INFORMATION TECHNOLOGY

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INFORMATION TECHNOLOGY

• FET National Curriculum Statements (Schools)
• Information Session

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OUTCOMES FOR THE SESSION

• Demonstrate an understanding of the impact that
  the principles of the NCS will have on the
  teaching, learning and assessment of the new
  subjects.
• Demonstrate an understanding of the generic
  design features of the NCS.
• Demonstrate an understanding of the alignment
  between GET and FET
• Demonstrate an understanding of the link between
  GET learning areas and the NCS for Information
  Technology

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OUTCOMES FOR THE SESSION

• Demonstrate an understanding of the design
  features of Information Technology
• Identify learning needs for teachers in terms of
  new content/skills and ICT
• Identify possible teaching and learning support
  material.

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PRINCIPALS OF THE NCS UNDERPINNING
INFORMATION TECHNOLOGY
OBE COs / DOs/ LOs
Human rights, Inclusivity, Environmental and
Social Justice, Valuing
indigenous knowledge systems,
Credibility.
High Knowledge and High Skills
INFROMATION TECHNOLOGY

• Social Transformation
• Redres of Imbalances

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Infusing Critical Outcomes

• The Critical Outcomes require learners to be able
  to
• identify and solve problems and make decisions
  using critical and creative thinking
• work effectively with others as members of a
  team, group, organisation and community
• organise and manage themselves and their
  activities responsibly and effectively
• collect, analyse, organise and critically
  evaluate information
• communicate effectively using visual, symbolic
  and/or language skills in various modes
• use science and technology effectively and
  critically showing responsibility towards the
  environment and the health of others and
• demonstrate an understanding of the world as a
  set of related systems by recognising that
  problem solving contexts do not exist in
  isolation.

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Infusing Developmental Outcomes

• The Developmental Outcomes require learners to be
  able to
• reflect on and explore a variety of strategies to
  learn more effectively
• participate as responsible citizens in the life
  of local, national and global communities
• be culturally and aesthetically sensitive across
  a range of social contexts
• explore education and career opportunities and
• develop entrepreneurial opportunities

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ALIGNMENT BETWEEN GET EN FET
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LEARNING FIELDS

• Languages (Fundamental)
• Arts and Culture
• Business, Commerce, Management and Service
  Studies
• Human and Social Studies and Languages
• Manufacturing, Engineering and Technology
• Physical, Mathematical, Computer, Life and
  Agricultural Sciences

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WHICH LEARNING FIELD?
Physical, Mathematical, Computer, Life and
Agricultural Sciences

• Computer Applications Technology
• Information Technology

• Physical Sciences
• Mathematical Literacy
• Mathematics
• Life Sciences
• Agricultural Sciences

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RULES OF COMBINATION
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LINKS WITH GET

• TECHNOLOGY

LO 1 The learner is able to apply technological
processes and skills ethically and responsibly
using Information and Communication Technology
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EDUCATIONAL AND CAREER LINKS
GET especially Technology
FET INFORMATION TECHNOLOGY

• Further Studies

Career pathways
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DEFINITION of IT

• IT focuses on
• the solution of problems through
• logical thinking
• information management
• communication
• development of computer applications
• awareness of social and economical implications
  of using computers

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WHAT IS INFORMATION TECHNOLOGY ALL ABOUT?

• Information Technology will enable learners to
  understand the general principles of computing
  and develop structured solutions to problems
  using appropriate application packages, a current
  programming language, hardware and software and
  will promote the use of that understanding in
  their daily lives, in the world of work and in
  their communities
• (IT Subject Statement)

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PURPOSE

• Information Technology equips learners with
  knowledge, skills, values and attitudes to
• understand the concepts and principles of
  computers and computer applications
• understand how computers impact on life
• use computers
• program computers
• follow a career path

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Content for Information Technology

• Computer hardware and devices
• Career paths and Future trends
• System software
• Social, Economical and Ethical issues
• Data structures

• Algorithm design
• less emphasis on sorting, searching, etc.
• Programming
• database query language calls

• Networking principles
• e-Communications
• Management of information
• Database development
• Spreadsheets
• Web authoring

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• Computer hardware and devices
• Career paths and Future trends
• System software
• Social, Economical and Ethical issues
• Data structures

• Algorithm design
• less emphasis on sorting, searching, etc.
• Programming
• database query language calls

• Networking principles
• e-Communications
• Management of information
• Database development
• Spreadsheets
• Web authoring

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THE BIG PICTURE

• Changes in the content new topics and change in
  emphasis
• Programming and application packages
• Different approach integration rather than
  segregation
• Changes in methods of assessment
• Principle From the known to the unknown, simple
  to more complex

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LEARNING OUTCOME 1

• Hardware and System Software
• The learner is able to demonstrate an
  understanding of and competently operate
  computer-based technologies

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LEARNING OUTCOME 2

• e-Communication
• The learner is able to apply creative uses of
  different computer technologies to facilitate
  electronic communication.

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LEARNING OUTCOME 3

• Social and Ethical issues
• The learner is able to critically analyse the
  impact of computer technologies on
  socio-economic, environmental, political and
  ethical issues

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LEARNING OUTCOME 4

• Programming and Software Development
• The learner is able to design, implement, test
  and deliver efficient and effective solutions to
  problem situations.

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LEARNING OUTCOMES AND WEIGHTINGS
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What must be taught/learnt?

• Activity
• Divide in groups and make a list of the learning
  content of each learning outcome. (Chapter 3)
• Indicate in your list any new content.
• Make a list of the content for which educators
  (at present teaching Computer Studies) will need
  training.
• Report back per group

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Web development (15)
Database Development (25)
Programming (50)
Spreadsheet (10)
THEORY
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FORMS OF ASSESSMENT

• Assignments
• Case studies
• Checklists
• Classroombased activities
• Discussions
• Peer assessment
• Performance assessment tasks (Projects)
• Personal interviews
• Presentations
• Research
• Self assessment
• Simulations
• Tests and examinations
• Other

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6 - POINT GRADING SCALE
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ASSESSMENT (Weightings)
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NEW TEACHING APPROACHES

• Outcomes-based
• Learner centered
• Place emphasis on critical thinking and problem
  solving
• Assessment informs teaching and learning
• Teachers are reflective practitioners
• Skills, Knowledge, Values and Attitudes

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TEACHING LEARNING SUPPORT MATERIAL

• Text books
• Internet
• Reference books

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TEXTBOOKS

• Exploring Java
• Creative Programming in Java
• Theory textbooks by Sandra Jacobs
• The Facts by Monty Breytenbach

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WEBSITES

• http//scs.ucr.edu/train
• http//www.techtrainteam.com/services/olt/office20
  00/access.html
• http//www.theteacher99.btinternet.co.uk/theteache
  r/gcse/newgcse/index.htm
• http//www.internet4classrooms.com/on-line.htm
• http//computer.howstuffworks.com
• http//ergo.human.cornell.edu
• http//www.incredible.co.za

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REFERENCE BOOKS

• Java How to Program Deitel Deitel
• Electronic books on the Java CD
• Teach yourself java in 24 hours
• Teach yourself java in 21 days
• Java First Contact
• Java Unleashed

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EQUIPMENT

• Computers (hardware)
• Printers
• Whiteboard
• Data projector and a screen
• OR
• Net-op school (software)

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TRAINING NEEDS?

• Formal University/Technikon qualification
• Degree/Diploma
• ACE
• Short courses
• Informal
• WCED training
• Java CD

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WITH INF0ROMATION TECHNOLOGY AS SUBJECT...

• the world is your oyster

THANK YOU!!!!