Topic outline

  • General

  • Welcome and introduction

    • Welcome

      Welcome to this online course - aimed at school based ICT committees. Let's delve into a little of the background as to why this course is being run.

      In 2014 Gauteng embarked on a project to introduce technology into the classroom. In the 21st century it is expected that South African teachers begin to enhance and extend their existing classroom practices by making use of ICT. This will enable them to make teaching more vibrant and learning more interesting. It will also enable learners to compete in the international arena because modern societies expect them to be able to think critically, solve problems and be creative. The achievement of this expectation rests, first and foremost, upon the development of a highly qualified and committed teaching corpse (Darling-Hammond, 1995). The expectation therefore, is that the knowledge, skills, abilities and commitments of teachers prepared today will shape and inform what is possible for the future generation of learners.

      This course aims at capacitating school based ICT Committees to drive and support technology based initiatives at school and classroom levels. The committee members are key in ensuring that teachers utilise technology after receiving training and that all stakeholders work collaboratively to implement all ICT initiatives in schools. This programme could also be relevant for district based ICT committees.

    • Course learning outcomes

      By the end of this course participants should:

      • Understand how effective school based ICT committees are established
      • Have the knowledge and skills required to support ICT activities inside and outside the classroom
      • Be comfortable with integrating the use of different devices, software applications and other e-resources to enhance teaching and learning
      • Be able to manage a technology rich classroom for effective and efficient teaching and learning
      • Use various methods to support teachers when they integrate technology in the classroom.

    • Resource materials

      Review up to page 25 in the resource materials below. This will provide you with a detailed introduction for this online course.

  • 1: An introduction to ICT based school committees

    • Estimated completion time: 6 hours

    • Pre test: Module 1

      Please complete the short pre test below. This pre test is not for marks so we request that you be as honest as possible in your comments. 

    • Aim

      The overall aim of module 1 is to facilitate the establishment of a school based ICT committee by developing an understanding of its roles and responsiblities.

      Learning outcomes

      At the end of this module, participants will be able to:

      • Assess the ICT needs within the context of your school
      • Identify the roles and responsibilities of the school based ICT committee
      • Identify key indicators of an effective school ICT committee.


    • Unesco ICT framework: key ICT competencies

      • Support of student learning through teamwork with members of the school community
      • Use of ICT for both curriculum and assessment. Lead the development and implementation of the curriculum using ICT
      • Understanding of ICT for teaching, learning and administration.


    • Resource materials

      Please review module 1's learning materials below.


    • Activity 1

      In pairs, discuss the current ICT infrastructure, software, teacher and learner readiness to use ICTs for teaching and learning in your school.

      Use the assignment tool below to submit your findings. There is a spreadsheet in the tool which you are both required to complete and submit. Follow the submission instructions in the assignment tool.


    • Did you observe the evidence from this activity that each school should develop their own ICT strategies? If the use of digital technologies will have a positive impact on teaching and learning, it is important to identify and address factors in individual schools that have a potential to advance or regress ICT adoption and usage in education.

    • UNESCO model for school ICT integration

      Review the UNESCO model for school ICT integration from pages 27 - 28 in your resource materials. Which phase would you place your school in?



    • Reflection journal: Activity 2

      Having reviewed the theory on pages 27 - 28. state and explain, in five lines, the level of your school based on Seegobin's (2012) description. Record your thoughts in your private journal below. Start thinking about how you, and your ICT committee members, can help your school advance to the next level.


    • GDE ICT strategy

      Review the document below titled: 'Guidelines on the management and usage of ICT in public schools in Gauteng'. Focus especially on pages 16 - 21. These guidelines will help identify areas that your committee should focus on in their intervention strategy. It is a substantial document but we recommend that you do familiarise yourself with its contents. 


    • Activity 3: Case study

      Read through the case study in the assignment tool below and then answer the two questions that follow. 

    • Many studies confirm that effective ICT programmes in schools are promoted and driven by leadership at different levels. In other words, school principals, their deputies and the HODs are more influential in coercing teachers to adopt these new technologies. It is the school leadership that commits to a budget, training and management support. While ICT school committee members may not only consist of senior members of staff (SMT), they play a significant role in making decisions that will determine the level at which ICTs are integrated in the school. It is their (ICT committees) input that school leaders can use to ensure there is a smooth adoption and infusion of these technologies into educational activities.

    • Forum discussion: Activity 4

      In groups, discuss the following:

      Looking at your description of your school based on the UNESCO levels (In par 1.2) and the suggestions on table 6 (page 17) in the 'Guidelines On The Management And Usage Of ICTs In Public Schools In Gauteng', what would you recommend for your school’s improvement in ICT integration?

      Post at least two comments and two replies.


    • Review pages 31 - 32 of your resource materials and then attempt activity 5.

    • Reflection journal: Activity 5

      Having reviewed pages 31 - 32, reflect on the following:

      How can ICT be used to help achieve the following extract from the GDE ICT strategy?

      • Raise standards and performance, concentrating in particular school improvement, learner performance, raising the quality of teaching and learning


      Record your thoughts in your journal.


    • At national level, the ICT in Education Policy called 'The White Paper on e-Education (2003)' makes clear what ICTs are, their educational benefits and the roles to be taken by different stakeholders within the schools to promote effective use of ICTs. We will now look at what this policy brings to our understanding of ICT integration. 

      Review the white paper below paying special attention to page seven. Thereafter, complete activity six.


    • Activity 6

      Read page 7 of the 'White paper of e-Education'. (Ideally we would like you to familiarise yourself with the entire white paper!)

