Learning Unit 4
Teachers’ ICT competency literacy skills
4.1 INTRODUCTION
The development of computer technology and
58
advancement in mobile technology play a huge
role in how each one of us work, live, play and learn.
Nowadays, we are being confronted with devices that
have computer-like capabilities that were not available
a few years ago. In other words, computers form part
of our daily lives. When you hear the word computer,
the following picture (figure 4.1) comes to mind, but
this idea of a computer is changing as more devices are Figure 4.1: Computer desktop (https://
156
build that have computing powers. Take, for example, pixabay.com/en/photos/computer/)
washing machines, coffee and cappuccino makers,
Xbox gaming devices, cell phones, motor car engines that have computers controlling the
device. Therefore, computers are all around us and they are changing our lives (Gunter
& Gunter, 2015).
Although technology is part of our lives, the absence of it is visible in education many
59
times. However, an increase in the use of technology, especially in Africa, is observed
(figure 4.2).
60
Figure 4.2: Technology use in the classroom (http://www.cavie.org/en/images/29_03_2017/On-
line_education_is_the_future_for_Africa.jpg)
Therefore, it is important to also think of ways how you (as a teacher) can use ICTs in the
61
classroom and how students can use ICTs to assist them in their learning adventure. In the
next section, the focus will be on what a computer is; how to find information; and how
56
, CIC2601/1/2019
to combine the use of computers (and technology) with teaching and learning to enhance
the student learning experience. This section will be followed by a discussion focusing
on how to decide which software to download and use; finally the required security risks
you need to be aware of when working with computers, technology and networks.
4Learning outcomes
At the end of this learning unit you will be able to:
•• Name and discuss the three literacies: 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 com-
puter ethics for teachers.
4.2 COMPUTER, INFORMATION AND INTEGRATION
LITERACIES
In figure 4.3, the relationship between computer literacy, information literacy and
62
integration literacy is illustrated. For more information about the various literacies, you
can read Chapter 1 in the book Teachers discovering computers. (8th edition) by Gunter
and Gunter (2015: p3–4).
63
Figure 4.3: Computer, information and integration literacy
4.2.1 Computer literacy
As mentioned before, you already know that computers are all around us. Therefore, it
64
is important to know what a computer is. In today’s world, a computer comes in many
shapes and sizes. Watch the following YouTube video (2.39 min) to
know more about a computer, by selecting the following link:
https://www.youtube.com/watch?v=7cXEOWAStq4 (2:39 min) or scan
65
the QR code shown in figure 4.4.
Now that you know what a computer is, let us find out more about the
66
Figure 4.4: What is
157
basic parts of a computer. It is also important to have some background a computer?
57
, knowledge about what is going on inside a computer as well as how
we connect the various parts of a computer. Watch the YouTube video
clips by selecting the following links, or scanning the QR codes as shown
in figure 4.5, 4.6 and 4.7.
67 Parts of a computer (2:08 min) (figure 4.5)
Figure 4.5: Parts of
158
68 https://www.youtube.com/watch?v=K00dKueUDuI a computer
69
Inside the computer (2:19 min) (figure 4.6) https://
70
www.youtube.com/watch?v=4eNTlwnnhss&list=
PL5OG8acV0zdZhusM2ijL1juZWcjQss-hC&index=6
Figure 4.6 inside
Buttons and ports of the desktop computer (3:07 min) (figure 4.7)
159
71
a computer
72
73 https://www.youtube.com/watch?v=94lT9Ywuhd4
Not only do computers come in different shapes and sizes, but they
74
are also categorised based on their size and performance. In order to
Figure 4.7: Buttons and
know more about different types of computers, watch the YouTube 160
ports of a desktop
video (2:08 min) by selecting the link
https://www.youtube.com/watch?v=ceqBD3TCheg&t=2s or scan the
75
QR code shown in figure 4.8.
76
Figure 4.8. Types
161
of computers
Concept testing
To show that you know the following concepts, create a table to give examples of each
concept and who will most likely use it:
Concept Examples/Use Who will use it?
