MULUNGUSHI UNIVERSITY
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) TEACHING
METHODS
Course description I (Third Year)
Understanding Information and Communication Technology (ICT) teaching methodology
enables individuals to understand and apply methods of teaching, evaluations and
demonstrations using learning aids which are considered to be a very vital component in
teaching.
ICT322 consists of five units ranging from history of computers, curriculum or syllabus,
schemes of work, records of work to lesson planning.
Aim
The aim of this course is to enable students to acquire knowledge and skills in Information
and Communication Technology (ICT) evolution, curriculum and syllabus, records of work
and writing lesson plans for effective teaching and assessment of learners in secondary
schools.
Course objectives
By the end of this course, students should be able to:
Define Information and Communication Technology(ICT)
Explain the history of computers globally, in Africa and in Zambia
Define curriculum and syllabus
Define record of work
Define a lesson plan
Write a lesson plan
Course Content
Unit One
History of Computers
1.1 History of ICT globally
1.2 History of ICT in Africa
1.3 History of ICT in Zambia
Unit Summary
Unit Assessment (Discuss the origin of ICT in Zambia as you may know it today)
Unit Two
Curriculum and Syllabus
2.0 Introduction
The task of an ICT teacher could be summarised as teaching, supervising,
occupational experience, curriculum development, and counselling, good
relationship with school discipline, ICT extracurricular activities and working
with the community.
This unit tackles an introduction to Curriculum and the syllabus; core
curriculums who decide the curriculum and the role of the government, local
community, teachers and the learners in the curriculum. It further explains
what the syllabus is, who formulates it; the elements to be found in the
syllabus and its purpose.
Upon completion of this unit students should be able to:
Define Curriculum and syllabus
Explain the functions of the curriculum/ Syllabus.
2.1 Curriculum
Curriculum
What is studied; the ‘content’ or ‘subject matter’ of instruction.
How the study and the teaching are done; the ‘method’ of instruction.
When the various subjects are presented; the order of instruction. (Nacino R.
B. 1982)
2.1.1 Types of Curriculum
Academic Curriculum (Subject Curriculum)
Extra Curriculum
Hidden Curriculum
2.1.2 Preparation of syllabus
Syllabuses are prepared by many specialised people and checked by the
Curriculum Development Centre through workshops, assigning people to
some research as well as group discussions. The Examination Board or
government are sometimes invited.
2.1.3 Purpose of Curriculum Framework
It defines Government’s aims and objectives for the formal education
system at lower and upper levels and guide teachers in teaching.
To provide guidelines for teachers, ministry officials, education board
members governing the goals, pedagogical.
To define laws and obligation of the teacher, staff and pupils.
Helps the teacher to prepare good schemes of work
To define basic values of formal education system
Contains binding regulations for school and define the freedom of
which school and teacher enjoy under decentralised and liberalised
related localised curriculum
Helps standard managers and officers to check whether standards are
being reached
It does not provide content description of subject desired learning
outcomes.
2.1.4 Roles of MoE, Local Community, Teachers, Learners in
Curriculum development
[Link] Roles of MoE in Curriculum development
Adequate facilities for learning
Adequate funding( E.g food for boarding schools)
Welfare of teachers
[Link] Roles of Local Community in Curriculum development
Fundraising activities participation
Field trips (Parents who work in nearby factories)
Supply of support materials
Talks by professional people to schools in the
community
Homework policy
[Link] Roles of Teachers in Curriculum development
Meaningful learning experience through adaption of
curriculum.
Imagination and inventiveness on the part of teachers
makes the syllabus vital and stimulating
Outside the classroom, the teacher also has an important
part to play in the curriculum. His/her informal contacts
with students in the dinning room or sports field for
example will give him/her valuable information about
the character and personalities of his/her pupils. Pupils
will also make valuable judgement about their teacher.
Of the curriculum implementers, the teacher is the most
important. He/she imparts ideas and aspirations of the
designers of the curriculum.
Gives feedback to school authorities, ministry
representatives, recommend practices or elements of the
syllabus which are not satisfactory. Educational
administrators sometimes lose touch with what is
happening in actual classrooms and hence need this
important element of feedback from teachers to keep
them informed.
