1.

Course Title: Information Technology Teaching methodology

Course Code: Intc 303

Credit Hours: 3
Type of Course: Major
1. Course Descriptions
This course will explore:
Basics of ICT: computer system (hardware, software), data, information,
types and characteristics of computers, generation of computers; role of
ICT for development; nature of ICT in schools, planning ICT in schools,
teaching methods of ICT and assessment methods of ICT
2. Course Content
Unit 1: Introduction to ICT
Information and Communications Technology (ICT) refers to the concept of using
technology to get information. ICT involves the use of computers and other electronic
devices to access information easily and quickly. Almost all the countries of the world,
including Ethiopia, have recognized ICT as an important source to promote computer
literacy and enhance the overall knowledge level of students. As evident from the above
definition of ICT, this concept merges computing with high-speed communication links
carrying data, sound and video. Examples of Information and Communications
Technology include not only personal computers but also new forms of telephones,
televisions, appliances, and various hand held devices

1.1 Introduction to ICT: Definition, components of ICT, Data vs

information, characteristics of information, Types, generations
and characteristics of computers, Application of ICT

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 1.1.1 Definition of ICT

Information and Communication Technology (ICT) refers to the various technologies that
enable the storage, retrieval, transmission, and manipulation of information. This includes
electronic computers, communication devices, and the software applications used for
processing data and facilitating communication.

1.1.2. Components of ICT

The main component of ICT (Information and Communication Technology) is the integration of
information technology (IT) and communication technology.
It encompasses a wide range of technologies, systems, and applications that enable the storage,
retrieval, transmission, and manipulation of data and information.
The main components of ICT include:
1. Hardware: This refers to the physical equipment and devices used to support ICT functions.
It includes computers, servers, routers, switches, storage devices, peripherals, and other
electronic devices
2. Software: Software refers to the programs, applications, and operating systems that run on
hardware and enable various ICT functions. This includes system software, such as operating
systems (e.g., Windows, mac OS, Linux), as well as application software, such as
productivity tools, databases, and communication software.

3. Networks: Networks are a fundamental component of ICT and enable the transmission of
data and information between devices and systems. This includes local area networks (LANs),
wide area networks (WANs), the internet, and other network infrastructures.

4. Data and Information: Data and information are the core components of ICT. Data refers
to raw facts, figures, and statistics, while information is the processed and organized data that
provides meaning and context. ICT facilitates the storage, retrieval, processing, and sharing
of data and information

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5. Communication Technologies: ICT incorporates various communication technologies that
enable the exchange of data and information. This includes wired and wireless
communication technologies, such as Ethernet, Wi-Fi, Bluetooth, cellular networks, and
satellite communication.
6. Internet: The internet plays a vital role in ICT by connecting networks worldwide. It
provides a global infrastructure for communication, information sharing, and access to
various online services and resources.
7. People: People are an essential component of ICT as they design, develop, operate, and
utilize ICT systems. They include IT professionals, software developers, network administrators,
system analysts, and end-users who interact with ICT technologies. These components work
together to create an interconnected ecosystem that supports information processing,
communication, and collaboration in various domains, including business, education, healthcare,
entertainment, and

1.1.3. Data vs. information

1.1.3. Characteristics of information

1.1.4 Types of computer

Four major categories: micro, mini, mainframe and super computers

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 1. Micro computers
A micro computer is a small, low cost digital computer, which usually consists of
a
Microprocessor, a storage unit, an input channel and an output channel, all of
which may be on one chip inserted into are or several pc boards. IBM – pc,
Pentium 100, ibm-pc Pentium 200 and Apple Macintosh are some of the
example of micro computers
Micro computers include desktop, laptop and hand – held models such as PDAS
(personal)
digital assistants.
 Desktop computer
Desktop computer also known as personal computer (pc) is principally intended
per stand
alone use by an individual micro computer typically consist of a system unit a
display monitor, a
keyboard internal hard disk storage and other peripheral devices.
Some of the major personal computer manufactures are Apple, IBM, Dell and
Hewlett
Packard.
 Laptop
A laptop is a portable computer that is a user can carry it around. Laptops are small
computer
enclosing all the basic features of a normal desktop computer.
The biggest advantage of this computer is that one can use this computer anywhere
and at
Any time, especially when are is travelling

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  Hand held computers
A hard-held, also called personal digital assistant (PDA), is a computer that can
conveniently
be stored in a pocket and used while the user is holding it. PDAs are essentially
small portable computers and are slightly bigger than the common calculators.
Some example of PDAs are Apple Newton, Casio Cassiopeia and Franklin ebook
man
2. Mini computers
The mini computer is a small digital computer whose process and storage capacity
is lesser than that of a mainframe, but more than that of micro computer.
Its speed of processing data is in between that of a mainframe and a micro
computes,
generally, it is used as desktop device that is often connected to a mainframe in
order to perform the auxiliaxy operations.
Mini computers are usually multi-user systems, so these are used in interactive
applications
in industries, research organisations colleges and universities.
High – performance workstations with graphics I/O capability use mini computers
Some of the widely used mini computers are PDP II, IBM (8000 series) and VAX
7500.
3. Mainframe computer
A mainframe is an ultra – high performance computer made for high – volume,
processor – intensive computing. It consists of a high end computer processor, with
related peripheral devices, capable of supporting large volumes of data processing
systems and extensive data storage and retrieval.
Mainframes are the second largest of the computer family, the largest being super
computers.

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Mainframe allows its user to maintain large information storage at a conrralised
location and be able to access and process this data from different computers
located at different locations
It is typically used by large businesses and for scientific purpose.
Examples of mainframe computers are IBM‘s E5000, VAX8000 and CDC6600.
4. Super computers
Super computers are the special purpose machine, which are specially designed to
maximise
the numbers of FLOPS (floating point operation per second). Any computer below
one gigaflop/sec is not considered a super computer. A super computer has the
highest processing speed at a given time for solving scientific and engineering
problems. Essentially, it contains a number of cpu, that operate in parallel to make
it faster. Its processing speed lies in the range of 400 – 10,000 MF LOP‘s
(millions of floating point operation per second).
Super computers are used to solve multivariate mathematical problems of existent
physical Processes, such as aerodynamics, metrologies, and plasmas physics.
The largest commercial use of super computers is in the entertainment advertising
industry, CRAY – 3, Cyber 205 and PARAM are some well-known super
computers.