      ICTs have capabilities that are not found in other teaching resources. Name these ICT capabilities in the spreadsheet which is found in the assignment tool below. State the benefits of using each named ICT capability for teaching and learning in your school context. 


    • 21st century skills

      Often people talk about 21st century skills and they associate their development with ICT use. As an ICT committee member, it is important that you know what these skills are. The next activity should help you establish your understanding of these skills. But first, watch the short video below which will provide you with a quick introduction on what 21st century skills are.


    • Forum discussion: Activity 7

      You will be divided into four groups.

      • Google 21st century skills and, in your own words, write down what these are and share your understanding of these skills with your group
      • Which of those skills presented in the description do you value most and why?
      • Pick on the skills you have identified and discuss how these can be developed using ICTs


      Share your thoughts on the latter two bullet points by accessing your group in the forum discussion below. Please post at least two comments and two replies.


    • ICT committee roles and responsibilities

      Review pages 28 - 29 of the 'Guidelines on the management and usage of ICTs in public schools in Gauteng' listed earlier. Familiarise yourself with the roles and responsibilities which are presented.

    • Reflection journal

      Reflect on how you would play each of these roles in your school. Record your thoughts in the journal below. 


    • Roles and responsibilities template

      The roles that you reflected on in your journal may seem overwhelming, but remember that you are only one committee member and responsibilities can be shared amongst members to ensure all these critical areas are catered for. The template below can be used by your committee as you prepare your ICT implementation strategy. The good thing about the template is that it captures all critical stakeholders responsible for a successful ICT implementation in schools with ICTs. These are school leaders, teachers, learners, the School Governing Body (SGB) and parents.


    • Assignment: Activity 9

      How do you think each of these stakeholders can contribute to the smooth running of an ICT program in a school?

      1. School leadership
      2. Teachers
      3. Learners

      Lack of capacity from any of these stakeholders is bound to create a gap that would disturb the smooth running of the ICT programme. It is for that reason that the ICT committee should be well versed with all operations to facilitate identification of potential problems and address them timely and efficiently. On top of that, leadership from the ICT coordinator in this committee is critical if long term success is to be achieved.



    • ICT Coordinator's role

      Review pages 29 - 31 of the 'Guidelines on the management and usage of ICTs in public schools in Gauteng' where they describe the attributes of an ICT committee coordinator.

      Activity 10

      Using the questionnaire below, rate the statements on the ICT coordinator's role using the following priority basis:

      1. High priority
      2. Medium priority
      3. Low priority
      4. Not my job

      Engaging in this activity should be highlighting areas that need urgent attention in your school at this stage of the implementation of ICTs. The exercise can be used to carry out a needs analysis before interventions are designed and implemented.




    • Activity 11

      Participate in this online synchronous meeting to discuss the following with your peers (& facilitator):

      • If you are, or were, the ICT coordinator in your school, how would you use your responses to the previous activity, to resolve the challenges in your school in such a way that it will raise the quality of ICT use in your school? Remember: quality ICT use is when teaching and learning are both enhanced.


      Ensure that  you have completed all the activities before this synchronous meeting occurs.

      The meeting will take place on Date | Time and attendance is compulsory.

    • Post test: Module 1

      Please complete the post test below. This post test is not for marks so we request that you be as honest as possible in your comments. Your answers will provide the facilitator with an indication of the level of professional growth which has occurred due to the completion of this module.

  • 2: School ICT planning


    • Estimated completion time: 6 hours

    • Pre test Module 2

      Please complete this pre test before starting module two. This pre test does not carry any marks but it is mandatory for you to complete. We request that you answer the questions as honestly as possible.

    • Aim

      The overall aim of module two is to provide you with the tools to develop a data informed ICT school policy.

      Learning outcomes

      At the end of this module, participants will be equipped with the knowledge and skills required to:

      • Develop a draft ICT plan customised for your school context
      • Identify strategies of ICT implementation that promote teaching and learning across the curriculum.


    • Resource materials

      Review module 2's learning materials below, work through these resources in conjunction with this online guide.


    • School plans

      Schools have several plans which form part of the 'school improvement intentions'.  These plans include:

      • School development plan (SDP)
      • School improvement plan (SIP)
      • Subject improvement plan (SIP)
      • School academic performance improvement plan (SAPIP)


      Each of the above plans should relate back to the school's mission and vision statements. As an ICT committee member, you need to be familiar with what each of these plans entail.

    • Activity 1

      Using your private journal below, comment on the following:

      • Your school's mission statement
      • Your school's vision statement.

      Güven ÖZDEM (2011:1888) argues that mission and vision statements guide all activities of organisations and businesses. The school's plans and activities should therefore be reflecting these two key statements. 


    • Activity 2: Group discussion

      Before we delve into the process of how the ICT planning process should be tackled, let’s reflect on the importance of the ICT plan being relevant to the school’s vision.

      Using the forum tool below, discuss with your peers the order of what should be considered before developing the ICT plan. Post at least two comments and one reply.


    • Activity 3????

      Question: what is the school ict committee planning template? Is it related to activity 1 pg 27 or activity 8 pg 34 in module 1? Need to know before completing this activity

    • Factors influencing ICT integration

      Below are some of the factors which can influence ICT integration. Can  you think of three more to add to the list below?

      1. Leadership and management
      2. ICT in the curriculum
      3. ICT in teaching and learning
      4. ICT used for assessment and reporting
      5. ICT in administration
      6. ICT professional development
      7. ICT infrastructure and resources
      8. ?
      9. ?
      10. ?

