CIC2601/101/0/2024

Tutorial Letter 101/0/2024

Computer Integration in the classroom

CIC2601

Year Module

Department of Science and Technology

Education

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account
and make sure that you have regular access to the myUnisa
module website, CIC2601-24-Y, as well as your group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE
 CONTENTS

Page

1 INTRODUCTION ................................................................................................................. 4
2 MODULE OVERVIEW......................................................................................................... 5
2.1 Purpose ............................................................................................................................... 5
2.2 Outcomes ............................................................................................................................ 6
3 CURRICULUM TRANSFORMATION ................................................................................. 6
4 LECTURER(S) AND CONTACT DETAILS ......................................................................... 7
4.1 Lecturer(s) ........................................................................................................................... 7
4.2 Department ......................................................................................................................... 7
4.3 University ............................................................................................................................ 7
5 RESOURCES ..................................................................................................................... 7
5.1 Prescribed book(s) .............................................................................................................. 7
5.2 Recommended book(s) ....................................................................................................... 7
5.3 Electronic reserves (e-reserves) .......................................................................................... 8
5.4 Library services and resources information .......................................................................... 8
6 STUDENT SUPPORT SERVICES ...................................................................................... 9
6.1 First-Year Experience Programme ...................................................................................... 9
7 STUDY PLAN ................................................................................................................... 10
8 HOW TO STUDY ONLINE ................................................................................................ 11
8.1 What does it mean to study fully online?............................................................................ 11
9 ASSESSMENT.................................................................................................................. 12
9.1 Assessment criteria ........................................................................................................... 12
9.2 Assessment plan ............................................................................................................... 12
9.3 Assessment due dates ...................................................................................................... 13
9.4 Submission of assessments .............................................................................................. 13
9.4.1 Types of assignments and descriptions ............................................................................. 14
9.5 The assessments .............................................................................................................. 15
9.6 Other assessment methods ............................................................................................... 16
9.7 The examination ................................................................................................................ 16
9.7.1 Invigilation/proctoring......................................................................................................... 16
10 ACADEMIC DISHONESTY ............................................................................................... 17
10.1 Plagiarism ......................................................................................................................... 17

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10.2 Cheating ............................................................................................................................ 17

10.3 For more information about plagiarism, follow the link below: ............................................ 17
11 STUDENTS WITH DISABILITY ........................................................................................ 17
12 FREQUENTLY ASKED QUESTIONS ............................................................................... 18
13 SOURCES CONSULTED ................................................................................................. 18
14 IN CLOSING ..................................................................................................................... 18
15 ADDENDUM ..................................................................................................................... 19
ANNEXURE: GLOSSARY OF TERMS ........................................................................................ 19

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Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a
transformation charter based on five pillars and eight dimensions. In response to this
charter, we have also placed curriculum transformation high on the agenda. For your
information, curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the
scholarship of teaching and learning, and the infusion of African epistemologies and
philosophies. These pillars and their principles will be integrated at both the programme
and module levels, as a phased-in approach. You will notice the implementation thereof in
your modules, and we encourage you to fully embrace these changes during your studies
at Unisa.

1 INTRODUCTION
Unisa is a comprehensive open distance e-learning (CODeL) higher education institution.
The comprehensiveness of our curricula encapsulates a range of offerings, from strictly
vocational to strictly academic certificates, diplomas and degrees. Unisa's "openness" and
its distance eLearning character result in many students registering at Unisa who may not
have had an opportunity to enrol in higher education. Our CODeL character implies that
our programmes are carefully planned and structured to ensure success for students
ranging from the under-prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery ranging
from blended learning to fully online. As a default position, all post graduate programmes
are offered fully online with no printed study materials, while undergraduate programmes
are offered in a blended mode of delivery where printed study materials are augmented
with online teaching and learning via the learner management system – myUnisa. In some
instances, undergraduate programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the
University. Unisa's commitment to serve humanity and shape futures combined with a
clear appreciation of our location on the African continent, Unisa's graduates have
distinctive graduate qualities which include:

• independent, resilient, responsible and caring citizens who are able to fulfil and
serve in multiple roles in their immediate and future local, national and global
communities

• having a critical understanding of their location on the African continent with its
histories, challenges and potential in relation to globally diverse contexts

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• the ability to critically analyse and evaluate the credibility and usefulness of
information and data from multiple sources in a globalised world with its ever-
increasing information and data flows and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and

creatively to solve real-life problems

• an awareness of their own learning and developmental needs and future potential

THIS MODULE IS FULLY ONLINE

Whether a module is offered either as blended (meaning that we use a combination of

printed and online material to engage with you) or online (all information is available via
the internet), we use myUnisa as our virtual campus. This is an online system that is used
to administer, document and deliver educational material to you and support engagement
with you. Look out for information from your lecturer as well as other Unisa platforms to
determine how to access the virtual myUnisa module site. Information on the tools that will
be available to engage with the lecturer and fellow students to support your learning will
also be communicated via various platforms.