1.1.5 Generations computer

 First Generation (1940-56) : Vacuum Tube

First generation computer were vacuum tubes/thermionic value based machines
these Computers used vacuum tubes for circuitry and magnetic drums for memory.
A magnetic drum is a metal cylinder coated with magnetic iron-oxide material on
which data and programs can be stored. Input was based on punched cards and
paper tape and output was in the form of printouts.
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 For example: ENIAC, EDVAC AND UNIVAC.
Characteristics of First Generation Computers.
• These computers were based on vacuum tube technology.
• These were the fastest computing devices of their time.
• These computers were very large, and required a lot of space for installation.
• These were non-portable and very slow equipments.
 Second Generations (1956-63): Transistors
A transistor is made up of semiconductor material like germanium and silicon. It
usually
had three leads and performed electrical functions such as voltage, current or
power amplification with low power requirement. Since transistor is a small
device, the physical size of computers was greatly reduced.
1.4 Fundamentals of Computing and Programming
Computers became smaller, faster, cheaper, energy-efficient and more reliable than
their predecessors. Magnetic cores- were used as primary memory and magnetic
disks as secondary storage devices. However, they still relied on punched cards for
input and printouts for output.
For example: PDP – 8, IBM 1401 and IBM 7090
Characteristics of Second Generation Computer.
• These machines were based on transistor technology
• These were smaller as compared to the first generation computers.
• These were more portable and generated less amount of heat.
 Third Generation (1964 – Early 1970), Integrated Circuits
The development of the integrated circuit was the trait of the third generation
computer.
Also called an IC, an integrated circuit consists of a single chip with many
components such as transistors and resistors fabricated on it. Integrated circuit

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replaced several individually wired transistors. This development made computers
smaller in size, reliable and efficient.
Instead of punched cards and printouts, users interacted with third generation
computers through keyboards and monitors and interfaced with operating system.
For example: NCR 395 and B6500
Characteristic of Third Generation Computer
• These computers were based on integrated circuit (IC) technology.
• They were able to reduce computational time from micro seconds to Nano
seconds.
• Extensive use of high – level language became possible
 Fourth Generation (Early (1970 – Till Date) Microprocessors)
The technology of this generation was still based on the integrated circuit, these
have been made readily available to use because of the development of the
microprocessor. The fourth generation computers led to an era of large scale
integration (LSI) and very large scale integration (VLSI) technology. LSI
technology allowed thousands of transistors to be constructed on one small slice of
silicon material whereas VLSI squeezed hundreds of thousands of components on
to a single ewp ULTRA – large scale integration (ULSI) increased that number
into millions the fourth generation computer became more powerful compact,
reliable and affordable.
For example: Apple II, attair 8800 and CRAY-1
• Fourth generation computers are microprocessor based systems
• These computers are very small
• GUI an d pointing devices enable users to learn to use the computer quickly
• Interconnection of computers leads to better communication and resource sharing
 Fifth Generation (Present and Beyond): Artificial Intelligence

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A computer would learn from its mistakes and possess the skill of experts the
starting point for the fifth generation of computers has been set in the early 1990.
The expert system it defined as acomputer information system that attempts to
mimic the thought process and reasoning of experts in specific areas three
characteristics can be identified with the fifth generation computer these are. Mega
chips Fifth generation computers will use super large scale integrated (SLSI) chips,
which will result in the production of microprocessor having millions of electronic
components on a single chip
Parallel processing
A computer using parallel processing accesses several instructions at once and
works on them at the same time through use of multiple central processing units.
Artificial intelligence: (AI)
AI comprises a group of related technologies expert systems (ES), natural
language
Processing (NLP) speech recognition, vision recognition and robotics.

1.1.6 Characteristics of computers,

 Speed

Computer process data at an extremely fast rate – millions of instructions per second in
few Seconds, a computer can perform a huge task that a normal human being may take
days or even years to complete.The speed of a computer is calculated in Mhz

 Accuracy

Besides efficiency, computer is accurate as well. The level of accuracy depends an

the instructions and the type of machine being used.

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  Diligence

Computer being a machine does not suffer from the human trails of tiredness and lack of

Concentration

 Reliability

Reliability is the measurement of performance of a computer, which is measured

against some predetermined standard for operation without any failure.

 Storage capability

The main memory of the computer is relatively small and it can hold only a certain
amount of information, therefore, the data is stored on secondary storage devices such as
magnetic tape or disks.

 Versatility

It can perform multiple tasks simultaneously with great ease. For example, at one moment
it can be used to draft a letter, another moment it can be used to play music an in between,
one can print a document as well

1.2 Basic Computer Organization: Computer hardware,

Computer software

1.2.1 Computer hardware

The block diagram of the computer system have the following three units, each
functional
unit corresponds to their basic operations performed as described in details.
 Input unit

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  Central processing unit
 Output unit

1. Input Unit
 Accept data and instructions from the outside world.
 Convert it to a form that the computer can understand
 Supply the converted data to the computer system for further processing
 The input unit is used to send information or instructions or commands to
the computer.
The data received from the input unit is immediately stored in main memory
and then processed.
Following are the some of the input devise.
 Keyboard
 (Mouse
 Light pen
 (iv) Joystick
 Ocr (optical character recognizer)
 MICR (magnetic ink character recognizer)
 (vOMR ( optical mark recognizer)

2. Central Processing Unit (CPU)

 It performs all calculations and all decisions.
 It controls and co-ordinates all units of the computer
 It interprets instructions of a program
 It stores data temporarily and monitors external requests.
The CPU is sub-divided into the following sub-system.

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  Control unit
 (ii) Arithmetic and logical unit
 (iii) register

(i) Control unit

The control unit instructs the computer how to carry out program instructions. It
directs
the flow of data between memory and arithmetic logical unit. The input unit does
not know when to receive data and where to put the data in the storage unit after
receiving it similarly, the control unit instructs the input unit where to store the
data after receiving it from the user.
In the same way, it controls the flow of data and instructions from the storage unit
to
(ii) Arithmetic logic unit
ALU during program execution the control unit fetches instructions from the
primary
memory, decodes them to determine the operations required, and then sets up
instructions execution.
Eg. To add two numbers or to read a character from a keyboard. A number
registers are associated with the control unit.
(ii) Arithmetic and Logical Unit
Arithmetic and logical unit performs all the arithmetic and logical operations.
Arithmetic operations like addition, subtraction, multiplication and logical
operations, such as comparisons are performed in ALU.
All calculations are performed in the arithmetic and logical unit (ALU) of the
computer

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ALU also does comparisons and take decision.
Example: it can check if the number A is less than equal to or greater than the
number
B. once the calculations or the logical operation is performed by ALU, then the
result is Transferred to the storage unit.

3. Memory unit
Memory is the part of computer which holds data for processing and other
information it is also called as main memory or primary memory.
A device that stores program instructions or data used by the CPU when
performing a
given function. Memory is a device, which is used to store information
temporarily/permanently; it is the place where the information is safekeeped.
Secondary memory, such as disk storage, is functionality considered I/O because
it is accessed through the I/O system.
(a) Primary storage
The primary storage is also called as ―main memory‖ stores and access
information
very fastly. This is generally used to hold the program being currently executed in
the
computer, the data being received from the input unit, the intermediate and final
results of the program.
Primary storage is also known as system memory, internal, temporary and ―RAM‖
 Installed on the main computer board (motherboard)
 Typically comprised of ICs (integrated circuits)
 Fast access – usually in the order of Nano seconds
(b) Secondary storage
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The secondary storage is also known as Auxiliary Storage it may store several
programs, Documents, databases etc.
The program that we want to run on the computer is first transferred to the
primary
Memory before it can run. Similarly, after running the program if need to save the
result, we will transfer them to the secondary storage.
The secondary memory is slower and cheaper than the primary memory. Some of
the
Commonly used secondary memory devices are Floppy diskette, Zip diskette, Hard
disk and Magnetic disks and Tapes etc.