      Once you've thought of other factors, attempt activity four below.

    • Activity 4

      Using the assignment tool below:

      • Open the spreadsheet in the tool and add your three additional factors which you feel influence ICT integration (points 8 - 10)
      • Explain why EACH factor is a critical ingredient to the development of the school's ICT plan and how each can influence the integration of ICTs into the classroom. 


    • Once you have submitted your assignment, have a quick forum discussion with your peers to compare ideas / notes on activity 4. Maybe they thought of some factors which weren't on your radar? In your discussions, include how these factors could influence the integration of ICTs into the classroom.

      Post at least one comment and one reply.


    • Characteristics of an ICT master plan

      Vanderlinde, R., Dexter, S. and van Braak, J., 2011, in their research, divided the characteristics of a school based policy plan into three categories:

      1. School staff
      2. Professional development
      3. Organisational development.


      Review pages 14 - 17 in your course manual and then attempt activities 5 - 7 in the assignment tool below. An electronic version of Vanderlinde et al's document is included below. It is recommended that you take the time to read through this journal paper. 


    • ICT planning process

      Review your participant's manual from pages 18 - 21 and then attempt activity 9.

    • Activity 9

      The following tools for ICT planning are covered in your lecture manual:

      • ICT planning worksheet
      • Force factors analysis
      • SWOT analysis
      • ICT audit tool
      • ICT audit calculator
      • ICT plan template


      All participants will be divided into groups of six:

      • Select one (1) of the above tools
      • Conduct some research on this tool
      • Prepare a presentation
      • The presentation should have at least three (3) slides
      • The slides should contain the following:
        • Images
        • Hyperlinks
        • Text in different font sizes
        • A sample of how the tool can be used to perform a particular task in the ICT plan
      • The slides should be interactive
      • Upload your presentation using the assignment submission tool below (all group members should upload the presentation)
      • Save the presentation as: Group?_full name_activity 9
      • Presentations will take place during the online synchronous meeting.


    • Activity 10

      Pick a case study from Bialobrzeska and Cohen (2005: 41 - 45) and use it to develop a School ICT Plan for your school. Pages 45 – 48 should help you with deeper understanding of these contexts.

      This should be a group activity together with your school's ICT committee members. Your plan can be in any digital format but in the following module, you will be required to submit your plan in a presentation format. 

      Submit your ICT plan by using the assignment submission tool below.



    • The online synchronous meeting will take place on Date | Time. It is mandatory to attend this meeting. Please ensure that you have completed all the activities for this module prior to the meeting taking place.

    • References

      • Bialobrzeska, M and Cohen, S. (2005). Managing ICTs in South African Schools: A Guide for Schools Principals. . Developed for School Managers by SAIDE
      • OZDEM, G. (2011). An Analysis of the Mission and Vision Statements on the Strategic Plans of Higher Education Institutions,. Educational Sciences: Theory & Practice. 11(4), 1887-1894
      • Vanderlinde, R., Dexter, S. and van Braak, J. (2011). School-based ICT policy plans in primary education: Elements, typologies and underlying processes:. British Jounal of Educational Technology.

    • Post test Module 2

      Now that you have concluded module two, please complete this post test. Your answers will indicate your level of professional growth following this study module. This mandatory post test does not carry any marks but we do request that you complete this test as honestly as possible.

  • 3: Using ICT as an administration tool


    • Estimated completion time: 5 hours


    • Pre test module 3

      Please complete this pre test before starting module three. This pre test does not carry any marks but it is mandatory for you to complete. We request that you answer the questions as honestly as possible.

    • Aim

      The overall aim of module three is to leverage ICT to ensure curriculum delivery, effective teaching and learning takes place at the school.

      Learning outcomes

      At the end of this module, participants will be able to:

      • Identify the three levels where ICT can be used for curriculum planning at school
      • Participate in the establishment of processes to monitor the implementation of curriculum policy or programmes
      • Integrate the use of ICT tools and resources for teaching / learning, assessments and reporting
      • Identify currently available ICT administration tools.


    • Resource materials

      Please review module 3's learning resources below.


    • Activity 1

      In your reflection journal below record your thoughts on what the use of ICT is in the following areas:

      • Learning
      • Teaching
      • Assessments
      • Reporting
      • Adminstration
      • Curriculum mapping.


    • Review pages 10 - 13 in module 3's lecture material and then complete activities two and three.

    • Forum discussion: Activity 2

      Having reviewed your course notes from pages 10 - 13, using the forum discussion tool below, discuss with your peers how ICTs can enhance each level on the figure below.



    • Curriculum planning: Activity 3

      The aim of this individual activity is to investigate the high level approach to your whole school's curriculum planning. 

      Insights about this should come from two main sources: school documents / policies and discussion. Begin by studying available policy documents on CAPS and Whole School Development Plan. Then ask the deputy principal or anyone from your school responsible for curriculum how whole-school planning is done and how ICT can be used to support this process.

      Write a summary about this process. The anticipated time that it should take to complete this activity is 45 minutes. Upload your summary by using the assignment submission tool.


    • Curriculum delivery

      This is the stage where the learners interact with the designed curriculum. Curriculum delivery encompasses the following:

      • Teaching
      • Learning support
      • Advice / guidance
      • Coaching / mentorship
      • Peer and collaborative learning
      • Feedback and assessment
      • Practice
      • Access to resources


      The question should be asked: how does ICT contribute to the above and learning in the classroom? 

      Some internet resources that can be used include:

      • Use of Web 2.0 tools
      • Use of learner management tools (LMS)
      • Use of content management tools (CMS)


      The image below identifies some of the above.