You are encouraged to log into the module site on myUnisa regularly (that is, at least twice
per week). [the module website code written out in full, e.g. CIC2601-24-Y].

Because this is a fully online module, you will need to use myUnisa to study and complete
the learning activities for this module. Visit the website for [CIC2601] on myUnisa
frequently. The website for your module is [the module website code written out in full, e.g.
CIC2601-24-Y].

We wish you every success with your studies!

2 MODULE OVERVIEW

2.1 Purpose

The purpose of this module is to introduce you to the world of computers and related
technologies so that you can become a computer literate teacher. You will learn about the
integration of ICTs in South African schools; support with the integration of ICTs in
classroom activities; computer vocabulary regarding hardware, software, processing, and
networks (including the internet); the various applications of computer and related
technologies in education; and ways to use computer technology in the classroom to
enhance your own teaching and your learners’ learning

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2.2 Outcomes

For this module, you will have to master several outcomes:

• Specific outcome 1: The integration of ICTs in South African schools

• Discuss and evaluate the appropriate use of ICTs from a historical and current
South African perspective.
• Explain how ICTs are integrated in the South African context.
• Compare the use of ICTs based on research reports and articles in the field.
• Support within the integration of ICTs in classroom activities
• Identify various role players in the effective integration of ICTs in classroom
activities.
• Discuss how roles are implemented and how supportive role players are in the use
of ICTs
• in a school context.
• Justify the roles according to ICT theory, for example, the Activity Theory.

• Specific outcome 2: Evaluate and update your ICT skills when necessary

Compile assignments and reports by using word processing.

• Use spreadsheets for doing calculations and compiling records.

• Develop and present slide shows for a range of audiences.
• Create a database for administration purposes.

• Specific outcome 3: Teachers’ ICT literacy skills

Name and discuss the three literacies of computers, information and integration.

• Evaluate software programs and website for use in teaching and learning.
• Identify and discuss computer security risks, safeguards in the use of ICT, and
computer ethics for teachers

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has
placed curriculum transformation high on the teaching and learning agenda. Curriculum
transformation includes student-centred scholarship, the pedagogical renewal of teaching
and assessment practices, the scholarship of teaching and learning, and the infusion of
African epistemologies and philosophies. All of these will be phased in at both programme
and module levels, and as a result of this you will notice a marked change in the teaching
and learning strategy implemented by Unisa, together with the way in which the content is
conceptualised in your modules. We encourage you to embrace these changes during
your studies at Unisa in a responsive way within the framework of transformation.

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4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturer for this module is [Ms MV Chuene and Mr S Mampa]:
Department: Science and Technology Education
Telephone: N/A
E-mail: [email protected]

E-mail: [email protected]

The secondary lecturer for this module is Prof. EO Mashile

Department: Science and Technology Education

Telephone: N/A

E-mail: [email protected]

4.2 Department

You can contact the Department of Science and Technology Education as follows:

Telephone number: +27 (0)12 429 2021

E-mail: [email protected]

4.3 University

University of South Africa

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence

5 RESOURCES

5.1 Prescribed book(s)

There are no prescribed textbooks for this module.

5.2 Recommended book(s)

Gunter, GA & Gunter, RE. 2015. Teachers Discovering Computers: Integrating

Technology in a Changing World. 8th edition. United States: Cengage Learning Boston.

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Shelly, G, Gunter, GA & Gunter, RA. 2012. Teachers Discovering Computers: Integrating

Technology in a Connected World. 7th edition. United States: Cengage Learning Boston.

Recommended books can be requested online, via the Library catalogue.

5.3 Electronic reserves (e-reserves)

E-reserves can be downloaded from the library webpage find e-reserves. More information
is available at: http://oasis.unisa.ac.za/search/r

5.4 Library services and resources information

The Unisa Library offers a range of information services and resources. The library has
created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-
Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature
• Search Request (on your research topic) service,
visit http://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Research-support.
• For library training for undergraduate
students, visit https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Training
• Lending Services https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Lending-services
• Services for Postgraduate students -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• Library Technology Support -https://libguides.unisa.ac.za/techsupport
• Finding and using library resources and tools -
http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-

[email protected]

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• General library-related queries: [email protected]

• Queries related to library fines and payments: [email protected]
• Interlibrary loan service for postgraduate students: [email protected]
• Literature Search Service: [email protected]
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar, how
to access module content, how to view announcements for modules, how to submit
assessment and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24
hours for your account to be activated after you have claimed it. Please do this
immediately after registering at Unisa, by following this link: [email protected]

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.

