CIC2601/101/0/2025

Tutorial Letter 101/0/2025

Computer Integration in the Classroom

CIC2601
Year module

Department of Science and Technology

Education

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, CIC2601-25-Y, as well as your group website.

Note: This is a fully online module. It is, therefore, available only on myUnisa.

BARCODE
 CONTENTS
Page

1 INTRODUCTION ................................................................................................................. 4
2 MODULE OVERVIEW......................................................................................................... 5
2.1 Purpose ............................................................................................................................... 5
2.2 Outcomes ............................................................................................................................ 6
3 CURRICULUM TRANSFORMATION ................................................................................. 6
4 LECTURER(S) AND CONTACT DETAILS ......................................................................... 7
4.1 Lecturer(s) ........................................................................................................................... 7
4.2 Department ......................................................................................................................... 7
4.3 University ............................................................................................................................ 7
5 RESOURCES ..................................................................................................................... 7
5.1 Prescribed book(s) .............................................................................................................. 7
5.2 Recommended book(s) ....................................................................................................... 7
5.3 Electronic reserves (e-reserves) .......................................................................................... 8
5.4 Library services and resources information ......................................................................... 8
6 STUDENT SUPPORT SERVICES ...................................................................................... 9
6.1 The Unisa First-Year Experience Programme ..................................................................... 9
6.2 Using Recognition of Prior Learning (RPL) to apply for module credit within a
qualification. ...................................................................................................................... 11
7 STUDY PLAN ................................................................................................................... 12
8 HOW TO STUDY ONLINE ................................................................................................ 14
8.1 What does it mean to study fully online?............................................................................ 14
9 ASSESSMENT.................................................................................................................. 14
9.1 Assessment criteria ........................................................................................................... 14
9.2 Assessment plan ............................................................................................................... 14
9.3 Assessment/assignment due dates ................................................................................... 15
9.4 Submission of assessments/assignments ......................................................................... 15
9.4.1 Types of assignments and descriptions ............................................................................. 16
9.5 The assessments/assignments ......................................................................................... 17
9.6 Other assessment methods ............................................................................................... 17
9.7 The examination ................................................................................................................ 17
9.7.1 Invigilation/proctoring......................................................................................................... 18

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10 ACADEMIC DISHONESTY ............................................................................................... 19

10.1 Plagiarism ......................................................................................................................... 19
10.2 Cheating ............................................................................................................................ 19
10.3 For more information about plagiarism, follow the link below ............................................. 19
11 STUDENTS WITH DISABILITY ........................................................................................ 19
12 FREQUENTLY ASKED QUESTIONS ............................................................................... 19
13 SOURCES CONSULTED ................................................................................................. 22
14 IN CLOSING ..................................................................................................................... 22
15 ADDENDUM ..................................................................................................................... 23
ANNEXURE: GLOSSARY OF TERMS ........................................................................................ 24

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Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a
transformation charter based on five pillars and eight dimensions. In response to this
charter, we have also placed curriculum transformation high on the agenda. Curriculum
transformation rests on the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning,
and the infusion of African epistemologies and philosophies into the curriculum. These
pillars and their principles will be integrated at both the programme and module levels, as
a phased-in approach. You will notice the implementation thereof in your modules, and we
encourage you to fully embrace these changes during your studies at Unisa.

1 INTRODUCTION

Unisa is a comprehensive open distance e-learning (CODeL) institution of higher

education. Our comprehensive curricula encapsulate a range of offerings, from strictly
vocational to strictly academic certificates, diplomas and degrees. Unisa's "openness" and
its distance e-learning character result in many students who may not previously have had
an opportunity to enrol in higher education registering at the University. Our CODeL
character implies that our programmes are carefully planned and structured to ensure
success for students – from the under-prepared but with potential to those who are
sufficiently prepared.

Teaching and learning in a CODeL context involve multiple modes of delivery, ranging
from blended to fully online learning. As a default position, all our post-graduate
programmes are offered fully online with no printed study materials, while undergraduate
programmes are offered using a blended mode of delivery – thus, where printed study
materials are augmented with online teaching and learning via the learner management
system, myUnisa. In some instances, undergraduate programmes are offered fully online
as well.