[Link] Roles of Learners in Curriculum development
Centre of attention. No curriculum without learners.
Joint-venture in curriculum ( In USA for example,
learners even go to an extent of suggesting what they
want to learn during curriculum development.
Participation in non-academic activities of the school
laid down by the ministry and school authorities. In
Zambia, we have school monitors and prefects helping
extensive running of the school out of class
hours(Excellent training experience for responsibility in
their future places of work).
Consideration of students is hence important in
curriculum planning and implementation.
2.2 Syllabus
A syllabus may be defined as a curriculum document designed from a central
place (Curriculum Development Centre) which outlines topics or concepts to
be covered in a particular subject and for a specific class and duration.
2.2.1 Types of Syllabuses
Examination Syllabus
E.g the GCE and it has the goal/general aim, statement of examination
scheme.
Teaching syllabus
E.g Grade 8 to Grade 9 ICT syllabus and Grade 10 to Grade 12 ICT
syllabus.
The teaching syllabus has the following elements:
The rationale:- Is the general introduction which justifies the teaching
of the subject at a particular level.
Statement of goals or general aims for teaching the subject.
A clear statement of specific objectives or intended learning outcomes
which are precisely stated and measurable
A statement of content in form of topics. This is an interpretation of the
stated, intended teaching outcomes.
A statement of suggested teaching and learning aids
Duration of the course
A list of reference books
A statement of suggested teacher and pupil activities. This section
gives suggestions on what the teacher and the learner are to do in order
to learn a particular concept.
A statement on evaluation
A statement of entry requirements for successful study of the subject.
Activity 2.1
Try to make a list of the uses of the syllabus. Spend only 15min on this discussion. Did you
have something like what is listed below?
2.2.2 Functions of syllabuses
They provide means through which government controls
education by ensuring that all the learners receive the same
content of learning.
They guide teachers in preparing good schemes of work hence
effective lessons preparation and successful teaching.
They allow school inspectors and head teachers to check
whether the desired standards are being reached.
They help in limiting the scope of the examinations.
2.3 Schemes of Work
A scheme of work is sometimes known as a unit plan. This is an interpretation
of the syllabus indicating the amount of work the teacher is likely to complete
in a week, term or year. Or a plan derived from the syllabus indicating topics
to be taught to a particular class, and specific subject and duration designed by
the teacher concerned according to his or her plan in which he or she wants the
topics to be arranged and taught.
This includes
Topics to be covered in a logical order and when to be taught
References
Teaching and learning Aids
Strategies to be used
Subject/topic outcomes
2.3.1 Sample of Scheme of work
Date Topic Outcomes Content Method Ref. Remarks
T/L
Aids
Learners
should be
able to
Activity 2.2
You may realise that the scheme of work is prepared at the beginning of the
term. Why do you think it is important to do this at the beginning of each
term?
2.3.2 Importance of Schemes of Work
The scheme of work is prepared at the beginning of the term actually
before schools open in order to have a focus on what is taught.
Working plan-guiding and teaching and learning focusing on
topics to be covered for a special time.
Enable senior officers and managers to check the quality of
learners in the school
Produces continuity in the work and sequence in the learning
process
Enables teachers of different subjects to coordinate their efforts
in topics that are common
Activity 2.3
Why do you think schemes of work have to be revised and rewritten?
Of handling different group and levels since teachers teach and
prepares every year.
Knowledge is not static, new ideas develop every year.
Of allowing improvement on previous year’s work.
2.3.2 Factors to consider when preparing the schemes of work
Pupils previous experience
Class ability- Performance of individual pupils e.g grouping learners as fast or
slow learners
Course syllabus-Goals and expected outcomes
Text books-Teachers should look for useful, recommended and prescribed
books.
Time allocation of periods per week and subject
Teaching material- All types of materials should be ahead of time.
2.3.3 How to fit the work plan into the format
Breakdown topics into sub-topics
Arrange them in order according to time
Divide the number of weeks by the subject period per week
Fit subject topic into periods
2.4 Records of Work
Records of work are a report on what was covered in a particular period
(Usually a week) from the scheme of work.
