TMN3706 ASSIGNMENT 5 2026
DUE 9 SEPTEMBER 2026
QUESTION 1
1.1 Explain what it means when we bring ICT and digital resources into the Social
Sciences classroom. Look at these specific areas:
1.1.1 Using gaming technology
Bringing gaming technology into the Social Sciences classroom has important effects
on teaching and learning. Games can help motivate learners to get involved with the
subject by giving them a path to develop their skills and rewarding them when they
reach different levels. They can earn points, badges, or other rewards (Segoe & Mays,
2017, p. 138). This works especially well for learners who grew up with technology
because it makes learning more interactive and fun.
Games allow learners to experience simulations and pretend situations that would be
impossible in a normal classroom. For example, learners can explore historical events
or geographic features through experiences that feel real and bring the subject to life.
The study guide says that "many games have a path towards higher levels of skill and
reward learners for reaching these levels" (Segoe & Mays, 2017, p. 138). This approach
can make learners more motivated and involved in Social Sciences lessons.
Games also help develop critical thinking and problem-solving skills. When learners
play educational games, they must make decisions, analyse situations, and look at
things from different angles. These are important skills in both History and Geography.
Using games also fits with the goal of making classrooms less focused on the teacher
and more engaging for learners (Segoe & Mays, 2017, p. 113).
,1.1.2 Using digital portfolios
Digital portfolios have important effects on assessment and learning in Social Sciences.
More people now understand that learning some types of knowledge and skills takes
time and involves doing different activities (Segoe & Mays, 2017, p. 138). A Social
Sciences portfolio helps learners understand and think about their own learning process
and also lets them show their work to others.
Digital portfolios are better than paper portfolios in several ways. They get rid of the
need to carry heavy folders and boxes of work (Segoe & Mays, 2017, p. 138). They also
allow learners to include videos, audio recordings, and interactive presentations, which
can show their achievements in a richer way.
Digital portfolios also help learners think about their own learning. Drake (2017, p. 160)
explains that assessment should help learners become reflective, and independent
learners can find new skills and knowledge without a teacher always directing them.
Thinking about their own learning is an important skill for today's learners. Digital
portfolios give them a way to document their progress, see where they need to improve,
and show what they have achieved.
1.1.3 Using the Internet
The Internet has a big effect on teaching and learning in Social Sciences. Learners who
are connected to the Internet have access to a huge amount of information that grows
every day (Segoe & Mays, 2017, p. 135). One of the teacher's jobs is to help learners
develop the skills to understand this information, especially critical thinking and ICT
skills.
The Internet gives access to a large and growing number of resources. Social Sciences
teachers need to gather useful resources for learners so they do not waste time
searching and can be guided towards good, reliable information (Segoe & Mays, 2017,
, p. 137). This is very important in Social Sciences, where learners need to check if
sources are reliable and if they show bias.
The Internet also allows connection and teamwork beyond the classroom. Tripathi
(2002, cited in Drake, 2017, p. 153) says that virtual teams of learners can work
together to solve problems, and learners can work on real-world problems and talk to
experts from around the world. This matches the Social Sciences curriculum goal of
helping learners "understand the world as a set of related systems" (DBE, 2011, p. 4).
However, teachers must also know about the problems with using the Internet. Segoe
and Mays (2017, p. 137) point out that "just because something is available on the
Internet does not mean that we have the right to share it or change it." Teachers need to
teach learners about copyright and using online resources ethically. Critical thinking is
also essential - learners must understand how different resources can influence their
thoughts and actions (Segoe & Mays, 2017, p. 136).
1.1.4 Using email, blogs, and wikis
Email, blogs, and wikis have different effects on communication and teamwork in the
Social Sciences classroom. Email is a good way for learners who have Internet access
to submit homework and get personal feedback (Segoe & Mays, 2017, p. 138). This is
especially helpful for giving quick and useful feedback, which is important for effective
learning.
Blogs let learners share their ideas on topics that interest them and get feedback from
other learners, the teacher, and possibly others (Segoe & Mays, 2017, p. 138). In Social
Sciences, blogs can be used for learners to think about historical events, share their
views on geographic issues, or record their learning journey. This matches the Social
Sciences curriculum goal of helping learners "communicate effectively using visual,
symbolic and/or language skills in various ways" (DBE, 2011, p. 4).
