,CIC2601 - ALL-IN-ONE EXAM PACK
All answers were researched using the prescribed book and previous memos.
Please note that human errors are possible in this document
TABLE OF CONTENT
Glossary Page 3
Learning Unit 1 : The integration of ICTs in South African schools Page 4
Learning Unit 2 : Support with the integration of ICTs in classroom activities Page 8
Learning Unit 3 : Evaluate and update your ICT skills as necessary Page 12
Learning Unit 4 : Teachers’ ICT competency literacy skills Page 23
MULTIPLE CHOICE
Assignment Questions Page 25
Exam Questions Page 37
POSSIBLE EXAM/ASSIGNMENT QUESTIONS & ANSWERS
True or False Page 45
Match Column A with Column B Page 50
Straight Forward Questions Page 54
October/November 2020 Page 80
Assignments 2021 Page 89
Assignments 2022 Page 109
Assignments 2023 Page 129
, GLOSSARY
Information and Communication Technology - The infrastructure and components that enable modern
computing
Integration of ICT - ICT integration is defined as the use of ICT to introduce, reinforce, supplement and extend
skills (Pisapia, 1994).
e-Learning - e-Learning is learning by utilising electronic technologies to access educational curriculum outside of
a traditional classroom.
Internet - Internet is the global communication network that allows almost all computers worldwide to connect and
exchange information.
Paperless Classroom - A paperless classroom where paper documents (textbooks,homework submissions, grade
reports) are replaced by electronic documents.
Tablet computers - A tablet, or tablet PC is a portable computer that uses a touch screen as its primary input
device.
Interactive white board - An interactive whiteboard is an instructional tool that allows computer images to be
displayed onto a board, using a digital projector.
ICT infrastructure - The infrastructure and components that enable modern computing.
Technology-integrated lesson - Technology integration is an important way to create meaningful learning
experiences. Lesson planning for teachers can be overwhelming when incorporating the use of computers in
activities.
Application packages - An application package that is created for a specific purpose.
Mobile digital resources - A mobile device (or handheld computer) is a computing device small enough to hold
and operate in the hand.
Digital natives - A person born or brought up during the age of digital technology and so familiar with computers
and the Internet from an early age.
BYOD - Bring your own device. In a BYOD environment, no preference is given to the use of any one specific
device, but users can use any device such as a tablet, laptop, smartphone to do an activity.
ICT - Information and communication technology. This refers to technology such as computers, laptops, mobile
phones, interactive whiteboards and more.
Learning management system - Software used to develop, assign and track online learning (Fenton, 2017).
YouTube -Video sharing website
QR code - Barcode with hidden codes
WWW - World Wide Web
Blended learning - The range of possibilities presented by combining the internet and digital media with
established classroom forms that require the physical co-presence of a lecturer and students (Friesen 2012), because
blended learning is a combination of face-to-face teaching and e-learning that best exploits both these approaches
(Aleksić and Ivanović 2013).
Learning management system - Software used to develop, assign and track online learning (Fenton, 2017).
Mobile learning - Simplistic definition – learning through mobile devices (Maxwell, 2012)
, LEARNING UNIT 1 : THE INTEGRATION OF ICTS IN SOUTH AFRICAN SCHOOLS
1.1 Introduction
The emergence of Information and Communication Technologies (ICTs) has serious implications for the career
paths of 21st century learners and the purpose of educational institutions. The South African education system, like
the education systems of many other countries worldwide, should respond to the numerous changes brought about
by the use of ICTs in teaching and learning.
1.2 How do South African schools use ICTs in classrooms ?
The integration of ICTs in the South African education system continues to pose a remarkable challenge to South
African teachers. The implementation of ICTs in South African schools is aimed at providing quality education to
all (Ndlovu & Donovan, 2012). The enhancement of teaching and learning through ICT usage should remain a
priority in this information era (Telkom, 2015).
The following initiatives will give you an indication of how South Africa responded to the advancement of
ICT in teaching and learning :
The Khanya project is one of the first examples of e-learning implementation in South Africa. The project
started in 2001 and was aimed at meeting the need to integrate ICTs in schools in the Western Cape
Province.The project targeted the integration of available ICT resources in schools. The ICT resources were
delivered to 613 schools and the teachers were trained in how to use them.Teachers and learners were expected
to be exposed to and be knowledgeable about the use of ICT resources in teaching and learning. This project
was aimed at providing ICT skills that would broaden learners’ learning experiences that might not otherwise
have been possible without the use thereof.
The Meraka Institute, which was formed by the Council for Scientific and Industrial Research (CSIR), also
looked at ICT implementation in SA.This institution used ICT in education research and supported the
Department of Education’s goals with regard to the use of ICT in the South African context.According to
Telkom (2015), there is the need to deal with barriers to effective integration of ICTs in teaching and learning.
Intel® Teach programme initiated the use of ICTs in South Africa in 2003.This project focused on improving
teachers’ teaching methods in line with the integration of ICT.They trained teachers; and, in turn, teachers were
expected to train their colleagues at various schools. Few teachers managed to train their colleagues; this might
be the result of training that was not thoroughly done.
The Gauteng online project was based in Gauteng (GP). This online project focussed mainly on developing
learners’ 21st century skills in using ICTs.Computer laboratories were erected and fitted with 25 desktop
computers connected to the internet.Only Gauteng learners and teachers benefited from this project.On 8 May
2012, it was reported by Pretoria News that not all schools in Gauteng benefited from this project and most
computers were not operational.
Serao (2012) performed an audit and the results revealed the following :
Inadequate security measures
Gauteng online
Inadequate support and maintenance of equipment
Failure to replace stolen goods
Failure to pay service providers on time
The paperless classroom project was implemented in 2015. A total of 300 Grade 12 learners in 300 Gauteng
townships and rural schools received tablets for educational purposes.The aim of this project was to move
learners from physical textbook-based information to accessing the information on tablets.information also
included access to learning material, workbooks and other subject matter.Teachers were trained but were not
given enough time to familiarise themselves with the use of tablets and interactive whiteboards.Teachers are
expected to be present during all learner activities, since tablets are meant to enhance learning, because they are
like learner textbooks. Although the performance of the learners improved there was a drop in the pass rate,
which showed quality passes.Learners who failed Grade 12 admitted that they enjoyed the benefits brought by
this tool rather than using it for educational purposes.