6.1 First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This
is also true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated
open distance and e-learning institution, and it is very different from face-to-face/contact
institutions. It is a mega university, and all our programmes are offered through either
blended learning or fully online learning. It is for this reason that we thought it necessary to
offer first-time students additional/extended support to help them seamlessly navigate the
Unisa teaching and learning journey with little difficulty and few barriers. We therefore offer
a specialised student support programme to students enrolling at Unisa for the first time –

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this is Unisa’s First-Year Experience (FYE) Programme, designed to provide you with
prompt and helpful information about services that the institution offers and how you can
access information. The following FYE services are currently offered:

FYE Website Email Support

www.unisa.ac.za/FYE [email protected]

FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc
Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support
communication from the SRU, please check your myLife inbox regularly.

7 STUDY PLAN

Activity Responsibility Completed by

Registration Register for all the February 2024

relevant modules.

Module orientation Familiarize yourself with 31 March 2024

the learning units and
assignments due dates
for the year and the
required study material
by scanning through the
assignment.

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Join myUnisa and meet

your fellow students on
the discussion forum on
Moodle site.

Learning Unit 1: • Study unit 1 and take April 2024

part in the discussion
forums throughout the
learning unit

Complete Assignment 01

Learning Unit 2: • Study unit 2 and take June 2024

part in the discussion
forums throughout the
learning unit

Complete Assignment 02

Learning Unit 3: • Study unit 3 and take August 2024

part in the discussion
forums throughout the
learning unit

Complete assignment

Learning Unit 4: • Study unit 4 and take September 2024

part in the discussion
forums throughout the
learning unit

• Complete assignment 03

Revision • Revise all the learning October 2024

units in the module.

• Complete assignment 04

8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

To study online it means all study materials are fully online and your assessments will be
completed online. Internet connection is required for you to fully engage on online
activities.

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9 ASSESSMENT
9.1 Assessment criteria

You must complete five (5) compulsory assignments for this module on or before the
specified due dates.

9.2 Assessment plan

• To complete this module, you will be required to submit five assignments.

• The due dates and way to submit your assignments will be available on the
myUnisa site for your module.

• The assignments are also available on the myUnisa site for this module.

• This module is based on continuous assessment, which means that your marks for
the four assignments will determine if you pass this module.

• Continuous assessment means that you are not going to write an examination, and
that all the assignments that you have completed throughout the year will contribute
towards your final mark. Continuous assessment refers to the ongoing periodic and
systematic assessment of students by means of a variety of assessment.
throughout the tuition period. It is an alternative to a single, final summative
assessment. Only these cumulative assessments will contribute to your final mark.

• Your assignments will comprise a combination of multiple-choice questions (MCQs),

short questions and essay type questions.

• You need an average of 50% for all your assignments (which will be your year
mark) to pass this module.

The assignment weightings are as follows:

Assignment Type of Submission Weightings

assignment

01 MCQ Compulsory 15%

02 Workshop Compulsory 10%

03 Written Compulsory 25%

04 Written Compulsory 25%

05 MCQ Compulsory 25%

Final mark 100%

06 Written/MCQ Contingency for 25%

Assignments 03 or 04

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NB: If you were unable to submit Assignments 03 or 04 for any valid reason, you may
submit Assignment 05. This concession does not apply to Assignments 01, 02 and
05.

They must be submitted and may not be substituted by any of the other
assignments.

9.3 Assessment due dates

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the myUnisa landing page
for this module. We envisage that the due dates will be available to you upon
registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due
dates for the submission of the assessments.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study
material, assessments and engagements with your lecturer and fellow students will
take place online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site,
where learning material will be available online and where assessments should be
completed. This is an online system that is used to administer, document, and
deliver educational material to students and support engagement between
academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2024 button to access the online sites for the modules that you are
registered for.

• The university undertakes to communicate clearly and as frequently as is necessary

to ensure that you obtain the greatest benefit from the use of the myModules
learning management system. Please access the announcements on your
myModules site regularly, as this is where your lecturer will post important
information to be shared with you.

• When you access your myModules site for the module/s you are registered for, you
will see a welcome message posted by your lecturer. Below the welcome message
you will see the assessment shells for the assessments that you need to complete.
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 Some assessments may be multiple choice, some tests, others written
assessments, some forum discussions, and so on. All assessments must be
completed on the assessment shells available on the respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 01,
Assessment 02, etc.). There will be a date on which the assessment will open for
you. When the assessment is open, access the quiz online and complete it within
the time available to you. Quiz assessment questions are not included in this tutorial
letter (Tutorial Letter 101) and are only made available online. You must therefore
access the quiz online and complete it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone
find it difficult to navigate the Online Assessment tool on the small screen and
often struggle to navigate between questions and successfully complete the
quizzes. In addition, cell phones are more vulnerable to dropped internet
connections than other devices. If at all possible, please do not use a cell phone
for this assessment type.

