• Course Code:  ICTs 101

  • Term:  2015

  • Start Date:  Mar 9 2015

  • End Date:  Apr 19 2015

  • Duration:  6 weeks

  • Course Author(s)
    COL and AVU as joint copyright holder license the module hereby presented under a Creative Commons-Attribution-Share Alike (CC-BY-SA) licence agreement.

This course has ended

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Using ICTs to enrich teaching and learning


  • Ajm
    Andrew Moore
  • Brenda4
    Brenda Mallinson
  • Janet low res
    Janet Thomson
  • Leanne
    Lee-Anne Ragan



What are ICTs?

ICTs (Information Communication Technologies)

Includes computers, mobile phones, digital cameras, satellite navigation systems, electronic instruments and data recorders, radio, television, computer networks, satellite systems. Almost anything which handles and communicates information electronically;

ICt's includes both the hardware (the equipment) and the software (the computer programs in the equipment). 


'Using ICTs to enrich teaching and learning' will guide your learning in an interactive, applied manager to answer 3 questions: what are ICT's (module 1), why use ICTs in teaching and learning (module 2) and how to use ICTs to support teaching and learning (module 3 and 4). Based on your unique learning expectations and needs, you’ll benefit free online training, you'll choose from a wide variety of learning expectations and needs, you'll chose from a wide variety of learning activities designed to help you extend, apply and use your learning from this MOOC (Massive Online Open Courses).



Course structure


Module 1 - What are ICTs?

(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.


Module 2 - Why use ICTs in Teaching and 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?


Module 3 - How to use ICTs to support Teaching and Learning (Practical)

(developer: Brenda Mallinson)


In module 3 we'll begin to cover, in a practical, applied manager, how to use ICTs to enhance our teaching and learning. We'll examine some common tools and platforms; learn how to match tools to pedagogical purpose,how to use ICTs to support assessment and what is the benefit for an online teacher training?


Module 4: How to use ICTs for School Administration and Management

(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.


 General Outcomes


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:

      • Justify a clear rationale for using ICT in education
      • Describe how ICTs support educational transformation
      • Analyse how teaching activities relate to the SAMR and TPACK models for technology integration
      • Create a lesson plan that incorporates appropriate ICT integration
      • Describe what it means to teach with ICT
      • List the tools that you would like to explore to enhance teaching and learning in your class
      • Evaluate the role of ICT in mediated learning
      • Evaluate the ability of ICT to support assessment of learning


Upon completion of Module 3 you should be able to :

      • Recognize a variety of common software tools and platforms used for educational purposes
      • Design a learning interaction / object and justify the tool used as fit for pedagogical purpose
      • Demonstrate the practical use of at least 1 educational software tool
      • Recognise a variety of assessment types supported by ICTs
      • Design an assessment, motivating for the type of assessment and its associated tool chosen as being fit for purpose
      • Articulate the considerations and affordances associated with both peer and automated assessment
    •  By the end of Module 4:  
      • You should be able to use various ICT tools to improve both classroom and school administration and organisation.






Each module is offered over a one week period beginning March 9th, 2015. It’s a free training online course. From this distance learning programs, you can expect between 4 and 6 hours of course work that includes reading materials and a wide variety of learning activities.




There are no official prerequisites for this module except a desire to learn more about and try ICTs as they relate to teaching and learning. Regular access to a computer and the internet are necessary to complete this module. In order to participate fully in Module 3, you should be prepared to install and use 3rd party software on your course access devices.



Instructor Profiles and Pictures




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


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