4. Output unit
Devices used to get the response or result of a process from the computer is called
Output unit is the communication between the user and the computer.
The output unit of a computer provider the information and results of a
computation to the outside world. Computers do not work in the decimal system;
they work in the binary system. Therefore if required, the output unit also converts
the binary data into a form that users can understand.
Commonly used output devices are.
 Visual display unit (VDU) or monitor
 Printer
 Computer output microfilm
 ▪Plotter
1.2.1. Computer software
1.2. COMPUTER SOFTWARE
Definition

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Software is a genetic term for organized collection of computer data and
instructions. It is Responsible for controlling, integrating and managing the
hardware components of a computer and to accomplish specific tasks.
For example: Software instructs the hardware what to display on the user‘s screen,
what kinds of input to take from the user and what kinds of output to generate.
1.2.1 Types of software
Software can be categorized as system software and application software
Work this software provides a programming environment in which programmers
can create applications to accommodate their needs. System software acts as an
interface between the hardware of the computer and the software applications.
System software makes the computer functional. They provide basic functionality
like file management, visual display and keyboard input and are used by
application software to accomplish these functions. Some examples of system
software are operating systems, device drivers, language translators and system
utilities.
i. Operating system.
Operating system is the first layer of software loaded into computer memory when
it starts up. As the first software layer, all other software that gets loaded after it
depends on it for various common care services. These common core services
include disk access, memory management task scheduling and user interfacing.
The operating system organizes and controls the hardware. Examples of operating
systems are windows XP, UNIX and LINUX
ii. Device Drivers
Device drivers are system programs, which are responsible for proper functioning
of devices every device, whether it is a printer, monitor, mouse or keyboard, has a
driver associated with it per its proper functioning

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In modern operating systems, most hardware drivers, such as the keyboard drivers,
come with the operating system.
iii. Language Translators
Computers only understand a language consisting of os and ls called machine
language. Depending on the programming language used language translators are
divided into three major categories. Computer interpreter and assemble.
iv. System Utility
System utility programs perform day to day tasks related to the maintenance of the
computer system they are used to support enhance, and secure existing programs
and data in the computer system.
1.2.2. APPLICATION SOFTWARE
Application software may consist of a single program, such as Microsoft notepad it
may also consist of a collection of programs often called a software package
which work together to accomplish a task, such as database management software.
Application software ranges from games, calculators and word processors
document creating programs to programs that ―paint‖ images on screen (image
editors) some of the most commonly used application software are discussed
below.
i. Word processors
A word processor is software used to compose, format, edit and print electronic
documents. It involves not only typing, but also checking the spelling and
grammar of the text and arranging it correctly on a page
It is possible to include pictures, graphs, charts and fonts and colour. Nowadays,
virtually all personal computers are equipped with a word or other document and
printing Example of some well known word processors are Microsoft word and
word perfect.

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ii. Spread sheets
One of the first commercial uses of computers was in processing payroll and other
financial records. A spreadsheet application is a rectangular grid, which allows
text, number and complex functions to be entered into a matrix of thousand of
individual cells. The spreadsheet provides sheets containing calls each of which
may contain text and/ or number.
Cells may also contain equations that calculate results from data placed in other
cells or series of cells.
Microsoft excel and lotus 1-2-3 are examples of spreadsheet applications
iii. Database management software
Database management software is a collection of computer programs that allow
storage Modification and extraction of information form a database in an efficient
manner.
It provides tools for data input, verification storage, retrieval, query and
manipulation.
New categories of data can be added to the database without disrupting the existing
system. FoxPro and oracle are database management systems.
iv. Presentation application
A presentation is a means of assessment which requires presentation providers to
present
Their work orally in the presence of an audience. It combines both visual and
verbal elements presentation software allows the user to create
Presentations by producing slides or handouts per presentation of projects.
Microsoft PowerPoint is one of the most famous presentation applications

1.3 The Internet and Computer Security: The Internet, Computer

hazards, Security mechanisms

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1.3.1 What is the Internet?

The Internet is a global collection of computer networks that are linked

together by devices called routers and use a common set of protocols for data
transmission known as TCP/IP (transmission control protocol / Internet
protocol). The primary purpose of the Internet is to facilitate the sharing of
information. There are many different tools used on the Internet to make this
possible. Some of the more common tools include email, list servers,
newsgroups, telnet, gopher, FTP, and the World Wide Web. Probably the
most popular of all Internet tools is the World Wide Web.

1.3.2 What is the World Wide Web (WWW)? WWW stands for World Wide
Web. A technical definition of the World Wide Web is − All the resources
and users on the Internet that are using the Hypertext Transfer Protocol
HTTP. The World Wide Web is the universe of network-accessible
information, an embodiment of human knowledge. The World Wide Web is a
way of exchanging information between computers on the Internet, tying
them together into a vast collection of interactive multimedia resources. It is a
hypertext interface to internet information resources. Internet and Web is not
the same thing: Web uses internet to pass over the information.

1.3.3 Basic WWW Concepts

The World Wide Web is a way of exchanging information between

computers on the Internet, tying them together into a vast collection of
interactive multimedia resources. It is a hypertext interface to internet
information resources.

- HTTP

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HTTP is the short form for Hypertext Transfer Protocol. An example of the
standard URL is http://www.google.com. The prefix http in the URL
designates the protocol being used for communication. The HTTP protocol is
used to access hypertext documents on the World Wide Web.

- URL

URL refers to Uniform Resource Locator. URLs are used as the address of
the documents available on the World Wide Web. A URL is the fundamental
identifier of any resource available on the web e. g., hypertext pages, images,
and sound files. The standard format of a URL has been specified as –
protocol://hostname/other_information A protocol is, basically, a specification
of the flow of information in a network. The protocol required for accessing
the resources available on the web is called Hyper Text Transfer Protocol
(HTTP). Other protocols supported by the web browsers include telnet, FTP,
Gopher, etc. The name of the protocol is followed by a colon, two forward
slashes, and then the hostname. The hostname refers to the computer having
the requested resource. Hostname is followed by a single forward slash and
links to subdirectories or any particular file. The path to the directory holding
the requested file or resource may contain single forward slashes.

- Website

Website refers to a collection of web pages usually written in markup

language. For example: www.google.com refers to the website of Google
having ‗com‘ as the domain name. Websites can be understood as a location
on the World Wide Web that holds the resources which people can request

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when required. The first or the initial page of any website is known as the
home page of that particular website.

- Web Server

Websites are usually hosted on a computer which is known as a Web server.

