and learner perspective.
o Does the app support teaching? [Teacher]
o Does the app support learning? [Learner]
o Does the app involve assessment? (what type) [Teacher]
o Does the app run smoothly, no crashes? [Designer]
o Is the app well designed cosmetically? [Designer]
o Does the app support specific lesson content and outcomes? [Teacher]
o Can the app be used for the introduction, content, application, or revision of
your lesson. [Teacher]
o Does it run on specific or multiple platforms Blackberry, Android, iOS,
Windows, [Designer]
o Does the app enhance critical thinking, collaboration, creativity,
communication? [Teacher]

Phase 2:
ü Download the APP Evaluation Form (similar to the table below) from ClickUP.
ü Complete your evaluation of your App according to the set criteria guidelines. Please
note that you have to include screen shots of your app as evidence.
ü Submit your evaluation form as an assignment on ClickUp by the due date ( Do NOT
indicate your name in the submission)

Phase 3:
ü After Phase 2 is complete, and you have submitted your own app evaluation you will
be assigned three peer assignments to anonymously review according to particular
online criteria.

This assessment is monitored and automatically executed through ClickUp’s online system If
you do not adhere to the procedure as planned, the system will not allow you to make
submissions or peer evaluate assignments. This will culminate in your disqualification and
hence no marks will be awarded to you. This assignment is computer managed, and thus the
system opens and closes on predetermined days. In essence if you do not submit an assignment,
you will not receive any peer review assignments to review. I cannot influence the automated
system, neither can I mark individual emailed/submitted assessments.
Please note that you must evaluate a mobile app and not, a specific technology, textbook or
website
App evaluation rubric

Subject Target Audience? Platform/Operating Systems:

App advances:?
Briefly describe why you say
so?
Phase Curriculum application level Software Type
according to Bloom’s 2.0
Taxonomy
Title of APP Curriculum relevance: How is Devices platforms?
the knowledge/skills reinforced
connected to CAPS?
Curriculum Content: Is the information error Use Online? Downloadable? Both
free, factual, reliable and
content Area appropriate?
CAPS Feedback: Is feedback specific Cost?
and result in improved learners’
Outcome(s) performance?

Developer Differentiation: Does the app Contextual: Is the app suitable for use in the South
offer flexibility to alter settings to African context?
meet learners’ needs? (levels,
speed) Describe
Size of User friendliness: Could Biases?
learners launch and navigate
Application within the app independently? If any please describe?

Support page: Too many distractors such as Guidance & Instructions: Are the instructions included
Does the app’s in-app purchases, adverts) within the app helpful to the learner?
supporting Web Describe if yes
page provide
additional useful
information?
Technical: Is Technical: Is the compatibility, Learner’s motivation: Will learners be motivated to use
the sound influences, software of the the app?
app problem-free?
compatibility, Will motivation be sustained (Why? why not?)
sound
influences,
software of the
app problem-
free?
Game

Simulation

Tutorial

Creative

Learning Active

Categorise
the
App

=======================================================
 Class-based self-assessments:
The following assessments are class-based. You should use the rubric to self-assess your
competence in each activity.
Optional self –study: Educational Blog
At the beginning of this course each student must create a blog using any Google Blogger tool,
which they will use to make regular posts to reflect on each of the task and the corresponding
assigned activities as well as their insights and discoveries in instructional technology.

REFLECTIVE PRACTICE RUBRIC – ICT PRE-SERVICE TEACHERS

Reflection Level Level 1 Level 2 Level 3 Score
in a Blog Unsatisfactory Basic Competent Distinguished 35
0 1-2 3-4 5
Blog scheduled Blog not Blog only updated At least 2 Blogs Blog entries are regular X2
entries maintained – once a month. entries a month. and consistently
Bulk entries in a Blog entries At least one Blog updated.
short period. irregular and Entry per week At least 8 Blog entries a
Limited or no inconsistent during during teaching month.
teaching practice teaching practice practice At least two Blog entry
Blog entries. per week during
Teaching Practice
Reflection No reflection Does not recognize Is unclear which Acknowledges and
on one’s on own practice, change to own changes to articulates changes in
practice, beliefs or practice but practice occurred practice
beliefs,
attitudes given or discusses it Engages in Engage in critical
perceptions
and attitudes evident Does not engage in critical criticism criticism of one’s own
about the use of critical criticism of of one’s own teaching offering
ICT in teaching one’s own teaching teaching. alternatives or
and learning but discusses one’s Some revealing possibilities for future
teaching. pronouncement of practice.
Some vague beliefs & attitudes Clear beliefs and
comments eliciting attitudes are evident
beliefs and attitudes
Reflection on No reflection ICT context is brief ICT context is ICT context is detailed
ICT context in Discusses ICT and lacks detail. explanatory. and explanatory.
school. context no School ICT context School ICT School ICT context
reflection described without context descriptive and detailed.
sufficient depth. descriptive. ICT context is detailed
Discusses ICT ICT school and self-explanatory
context very context is clear.
superficially
Reflection on No reflection or Case study depth Some detail but Well detailed with
other teachers superficially and evidence of 1-2 not evidence of examples of
use of ICT teacher use very various subject comprehensive. use, types, subject and
teachers use of ICT Case study depth lessons learnt.
for teaching and and evidence of Case study depth and
learning CT 2-3 various evidence of various
subject teachers subject teachers use of
use of ICT for ICT for teaching and
teaching and learning
learning ICT
Reflection on No reflection Simple brief Detailed Comprehensive
Learner use of reflection reflection reflection with
ICT significant data to
support or substantiate
Reflection on No reflection Simple brief Detailed Comprehensive
Lecturers use reflection reflection reflection with
of ICT significant examples to
support or substantiate
 Rubric – Evaluation of online lesson plan design
Design a technology integrated lesson in your area of specialisation. Choose a curriculum
(CAPS) based topic/section to teach. The lesson must be infused with technology as a learning
tool. This is a lesson design format and not a lesson delivery format. Your lesson plan must
adhere to the rubric criteria. This lesson MUST be planned for a Blended learning approach
using Gagne’s Nine Events of learning.

Phase 1
• Design the Online lesson
• Print your lesson (Word Format) – No personal details
• Export your lesson design as a Word document - No personal details
• Share your lesson design: Copy and paste URL link at top of front page of lesson design
• Upload your Word document to ClickUp using the appropriate link in ICT410

Phase 2
• Upload your Word document. to Google. Drive (Prof T. Vandeyar’s ClickUP link)
• Peer Review two lesson plans anonymously

Mode of delivery is Blended (This is compulsory) 20

1 Lesson context details are complete: 4

• Name and topic complement each other
• Learning time and design time is correlated
• Class size is between 30-40 learners
2
At least three of the Bloom’s Taxonomy outcomes: 3
• Knowledge,
• Comprehension, Application,
• Analysis,
• Synthesis,
• Evaluation.
3 Lesson is designed according to Gagne’s Nine Events of learning 6
(Teaching-Learning Activities TLA):
• Gain attention of the learners.
• Inform students of the lesson outcomes.
• Stimulate recall of prior learning (RPK&E).
• Present the content (teach).
• Learners practice.
• Assess performance.
4 Teaching-Learning Activities (TLA) - (A range of at least 3 activities): 3
*Read, watch, listen *Collaborate * Discuss *investigate *Practice *Produce
5 Good balance as close to (50-50), between:
(1) Face-to-face and Online teaching
4
(2) Teacher Present and Teacher no present
(3) Synchronous vs Asynchronous
(4) Whole class/Group work/Individual