Included in the records of work are:
Topics covered and when they were covered
Teachers comment on the topic/s
Head of department, Head teacher’s comments etc.
2.4.1 Importance of Records of Work
To keep a record of what or whether to a topic/s where taught
or not.
Sample Records of Work
MULUNGUSHI BASIC SCHOOL YEAR :
COMPUTER STUDIES RECORDS OF WORK
SUBJECT:
WEEK WORK WORK TEACHER’S HOD’S
ENDING COVERED COVERED COMMENTS COMMENTS
THEORY PRACTICAL
30/01/2017 A good and well
laid-out record
of work.
Encourage
pupils to be
practicing very
often. Keep it
up!
Unity Summary
In this unit, you learnt the definitions of the syllabus, Schemes and Records of work. Also
learnt are their functions. You also learnt and practiced how to formulate Schemes of work as
well as recording the work covered and what has not been covered.
Unit Assessment
1. Define the following terms
(a) Syllabus
(b) Schemes of Work
(c) Records of Works
2. Explain at least two functions of
(a) Syllabus
(b) Schemes of Work
(c) Records of work.
3. Formulate a scheme of work for three weeks.
Unit 3
Lesson Plan
3.1 Lesson Plan
In order to teach effectively, the lesson must be well prepared and planned in advance.
Remember that you do not prepare to succeed. Lesson plans are part and parcel of
actual teaching as the success of any lesson heavily depends on this.
It is a guide to effective instruction as it directs the teacher in a manner in which
he/she will present the lesson. Banjo(1963) however leaned vast in methods and
skilful practice of teaching. Teacher may not be best unless he/she prepare the lesson
to be taught. After formal school of work develop concept in an outlined sequence in
which to be taught.
The lesson is the end unit that converts the content of syllabus and school of
work into actual classroom learning.
It’s also a summary form of how a lesson is supposed to proceed.
When preparing, the teacher has to ask himself or herself as in how, what and
how it is to be taught
The lesson plan consists of the following components
General information
Instruction outcomes or goals
Lesson development consisting of Introduction, time, content, stages,
strategies/methods.
Class evaluation
Self evaluation
Supplementary notes
3.2.1 Why prepare a lesson plan?
Reminder of many points to teach
Encourage logical development content, organisation, organisation of learning or
training materials slothfully and orderly.
3.2.2 General information
Under general information, we expect to find information such as name of the subject,
title, lesson topic, sub-topic, name and stream of the class, number and sex of pupils,
pupil’s previous knowledge, outcomes learning and teaching aids and references.
3.2.3 Outcomes
Outcomes are statements which describes performance or behaviour which a learner
is expected to demonstrate or exhibit as a result of receiving instructions under
specified learning condition. Such outcomes are clearly and consciously stated so that
they are understood by the teacher and the pupils. They are also stated in terms of
what the learners will be able to do or perform after receiving appropriate instruction.
Activity 2.4 Formulate an appropriate example of a lesson outcome and explain why
you have formulated it in that manner.
3.3 Lesson Plan Format
Name.................................................Number of pupils..........
Exam No.............................................Date..............................
School.................................................Grade...........................
Subject................................................Duration.......................
Lesson Topic........................................Gender........................
Sub-topic................................................
References:
Whatever books/journals-Title, Author and page numbers should be indicated.
Learning or teaching resources:
All learning or teaching resources should be indicated as per lesson topic.
Rationale
Should have the position of the lesson, content, value and teaching strategies.
Lesson outcomes
These describe the performance to be exhibited by the pupil to show that the learning
has taken place.
Evidence of attainment
Should be clearly stated in their appropriate domains and the different categories of
the levels of intellectual abilities.
Pupil’s knowledge
This is where the expected background knowledge of pupils should be written.
STAGES TEACHER’ PUPIL’S METHOD/STRATEGI DURATIO
S ACTIVITIE ES N
ACTIVITIE S
S
Introduction Brief but Under this Usually 5
mind column, you minutes
capturing, are expected
linked well to write the
to the subject responses of
topic and pupils and
relevant to other
the subject activities.
matter.