    • Forum discussion: Activity 4 

      As a group, review the above curriculum delivery points and discuss which ICT tool you would use for each point and how you would use it to deliver content in your subject. 

      Each participant should post at least two comments and replies.


    • Teaching, learning, assessment, recording and reporting

      Review pages 16 - 19 in your participant manual for module 3. Complete the activities which follow.


    • Activity 5

      Look at the image and question below and see the two possible answers that can be given!


                                           

      In your reflection journal, reflect how automated assessment can increase efficiency in your teaching? How you would use automated assessment (instant feedback ability) to alleviate understanding of a concept in your subject? 


    • Activity 6: Recording

      Have you ever used a spreadsheet to record your learners' achievements? If not, Google to find out how. 

      Create a spreadsheet with at least three learners listed with test results. Demonstrate that you are proficient in adding numbers in a column. To really challenge yourself add another column with further test results. Determine the average of each test! Using a spreadsheet to record the class marks will save you an enormous amount of time - it is highly recommended that you spend time familiarising yourself with how this works if you are not using this ICT tool already.

      Submit your spreadsheet using the assignment submission tool below.


    • Activity 7: Reporting

      How can ICT be used to improve reporting to parents? Which digital technologies can you use to communicate with learners and parents? Which one do you prefer and why?

      Post your comments and thoughts in the forum discussion.


    • Activity 8: Assessment and feedback tools and resources

      Another task which the school ICT committee can have is to investigate the current ICT assessment and feedback tools, as well as the available resources to support effective recording and reporting in schools. 

      Review the document titled: 'Managing ICTs in South African Schools: A Guide for School Principals' to get further background and understanding on this subject. 

      Answer the following questions and submit your findings using the assignment submission tool below.

      1. What is the range of ICT tools that your school has available to use for ICT integration and curriculum planning?
      2. List the activities that your school should do to ensure the successful implementation of ICT to support the whole school curriculum planning process. This should also conform to the ICT policy plan of the school
      3. What are the challenges which learners face in terms of security, safety, access and skill on the supplied resources (e.g. tablets etc)
      4. How do, and should, teachers use ICT for assessments and evaluations?


    • The online synchronous meeting will take place on Date | Time. It is mandatory to attend this meeting. Please ensure that you have completed all the activities for this module prior to the meeting taking place.

    • Reference

      • Bialobrzeska, M and Cohen, S. (2005). Managing ICTs in South African Schools: A Guide for School Principals' Developed for School Managers by SAIDE

    • Post test: Module 3

      Now that you have concluded module three, please complete this post test. Your answers will indicate your level of professional growth following this study module. This mandatory post test does not carry any marks but we do request that you complete this test as honestly as possible.

  • 4: Using ICT as a communication tool


    • Estimated completion time: 6 hours

    • Pre test: Module 4

      Please complete this pre test before starting module four. This pre test does not carry any marks but it is mandatory for you to complete. We request that you answer the questions as honestly as possible.

    • Aim

      The overall aim of module four is to provide the ICT committee members with the tools and understanding on how to select, use and recommend effective communication tools for both the school stakeholders and learning / teaching.  

      Learning outcomes

      At the end of this module, participants will be able to:

      • Identify different communication types in your school and suggest how they can be improved through the use of ICTs
      • Design an ICT communication plan for your school
      • Support teachers on how to use ICT communication tools both inside and outside the classroom
      • Establish how ICT can be effectively used to communicate with all school stakeholders
      • Establish and articulate safe and ethical communication behaviours by all stakeholders.


    • Resource materials

      Please review module 4's learning materials below.


    • School communication types and how they can be improved through ICTs

      You must be familiar with the cliché - there was a communication breakdown! When we get to this stage, things have gone wrong, big time. Communication is one of the key ingredients for a well-organized and well-performing school community. 

      For activity 1, open the spreadsheet in the assignment tool and reflect on your school’s communication lines.


    • School communication channels

      Read the full online article below by Steve Williams where he expands on different school communication channels. 


      Can you add to the above list?

      The challenge is identifying and using the most effective and efficient medium to communicate to get the best results in terms of reaching and getting a response from the recipients.

      Steve Williams makes the following suggestions for ICT communications within schools:


      We encourage you to read the full online article below.


    • Activity 2

      Reflect on your school’s current communication channels and what digital technology is available that could be used for efficient and effective results. 

      Open the spreadsheet in the assignment tool below:

      • Write down a communication type
      • Tick which communication method would be applicable
      • State your reason for opting for the digital technology ticked for the selected communication type
      • Think of efficiency and effectiveness as you make your decisions.


    • Activity 3: Where does your school stand with regards to communication

      Open the spreadsheet in the assignment tool. This sheet contains a table which was copied from the DOE's School Self Evaluation Instrument (2001). This will assist you in identifying the communication needs in your school. Work through each row in this spreadsheet and select your appropriate response by changing the background colour of that cell. 

      For example:


      How do you change the background?

      • Right click on the cell which you'd like to change
      • Choose the 'fill colour' option which is the 4th button from the left on the 2nd row
      • Choose whichever colour you'd like to use
      • Repeat this procedure for each selection.


      After completing this task, it should be very clear which areas require communication interventions. 

      The full School Self Evaluation Instrument document can be viewed below.