• For written assessments, please note the due date by which the assessment must
be submitted. Ensure that you follow the guidelines given by your lecturer to
complete the assessment. Click on the submission button on the relevant
assessment shell on myModules. You will then be able to upload your written
assessment on the myModules site of the modules that you are registered for.
Before you finalise the upload, double check that you have selected the correct file
for upload. Remember, no marks can be allocated for incorrectly submitted
assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

• Elective assignments

- If not submitted, the student gets no mark for this item.

- he best of the required submissions will count.

• Mandatory assignments

- If not submitted, the student gets no mark for this item.

• Compulsory assignments

- If not submitted, the result on the student’s academic record will be absent.

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• Optional assignments – You are encouraged as a student to do optional

assignment so that it may benefit your learning.

I. Elective assignments

a. the student is given a choice of which assignments within an identified group

to submit, only the best result(-s), the number of which is specified in
advance, will contribute towards the year mark.
b. elective assignments must also be grouped into an elective group.
c. for the student to select which assignment to submit, the elective
assignments must be grouped together. For such an elective group, relevant
information must be provided to the student, such as how many of the
assignments must be submitted and how many of the assignment marks
should be combined into the year mark.
d. The selection criteria define how marks received for assignments in an
elective group are to be combined into the year mark. Three different criteria
may be used for calculating the year mark:

• The best mark should be used, or

• If the student submits fewer than the required number of assignments
per group or no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best
mark is then calculated from all items.

II. Mandatory assignments

a. contribute to the year mark.

b. If a student fails to submit a mandatory assignment, no mark is awarded and
the year mark is calculated accordingly. The student will therefore forfeit the
marks attached to this assignment when the final mark for the module is
calculated.

III. Compulsory Assessment

a. when not submitted, the student will fail a Continuous Assessment module
but will be shown as absent from the examination in the case of other
modules.

IV. Optional assignments – You are encouraged as a student to do optional

assignment so that it may benefit your learning.

9.5 The assessments

As indicated in section 9.2, you need to complete five assessments for this module.

There are no assignments included in this tutorial letter. Assignments and due dates
will be made available to you on myModules for this module. We envisage that the due
dates will be available to you upon registration.

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9.6 Other assessment methods

There are no other assessment methods.

9.7 The examination

There is no examination for this module as it is continuous assessment.

9.7.1 Invigilation/proctoring

Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to
unlawfully assist them with the completion of assignments and examinations, the
University is obliged to assure its assessment integrity through the utilisation of various
proctoring tools: Turnitin, Moodle Proctoring, the Invigilator App and IRIS. These tools will
authenticate the student’s identity and flag suspicious behaviour to assure credibility of
students’ responses during assessments. The description below is for your benefit as you
may encounter any or all of these in your registered modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’

submissions against internal and external sources. Turnitin assists in identifying academic
fraud and ghost writing. Students are expected to submit typed responses for utilisation of
the Turnitin software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’
identity during their Quiz assessments. This tool requires access to a student’s mobile or
laptop camera. Students must ensure their camera is activated in their browser settings
prior to their assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-
proxy and ensures that the assessment participant is the registered student. This
invigilation tool requires students to download the app from their Play Store (Google,
Huawei and Apple) on their mobile devices (camera enabled) prior to their assessment.

IRIS Invigilation software verifies the identity of a student during assessment and
provides for both manual and automated facial verification. It has the ability to record and
review a student’s assessment session. It flags suspicious behaviour by the students for
review by an academic administrator. IRIS software requires installation on students’
laptop devices that are enabled with a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from
the invigilation and proctoring reports are referred to the disciplinary office for formal
proceeding.

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Please note:

Students must refer to their module assessment information on their myModule sites to
determine which proctoring or invigilation tool will be utilised for their formative and
summative assessments.

10 ACADEMIC DISHONESTY

10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting
them as your own. It is a form of theft. Plagiarism includes the following forms of academic
dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.

10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract
cheating).

10.3 For more information about plagiarism, follow the link below:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS WITH DISABILITY

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional
time for assessments, you are invited to contact (Ms MV Chuene [email protected])
to discuss the assistance that you need.

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12 FREQUENTLY ASKED QUESTIONS
See MyUnisa

13 SOURCES CONSULTED

14 IN CLOSING

We wish you all the best throughout the course. Please do not hesitate to contact us if you
are experiencing any problems in your studies.