These servers should require constant connectivity with the internet so that the
resources stored by them can be accessed from anywhere in the world. A web
server is provided with a unique address which is required to access the
contents of the server. The unique address is the identifier for the server and is
termed as IP Address. These IP Addresses comprise of a series of four
numbers separated by dots or periods. Each number lies between the range of
0 – 255, for example: 192.168.1.1. IP address of the web server is also
required when the URL of the website hosted on that server is registered on
the World Wide Web.

- Web Browser

Web Browser is software required to access the resources available on the

World Wide Web. Hence, in order to access any website web browser is
required. Examples of web browsers are: Microsoft Internet Explorer, Google
Chrome, Mozilla Firefox, Netscape Navigator, etc. Navigating through the
pages of a website is termed as web browsing or surfing.

- ISP

ISP is the short form for Internet Service Provider. They are basically the
organizations responsible for providing internet connections to the

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subscribers. Several ISPs also provide space on their web servers for hosting
w

1.3.2 Computer security,

Computer security is the protection of computer systems and information

from harm, theft, and unauthorized use. Computer hardware is typically
protected by the same means used to protect other valuable or sensitive
equipment—namely, serial numbers, doors and locks, and alarms. The
protection of information and system access, on the other hand, is achieved
through other tactics, some of them quite complex.

The security precautions related to computer information and access address

four major threats:

(1) Theft of data, such as that of military secrets from government computers;

(2) Vandalism, including the destruction of data by a computer virus;

(3) Fraud, such as employees at a bank channeling funds into their own
accounts; and

(4) Invasion of privacy, such as the illegal accessing of protected personal

financial or medical data from a large database.

The most basic means of protecting a computer system against theft,

vandalism, invasion of privacy, and other irresponsible behaviors is to
electronically track and record the access to, and activities of, the various
users of a computer system. This is commonly done by assigning an
individual password to each person who has access to a system. The computer
system itself can then automatically track the use of these passwords,

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recording such data as which files were accessed under particular passwords
and so on. Another security measure is to store a system‘s data on a separate
device or medium that is normally inaccessible through the computer system.
Finally, data is often encrypted so that it can be deciphered only by holders of
a singular encryption key.

1.4 Computer Troubleshooting: Basic Preventive maintenance,

Safety issues, Installing/Repairing and uninstalling of software,
Preventive maintenance: Regularly clean your computer and its components,
such as deleting temporary files, updating software, and defragmenting hard
drives. This can help prevent many issues from arising.

2. Safety issues: Ensure that you have up-to-date antivirus software installed
and perform regular scans to check for malware or viruses. Be cautious when
downloading files or visiting unknown websites, as these can potentially harm
your computer.

3. Installing/Repairing and uninstalling of software: When installing new

software, make sure you have enough storage space on your hard drive and
that your system meets the requirements for the program. If a program is not
working properly or if you no longer need it, uninstall it using the appropriate
method for your operating system (Windows, macOS, etc.).

4. Troubleshooting hardware issues: If your computer experiences problems

with its hardware components, such as the hard drive, RAM, or video card, try
diagnosing and fixing the issue yourself by referring to online resources,
tutorials, or seeking help from a knowledgeable friend or professional
technician if necessary.

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Activity
1. What is hardware troubleshooting?
2. What is a software tool that is used to check the status of different
hardware devices?
3. What are the different hardware preventive maintenance methods?
4. What are the software tools used to monitor the performance of
computer system?
5How do you solve the problem of slow CPU performance while it is in
operation?
1.5 Role of ICT for development: ICT in Agriculture, ICT in
Education, ICT in Industry, ICT in Finance, ICT in Health etc…

1. In agriculture, Information and Communication Technologies (ICT) play a

significant role by improving productivity, efficiency, and sustainability of farming
practices. This can be achieved through the use of precision farming techniques,
remote sensing, and geographical information systems for better decision-making,
as well as improved access to market information and financial services for
farmers.

2. In education, ICT is used to enhance learning experiences by providing new

ways of delivering content, such as online courses, interactive simulations, virtual
laboratories, and adaptive learning platforms. It also improves communication
between students and teachers through email, instant messaging, video
conferencing, and other collaboration tools.

3. In industry, ICT helps streamline processes, increase productivity, and improve

quality control by automating tasks, providing real-time data analysis and
monitoring, and facilitating remote management of operations. This includes the
use of industrial IoT (Internet of Things), robotics, and machine learning
algorithms to optimize production lines and reduce waste.

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4. In finance, ICT has transformed traditional banking services by enabling
electronic transactions, mobile banking, online trading platforms, and digital
currencies like Bit coin. It also improves the efficiency of risk management and
regulatory compliance through data analytics and advanced analytics tools.

5. In healthcare, ICT plays a vital role in improving patient care, diagnostics, and
treatment delivery through telemedicine, wearable health monitoring devices,
electronic medical records, and remote access to expert advice. It also supports
research and development by facilitating the sharing of knowledge and resources
globally.

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 Unit 2: Nature of ICT education in schools
2.1 Nature of ICT teaching
In Information and Communication Technology (ICT) teaching, the
nature generally involves the study and application of digital tools,
systems, and concepts in various fields such as computer science,
information technology, and telecommunications. The main
objective of ICT education is to equip students with the necessary
skills and knowledge required for them to adapt and function
effectively in an increasingly digitized world. This includes teaching
them about hardware and software components, networking
principles, data management, programming languages, cyber
security, multimedia applications, and other related topics.

The nature of ICT teaching can be further characterized by its

interdisciplinary approach, which allows students to explore and
integrate various subjects like mathematics, social sciences, and
humanities. Additionally, it promotes problem-solving, critical
thinking, creativity, and collaboration among the learners. The
teaching methods usually include a combination of theoretical
knowledge and hands-on practical experience, often utilizing real-
world scenarios and case studies to engage students and enhance
their understanding of the subject matter.

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Furthermore, ICT education plays a crucial role in preparing
individuals for various careers in technology, research, and
academia, as well as helping them stay informed and engaged with
the rapid advancements in the field. Overall, ICT teaching aims to
provide a balanced mix of theoretical foundations and applied skills
to empower learners to make meaningful contributions to society
through their technical expertise and digital literacy.
2.2 Nature of ICT as pedagogical tool
Information and Communication Technologies (ICT) can play
a significant role in enhancing the teaching and learning process.
They offer a variety of tools and resources that can make education
more engaging, interactive, and accessible to a diverse range of
learners. The nature of ICT as a pedagogical tool can be analyzed
from several perspectives:

1. Enhanced interactivity: ICT enables students to collaborate and

communicate with their peers, teachers, and experts across the
globe. Tools like online forums, chat applications, and video
conferencing platforms promote active learning by allowing
students to share ideas, ask questions, and receive immediate
feedback.

26
 2. Personalized learning: With the help of ICT, educators can
provide tailored educational experiences based on individual
student needs. Technologies such as adaptive learning platforms
and personalized content recommendation systems can offer
targeted instruction and support to help student‘s master specific
topics or skills.