    • Having identified which communication areas need intervention, read the article below titled: 'Steps to creating a school communications plan' by Jay Cooper. In this article, he suggests the following steps towards designing your own strategy:

      1. Know your mission
      2. Know your audience
      3. Set realistic goals
      4. Understanding today's communication channels
      5. Planning and gathering your communications content
      6. Measuring results


      When you access the online article, you will notice that there is a free school communication planning guide for download. You will find this downloaded guide below. We recommend that you peruse this guide before attempting activities 4 - 9. 


    • Activity 4: Know your mission

      Read pages 2 - 3 of the School communication planning guide on how to go about developing your school's communication mission statement. Thereafter, create and record your school's mission statement in the questionnaire tool below.


    • Activity 5: Know your audience

      Review page 4 of the guide which discusses internal and external audiences in a school context. 

      In your school context, list (in your journal) the internal and external audiences. Indicate why it is important to establish the type of audience which you will be communicating with.


    • Activity 6: Set realistic goals

      Review page 6 of the guide which presents examples of goals which you might have. In the questionnaire below, tick the goals which apply in your school context.


    • Activity 7: Understanding today's communication channels

      In seven groups, select one of the following communication channels / mediums discussed on pages 7 - 11 of the guide. Search the internet for additional information and examples. Thereafter, on a presentation slide, provide steps on how to go about creating and using the channel that your group has selected. Upload your slide into the forum tool below. You will then either discuss your slide in the forum tool or you will present your slide in the online synchronous meeting.


    • Activity 8: Planning and gathering your communication content

      Review pages 12 - 14 of the guide. What content to include in your plan depends on what your communication priorities are for your school context. For this activity, determine what communication content hubs would apply to your school's context. 


    • Activity 9: Measuring results

      Read pages 17 - 19 and then write down the questions that you will ask yourself, and the tools which you will use, to measure the effectiveness of your plan's implementation. 

      At the end of activity 9, you should be able to develop your school’s communication plan!


    • Activity 10: The use of ICTs in classroom communications

      Review pages 22 - 23 in your module 4 course manual which provides some background on the use of ICTs in classroom communication. We recommend that you also read the full article by Lachica (2015) titled: 'Classroom communication and ICT integration'. Thereafter, discuss what other benefits ICTs bring to classroom conversation in Activity 10.




    • So far we have discussed the benefits of ICT's are within the classroom, but what about the benefits on ICTs on learning outside the classroom? Below are some of the ICTs which can be used for the latter:

      • Microsoft Office Suite / Google Productivity Applications
        • Word processor (MS Word or Google docs)
        • Spreadsheets (MS Excel or Google Sheets)
        • Presentations (MS Powerpoint or Google Slides)
        • Email (MS Outlook or Gmail)
      • Learning management systems (LMS)


    • Activity 11

      • Pick any of the LMS applications listed on page 24 of your module manual
      • Research your selected LMS
      • Note at least three advantages and three disadvantages of using this application as a learning platform.


    • Using social media as a learning tool

      The use of social media as a learning tool both inside and outside the classroom is a widely debated topic! We encourage you to do your own research on the pros and cons of using social media in / out the classroom but we will all need to embrace this communication type since social media is most definitely not going away!

    • Activity 12

      Access the forum discussion tool below to discuss how social media can be used to extend learning.  


    • Safe and ethical behaviours

      The use of social media to enhance learning both inside / outside the classroom needs to be well managed. Rules of engagement need to be created with agreement from all stakeholders in order to ensure the success of this communication medium. 

      The article titled: 'Connectivism' by George Siemen (2005) provides an interesting background to this topic.


    • Netiquette

      Wikipedia describe netiquette as “Etiquette in technology” governs what conduct is socially acceptable in an online or digital situation. While etiquette is ingrained into culture, etiquette in technology is a fairly recent concept. The rules of etiquette that apply when communicating over the Internet or social networks or devices are different from those applying when communicating in person or by audio (such as telephone) or videophone (such as Skype video). It is a social code of network communication”.

    • Activity 13

      Google for rules which your school community should follow before engaging in online communication. Aim for at least 10 rules. Record your findings in the activity tool below.


    • The online synchronous meeting will take place on Date | Time.  Please ensure that all the activities have been completed prior to the meeting taking place. Attendance is mandatory for this meeting.


    • References

      • Lachica, L. (2015). Classroom Communication and ICT Integration: Public High School Teachers' Notions. International Journal on Integrating Technology in Education (UITE), Vol. 4, No. 2
      • Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Available online here
      • CampusSuite. Cooper, J. (nd). School communication planning guide


    • Post test: Module 4

      Now that you have concluded module four, please complete this post test. Your answers will indicate your level of professional growth following this study module. This mandatory post test does not carry any marks but we do request that you complete this test as honestly as possible.

  • 5: Using ICT as a tool for PLCs


    • Estimated completion time: 6 hours


    • Pre test: Module 5

      Please complete this pre test before starting module five. This pre test does not carry any marks but it is mandatory for you to complete. We request that you answer the questions as honestly as possible.

    • Aim

      The overall aim of module is to provide you with the knowledge to develop a PLC strategy for your school based ICT committee and to identify digital tools that can be used to enrich teaching and learning.

      Learning outcomes

      At the end of this module, participants will be able to:

      • Identify and understand strategies required for successful PLCs
      • Research and use digital tools that will support PLCs
      • Use digital tools to share, cooperate and collaborate
      • Engage in a framework that the school ICT committees can use to establish functional PLCs
      • Think of ways that can be used to promote productive engagement in PLCs that enrich teaching and learning
      • Develop collaborative partnerships with colleagues and the community.


    • Resource materials

      Please review module 5's learning materials below.


    • What are PLCs?

      According to Wikipedia: 'A professional learning community is a method to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups of practice-based professional learning.'