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15 ADDENDUM

ANNEXURE: GLOSSARY OF TERMS

15.1. English
1. Assessment is a continuous planned process of identifying, gathering and
interpreting information on the performance of learners.
2. Blended learning is an approach to teaching and learning entails having learners
engaged in both online and face-to-face learning environments - the balance
between online and face-to-face engagement can be guided by the teacher and/or
the topic at hand.
3. Cooperative learning is a teaching-learning strategy that is specifically designed to
encourage learners to work together, drawing on their individual experiences, skills
and levels of motivation to help achieve a desired result.
4. Direct instruction (also known as expository teaching, explicit teaching,
transmissive instruction and tutorial) is a teacher-centred approach in which the
teacher presents lesson content in a structured format, while maintaining control
over what, when and how learners learn.
5. Discovery learning - is a teaching-learning strategy that is based on the
assumption that learners are more likely to understand and remember concepts
they had discovered themselves in the course of their own exploration of and
interaction with the environment (Roblyer 2006).
6. Flipped classroom approach - learners are exposed to the learning material prior
to and outside of the classroom, usually in the form of written material, voice-over
lectures, online videos (Gillispie 2016), curating online videos from various sources
(Maher et al. 2015), or through online learning management systems.
7. Game-based learning - uses game elements to facilitate the learning of a specific
skill or achievement of a specific learning outcome (Findlay 2016). The game
should be embedded in the learning activities and relate directly to the learning
objective. Although digital games are very popular, games do not always have to be
digital. Boardgames and real-life games can also be used with great success.
8. Learning and Teaching Support Materials (LTSMs) - this refers to the printed,
internet and other resources that will be used for every lesson topic. The textbook
sections and other resources that will be used for each lesson topic must be
indicated specifically.
9. Lesson - lesson can be described as a unit of teaching and learning around a
particular topic (or theme) in which a coherent series of teaching and learning
activities are performed in order to reach specific learning objectives. Its duration is
not necessarily equivalent to a period in the school timetable, but is determined by
how long it takes to complete the activities planned for the lesson topic - it might
require one or several periods.

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10. Lesson objectives - are statements which indicate what should be achieved as far
as teaching and learning of IT/CAT for the specific lesson is concerned. These
outcomes describe knowledge, skills and values that learners should have acquired
upon completion of the lesson.
11. Lesson plan comprises daily, weekly, monthly or thematic planning. Therefore, a
lesson plan should not necessarily be conducted per period, since the same theme
or topic might be dealt with over a number of periods. The compilation of a lesson
plan is the responsibility of the teachers) involved.
12. Lesson planning- is a highly professional activity and one of the most important
skills that you will have to acquire in order to become an effective IT/CAT teacher. It
is a multifaceted activity that requires sound knowledge of and skills in aspects such
as the content of the subject, how learners learn (le. learning theories such as
behaviourist and constructivist learning), teaching and learning principles, teaching-
learning strategies and assessment strategies.
13. Problem-based learning is a teaching-learning strategy that is defined as an
approach in which learners are given opportunities to solve problems by applying
their knowledge and skills in a systematic problem-solving process.

15.2. Afrikaans

1. Assessering is 'n deurlopende beplande proses om inligting oor die prestasie van
leerders te identifiseer, in te samel en te interpreteer.
2. Vermengde leer is 'n benadering tot onderrig en leer behels dat leerders betrokke
is by beide aanlyn en van aangesig tot aangesig leeromgewings - die balans tussen
aanlyn en aangesig tot aangesig betrokkenheid kan gelei word deur die onderwyser
en/of die onderwerp by hand.
3. Koöperatiewe leer is 'n onderrig-leer-strategie wat spesifiek ontwerp is om leerders
aan te moedig om saam te werk, met behulp van hul individuele ervarings,
vaardighede en vlakke van motivering om 'n gewenste resultaat te help bereik.
4. Direkte onderrig (ook bekend as verklarende onderrig, eksplisiete onderrig,
transmissiewe onderrig en tutoriaal) is 'n onderwysergesentreerde benadering
waarin die onderwyser lesinhoud in 'n gestruktureerde formaat aanbied, terwyl
beheer behou word oor wat, wanneer en hoe leerders leer.
5. Ontdekkingsleer - is 'n onderrig-leerstrategie wat gebaseer is op die aanname dat
leerders meer geneig is om konsepte wat hulle self ontdek het in die loop van hul
eie verkenning van en interaksie met die omgewing te verstaan en te onthou
(Roblyer 2006).
6. Omgekeerde klaskamerbenadering - leerders word voor en buite die klaskamer
aan die leermateriaal blootgestel, gewoonlik in die vorm van geskrewe materiaal,
stem-oor-lesings, aanlynvideo's (Gillispie 2016), samestelling van aanlynvideo's uit
verskeie bronne (Maher et al. al. 2015), of deur aanlyn leerbestuurstelsels.