3. Accessibility and inclusivity: ICT can make education more

accessible for students with special needs, those in remote areas,
and even adult learners. Online courses and resources,
accessibility features on digital platforms, and multimedia
content can help bridge the gap between different learning styles
and enable a broader range of individuals to benefit from
educational opportunities.

4. Authentic assessment: ICT can support a variety of assessment

methods, such as online quizzes, simulations, and virtual labs.
These tools offer educators new ways to evaluate students'
understanding, problem-solving skills, and critical thinking
abilities in real-world situations.

5. Skill development: The use of ICT fosters the development of

essential 21st-century skills, such as digital literacy,

27
 communication, collaboration, critical thinking, and creativity.
These skills are vital for students to navigate and thrive in an
increasingly technology-driven world.
6. Engaging content and resources: ICT provides educators with a
wealth of resources that can make lessons more engaging and
relevant to students. Multimedia content like videos, animations,
games, and interactive simulations can help learners better
understand complex concepts and maintain their interest in the
learning process.

7. Lifelong learning opportunities: ICT supports the concept of

lifelong learning by providing accessible, flexible educational
resources that individuals can use to continue developing their
skills throughout their lives. Online courses, professional
development programs, and other forms of distance education
allow learners to acquire new knowledge and expertise at their
own pace and convenience.

In conclusion, the nature of ICT as a pedagogical tool encompasses

many aspects that contribute to improved learning outcomes,
accessibility, and skills development for students. By integrating
these tools into educational practices, educators can create dynamic,
engaging, and personalized learning experiences for their students.

28
 2.3 2.2.1 Technological, Pedagogical, And Content Knowledge
(TPCK)
The integration of the three domains of Technological Pedagogical
Content Knowledge (TPACK) is the process of combining
technological, pedagogical, and content knowledge to enhance teaching
and learning:
 Technological knowledge (TK)

 Pedagogical knowledge (PK)

 Content knowledge (CK):

The TPACK framework was developed by Punya Mishra and Matthew
J. Koehler of Michigan State University in 2006. The framework views
these domains as interconnected and mutually reinforcing, rather than
isolated. The goal of integrating TPACK is to create innovative learning
opportunities that promote critical thinking, creativity, collaboration, and
problem-solving skills.
Here are some examples of how integrating TPACK can be applied in
the classroom:
 Using technology to engage students with the target culture and develop
cultural awareness

 Providing students with a range of technologies to pursue their language

learning

29
 Creating digital learning communities to explore creative applications of
technology

2.4 Nature of ICT as a Subject

The nature of ICT as a subject encompasses the study of information
technology and its applications in various fields. It involves
understanding computer systems, software, networks, and data
management. ICT promotes digital literacy, critical thinking, and
problem-solving skills, preparing students for a technology-driven
world. The curriculum often includes practical skills in

30
programming, web development, and cyber security, emphasizing
the importance of ethical use of technology.
ICT (Information and Communication Technology) is a subject that
encompasses the use of various digital technologies and
communication devices, including computers, telephones, radios,
and networks, to facilitate the creation, sharing, and management of
information. It plays a critical role in how individuals and
organizations interact and function daily, providing tools that
enhance communication and efficiency.
2.5 Basic Teachers competency for teaching ICT
Basic teacher competency for teaching Information and
Communication Technology (ICT) encompasses a range of skills,
knowledge, and attitudes that educators need to effectively integrate
technology into their teaching practices. Here are some key
competencies that are essential for teachers in this field:
1. Technical Proficiency
-Understanding of Hardware and Software: Familiarity with
various types of hardware (computers, tablets, projectors) and
software (operating systems, applications, educational tools).
- Basic Troubleshooting Skills: Ability to diagnose and
resolve common technical issues that may arise in the classroom.
2. Pedagogical Knowledge

31
 - Integration of ICT in Teaching: Knowledge of how to
effectively incorporate ICT tools into lesson plans to enhance
learning outcomes.
- Understanding Learning Theories: Familiarity with different
learning theories and how they relate to the use of technology in
education.
3. Curriculum Development
- Designing ICT-Enhanced Curriculum: Ability to create and
adapt curriculum materials that utilize ICT to support various
learning objectives.
- Assessment and Evaluation: Skills in developing assessments
that measure students' understanding and skills in using ICT.
- Information Literacy: Teaching students how to find,
evaluate, and use information effectively and ethically.
- Media Literacy: Helping students critically analyze media
content and understand its impact.
5. Technological, Pedagogical, and Content Knowledge
(TPCK)
The integration of the three domains of Technological Pedagogical
Content Knowledge (TPACK) is the process of combining
technological, pedagogical, and content knowledge to enhance teaching
and learning:
2.6 Factors influencing ICT education

32
1. Availability of resources: The availability of technological
equipment, software, and internet access can greatly impact the
quality and effectiveness of ICT education. In schools with limited
resources, students may have difficulty fully engaging in hands-on
learning experiences.
2. Teacher training and expertise: The level of competence and
understanding that educators possess about ICT topics will directly
affect the delivery of instruction. If teachers are well-trained and
proficient in ICT, they can better impart knowledge to their
students.
3. Curriculum and standards: The specific goals and objectives
outlined by schools or governing bodies for ICT education may
influence the way it is taught. Standards can vary widely between
regions, countries, and institutions.
4. Cultural attitudes and beliefs: In some societies, there may be a
lack of appreciation or understanding of the importance of ICT
education. This can lead to limited resources being allocated
towards it or less emphasis placed on its significance in the
educational system.
5. Economic factors: The overall economic climate and availability
of funding for educational programs can have an impact on the
development and implementation of ICT education initiatives.

33
Schools with limited budgets may struggle to provide students with
access to current technology and resources.
6. Societal needs and trends: As society becomes increasingly
reliant on technology, the need for individuals who are skilled in
ICT will continue to grow. This demand can drive changes in the
educational system to prioritize ICT education and ensure that
students are prepared for the workforce of the future.
7. Competition among schools and educational institutions: Schools
may feel pressure to offer cutting-edge technology and innovative
teaching methods in order to remain competitive with other
institutions. This competition can push them to invest in and
enhance their ICT education offerings.
8. Technological advancements: Rapid advancements in
technology can influence the need for updated curricula and
continuous professional development for teachers. Educators must
adapt their instructional methods and content to stay current with
evolving technologies.
Unit 3: Planning ICT teaching in schools
Planning ICT teaching in schools involves setting goals and
objectives for technology integration, selecting appropriate
hardware and software, designing effective learning activities,
providing professional development opportunities for teachers, and
creating a supportive learning environment. By carefully

34
considering each of these aspects, you can help ensure that your
school's ICT initiatives are successful and beneficial to both
students and educators.
3.1 The three-step of teaching ICT: planning and preparation;
delivery; and assessment
Teaching Information and Communication Technology (ICT)
effectively involves a structured approach that can be broken down
into three key steps: planning and preparation, delivery, and
assessment. Here‘s a detailed overview of each step:
1. Planning and Preparation: This involves creating a well-
structured plan for the ICT course or lesson. It includes identifying
learning objectives, selecting appropriate resources and tools,
organizing activities, setting expectations for students, and
establishing a classroom environment that is conducive to learning.
Additionally, it may involve preparing any necessary materials or
equipment, such as computers and software applications.
2. Delivery: During the delivery phase, the teacher facilitates the
learning process by presenting content, guiding students through
activities and tasks, monitoring their progress, providing feedback,
and encouraging active participation. This might include lectures,
demonstrations, hands-on practice, group work, or a combination of
these methods.