      Another definition from Sather & Barton (2005)  defines PLCs as: '…small groups of teachers who come together as a team to help one another improve student learning. The team members share and reflect on their practice and personal experiences, observe each other’s practices, and study and apply research and best practices together'

    • Activity 1

      From the above definitions, record in your journal at least five key elements from the extracts.


    • What is the teacher's role within the PLC?

      The extract below clearly explains the nature of teacher engagement within the PLC:

      Edwards, 2012: 26, citing Mitchell and Sackney, 2000: '…a group of people who take an active, reflective, collaborative, learning-oriented and growth-promoting approach towards the mysteries, problems and perplexities of teaching and learning'.

      Activity 2

      • Access the spreadsheet in the assignment tool below
      • Pick at least five aspects from the above extract and explain what each means 


    • Both extracts emphasise the active role which members of PLCs play and highlight the benefits of the activities in which they engage. The idea of PLCs originates from Communities of Practice (CoP) coined by Lave, J. & Wenger, E., 1991 where they describe communities of practice as “groups of people who share a concern of a passion for something they do and learn how to do it better as they interact regularly”. Communities of practice exist in organizations, government, education, associations, the social sector, international development and online communities. In other words, they are everywhere!

      According to Vescio, V., Ross, D., Adams, A., 2008: “Learning communities are grounded in two assumptions. First, it is assumed that knowledge is situated in the day-to-day lived experiences of teachers and best understood through critical reflection with others who share the same experience Buysse, Sparkman, & Wesley, 2003. Second, it is assumed that actively engaging teachers in PLCs will increase their professional knowledge and enhance student learning”.

    • Activities 3 & 4

      Complete activities 3 & 4 detailed in the assignment tool below.


    • Communities of practice (COP)

      Review section 5.2 within your course manual where it discusses the three important structural elemans of a COP viz.:

      • Domain
      • Practice
      • Community


      Activity 5

      Using the forum discussion tool below, discuss the following:

      • Scenario: think of a community within your school which is already operational and give examples of the three structural elements in that context e.g.
        • What would be the domain of the community?
        • What practice do they share
        • What type of community is this?


      Post at least two comments and two replies.


    • ICT driven PLCs

      Review section 5.3 in your module manual which focuses on ICT driven activities viz.:

      • Sharing
      • Cooperating
      • Collaborative action


      The next few activities will be based on the above points.

    • Sharing: Activity 6

      At any given point in time you as an ICT committee member can find interesting resources and information that other colleagues in the school can use for teaching and learning. Some of these tools can be used to promote school improvement initiatives, create lesson plans, content and teaching resources. ICT committees need to know how to sort and organize such information so that it can be shared with the PLCs in the school.

      Discuss with your peers:

      • Where, when and how you would promote sharing in a subject department or phase context?


      Post at least one comment and one reply using the forum discussion tool below.


    • Cooperation: Activity 7

      The common goal of using ICTs in schools should be to enhance teaching and learning.    If this is true, how can the following stakeholders collaborate or work with each other in ensuring this goal is achieved? How will each contribute towards ensuring teaching and learning is enhanced through the use of ICTs?

      • SMT
      • SGB
      • HOD
      • Teachers
      • Learners.


      Access the spreadsheet in the assignment tool below to record your thoughts.


    • ICT Tools for sharing

      Complete activity 8 using the assignment submission tool below.


    • Group forum discussion: Activity 9

      You will be divided into four (4) subject based groups. Access your group in the forum tool below.

      Instructions

      • Remember that the aim of a PLC is to enhance learning and teaching. Agree on what that means for you as a PLC
      • One member of the group should provide a topic that he / she find difficult to teach
      • As a PLC, come up with ways of supporting this teacher by sharing your methods that have worked for you
      • Now discuss ways of integrating ICTs into teaching and learning in such a way that learning and teaching of this specific topic is enhanced
      • Google either for ICT tools that can be used to supplement teaching OR an online blog / community that you can join. This blog should be in the same subject. Exchange contact details so that these conversations can be continued on WhatsApp or any other social media platform. 


    • How to get PLCs started?

      Review section 5.5 of your module manual as well as the page below titled the same. Included below are some tips that should prove useful! Then attempt activity 10 in the assignment tool below. The document which you are required to complete has been included in the assignment tool.  

    • Tips

      Technology tips

      • Try not to overwhelm the PLC members with too many digital tools otherwise you may end up losing focus on enhancing teaching and learning
      • Initially choose a tool which PLC members are familiar with - this will encourage more efficient and effective interaction in the early stages
      • If new technology is introduced, ensure that time is allocated for training
      • Ideally introduce a tool that will be used for a specific purpose e.g. using Google Docs when you want to work as a group in establishing goals, using Blogs to solicit members' views on specific topics / subjects
      • Different tools have different uses - be innovative in your engagement of the tools!


      PLC Operational tips

      • Most schools already have PLCs that meet for the same cause e.g. sports, choir, art club etc
      • Your role as the school based ICT committee is to guide these PLCs in such a way that their interaction promotes the development of a sound teaching and learning culture through the use of ICTs
      • It is your duty to create spaces (online / electronically) that will make it easy for PLC members to report challenges and when they do so, you should be able to support them
      • If there is a challenge which you cannot address, identify an expert to assist and during this time, the ICT committee members should ensure that they are engaged with the expert to ensure that if this challenge re-occurs, the ICT committee members will be able to solve the problem
      • Never lose sight of the main goal which is to promote the integration of ICTs to enhance teaching and learning.