Furthermore, our programmes are aligned with the vision, mission and values of the
University. Unisa's commitment to serving humanity and shaping futures – combined with
a clear appreciation of our location on the African continent – means that Unisa's
graduates have distinctive graduate qualities, which include:

• being independent, resilient, responsible and caring citizens able to fulfil multiple
roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent and taking
account of its histories, challenges and potential in relation to globally diverse
contexts
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• having the ability to critically analyse and evaluate the credibility and usefulness of
information and data from multiple sources in a globalised world with ever-
increasing information and data flows and competing worldviews

• knowing how to apply their discipline-specific knowledge competently, ethically and

creatively to solve real-life problems

• having an awareness of their own learning and developmental needs and their
future potential

THIS MODULE IS FULLY ONLINE.

Whether a module is offered as blended (meaning that we use a combination of printed

and online material to engage with you) or online (where all information is available via the
internet), we use myUnisa as our virtual campus. This is an online system that is used to
administer, document and deliver educational material to you and support engagement
with you. Look out for information from your lecturer as well as other Unisa platforms to
determine how to access the virtual myUnisa module site. Information on the tools that will
be available to engage with the lecturer and fellow students to support your learning will
also be communicated via various platforms.

You are encouraged to log into the module site CIC2601-25-Y on myUnisa regularly (that
is, at least twice per week).

Because this is a fully online module, you will need to use myUnisa to study and to
complete the prescribed learning activities. Visit the website for CIC2601 on myUnisa
frequently. The website for your module is CIC2601-25-Y.

We wish you every success with your studies!

2 MODULE OVERVIEW

2.1 Purpose

The purpose of this module is to introduce you to the world of computers and related
technologies so that you can become a computer literate teacher. You will learn about the
integration of ICTs in South African schools; support with the integration of ICTs in
classroom activities; computer vocabulary regarding hardware, software, processing, and
networks (including the internet); the various applications of computer and related
technologies in education; and ways to use computer technology in the classroom to
enhance your own teaching and your learners’ learning.

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2.2 Outcomes

For this module, you will have to master several outcomes:

• Specific outcome 1: The integration of ICTs in South African schools

• Discuss and evaluate the appropriate use of ICTs from both a historical and a
current South African perspective.
• Explain how ICTs are integrated in the South African context.
• Compare the use of ICTs based on research reports and articles in the field.

Support within the integration of ICTs in classroom activities

• Identify various role players in the effective integration of ICTs in classroom

activities.
• Discuss how roles are implemented and how supportive role players are in the use
of ICTs in a school context.
• Justify the roles according to ICT theory, for example, the Activity Theory.

• Specific outcome 2: Evaluate and update your ICT skills when necessary

• Compile assignments and reports by using word processing.

• Use spreadsheets for doing calculations and compiling records.
• Develop and present slide shows for a range of audiences.
• Create a database for administration purposes.

• Specific outcome 3: Teachers’ ICT literacy skills

• Name and discuss the three literacies of computers, information and integration.
• Evaluate software programs and websites for use in teaching and learning.
• Identify and discuss computer security risks, safeguards in the use of ICT, and
computer ethics for teachers.

3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter that places curriculum transformation

high on the teaching and learning agenda. Curriculum transformation includes student-
centred scholarship, the pedagogical renewal of teaching and assessment practices, the
scholarship of teaching and learning, and the infusion of African epistemologies and
philosophies. All of these are being phased in at both programme and module levels. As a
result of this, you will notice a marked change in the teaching and learning strategy
implemented by Unisa, together with the way in which the content is conceptualised in
your modules. We encourage you to embrace these changes during your studies at Unisa,
responsively and within the framework of transformation.

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4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturers for this module are Mr S Mampa and Ms MV Chuene:
Department: Science and Technology Education
Telephone: N/A
E-mail: mampas@unisa.ac.za
E-mail: chuenmv@unisa.ac.za

4.2 Department

The student support administrator for the Department of Science and Technology
Education is:

Mr MK Boweni
Telephone: 012 429 3803
E-mail: bowenmk1@unisa.ac.za

4.3 University

University of South Africa

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include your student number in all correspondence.

5 RESOURCES

5.1 Prescribed book(s)

There are no prescribed textbooks for this module.

5.2 Recommended book(s)

Authors: Gunter, GA & Gunter, RE

Book Title: Teachers Discovering Computers: Integrating Technology in a Changing world.

Authors: Shelly, G, Gunter, GA & Gunter, RA

Book Title: Teachers Discovering Computers: Integrating Technology in a Connected

World
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5.3 Electronic reserves (e-reserves)

Search for E-reserves at http://oasis.unisa.ac.za/search/r

E-reserves can be downloaded from the library webpage – option: Find E-reserves.