35
3. Assessment: Finally, assessment involves evaluating students'
understanding, knowledge, and skills gained from the ICT course or
lesson. This could include formative assessments (such as quizzes,
assignments, or projects) to provide feedback during the learning
process, or summative assessments (like exams or final projects) at
the end of a unit or course to measure overall achievement.
It is important for teachers to be adaptable and responsive to the
needs of their students throughout these three steps, as each student
may have different learning styles, paces, and preferences

3.2 Elements of planning and preparation in teaching

Effective planning and preparation in teaching involve clearly
defined learning objectives, understanding student needs, selecting
appropriate teaching methods, and organizing resources. It‘s crucial
to create a structured lesson plan that includes assessments and
accommodates diverse learning styles. Regular reflection and
adjustment based on student feedback enhance the teaching process.
3.3 Developing appropriate lesson plan for ICT
Effective planning and preparation in teaching involve clearly
defined learning objectives, understanding student needs,
selecting appropriate teaching methods, and organizing resources.
It‘s crucial to create a structured lesson plan that includes
assessments and accommodates diverse learning styles. Regular

36
 reflection and adjustment based on student feedback enhance the
teaching process.
To develop an effective ICT lesson plan, consider the following
steps:
1. Determine the objectives: Start by identifying the specific
goals you want to achieve through the lesson, such as teaching
students about computer hardware, programming languages, or
digital citizenship.
2. Identify the target audience: Consider the age group and
experience level of your students when planning the lesson
content. This will help you tailor the activities and materials to
their needs and abilities.
3. Choose appropriate resources: Based on your objectives,
select a variety of resources such as textbooks, videos, websites,
or software applications that will support your lesson plan. Make
sure these resources are age-appropriate and engaging for your
students.
4. Develop activities and assignments: Create hands-on tasks
and projects that align with the learning objectives. Include
opportunities for students to practice skills, apply knowledge, and
collaborate with peers. Consider incorporating real-world
examples or case studies to enhance the relevance of the lesson.

37
 5. Plan assessments: Determine how you will evaluate your
students' progress and understanding. This might include quizzes,
projects, or presentations. Be sure to provide clear criteria for
assessment and give students feedback on their performance.

6. Establish a timeline: Outline the specific dates and times for

each activity in your lesson plan, taking into account the total
number of class periods available. This will help you stay
organized and ensure that all topics are covered within the
designated time frame.
7. Review and revise: Regularly review and update your lesson
plans as needed based on student feedback, changes in
technology, or new resources. This will help to continuously
improve the quality of your ICT lessons and keep them relevant
for your students.
8. Communicate with stakeholders: Keep parents, school
administrators, and other educators informed about your ICT
lesson plan. Share details about what you are teaching, the
resources you are using, and any potential challenges or
opportunities that may arise during the implementation of the
lessons.

38
 By following these steps, you can develop a comprehensive and
engaging ICT lesson plan that effectively teaches students the
skills and knowledge they need in today's digital world.
3.4 Selecting and preparing instructional materials & Equipment
Effective planning and preparation in teaching involve clearly
defined learning objectives, understanding student needs,
selecting appropriate teaching methods, and organizing resources.
It‘s crucial to create a structured lesson plan that includes
assessments and accommodates diverse learning styles. Regular
reflection and adjustment based on student feedback enhance the
teaching process.

Selecting and Preparing Instructional Materials & Equipment

involves a series of steps that ensure the appropriate selection and
preparation of educational resources, tools, and technology
required for effective teaching and learning. Here are the main
steps involved in this process:

1. Needs assessment: Start by identifying the needs and

requirements of learners based on the subject, grade level, and
learning objectives. This can be done through discussions with
teachers, students, and other stakeholders to determine the best
resources that cater to their specific needs.

39
 2. Research and gather information: Gather information about
various instructional materials and equipment available in the
market, including textbooks, online platforms, educational
software, hardware devices, and other multimedia resources. This
can be done through internet searches, attending conferences,
reading reviews, and getting recommendations from fellow
educators.
3. Evaluate and select materials: Based on the gathered
information, evaluate different instructional materials and
equipment to determine which ones are most suitable for meeting
the identified needs of learners. Consider factors such as content
quality, ease of use, accessibility, cost-effectiveness, and
alignment with learning outcomes.
4. Adapt or create resources: If necessary, adapt existing
instructional materials or create new resources to fit the specific
needs of the students. This may involve customizing textbooks,
creating supplementary worksheets, designing interactive lessons,
or building educational games.
5. Prepare equipment and technology: Once the instructional
materials have been selected, prepare any necessary equipment
and technology needed for their implementation. This may
include setting up projectors, installing software, configuring
devices, and ensuring internet accessibility if required.

40
 6. Train staff and students: Provide training to both teachers and
students on how to effectively use the chosen instructional
materials and equipment. This can be done through workshops,
demonstrations, or self-guided resources like tutorial videos and
manuals.
7. Monitor and evaluate: Continuously monitor the impact of the
selected materials and equipment on teaching and learning
outcomes. Adjust and modify the approach as needed to optimize
the effectiveness of the instructional resources and technology
being used.

Activity

LESSONPLAN format

School Name: Teacher’s

name:

Term Date Subject Class Unit No Lesson Duration Class size

No
40minutes
Type of special educational needs to be
catered in
For in this lesson and numbers of learners
in each category
Unit title
Key unity
competence
Title of the lesson
Instructional
objectives

41
 Plan of this class
(Location:
in/outside)
Learning
materials (For
all learners)
references

Timing for Description of teaching and learning activities Assessment

methods
each step
Teacher‘s activity Learner‘ activity

Introduction *The activity must be

(minutes) described in much detail
with the expected time
for each activity
Development *The activity must be
(minutes) described in much detail
with the expected time
for each activity

Conclusion *The activity must be

(minutes) described in much detail
with the expected time
for each activity
Teacher‘s
self-
evaluation
Self-
evaluation 1. What ICT tools did you use in this lesson?
of ICT use 2. Why did you prefer these ICT tools?
in this
3. What impacts do you expect to make on your students by using these
lesson
ICT tools?

4. What impacts do these tools make to learners' achievement in this

lesson?

42
3.5 Setting up the ICT laboratory
The process of setting up an ICT (Information and
Communications Technology) laboratory step by step.