Wikis allow many users to work on the same document at the same time, which makes
them good for group projects (Segoe & Mays, 2017, p. 138). For some learning goals, it
helps when Social Sciences learners work together on one project so they learn
DUE 9 SEPTEMBER 2026
QUESTION 1
1.1 Explain what it means when we bring ICT and digital resources into the Social
Sciences classroom. Look at these specific areas:
1.1.1 Using gaming technology
Bringing gaming technology into the Social Sciences classroom has important effects
on teaching and learning. Games can help motivate learners to get involved with the
subject by giving them a path to develop their skills and rewarding them when they
reach different levels. They can earn points, badges, or other rewards (Segoe & Mays,
2017, p. 138). This works especially well for learners who grew up with technology
because it makes learning more interactive and fun.
Games allow learners to experience simulations and pretend situations that would be
impossible in a normal classroom. For example, learners can explore historical events
or geographic features through experiences that feel real and bring the subject to life.
The study guide says that "many games have a path towards higher levels of skill and
reward learners for reaching these levels" (Segoe & Mays, 2017, p. 138). This approach
can make learners more motivated and involved in Social Sciences lessons.
Games also help develop critical thinking and problem-solving skills. When learners
play educational games, they must make decisions, analyse situations, and look at
things from different angles. These are important skills in both History and Geography.
Using games also fits with the goal of making classrooms less focused on the teacher
and more engaging for learners (Segoe & Mays, 2017, p. 113).
,1.1.2 Using digital portfolios
Digital portfolios have important effects on assessment and learning in Social Sciences.
More people now understand that learning some types of knowledge and skills takes
time and involves doing different activities (Segoe & Mays, 2017, p. 138). A Social
Sciences portfolio helps learners understand and think about their own learning process
and also lets them show their work to others.
Digital portfolios are better than paper portfolios in several ways. They get rid of the
need to carry heavy folders and boxes of work (Segoe & Mays, 2017, p. 138). They also
allow learners to include videos, audio recordings, and interactive presentations, which
can show their achievements in a richer way.
Digital portfolios also help learners think about their own learning. Drake (2017, p. 160)
explains that assessment should help learners become reflective, and independent
learners can find new skills and knowledge without a teacher always directing them.
Thinking about their own learning is an important skill for today's learners. Digital
portfolios give them a way to document their progress, see where they need to improve,
and show what they have achieved.
1.1.3 Using the Internet
The Internet has a big effect on teaching and learning in Social Sciences. Learners who
are connected to the Internet have access to a huge amount of information that grows
every day (Segoe & Mays, 2017, p. 135). One of the teacher's jobs is to help learners
develop the skills to understand this information, especially critical thinking and ICT
skills.
The Internet gives access to a large and growing number of resources. Social Sciences
teachers need to gather useful resources for learners so they do not waste time
searching and can be guided towards good, reliable information (Segoe & Mays, 2017,
, p. 137). This is very important in Social Sciences, where learners need to check if
sources are reliable and if they show bias.
The Internet also allows connection and teamwork beyond the classroom. Tripathi
(2002, cited in Drake, 2017, p. 153) says that virtual teams of learners can work
together to solve problems, and learners can work on real-world problems and talk to
experts from around the world. This matches the Social Sciences curriculum goal of
helping learners "understand the world as a set of related systems" (DBE, 2011, p. 4).
However, teachers must also know about the problems with using the Internet. Segoe
and Mays (2017, p. 137) point out that "just because something is available on the
Internet does not mean that we have the right to share it or change it." Teachers need to
teach learners about copyright and using online resources ethically. Critical thinking is
also essential - learners must understand how different resources can influence their
thoughts and actions (Segoe & Mays, 2017, p. 136).
1.1.4 Using email, blogs, and wikis
Email, blogs, and wikis have different effects on communication and teamwork in the
Social Sciences classroom. Email is a good way for learners who have Internet access
to submit homework and get personal feedback (Segoe & Mays, 2017, p. 138). This is
especially helpful for giving quick and useful feedback, which is important for effective
learning.
Blogs let learners share their ideas on topics that interest them and get feedback from
other learners, the teacher, and possibly others (Segoe & Mays, 2017, p. 138). In Social
Sciences, blogs can be used for learners to think about historical events, share their
views on geographic issues, or record their learning journey. This matches the Social
Sciences curriculum goal of helping learners "communicate effectively using visual,
symbolic and/or language skills in various ways" (DBE, 2011, p. 4).
Wikis allow many users to work on the same document at the same time, which makes
them good for group projects (Segoe & Mays, 2017, p. 138). For some learning goals, it
helps when Social Sciences learners work together on one project so they learn