5.4 Library services and resources information

The Unisa Library offers a range of information services and resources and has made
numerous library guides available at http://libguides.unisa.ac.za

Recommended guides:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• For Frequently Asked Questions, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature Search Request (on your research topic)
service, go to http://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Research-support
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training
• For lending services, go
to https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Lending-
services
• For services for postgraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• For support and services for students with disabilities, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• For library technology support, go to https://libguides.unisa.ac.za/techsupport
• For information on finding and using library resources and tools, go to
http://libguides.unisa.ac.za/Research_skills
• For an A–Z list of library databases, go to https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-

help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Interlibrary loan service for postgraduate students: libr-ill@unisa.ac.za
• Literature search service: Lib-search@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and X Twitter: @UnisaLibrary

To view the Library orientation video, please click here : Unisa Library and Information
Services Video_1_1 (2).mp4
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6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa at

www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance concerning the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodule22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and watch short videos on topics such as how to view your calendar, how
to access module content, how to view announcements for modules, how to submit
assessments and how to participate in forum activities, by visiting https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students receive a free myLife e-mail account. Important information,
notices and updates are sent exclusively to this account.

Please claim your e-mail account immediately after registering at Unisa, by following this
link: https://www.unisa.ac.za/static/myunisa/Content/Announcements/Documents/Claim-
myUnisa-myLife-Nov-2017.pdf
Note that it can take up to 24 hours for your account to be activated after you have
claimed it.

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence between you and the University and it will remain your official primary e-
mail address on record at Unisa.

You remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful and
this is often true for students enrolling at Unisa for the first time. Unisa is a dedicated open
distance and e-learning institution and is very different from face-to-face/contact
institutions. It is a mega university and all its programmes are offered through either
blended learning or fully online learning. For these reasons, we offer first-time students

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additional/extended support to help them navigate the Unisa teaching and learning journey
seamlessly and with little difficulty and few barriers.

Unisa’s First-Year Experience (FYE) Programme has been specially designed to provide
you with prompt and helpful information about the services that the institution offers.

The following FYE services are currently available:

FYE website E-mail support

www.unisa.ac.za/FYE fye@unisa.ac.za

FYE1500
Post-
myUnisa; Study
registration
Referrals to Skills; Academic &
orientation Digital Literacies;
other support
etc
services
e.g. Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support
communication from the SRU, please check your myLife inbox regularly.

Success does not come through success but self-determination, hard work, and
perseverance even in dense foggy or misty situations. Do not make a U-turn, wait a bit, it
will clear up. Be aware that experiencing challenges when studying is normal and part of
the journey. Do not quit. Rather, take time to rest and cool down. You then can talk to
your fellow student, lecturer, or even a family member.

Compiled by Prof. MV Makokotlela: Department of Science and Technology

Education

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6.2 Using Recognition of Prior Learning (RPL) to apply for module credit within a
qualification

Now that you are a registered student, you are advised to familiarise yourself with the
learning outcomes of the module or modules you have chosen. If you have been exposed
to those learning outcomes for three years or more – either through work experience or
other involvement – you can apply to be exempted from completing assignments and
writing examinations. As part of your application for this exemption, you will be required to
compile a portfolio of evidence substantiating how your experience is equivalent to the
learning outcomes. The diagram below shows the steps involved in obtaining recognition
of prior learning (RPL) for module credit. For more information on the process, RPL fees,
and the contact details of your college RPL coordinator, visit the Unisa website:
www.unisa.ac.za/rpl

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7 STUDY PLAN

Activity Responsibility Completed by

Registration Register for all the relevant February 2025

modules.

Module orientation • Familiarise yourself with the March 2025

module site.

• Familiarise yourself with the

learning units, assignments’
due dates for the year and
the required study material
by scanning through the
assignment.

• Get yourself a file and

workbook for notes.

• Introduce yourself to your

fellow students and to me,
your lecturer, on the
discussion forum on
myUnisa.

Learning unit 1 • Study unit 1 and take part in April 2025

the discussion forums
throughout the learning unit.

• Start working on
Assignment 01, which is
mandatory. (No late
assignments will be
accepted.)

• Finalise and submit

Assignment 01.

• Assignment 01 – feedback

Learning unit 2 • Study unit 2 and take part in May 2025

the discussion forums
throughout the learning unit.

• Start working on
Assignment 02.

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• (No late assign-ments will

be accepted.)

• Finalise and submit June 2025

Assignment 02.