1. Identify the purpose: First, determine the primary goal of

your laboratory. Is it for educational purposes, research, or a
combination? This will help you choose the right equipment,
software, and infrastructure.
2. Budget planning: Estimate the costs involved in setting up an
ICT lab. These may include expenses for hardware (e.g.,
computers, servers), software licenses, networking equipment,
furniture, and maintenance.
3. Space allocation: Find a suitable space to locate your
laboratory. Consider factors such as size, accessibility, lighting,
ventilation, and noise levels.
43
 4. Choose the right equipment: Based on your purpose, select
appropriate computers, servers, networking devices, and other
hardware needed for the lab. Make sure to consider future
expansion needs when selecting components.
5. Software installation: Install necessary software packages
such as operating systems, office suites, development tools,
databases, and other specialized applications based on your
requirements.
6. Networking setup: Design a suitable network infrastructure,
including switches, routers, and firewalls, to support the needs of
your lab. Ensure proper security measures are in place.
7. Set up furniture: Arrange appropriate furniture such as desks,
chairs, storage spaces, and whiteboards to create a comfortable
working environment.
8. Train users: Organize training sessions for the lab users so
that they can familiarize themselves with the equipment,
software, and network infrastructure.
9. Develop policies and guidelines: Create clear rules and
guidelines for the use of the ICT lab, including access control,
device usage, data security, and maintenance responsibilities.
10. Maintenance and updates: Regularly update the lab's
hardware and software to ensure optimal performance and
address any potential issues or vulnerabilities.

44
Unit 4: Teaching methods of ICT in Schools
4.1 Definitions of Teaching and Teaching Method
Teaching method refers to the general principles, strategies, and techniques used
by educators to facilitate learning and help students achieve learning outcomes.
These methods encompass various pedagogical approaches and are influenced by
the subject matter being taught.

4.2 Methods of Teaching ICT

Various methods of teaching Information and Communication Technology (ICT) can be
employed to ensure that students acquire the necessary skills and knowledge in this ever-
evolving field. Some effective methods include:
1. Traditional Lecture Method: This method involves a teacher delivering information
through direct instruction, discussions, and presentations. Students take notes and engage
in activities based on the lectures.
2. Problem-Based Learning (PBL): In this approach, students are presented with real-
world problems or situations that require them to apply their ICT skills and knowledge to
find solutions. This method encourages critical thinking, collaboration, and problem-
solving abilities.
3. Flipped Classroom: Students watch pre-recorded lectures or videos at home, then
engage in interactive activities, group discussions, and hands-on projects during class time.
This approach allows for more active learning and deeper understanding of concepts.
4. Game-Based Learning: Using educational games and simulations, students can practice
ICT skills in a fun and engaging way. This method helps to develop critical thinking,
adaptability, and real-world application of knowledge.
5. Project-Based Learning (PBL): Students work on projects that involve ICT
applications or problem-solving tasks, which can be completed individually or as part of a
team. This approach fosters creativity, collaboration, and practical application of skills.
6. Hands-On Labs: In this method, students are given opportunities to practice their ICT
skills through lab work, experimentation, and troubleshooting exercises. This helps to build
confidence and competence in using ICT tools and systems.

45
7. Online Learning: Through platforms such as MOOCs (Massive Open Online Courses),
students can access a wide range of learning resources, engage in discussions with peers,
and receive feedback from instructors. Online learning can be an effective way to provide
flexible and self-paced learning opportunities.
8. Mentorship and Internships: Providing mentorship opportunities or internship
experiences allows students to learn from ICT professionals and gain real-world experience
in their chosen field.

4.3 Differentiated teaching methods

Differentiated teaching methods are essential in education. They involve adapting the
learning materials, activities, and assessments to cater to individual students' needs,
interests, and abilities. This approach ensures that all students can participate effectively in
the learning process and achieve their full potential. Differentiated instruction allows
educators to:
1. Recognize and respect the unique qualities of each student.
2. Provide varied materials and methods for learning.
3. Encourage collaboration and group work among students with different abilities.
4. Assess students' progress using a variety of tools, such as projects, portfolios, and
performance assessments.
5. Create an inclusive and supportive environment in the classroom.

4.4 Managing Computing Class room

To manage a computing classrooms effectively, follow these guidelines:

1. Set up the classroom equipment: Ensure all computers, projectors, and other necessary
devices are functioning properly before each session. Test internet connectivity, audio, and
visual settings.

2. Organize seating arrangements: Arrange the furniture in a manner that promotes

collaboration between students while maintaining an orderly environment.

46
3. Establish classroom rules and expectations: At the beginning of each semester or
course, establish guidelines for behavior, tardiness, and device usage to maintain a
conducive learning environment.

4. Use technology wisely: Integrate online tools and resources to enhance the learning
experience in computing classrooms. Encourage students to use laptops and tablets
responsibly without compromising their attention on the course material.

5. Encourage active learning: Engage students in activities, discussions, and problem-

solving scenarios that promote critical thinking and teamwork.

6. Monitor progress: Keep track of students' performance through regular assessments and
feedback to identify areas where they may need additional support or guidance.
7. Provide technical assistance: Be available to help students with technology issues, such
as software troubleshooting, password resets, and other IT-related concerns.
8. Maintain a clean and tidy environment: Regularly clean the classroom, removing
dust, debris, and clutter. Keep desks and chairs in good repair to ensure a professional
appearance.

9. Collaborate with faculty members: Share best practices for managing computing
classrooms with other instructors and department colleagues to continually improve the
learning experience.

10. Seek student input: Encourage students to provide feedback about the classroom
environment, course materials, and teaching methods. Use their suggestions to improve
future sessions and enhance the overall learning experience.

4.5 Challenges of Applying Teaching Methods in ICT

The challenges of applying teaching methods in Information and Communication
Technology (ICT) can be both technical and pedagogical in nature. Here are some common
challenges:

47
1. Technological infrastructure: Many schools may not have adequate access to modern
ICT tools, such as computers or high-speed internet connections, which limits the
implementation of ICT-based teaching methods.

2. Teachers' skills and knowledge: Many teachers might lack the necessary expertise in
ICT to effectively integrate it into their lesson plans and instructional strategies. They may
need additional training and professional development opportunities to become proficient
with ICT tools and methods.
3. Curriculum design and alignment: Integrating ICT into the curriculum can be
challenging if the existing curriculum is not designed to support its use, or if there is a lack
of clear guidelines for how ICT should be used in teaching specific subjects. This might
require revising or redesigning the curriculum to better align with the potential benefits of
ICT in education.
4. Cultural and social barriers: Some schools and communities may have cultural or
social beliefs that resist adopting new technologies, making it difficult for ICT-based
teaching methods to gain acceptance.
5. Cost of resources: Implementing ICT can be expensive, especially when it comes to
acquiring hardware, software, and other materials needed for teaching with technology.
Schools may face financial constraints in obtaining these resources.
6. Privacy and security concerns: As digital platforms become more prevalent, schools
must address potential privacy and security risks associated with the use of ICT tools and
methods. This may involve creating policies and procedures to ensure student data is
protected.
7. Digital divide: The gap between those who have access to technology and those who do
not can create inequity in educational opportunities. Schools need to consider how they can
bridge this digital divide to provide all students with the same access to ICT-based teaching
methods.
8. Time constraints: Teachers may struggle to find enough time in their day to incorporate
ICT into their lessons, especially if they are already juggling multiple responsibilities. This
can make it difficult for them to fully explore the potential benefits of ICT in teaching and
learning.