    • The online synchronous meeting will take place on Date | Time.  Please ensure that all the activities have been completed prior to the meeting taking place. Attendance is mandatory for this meeting.

    • References

      • Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press
      • Vescio, V., Ross, D., Adams, A. (2008). A review of research on the impact of Professonal Learning Communities on teaching practice and student Learning. Teaching and Teacher Education 24, 80-91
      • Wenger, E. (1998a). Communities of Practice: Learning, meaning and idenity. Cambridge: Cambridge University Press
      • Wenger, E., Trayner, B. & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework. Ruud de Moor Centrum: Open Universiteit Netherlands.

    • Post test: Module 5

      Now that you have concluded module five, please complete this post test. Your answers will indicate your level of professional growth following this study module. This mandatory post test does not carry any marks but we do request that you complete this test as honestly as possible.

  • 6: Monitoring & evaluation - double check this module!!!!!!


    • Estimated completion time: 6 hours

    • Pre test: Module 6

      Please complete this pre test before starting module six. This pre test does not carry any marks but it is mandatory for you to complete. We request that you answer the questions as honestly as possible.

    • Aim

      The overall aim of module six is to develop a monitoring and evaluation framework for the ICT school policy plan.

      Learning outcomes

      At the end of this module, participants will be able to:

      • Develop an evaluation plan
      • Use the Logic model to understand the key concepts relevant to this module
      • Respond to issues, problems and concerns identified through the monitoring process
      • Monitor and evaluate the school ICT policy plan.


    • Resource materials

      Please review module 6's learning materials below.


    • Monitoring vs evaluation

      Monitoring

      This type of evaluation is performed whilst the project is being implemented, with the aim of improving the project design and functioning while in action. It is an internal project activity that is designed to provide constant feedback on the progress of a project, the problem it is facing and the efficiency with which it is being implemented.

      Evaluation

      An evaluation studies the outcome of a project (is there any change taking place?) with the aim of informing future projects. Evaluation assesses the extent to which the project produced the intended impacts.

    • Activity 1

      • Open the assignment tool below
      • Open the attached spreadsheet
      • Complete the questions in the spreadsheet
      • Submit your spreadsheet using the assignment tool


    • Introducing the Logic model framework

      Review pages 11 - 14 of your module manual which can graphically be depicted as follows:


      The tabular representation of the Logic model framework is included below. This can be used as a template for future plans.


    • How to develop and use the Logic model for monitoring and evaluation

      There are two approaches that can be used in implementing the Logic framework:

      1. Working from left to right (in the graphical representation): begin with a situational analysis and then starting moving to the other categories on the right
      2. Working from right to left: begin with the desired outcomes and work backwards towards the categories on the left. This is often referred to as 'backward design', where the desired outcomes are the initial step (start with the end in mind).


      Both of the above two approaches are correct - you should use the method that you are most comfortable with. 

    • Activities 2 & 3

      For this activity you will need to answer some questions detailed in the assignment tool below. To answer these questions you must have run a project previously in your school or be in the process of doing so. If not, read the case study before attempting to answer the questions.


    • Identifying outputs, outcomes and impacts

      Now that you have described your program, the next step is to specify the outputs, outcomes and impacts that your program is striving for. 


      This part of the M&E framework will force you to not only identify what the results of your program are but also how you will measure them. Now you must develop performance measures or performance indicators.  A good performance indicator should be SMART or CREAM as presented below.


    • SMART indicator


    • CREAM indicator


    • Assignment

      For the next activities, using the assignment, identify what your outputs, outcomes and impacts are in your program. Thereafter, for each of these points indicate how you would measure these using first the SMART performance indicator, and then the CREAM indicator. 

    • Action plan and evaluation templates

      Review pages 19 - 26 of your module manual. These pages cover various important templates which should be used in developing an action plan. Then access the assignment tool below which contains these templates in a spreadsheet format. Complete, and submit, both templates.


    • The online synchronous meeting will take place on Date | Time.  Please ensure that all the activities have been completed prior to the meeting taking place. Attendance is mandatory for this meeting.

    • Reference

      • Bialobrzeska, M. & Cohen, S. (2005). Managing ICTs in South African Schools: A Guide for School Principals Developed for School Managers by SAID

    • Post test: Module 6

      Now that you have concluded module six, please complete this post test. Your answers will indicate your level of professional growth following this study module. This mandatory post test does not carry any marks but we do request that you complete this test as honestly as possible.

  • 7: Mentoring & coaching


    • Estimated completion time: 5 hours

    • Pre test: Module 7

      Please complete this pre test before starting module seven. This pre test does not carry any marks but it is mandatory for you to complete. We request that you answer the questions as honestly as possible.

    • Aim

      The overall aim of module seven is to equip ICT committee members with mentoring and coaching knowledge and provide them with the skills they need to support teachers in the implementation of ICT integration into teaching and learning.

      Learning outcomes

      At the end of this module, participants will be able to:

      • Understand what mentoring and coaching entails
      • Identify the different types of teacher beliefs
      • Use the TAM and ADDIE models to apply coaching and mentoring principles in supporting teachers in the implementation of ICT pedagogical integration.


    • Resource materials

      Please review module 7's learning materials below.


    • Coaching vs mentoring

      Review pages 9 - 10 which details the differences between mentoring and coaching. We encourage you to conduct your own research too on this topic. Thereafter, watch the two videos which succinctly explain the differences.


    • Activity 1

      Based on your own research and the two videos which you have watched, in your own words table the differences between mentoring and coaching. Open the spreadsheet in the assignment tool below to list your understanding of the differences. Also include what your role would be as both a mentor and a coach, in your school based ICT committee.