Lesson Presentation For practical Any relevant strategy to The
development should be work, pupils the lesson, such as duration of
brief to the should work Group Techniques-Brian the lesson
point, well individually, storming, problem developmen
laid out in pairs or in solving. t always
points and groups Teacher initiated-lecture depends on
logically under close method, demonstration, the content
arranged. supervision question and answer, and
Demonstratio field trip. activities
ns should be Dramatic techniques- involved.
clear, easy Role play, poems,
for pupils to sketches and so on.
follow
during
practical
work. Clear
instructions/
methods
must be
given to the
pupils on a
board/chart
to follow.
Class Evaluating
evaluation the class
work
bychecking
the pupil’s
finished
work to
determine
their level of
understandin
g. This can
be done
through an
exercise or
through
finished
results of
practical
work.
Homework
can be given
as part of
evaluation.
Self At the end of
Evaluation the lesson,
the teacher
should
evaluate him/
herself
honestly and
purposely
and analyse
his/her
lesson. For
example,
what went
wrong and
why? Also
action for the
future.
Terms which should not be
3.4 Lesson Development
This is the part of a lesson which the teacher uses very closely throughout the entire
lesson presentation in the classroom. It contains the procedures of how the stated
outcomes are to be presented. It consists of three parts namely; Introductin of the
lesson, presentation of the lesson, summary and evaluation.
3.4.1 Lesson Introduction
The purposes of introducing a lesson to learners are many but the following
are important.
1. To attract pupil’s attention
2. To makeconnection between what the pupils are supposed to know and
what they are about to be taught by the teacher.
3. To findout what the pupils already know.
3.4.2 Lesson Presentation
3.4.3 Evaluation of Pupils
3.4.4 Lesson Evaluation
Unit summary
Unit Assessment (Write an informative paragraph on each of the following subheadings: (a)
Syllabus (b) Scheme of Work (c) Records of Work (d) Lesson Plan.
Assignment (Following the format given in the module, write a lesson plan on an ICT topic
of your choice based on Grade Nine syllabus)
Unit IV
Teaching strategies
A plan designed for a particular purpose.
Introduction
In any type of class, there are genuine pupils, slow learners or quick learners. The teacher
needs to set up an environment and structure to bring about the desired reaction. He/she can
manipulate the environment in an effort to change a pupil’s behaviour.
To do this successfully, a kind of situation must be determined that will bring about the
desired ends and how one can set the stage for achieving his/her goal.
An efficient teacher will find it productive to become familiar with a range of teaching
techniques that will make learning more interesting and meaningful.
You will be able to achieve this by using some strategies or methods of teaching. These
startegies are classified into three;
(a) Group techniques
These include discussion, buzz, brainstorming, problem solving methods.
(b) Teacher initiated techniques
These include lecture method, demonstration, and question and answer and field trip
method.
(c) Dramatic techniques
Like role play and social-drama
1.1 Group Techniques
1.1.1 Discussion method
This is the most effective and stimulating method to the learner which involves group
interaction in which an individual expresses himself or herself and listens and listens
to the opinion of others, thus forming the best ideas and judgements.
Advantages
Promotes group interaction
Makes people think aloud together
Ideas tend to become more meaningful because they are talked over.
It helps to correct misunderstandings
Superior methods in contributing to the application of the material learned and
in building attitudes that are important in shaping behaviour patterns.
Help in the sound development of the participants and teaches them to listen to
other views about a problem.
Discussed topics are not easily forgotten
What are the the disadvantages of this method?
Procedure for use
As a teacher, you should know when various aspects of the current class work can
best be tackled by the discussion. For example, when a new area is being introduced
and students need to consider possible goals, for instance, installation of software, the
steps in doing this can be discussed.
You should also consider time element.
Its not advisable for a teacher to initiate a discussion without sufficient time to
carry it out. More time should be given to an inexperienced group of beginners
All materials needed should be at hand.
Class or group arrangement. The class should be seated so as to see all of them
and their participation. E.g rectangular, semi circular or round.
Introduction
A teacher directing provocative questions at the students
Pupils asking the teacher questions
More effective procedure involves group interchange of ideas with each other rather
than with a teacher.
Points to remember
Specific and familiar outcomes to be derived at should be clearly stated.