Computer hardware
Computer software
Supercomputers
Mainframes
Minicomputers
Micro/Personal computer
5 other types of computers
58
Teachers’ ICT competency literacy skills
4.1 INTRODUCTION
The development of computer technology and
58
advancement in mobile technology play a huge
role in how each one of us work, live, play and learn.
Nowadays, we are being confronted with devices that
have computer-like capabilities that were not available
a few years ago. In other words, computers form part
of our daily lives. When you hear the word computer,
the following picture (figure 4.1) comes to mind, but
this idea of a computer is changing as more devices are Figure 4.1: Computer desktop (https://
156
build that have computing powers. Take, for example, pixabay.com/en/photos/computer/)
washing machines, coffee and cappuccino makers,
Xbox gaming devices, cell phones, motor car engines that have computers controlling the
device. Therefore, computers are all around us and they are changing our lives (Gunter
& Gunter, 2015).
Although technology is part of our lives, the absence of it is visible in education many
59
times. However, an increase in the use of technology, especially in Africa, is observed
(figure 4.2).
60
Figure 4.2: Technology use in the classroom (http://www.cavie.org/en/images/29_03_2017/On-
line_education_is_the_future_for_Africa.jpg)
Therefore, it is important to also think of ways how you (as a teacher) can use ICTs in the
61
classroom and how students can use ICTs to assist them in their learning adventure. In the
next section, the focus will be on what a computer is; how to find information; and how
56
, CIC2601/1/2019
to combine the use of computers (and technology) with teaching and learning to enhance
the student learning experience. This section will be followed by a discussion focusing
on how to decide which software to download and use; finally the required security risks
you need to be aware of when working with computers, technology and networks.
4Learning outcomes
At the end of this learning unit you will be able to:
•• Name and discuss the three literacies: 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 com-
puter ethics for teachers.
4.2 COMPUTER, INFORMATION AND INTEGRATION
LITERACIES
In figure 4.3, the relationship between computer literacy, information literacy and
62
integration literacy is illustrated. For more information about the various literacies, you
can read Chapter 1 in the book Teachers discovering computers. (8th edition) by Gunter
and Gunter (2015: p3–4).
63
Figure 4.3: Computer, information and integration literacy
4.2.1 Computer literacy
As mentioned before, you already know that computers are all around us. Therefore, it
64
is important to know what a computer is. In today’s world, a computer comes in many
shapes and sizes. Watch the following YouTube video (2.39 min) to
know more about a computer, by selecting the following link:
https://www.youtube.com/watch?v=7cXEOWAStq4 (2:39 min) or scan
65
the QR code shown in figure 4.4.
Now that you know what a computer is, let us find out more about the
66
Figure 4.4: What is
157
basic parts of a computer. It is also important to have some background a computer?
57
, knowledge about what is going on inside a computer as well as how
we connect the various parts of a computer. Watch the YouTube video
clips by selecting the following links, or scanning the QR codes as shown
in figure 4.5, 4.6 and 4.7.
67 Parts of a computer (2:08 min) (figure 4.5)
Figure 4.5: Parts of
158
68 https://www.youtube.com/watch?v=K00dKueUDuI a computer
69
Inside the computer (2:19 min) (figure 4.6) https://
70
www.youtube.com/watch?v=4eNTlwnnhss&list=
PL5OG8acV0zdZhusM2ijL1juZWcjQss-hC&index=6
Figure 4.6 inside
Buttons and ports of the desktop computer (3:07 min) (figure 4.7)
159
71
a computer
72
73 https://www.youtube.com/watch?v=94lT9Ywuhd4
Not only do computers come in different shapes and sizes, but they
74
are also categorised based on their size and performance. In order to
Figure 4.7: Buttons and
know more about different types of computers, watch the YouTube 160
ports of a desktop
video (2:08 min) by selecting the link
https://www.youtube.com/watch?v=ceqBD3TCheg&t=2s or scan the
75
QR code shown in figure 4.8.
76
Figure 4.8. Types
161
of computers
Concept testing
To show that you know the following concepts, create a table to give examples of each
concept and who will most likely use it:
Concept Examples/Use Who will use it?
Computer hardware
Computer software
Supercomputers
Mainframes
Minicomputers
Micro/Personal computer
5 other types of computers
58
