About the ICT Models

1. Chapter2and 3:Teaching
with Communication
andInformation
Technology

2. LO1:Explain what
information and
communications
technology means.
LO2: Describe the
computer hardware
components that can
be used in education.
LO3: Compare types
of computer software
and how they can be
used in education.
LO4: Analyze the best use of
software categories
that are specifically designed for
education.
LO5: Identify and resolve
common problems that
teachers have with ICT.
LO6: Identify
how to minimise risks of
lesson derailment when
using ICT.
LO7, LO8 and LO9
Plan, Develop and
Present
a lesson plan.
LO10: Experiment
when planning
assessments.
LO11: Reflect on past lessons
and develop strategies
to improve them.

3. Whatdotherecordings
cover?
Recording 1: PART A
The importance of Information technology. An
overview of ICT components and functionalities:
a) What is the difference between ICT and IT?
b) What is a computer?
c) What is hardware and software?
LO1: Explain what information and
communications technology means.
LO2: Describe the computer hardware
components that can be used in education.
Recording 2: PART B
An overview of how hardware and software is integrated
into a classroom.
a) Types of Hardware and Software in Education
b) How are they used effectively in education?
LO3: Compare types of computer software and
how they can be used in education.

4. Recording 3:
Considerations of lesson planning in the South African
ICT classroom
a) What could go wrong in an ICT lesson?
b) How can teachers prevent this?
LO6: Identify how to minimise risks of lesson
derailment when using ICT.
Recording 4
a) What should a teacher consider
when planning assessments?
b) How to plan for assessment
using ICT?
LO6: Identify how to minimise
risks of lesson derailment
when using ICT.

5. LO4:Analysethebestuseofsoftwarecategoriesthatarespecificallydesignedforeducation.
Think ofICTs that
Your,teachers/lectures
haveusedinthe
classroom.

6. LO4:Analysethebestuseofsoftwarecategoriesthatarespecificallydesignedforeducation.

7. LO4:Analysethebestuseofsoftwarecategoriesthatarespecificallydesignedforeducation.

8. LO4:Analysethebestuseofsoftwarecategoriesthatarespecificallydesignedforeducation.

9. LO4:Analysethebestuseofsoftwarecategoriesthatarespecificallydesignedforeducation.

10. LO5:IdentifyandresolvecommonproblemsthatteachershavewithICT.

11. LO5:IdentifyandresolvecommonproblemsthatteachershavewithICT.

12. LO5:Analysethebestuseofsoftwarecategoriesthatarespecificallydesignedforeducation.
https://www.infodev.org/articles/teachers-teaching-and-icts

13. LO5:Analysethebestuseofsoftwarecategoriesthatarespecificallydesignedforeducation.
https://www.infodev.org/articles/teachers-teaching-and-icts

14. LO5:Analysethebestuseofsoftwarecategoriesthatarespecificallydesignedforeducation.
https://www.infodev.org/articles/teachers-teaching-and-icts

15. Theprocess involvedin
developing alessonplan
What do I want
learners to
learn?
What teaching
and learning
activities will I
use?
How will I check
for
understanding?
Includes:
 A lesson topic(as set in the CAPS documents)
 The lesson outcomes
 The teaching strategy
 The teaching method
 Teaching and learning activities
 The form(s) of assessment.

16. Differencebetweena
genericlessonplan
versusatechnology-
integratedlessonplan
● Is that a technology –
integrated lesson plan
should demonstrate how
using technology leads
towards the accomplishment
of the intended learning
outcome.

17. Content
Will usually
have been set
by the
national
curriculum.
Pedagogy/Technology
Dependent
variables
Needs to respond
to curriculum
content because
this content is a
given and your
ability to change it
is limited.
Need to select the
most appropriate
technology for the
pedagogy that you
envision as the most
suitable for the
delivery of the given
content.

18. The process involved in
developing a technology –
integrated lessonplan
What do I want
learners to
learn?
•How will my chosen
technology support
my lesson aim?
What teaching
and learning
activities will I
use?
•How will technology
enhance these
activities?
Who will I check
for
understanding?
•How can technology
support these
checking activities?

19. LO7:PlananICT-integratedlesson.
LO8:DevelopanICT-integratedlesson.
LO9:PresentanICT-integratedlesson.
You need to explain what each
element of the lesson plan relates to
in the TPACK theory.
Fill in you CAPS specific Focus and
fill in the lesson plan according to the
case study.
Explain why you
have chosen the
particular-
teaching
strategies

20. What are you
going to do to
teach the
content? What
ICTs are you
going draw from
to deliver
instruction?
What activities
are you going to
give students to
support your
instruction? What
ICTs will the
draw from?
What is the
PLAN B if this is
problematic?(Thi
s must still be as
effective)

21. CheckingtheICTsbefore the
lesson
Making your expectations
clear
• Clear instructions are critical for successful learning.
• Also saves your energy and time that makes you an effective teacher.
• Students needs to know what you expect from them within the timeframe.
• That’s why communication is important and a clear instruction on what needs to be done, must be
relayed to students so less disruptions are made.

22. Wrappingupa
lessoninwhich
youhaveusedICT
● Publishing and presenting
learner’s work.
● Using reflection
activities.
● Using exit tickets.
● Using extension activities.

23. Publishingand
presentinglearner’s
work.
● Consider allowing learners
to see each other’s work.
How can this be
done?

24. Usingreflectionactivities.
● You get learners to reflect on what they have learnt and discovered in
the lesson.
● Make use of reflective statements such as “what I learnt about x
is…”.
● Get learners to think about the lesson focus and consolidate the
class’s understanding.
● We as teachers are able to get much needed insight into what your
learner’s have understood.
● What areas needs to be focused on more.

25. Usingexittickets.
● Is an anonymous form of reflection that gets learners to record
their understanding of the content being presented.
● This can be invaluable for the teacher as it can provide an
anonymised learner reflection that allows the teacher to adjust his
or her teaching for the next lesson. This is an example of Formative
Assessment.

26. Usingextension
activities
● At the end of the lesson learners
suggest extra resources that
could be used to get further
information or insight on a
specific lesson topic.
● Learners would be recommending
sites that can be added to your
list of useful sites.