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 CIC2601/101

7. Spelgebaseerde leer - gebruik spelelemente om die aanleer van 'n spesifieke

vaardigheid of bereiking van 'n spesifieke leeruitkoms te fasiliteer (Findlay 2016).
Die speletjie moet in die leeraktiwiteite ingebed wees en direk met die leerdoelwit
verband hou. Alhoewel digitale speletjies baie gewild is, hoef speletjies nie altyd
digitaal te wees nie. Bordspeletjies en werklike speletjies kan ook met groot sukses
gebruik word.
8. Leer- en Onderrigondersteuningsmateriaal (LOOM'e) - dit verwys na die
gedrukte, internet- en ander hulpbronne wat vir elke lesonderwerp gebruik sal word.
Die handboekafdelings en ander hulpbronne wat vir elke lesonderwerp gebruik
gaan word, moet spesifiek aangedui word.
9. Les - les kan beskryf word as 'n eenheid van onderrig en leer rondom 'n bepaalde
onderwerp (of tema) waarin 'n samehangende reeks onderrig- en leeraktiwiteite
uitgevoer word om spesifieke leerdoelwitte te bereik. Die duur daarvan is nie
noodwendig gelykstaande aan 'n tydperk in die skoolrooster nie, maar word bepaal
deur hoe lank dit neem om die aktiwiteite wat vir die lesonderwerp beplan word, te
voltooi - dit kan een of meer periodes vereis.
10. Lesdoelwitte - is stellings wat aandui wat bereik moet word ten opsigte van
onderrig en leer van IT/RTT vir die spesifieke les. Hierdie uitkomste beskryf kennis,
vaardighede en waardes wat leerders na voltooiing van die les moes verwerf het.
11. Lesplan bestaan uit daaglikse, weeklikse, maandelikse of tematiese beplanning.
Daarom moet 'n lesplan nie noodwendig per periode uitgevoer word nie, aangesien
dieselfde tema of onderwerp oor 'n aantal periodes behandel kan word. Die
samestelling van 'n lesplan is die verantwoordelikheid van die betrokke
onderwysers.
12. Lesbeplanning- is 'n hoogs professionele aktiwiteit en een van die belangrikste
vaardighede wat jy sal moet aanleer om 'n effektiewe IT/RTT-onderwyser te word.
Dit is 'n veelvlakkige aktiwiteit wat grondige kennis van en vaardighede in aspekte
soos die inhoud van die vak, hoe leerders leer (le. leerteorieë soos behaviouristiese
en konstruktivistiese leer), onderrig- en leerbeginsels, onderrig-leerstrategieë en
assesseringstrategieë vereis .
13. Probleemgebaseerde leer is 'n onderrig-leerstrategie wat gedefinieer word as 'n
benadering waarin leerders geleenthede gegun word om probleme op te los deur
hul kennis en vaardighede in 'n sistematiese probleemoplossingsproses toe te pas.

15.3. Sepedi

1. Kelo ke tshepedišo ye e rulagantšwego ye e tšwelago pele ya go šupa, go

kgoboketša le go hlatholla tshedimošo ka ga tiragatšo ya baithuti.
2. Thuto ye e hlakantšwego ke mokgwa wa go ruta le go ithuta o akaretša go ba le
baithuti bao ba tsenetšego bobedi tikologong ya go ithuta ya inthanete le ya go
lebana le sefahlego - tekatekano magareng ga go tsenela inthanete le go lebana le
sefahlego e ka hlahlwa ke morutiši le/goba hlogotaba go seatla.

