Course Code: ICTs 101
Start Date: Mar 9 2015
End Date: Apr 19 2015
Duration: 6 weeks
This course has ended
(developer: Lee-Anne Ragan)
In this module you’ll learn about what ICTs are, including key vocabulary that will help you begin to understand ICTs. By studying online, you’ll be introduced to how ICTs relate to teaching and learning. You’ll also be introduced to some of the issues, best practices, common and critical mistakes in using ICTs in teaching, learning and open education courses. Finally you’ll be guided through a process called S.A.K.E.© (skills, attitude, knowledge and experience) to help you personalize, apply and extend your learning.
(developer: Janet Thomson)
In module 2 we will consider some of the reasons why we use ICTs in teaching and learning. During this distance learning course, we will explore the rationales that we put forward for ICTs in education. How can we justify the costs of integrating ICTs in education? Do we argue for an improved labour force with just ICT skills or do we argue for better educated digital citizens? What are the pedagogical implications of rationales such as these and others?
(developer: Brenda Mallinson)
(developer: Andrew Moore)
In this module we will continue examining how to use ICTs but this time we will look specifically at how ICTs can provide us with productivity tools to support administration and management both within the classroom and at school level.
By the end of the Module 1
You will have gained a basic understanding of what ICTs are and how ICTs are related to teaching and learning. You'll also have the opportunity to practice and start using some ICTs in a teaching and learning context
When you are finished Module 2 you should be able to:
Upon completion of Module 3 you should be able to :
Until Dec 2014, Brenda Mallinson was Programme Specialist Learning Technologies, at South African Institute for Distance Education (Saide) in Johannesburg, and is now working in an independent consulting capacity. She has worked in higher education for over 25 years, and with the Moodle OSS VLE for 11 years. Brenda currently works on a number of Educational Technology and OER Africa projects at higher education institutions across sub-Saharan Africa, encompassing research, strategy, theory, and practice in the area of Learning Technologies and Open Educational Resources. Brenda is also non-resident Research Associate in the Department of Information Systems, Rhodes University in South Africa, where she established and led a research group in Advanced Learning Technologies, as well as designing and implementing a postgraduate coursework module in this area for Information Systems and Computer Science honours students, both at Rhodes and University of Fort Hare.
Lee-Anne Ragan, M.Ed., B.S.W., is President of Rock.Paper.Scissors Inc., an award winning training and entertainment company. Her learning and development work focuses on such areas as using social media for training purposes, intercultural issues, training of trainers and conflict resolution. Fascinated with issues of worldview and perspective, she created Life Lenses™ an interactive online and in-person assessment. Over the past 25 years she has served more than 20,000 participants in and from more than 80 countries with her lively and engaging educational programs and workshops for the not-for-profit, community-based, and corporate sectors. Regardless of which subject matter expert hat she’s wearing, Lee-Anne’s aim is to facilitate participant’s learning, laughing and leading. Four core values that underscore her work are innovation and creativity, the strategic use of humour, social responsibility and diversity. Original and adaptable, she shares content widely, whether it be through newsletters, her Rock.Paper.Scissors Inc. blog or her Life Lenses™ blog. Much to her husband and children's dismay she firmly believes every moment is a teachable moment. A proud Canadian, she currently calls Kenya home where she frequently consults for the United Nations. Lee-Anne promises to censure any group groans (silly or embarrassing activities) from her work.
Andrew Moore completed a M.Ed degree specialising in Computer Assisted Education at the University of Pretoria in 2002. He also has 14 years experience of teaching secondary education in Cape Town (Westerford High), Durban (Kearsney College) and Johannesburg (St Stithians College) where he was appointed Director of IT (Academic). He has worked at Neil butcher and Associates since 2004 where he has worked as an author, materials developer, instructional designer, web interface designer and educational technology trainer. He is currently a project manager supporting educational technology projects that exploit Open Education Resources (OER) including the development of ICT in Education teacher professional development courses in Guyana, Oman, Kenya, Indonesia, Antigua & Barbuda and Rwanda for UNESCO.
After graduating from Essex University, Janet Thomson completed her post graduate teaching qualifications at Leeds University and spent seven years teaching in a large comprehensive school in the UK. Once in South Africa Janet spent on year teaching at an independent girls' school in Durban followed by eleven years lecturing at teacher education college in rural KwaZulu-Natal during which time she complete her M.A. at Durban Westville. She worked for two years at Natal College of Education in Pietermaritzburg with the next five years being spent at the KwaZulu-Natal Education Department in the field of technology-enhanced learning and independent education. Janet has been associated with SchoolNet SA since 1998 and involved in creating their professional development programmes such as the Educator's network, Intel Teach, and Microsoft's Partners in Learning as well as the Commonwealth Certificate for Teacher ICT Integration. She has been an external examiner for teacher qualifications at two universities in South Africa. Janet is the Executive Director of SChoolNet SA and is passionate about the effective use of technology to improve learning.
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Using ICTs to enrich teaching and learning