    • Teacher beliefs: Activity 2

      Review pages 11 - 12 which discusses teachers' beliefs and how these influence the way in which the teacher infuses computer technology into their teaching (Ertmer,1999). 

      In the forum discussion tool below, reflect and discuss the following:

      • The idea that ICTs enhance learning can be misconceived to mean:
        • When ICTs are used on their own e.g. distance online learning, learning or understanding improves. Reflect on similar misconceptions you had before you started this course
        • What has helped you address your misconceptions? Have they been addressed?


    • Technology acceptance model (TAM)

      The Technology acceptance model (TAM) coined by Davis (1998) demonstrates what it is that makes employees accept the use of technology:


      Wikimedia Commons (CC licence)

      The TAM model demonstrates how external variables can have an influence on perceived usefulness and perceived ease of use. For instance, if teachers perceive ICTs as useful, they see these technologies as having a potential to improve their practice. On the other hand, if they perceive ICTs as easy to use, they believe that using them will be effortless; they are likely to use them.

    • Activity 3

      Open the spreadsheet in the assignment tool below and complete the questions.


    • Group discussion: Activity 4

      In many cases, teachers perceive digital technology as a potential to improve teaching and learning. In other words, they subscribe to its usefulness. There are reasons for that perception. Some are related to what they hear from key stakeholders like the SMT, SGB and at times district officials and in some cases, politicians who propagate the wonders of these tools. Many studies carried out in South Africa have proven that teachers subscribe to this notion, and yet only a few of those teachers use ICTs for teaching.

      Access the forum tool below to discuss the following:

      • As a mentor to teachers who believe ICTs are useful and yet they do not use them, how would you advise them on the following points:
        • Introducing new technology
        • Lesson planning
        • Lesson delivery
        • Technophobia
        • Communication
        • Administration
        • Lack of confidence


      Each participant should post at least one comment and one reply per point.


    • Activity 5

      The challenge of perceiving ICTs as being 'not easy to use', emanates from a number of reasons. Access activity 5 in the assignment tool below to think about some of these reasons. 


    • Group discussion: Activity 6

      We hope that your engagement in these activities is helping you to identify coaching aspects that negatively influence teachers’ perceptions on ICTs ease of use. It has been proven that when the teachers’ use of ICTs is determined by subject needs, learner needs and pedagogical needs, teachers voluntarily use them more frequently as usefulness is related to their practice (Ndlovu, 2015). Coaching out of teaching context has been identified as one of the main reasons why teachers do not integrate ICTs into their teaching.

      In the forum tool below, as a coach, discuss methods of training teachers on promoting the use of ICTs in their teaching subjects. 

    • Your purpose as an ICT committee member should be to mentor and coach teachers and learners to use ICTs in their school activities. It is hoped that the TAM Model has assisted you in understanding what this role as a mentor and coach could be in supporting teachers in your school. Your engagement in the next activity should bring your role even closer to home.


    • ADDIE model: Activity 7


      Assignment instructions

      Use the ADDIE model to complete this assignment. As a mentor and coach, describe what you would do to support the HOD in the following situation:


      1. Research what the ADDIE model is about and follow the ADDIE steps to resolve the above challenge
      2. Establish what the subject is (it can be any subject - one that you are either comfortable with or not)
      3. Establish the concept to be taught
      4. Google for a teaching tool that can be used to supplement the teaching of the concept identified.
      5. Identify a mentoring strategy you will use for the teachers in this department that will assist them in perceiving the usefulness of the tool
      6. Describe how you will coach the teachers in this department to ensure that they perceive the tool as 'easy to use'.


    • Reflection: Activities 8 & 9

      Activity 8

      Reflect on the previous activity in your journal. Think about how much of what you have covered in these modules assisted you in resolving the HOD's problem in activity 7.

      Activity 9

      Re-look at the MGSLG's 10:20:70 model that was introduced in module two. 


      You are encouraged to use the above model in your coaching and training sessions in particular. Teachers must be given ample time to practice and apply learnings in their teaching.

      Reflection: 

      Think of ways you can ensure the 70% of this learning experience happens in the classrooms of these teachers. Remember, you do not necessarily have to go into their classrooms, but you could develop tools/ templates and organise sessions where teachers (within the department) can share their experiences as they reflect on their ICT integration experience in class. It is in these sessions where they can learn and support each other.

      Write your reflections in the journal tool below.


    • The online synchronous meeting will take place on Date | Time.  Please ensure that all the activities have been completed prior to the meeting taking place. Attendance is mandatory for this meeting.

    • References

      • Davis Ir, F. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation). Massachusetts Institution of Technology
      • Ertmer, P. (1999). Addressing first and second order barriers to change: Stategies for Techology Integration. Educational Technology Research and Development, 47(4), 47-61

    • Conclusion

      This is the last module and we hope that what you have covered in it has prepared you for this important task of supporting your school in implementing ICT integration. You have been provided with relevant policies, academic articles, web pages and online tools that you can use as examples or reminders. These are not conclusive. As a mentor and coach you can only be the best if you do not stop here but continue to find more material that can help you advance in this important role. The Gauteng Department of Education is relying on you for the maximisation of these expensive tools that have been placed in our schools. Thank you for making yourself available to take this on. We know, you have what it takes!


    • Post test: Module 7

      Now that you have concluded module seven, please complete this post test. Your answers will indicate your level of professional growth following this study module. This mandatory post test does not carry any marks but we do request that you complete this test as honestly as possible.

  • Evaluation