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3. Thuto ya tirišano ke leano la go ruta-go ithuta leo le hlamilwego ka go lebanya go
hlohleletša baithuti go šoma mmogo, go tšea maitemogelo a bona ka noši,
mabokgoni le maemo a tlhohleletšo go thuša go fihlelela sephetho seo se
nyakegago.
4. Thuto ya go utolla - ke leano la go ruta-go ithuta leo le theilwego godimo ga
kakanyo ya gore baithuti ba na le kgonagalo ye kgolo ya go kwešiša le go gopola
dikgopolo tšeo ba di utolotšego ka bobona mo nakong ya go nyakišiša ga bona le
go dirišana le tikologo (Roblyer 2006).
5. Mokgwa wa ka phapošing wo o fetotšwego - baithuti ba pepentšhwa go didirišwa
tša go ithuta pele le ka ntle ga phapoši, gantši ka mokgwa wa didirišwa tše di
ngwadilwego, dithero tša lentšu, dibidio tša inthanete (Gillispie 2016), go hlokomela
dibidio tša inthanete go tšwa methopong ye e fapanego (Maher et al. 2015), goba
ka ditshepedišo tša taolo ya go ithuta inthaneteng.
6. Thuto ye e theilwego godimo ga papadi - e šomiša dielemente tša papadi go
nolofatša go ithuta bokgoni bjo bo itšego goba phihlelelo ya sephetho se se itšego
sa go ithuta (Findlay 2016). Papadi e swanetše go tsenywa ka gare ga mediro ya
go ithuta gomme e amana thwii le nepo ya go ithuta. Gaešita le ge dipapadi tša
dijithale di tumile kudu, ga se ka mehla dipapadi di swanetšego go ba tša dijithale.
Dipapadi tša boto le dipapadi tša kgonthe tša bophelo le tšona di ka dirišwa ka
katlego e kgolo.
7. Didirišwa tša Thekgo ya go Ithuta le go Ruta - se se šupa methopo ye e
gatišitšwego, ya inthanete le ye mengwe yeo e tlago šomišwa go hlogotaba ye
nngwe le ye nngwe ya thuto. Dikarolo tša puku ya go ithuta le methopo ye mengwe
yeo e tlago šomišwa go hlogotaba ye nngwe le ye nngwe ya thuto di swanetše go
bontšhwa ka go lebanya.
8. Thuto - thuto e ka hlalošwa bjalo ka yuniti ya go ruta le go ithuta go dikologa
hlogotaba ye e itšego (goba morero) yeo go yona go dirwago lelokelelo la mediro
ya go ruta le go ithuta ye e kgokaganego ka nepo ya go fihlelela maikemišetšo a go
ithuta ao a itšego. Nako ya yona ga se gore e lekana le nako yeo e lego lenaneong
la nako la sekolo, eupša e laolwa ke gore go tšea nako ye kaakang go phetha
mediro yeo e rulagantšwego ya hlogotaba ya thuto - e ka nyaka nako e tee goba
tše mmalwa.
9. Maikemišetšo a thuto - ke dipolelo tšeo di laetšago seo se swanetšego go
fihlelelwa ge go tliwa go ruta le go ithuta ga IT/CAT bakeng sa thuto ye e itšego.
Dipoelo tše di hlaloša tsebo, mabokgoni le ditekanyetšo tšeo baithuti ba bego ba
swanetše go di hwetša ge ba fetša thuto.
10. Thulaganyo ya thuto e akaretša peakanyo ya letšatši le letšatši, ya beke le beke,
ya kgwedi le kgwedi goba ya sererwa. Ka fao, leano la thuto ga se la swanela go
swarwa ka nako, ka ge sehlogo se tee goba hlogotaba e tee e ka šongwa ka dinako
tše mmalwa. Go kgoboketšwa ga leano la thuto ke maikarabelo a barutiši) bao ba
amegago.

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 CIC2601/101

11. Peakanyo ya dithuto- ke mošomo wa profešenale kudu le o mongwe wa

mabokgoni a bohlokwa kudu ao o tla swanelwago ke go a hwetša gore o kgone go
ba morutiši wa IT/CAT yo a šomago gabotse. Ke mošomo wo o nago le mahlakore
a mantši wo o nyakago tsebo ye e kwagalago le mabokgoni dikarolong tša go
swana le diteng tša thuto, ka fao baithuti ba ithutago ka gona (le. dithuto tša go
ithuta tša go swana le thuto ya setsebi sa boitshwaro le sa go aga), melawana ya
go ruta le go ithuta, maano a go ruta-go ithuta le maano a kelo .
12. Thuto ye e theilwego godimo ga mathata ke leano la go ruta-go ithuta leo le
hlalošwago bjalo ka mokgwa wo go wona baithuti ba fiwago dibaka tša go rarolla
mathata ka go diriša tsebo le mabokgoni a bona mo tshepedišong ya go rarolla
mathata ye e rulagantšwego.