48
Despite these challenges, many schools around the world have successfully implemented
ICT-based teaching methods and seen positive outcomes. The key is to carefully plan and
strategize the implementation process while considering the unique context and needs of
each educational setting.

Unit 5: Assessment methods in schools ICT lessons

In Unit 5, we will be discussing various assessment methods used in schools' ICT lessons.
These methods include traditional assessments, such as exams and quizzes, as well as
alternative methods like projects, practical tasks, and group work. Each method has its own
benefits and challenges that should be considered when planning and implementing
assessments in an ICT classroom.

5.1 Aim of Student Assessment in ICT class

The aim of student assessment in an Information and Communication Technology (ICT)
class is to:

1. Determine the level of understanding and proficiency of students in various concepts,

tools, and techniques related to ICT.
2. Identify areas where students may need additional support or resources for improvement.
3. Provide feedback to students on their performance and help them identify their strengths
and weaknesses.
4. Evaluate the effectiveness of teaching methodologies, learning materials, and
educational tools used in the class.

49
5. Assist teachers in making informed decisions about adjustments to the curriculum or
instructional strategies that may be needed to improve student outcomes.
6. Track students' progress over time and provide data for program evaluation and
accreditation purposes.
7. Prepare students for future careers, exams, or certifications related to ICT by ensuring
they have developed relevant skills and knowledge.
8. Foster a culture of continuous improvement and self-reflection in both teachers and
students.

5.2 Major types of assessment methods in ICT subject

There are various assessment methods used in the field of Information and Communication
Technology (ICT). Here, we will discuss some major types of assessment methods often
employed in teaching and evaluating students' understanding of ICT concepts and skills.

1. Written Assessments: These involve traditional paper-based tests such as multiple choice
questions, short answer questions, and essay exams. Students are required to show their
knowledge and understanding through written responses.

2. Practical Assessments: In these assessments, students demonstrate their practical skills in

using ICT tools and techniques. This may include hands-on activities like setting up a network,
programming a robot, or creating a multimedia presentation.

3. Project-based Assessments: Students work on real-world projects that require them to apply
their knowledge of ICT concepts and skills. These assessments are often collaborative and
encourage problem-solving, critical thinking, and teamwork.

4. Online Assessments: In the digital age, online assessments have become increasingly popular.
This includes quizzes, interactive simulations, and other technology-enhanced assessment tools
that allow students to demonstrate their understanding of ICT concepts in a digital format.

5. Portfolio Assessment: Students compile a collection of their work throughout the course as
evidence of their learning and achievements. Portfolios may include assignments, project reports,

50
research papers, and other relevant materials that showcase the student's growth and
development in the subject.

6. Oral Presentation: Students are required to present their projects, findings, or solutions orally
in front of a group or panel of assessors. This type of assessment encourages effective
communication and public speaking skills.

7. Problem-based Learning (PBL): In this method, students work collaboratively to solve real-
life problems using ICT tools and techniques. Assessment is often based on the quality of

problem-solving and teamwork demonstrated during the project.

5.3 Planning & Managing Assessment

In the context of assessment, planning and managing involve creating a comprehensive
strategy for evaluating student learning outcomes. This process includes determining
appropriate assessment methods, establishing clear objectives and criteria, setting a
schedule for administration, and monitoring the progress of assessments. The goal is to
ensure that the assessments are valid, reliable, and relevant to the course or program
objectives.

Here are some key steps in planning and managing assessments:

1. Determine learning outcomes: Clearly define what students should know and be able
to do by the end of a course or program. This will guide the selection of appropriate
assessments.

2. Select assessment methods: Choose assessment tools that effectively measure the
identified learning outcomes, such as quizzes, tests, essays, projects, presentations, and
portfolios. Make sure these methods are aligned with the learning outcomes and match the
intended course or program level.
3. Establish criteria and rubrics: Create specific, measurable criteria for each
assessment method to ensure consistent grading. Rubrics can help assessors understand

51
 what they are looking for in students' work and provide feedback on areas for
improvement.

4. Set a schedule: Plan when assessments will be administered throughout the course or
program. Consider factors such as prerequisite skills, student workload, and timing of
other coursework to ensure assessments do not interfere with learning.

5. Communicate assessment information to students: Explain the purpose, format, and

criteria for each assessment. Provide any additional instructions or resources that will help
them prepare for the assessment. This may include study guides, sample questions, and
examples of high-quality work.

6. Train assessors: If multiple people will be grading assessments, provide training to

ensure consistent evaluation. This may involve creating common grading rubrics, holding
grading workshops, or using technology to standardize the assessment process.
7. Administer assessments: Conduct the assessments according to the established
schedule and guidelines. Make sure assessors follow the criteria and rubrics during
grading.

8. Analyze and report results: Review assessment data to identify trends in student
performance, areas for improvement, or potential adjustments to course or program
design. Share this information with faculty, staff, and other stakeholders to inform
decision-making and continuous improvement.

3. Objectives of the Course

52
 3.1 General Objective

The general objective of the course is to let students understand the role
and nature of ICT teaching in schools, planning ICT teaching, methods
of ICT teaching and assessment of ICT lessons learning in schools

3.2 Specific Objectives

By the end of this course, students will be able to:

 Grasp the main concepts underpinning ICT teaching in schools
 Identify the nature and reasons why ICT is given as a subject in
schools
 Understand and practice how to prepare a lesson plan for ICT
teaching
 Recognize the various methods of teaching of ICT class lessons
 Identify different methods of Assessment of ICT lessons
Modes of Teaching
Brain Storming, gap-lecture, group discussions, demonstration, Lesson
plan preparation, Peer-teaching observation
Modes of Assessment

 Test : -------------------------------------------------------------------------
--------------- 20 %
 School Session Observation Report -------------------------------------
--------------- (20%)

53
  Mini Presentation(lesson plan & peer teaching) : ---------------------
--------------- 20 %
 Final Exam :-----------------------------------------------------------------
-------------- 40 %

References:

1. Steve Kennewell etal. Learinig to Teach ICT in the Secondary

School
2. Andrew Connell etal. A practical guide to teaching computing &
ICT in the secondary school
3. Aniley Birhanu etal. Higher Diploma Program(HDP), Handbook
for Professional Training of Academic Staff in Higher Education
Institutions.
4. Fikire Sitota and Belay Tedla: Fundamentals of Information
Technology; AA, Mega Publishing Enterprise, 2002.
5. Bridget Somekh, Pedagogy and Learning with ICT, 2007

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