There should be objectives of the discussion in an interesting and motivating way and
the teacher should keep it moving by posing questions from time to time.
Summary
Reports should be read to the class and written on the board and the teacher should emphasise
important points
Safety precautions
The same group should not be used each time a group discussion is held.
The teacher should define limits, support and guide the selection of ideas
The table and chairs should be arranged in a manner that creates a suitable atmosphere
for the free interchange of ideas
The teacher should prevent shouting down of others or bullying by bold students
When discussion method is appropriate
Small groups and indoor discussions
1.1.2 The Buzz method
Buzz- To make a continuous sound like that made by bees.
A group activity designed to divide a large class into smaller groups to deal with
difficulty questions, problems or controversial issues for discussion purposes. The
designated groups are ordinary and are composed of five to eight members depending
on the class size.
What are the advantages and disadvantages of Buzz method of teaching?
Procedure for use
Preparation
For smaller groups, groupings can even be based on the prevalent seating arrangement by
having five or six persons sitting near each other form a group or if the seats are in rows,
groups can be formed horizontally across the room or vertically from front to back.
Introduction
A buzz session is introduced by the class dividing the class into small groups and giving each
group a topic to discuss. A time period for the discussion is set, and the groups stop working
at the end of the set time.
Points to remember
(a) The buzz session groups should not be larger than eight in number
(b) The selection of the groups should be simple and expedient
(c) The chairman of the groupd should be selected at random e.g either the person whose
name is first on the list or last on the list.
(d) If the class is unfamiliar with a buzz session; the teacher should brief the pupils before
the discussion begins so that work can ge underway quickly.
(e) In the presentation of a buzz session, the teacher should see that the topics are treated
within the given time period.
(f) If the period proves too short, the time can be extended by three or four minutes.
When best used
It is best used indoor small groupings and for tracking two or more questions.
1.1.3. Brainstorming
A technique which is valuable fr the stimulation and generation of of ideas and to
improve the pupil’s ability to express themselves. The purpose of the procedure is to
promote the ideas relating to a particular subject by identifying all possible aspects.
Brainstorming involves co-operative thinking by a group towards the solution of a
specific problem.
Procedure for use
Preparation
A topic or problem can be selected by the teacher or by the class but should be one
that will promote a good response from the group or groups.
No particular seating arrangement is needed so the class need not to be rearranged.
The teacher should explain the procedure to the class if they have not previously used
it.
Introduction
The teacher should indicate to the class that all judgements, evaluations and criticisms
should be held from the session itself, but might be used in the follow up.
He/she should encourage the use of imagination and extensions of the ideas of others.
He or she should point out that all statements should be positive; and there should be
no negative comments.
He or she should initiate the discussion by making a positive statement relative to the
problem.
Points to remember
The problem or question should be simplified and clearly stated
The brainstorming secession should not be allowed to run riot.
Brainstorming is not suitable for all topics, those topics to which the pupils cannot
respond effectively.
Summary
At the end of the brainstorming session, each group should be allowed to categorise its ideas
and eliminate any overlapping suggestions. The chairman and members of the group should
assist the secretary to synthesize the key ideas which should be presented to the whole class
and written on the board.
Safety
A one minute signal should be given before the time is up. The teacher should guard against
adverse criticisms of other views during the session.
When best used
Brainstorming is best for large and small groups with each of the groups having a chairman
and a secretary. It works best when there is a specific problem that could have many answers
Unit V
ICT teaching methodology enables individuals to understand and apply methods of teaching,
evaluations and demonstrations using learning aids which are considered to be a very vital
component in teaching.
The four units identified in this course outline will cover all types of teaching techniques
appropriate for teaching Information and Communication Technology ranging from topics
such as group techniques and the use of materials that enhance teaching.
Aim
Advanced teaching methods enables students to acquire knowledge and skills in methods of
teaching and evaluation for effective teaching and assessment of learners in secondary
schools.
Course objectives
By the end of this course, students should be able to:
Explain and demonstrate the use of various methods of teaching
Demonstrate the correct method of assessing learners
Construct questions for examination papers
Describe the stages in the construction of examination question papers
Demonstrate the skill of constructing examination question papers