15.4. Zulu

1. Ukuhlola kuwuhlelo oluqhubekayo oluhleliwe lokuhlonza, ukuqoqa nokuhumusha

ulwazi ngokusebenza kwabafundi.
2. Ukufunda okuxubile kuyindlela yokufundisa nokufunda ehlanganisa ukuba
abafundi bazibandakanye kokubili ezimweni zokufunda eziku-inthanethi
nezokufunda ubuso nobuso - ibhalansi phakathi kokuxoxisana nge-inthanethi
nokubhekana ubuso nobuso kungaqondiswa uthisha kanye/noma isihloko esiku-
inthanethi. isandla.
3. Ukufunda ngokubambisana kuyisu lokufunda nokufundisa eliklanyelwe ngqo
ukukhuthaza abafundi ukuthi basebenze ndawonye, besebenzisa ulwazi lwabo
ngabanye, amakhono kanye namazinga okugqugquzelwa ukusiza ukuzuza
umphumela abawufisayo.
4. Ukufundisa okuqondile (okubuye kwaziwe ngokuthi ukufundisa okuchasisayo,
ukufundisa ingcaca, imfundiso eguquguqukayo kanye nesifundo) kuyindlela egxile
kuthisha lapho uthisha ethula okuqukethwe kwesifundo ngendlela ehlelekile,
kuyilapho elawula ukuthi abafundi bafundani, nini futhi kanjani.
5. I-Discovery learning - isu lokufundisa-learning elisekelwe ekucabangeni ukuthi
abafundi maningi amathuba okuba baqonde futhi bakhumbule imiqondo abazithole
beyibo ngesikhathi bezihlola ngokwabo kanye nokusebenzisana nemvelo (Roblyer
2006).
6. Indlela yokushintshashintsha yasekilasini - abafundi bachayeka ezintweni
zokufunda ngaphambi nangaphandle kwegumbi lokufundela, ngokuvamile
ngendlela ebhaliwe, izinkulumo ezikhuluma ngezwi, amavidiyo aku-inthanethi
(Gillispie 2016), aqopha amavidiyo aku-inthanethi avela emithonjeni eyahlukene
(Maher et al. 2015), noma ngezinhlelo zokuphatha ukufunda ku-inthanethi.
7. Ukufunda okusekelwe emdlalweni - kusebenzisa izici zegeyimu ukusiza
ukufundwa kwekhono elithile noma impumelelo yomphumela wokufunda othile
(Findlay 2016). Umdlalo kufanele ugxile emisebenzini yokufunda futhi uhlobane
ngqo nenhloso yokufunda. Nakuba imidlalo yedijithali ithandwa kakhulu, imidlalo
akudingekile ngaso sonke isikhathi ukuba ibe yedijithali. Imidlalo yebhodi nemidlalo
yempilo yangempela nayo ingasetshenziswa ngempumelelo enkulu.
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8. Izinto Zokusekela Ukufunda Nokufundisa (LTSMs) - lokhu kubhekisela
ezincwadini eziphrintiwe, ze-inthanethi kanye nezinye izinsiza ezizosetshenziswa
esihlokweni ngasinye sesifundo. Izigaba zezincwadi zokufunda kanye nezinye
izinsiza ezizosetshenziswa esihlokweni ngasinye sesifundo kumele zikhonjiswe
ngokuqondile.
9. Isifundo - isifundo singachazwa njengeyunithi yokufundisa nokufunda esihlokweni
esithile (noma ingqikithi) lapho kwenziwa uchungechunge olubumbene
lwemisebenzi yokufunda nokufunda ukuze kufinyelelwe ezinhlosweni zokufunda
ezithize. Ubude bayo abulingani ngempela nesikhathi esikuhlelo lwezikhathi
zesikole, kodwa kunqunywa ukuthi kuthatha isikhathi esingakanani ukuqeda
imisebenzi ehlelelwe isihloko sesifundo - kungase kudinge isikhathi esisodwa noma
ezimbalwa.
10. Izinjongo zesifundo - izitatimende ezikhombisa lokho okufanele kuzuzwe
mayelana nokufundisa nokufunda kwe-IT/CAT esifundweni esithile. Le miphumela
ichaza ulwazi, amakhono namagugu abafundi okufanele ngabe bayawathola lapho
beqeda isifundo.
11. Uhlelo lwesifundo luhlanganisa ukuhlela kwansuku zonke, kwamasonto onke,
kwanyanga zonke noma okunesihloko. Ngakho-ke, uhlelo lwesifundo akufanele
ngempela lwenziwe ngesikhathi ngasinye, njengoba ingqikithi efanayo noma
isihloko kungase kusingathwe ngaso phakathi nenani lezikhathi. Ukuhlanganiswa
kohlelo lwesifundo kuwumsebenzi wothisha) abathintekayo.
12. Ukuhlela izifundo- kuwumsebenzi osezingeni eliphezulu futhi elinye lamakhono
abaluleke kakhulu okuzodingeka uwathole ukuze ube uthisha ophumelelayo we-
IT/CAT. Kungumsebenzi onezinhlaka eziningi odinga ulwazi oluphusile kanye
namakhono emikhakheni efana nokuqukethwe yisifundo, indlela abafundi abafunda
ngayo (le. amathiyori okufunda njengokufunda ngokuziphatha kanye nokufunda
ngohlelo lokuhlanganisa), izimiso zokufundisa nokufunda, amasu okufundisa
namasu okuhlola. .
13. Ukufunda okusekelwe ezinkingeni kuyisu lokufunda nokufundisa elichazwa
njengendlela lapho abafundi benikezwa khona amathuba okuxazulula izinkinga
ngokusebenzisa ulwazi namakhono abo ohlelweni oluhlelekile lokuxazulula
izinkinga.

©
UNISA 2024

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