,© 2018 University of South Africa
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
CIC2601/1/2019
Shutterstock.com images used
70777888
MNB_style
, CIC2601/1/2019
CONTENTS
Page
PREFACE v
LEARNING UNIT 1: The integration of ICTs in South African schools 1
1.1 Introduction 1
1.2 How do South African schools use ICTs in classrooms? 1
1.3 Definition of a technology-integrated lesson 4
1.4 Comparison of ICT usage based on research reports and articles in this field 7
1.5 Personal reflection 10
1.6 Conclusion 10
LEARNING UNIT 2: Support with the integration of ICTs in classroom activities 11
2.1 Introduction 11
2.2 Role players in the effective integration of ICTs in classrooms 12
2.2.1 Examples of role players in the integration of ICTs 12
2.3 Support provided by role players 15
2.4 ICT theory (activity theory) used to illustrate various roles 18
2.4.1 Define the activity theory 18
2.4.2 Identify the components 19
2.4.3 Application of the Activity Theory to ICT integration in teaching and learning 20
2.5 Personal reflection 22
2.6 Conclusion 22
2.7 More documents, ideas / websites to visit 23
LEARNING UNIT 3: Evaluate and update your ICT skills as necessary 24
3.1 Introduction 24
3.2 Word processing 25
3.2.1 What is a word processing application program? 25
3.2.2 How do teachers use word processing in the classroom? 27
3.3 Using spreadsheets in the classroom 31
3.3.1 What is a spreadsheet application program? 31
3.3.2 How can teachers use spreadsheets as enablers in teaching and learning? 33
3.4 Presentation software 36
3.4.1 What is a presentation application programs? 36
3.4.2 Develop and present slide shows for a range of audiences 38
3.5 Database 40
3.5.1 What is a database application program? 40
3.5.2 How can teachers use a database application for administration purposes? 44
3.6 The use of Internet and WWW 46
3.6.1 Define internet and WWW 46
3.6.2 Search for information 47
(iii)
, 3.6.3 Upload and download information 50
3.7 Personal reflection 51
3.8 Conclusion 52
3.9 Appendices 52
3.10 More ideas / websites to visit 54
LEARNING UNIT 4: Teachers’ ICT competency literacy skills 56
4.1 Introduction 56
4.2 Computer, information and integration literacies 57
4.2.1 Computer literacy 57
4.2.2 Information literacy 59
4.2.3 Integration literacy 60
4.3 Software programs and website sources 64
4.4 Computer security risks, safeguards and computer ethics 67
4.4.1 Computer security risks 67
4.4.2 Safeguards in the use of ICT 68
4.4.3 Computer ethics for teachers 68
4.5 Personal reflection 69
4.6 Conclusion 70
4.7 More ideas / websites to visit 70
GLOSSARY 73
BIBLIOGRAPHY 75
(iv)
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
CIC2601/1/2019
Shutterstock.com images used
70777888
MNB_style
, CIC2601/1/2019
CONTENTS
Page
PREFACE v
LEARNING UNIT 1: The integration of ICTs in South African schools 1
1.1 Introduction 1
1.2 How do South African schools use ICTs in classrooms? 1
1.3 Definition of a technology-integrated lesson 4
1.4 Comparison of ICT usage based on research reports and articles in this field 7
1.5 Personal reflection 10
1.6 Conclusion 10
LEARNING UNIT 2: Support with the integration of ICTs in classroom activities 11
2.1 Introduction 11
2.2 Role players in the effective integration of ICTs in classrooms 12
2.2.1 Examples of role players in the integration of ICTs 12
2.3 Support provided by role players 15
2.4 ICT theory (activity theory) used to illustrate various roles 18
2.4.1 Define the activity theory 18
2.4.2 Identify the components 19
2.4.3 Application of the Activity Theory to ICT integration in teaching and learning 20
2.5 Personal reflection 22
2.6 Conclusion 22
2.7 More documents, ideas / websites to visit 23
LEARNING UNIT 3: Evaluate and update your ICT skills as necessary 24
3.1 Introduction 24
3.2 Word processing 25
3.2.1 What is a word processing application program? 25
3.2.2 How do teachers use word processing in the classroom? 27
3.3 Using spreadsheets in the classroom 31
3.3.1 What is a spreadsheet application program? 31
3.3.2 How can teachers use spreadsheets as enablers in teaching and learning? 33
3.4 Presentation software 36
3.4.1 What is a presentation application programs? 36
3.4.2 Develop and present slide shows for a range of audiences 38
3.5 Database 40
3.5.1 What is a database application program? 40
3.5.2 How can teachers use a database application for administration purposes? 44
3.6 The use of Internet and WWW 46
3.6.1 Define internet and WWW 46
3.6.2 Search for information 47
(iii)
, 3.6.3 Upload and download information 50
3.7 Personal reflection 51
3.8 Conclusion 52
3.9 Appendices 52
3.10 More ideas / websites to visit 54
LEARNING UNIT 4: Teachers’ ICT competency literacy skills 56
4.1 Introduction 56
4.2 Computer, information and integration literacies 57
4.2.1 Computer literacy 57
4.2.2 Information literacy 59
4.2.3 Integration literacy 60
4.3 Software programs and website sources 64
4.4 Computer security risks, safeguards and computer ethics 67
4.4.1 Computer security risks 67
4.4.2 Safeguards in the use of ICT 68
4.4.3 Computer ethics for teachers 68
4.5 Personal reflection 69
4.6 Conclusion 70
4.7 More ideas / websites to visit 70
GLOSSARY 73
BIBLIOGRAPHY 75
(iv)