• Assignment 02 – feedback

Learning unit 3 • Study unit 3 and take part in July 2025

the discussion forums
throughout the learning unit.

• Start working on
Assignment 03.

(No late assignments will

be accepted.)

• Finalise and submit

Assignment 03.

Learning unit 4 • Assignment 03 – Feedback August 2025

• Study unit 4 and take part in

the discussion forums
throughout the learning unit.

• Start working on
Assignment 04.

(No late assignments will

be accepted.)

• Finalise and submit

Assignment 04.

Revision • Revise all the learning units September 2025

in the module.

• Start working on the

summative assessment.

(No late assignments will

be accepted.)

Summative assessment • Finalise and submit the

summative assessment.

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8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

Studying online means that all your study material will be accessed through the Moodle
platform and a device connected to the internet will be required to access the study
materials. All your assignments and lecturing will be done online.

9 ASSESSMENT

9.1 Assessment criteria

You must complete four formative assignments and one summative assignment.

9.2 Assessment plan

• To complete this module, you will be required to submit four assignments.

• All information about when and where to submit your assignments will be made
available to you via the myModules site for your module.
• Due dates for assignments, as well as the actual assignments, will be available on
the myModules site for this module.
• This module is based on continuous assessment, which means that your final mark
for the year will consist of four assignments and a final summative assessment.
• The formative assignments contribute 40% towards the year mark and the
summative assessment weighs 60% towards the final mark.
• You need a final average (Formative + Summative) of 50% to pass this module.

Assignment Details Condition and weighting

number

01 Quiz (Multiple-choice This assignment is MANDATORY.

tribute 40% to year mark.
These assignments con-
questions / MCQs) Contributes 5% to the year mark

02 Written (file upload). This assignment is MANDATORY.

Contributes 25% to the year mark

03 Workshop This assignment is MANDATORY.

Contributes 5% to the year mark

04 Quiz (Multiple-choice This assignment is MANDATORY.

questions / MCQs) Contributes 5% to the year mark

Summative Written (file upload) • Contributes 60% to the year mark

assessment

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9.3 Assessment/assignment due dates

• There are no assessment/assignment due dates included in this tutorial letter.

• Assessment/assignment due dates will be made available to you on the myUnisa

landing page for this module. We envisage that the due dates will be available to
you upon registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due
dates for the submission of the assessments/assignments.

9.4 Submission of assessments/assignments

• Unisa, as a comprehensive open distance e-learning (CODeL) institution, is moving

towards becoming an online institution. You will see, therefore, that all your study
material, assessments and engagements with your lecturer and fellow students will
take place online. To facilitate this, we use myUnisa as our virtual campus.

• The myUnisa virtual campus offers students access to the myModules site, where
learning material is available online and where assessments should be completed.
Together, myUnisa and myModules form an online system that is used to
administer, document, and deliver educational material to students and to support
engagement between students and Unisa’s academics.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2025 button to access the online sites for the modules that you are
registered for.

• The University undertakes to communicate clearly and as frequently as is

necessary to ensure that you obtain the greatest benefit from your use of the
myModules learning management system. Please access the Announcements on
your myModules site regularly, as this is where your lecturer will post important
information to be shared with you.

• When you access your myModules site for the module/s you are registered for, you
will see a welcome message posted by your lecturer. Below the welcome message
you will find the assessment shells for the assessments that you need to complete.
Some assessments may be multiple choice, some may be tests and others may be
written assessments/assignments, while some may be forum discussions and so
on. All assessments must be completed on the assessment shells available on the
respective module platforms.

15
• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 01,
Assessment 02, etc.). There will be a date on which the assessment will open for
you. When the assessment is open, access the quiz online and complete it within
the time available to you. Quiz assessment questions are not included in this tutorial
letter (Tutorial Letter 101) and are made available online only. You must therefore
access and complete the quiz online where it has been created.

• It is not advisable to use a cellphone to complete quizzes – please use a desktop

computer, tablet or laptop for this task. Students who use cellphones find it difficult
to navigate the Online Assessment tool on the small screen and often struggle to
navigate between questions and successfully complete the quizzes. In addition,
cellphones are more vulnerable to dropped internet connections than other devices.
Therefore, if at all possible, please do not use a cellphone for this assessment
type.

• For written assessments/assignments, please note the due date by which your work
must be submitted. Ensure that you follow the guidelines given by your lecturer to
complete the assessment/assignment. Click on the submission button on the
relevant assessment shell on myModules. You will then be able to upload your
written assessment to the myModules site for the modules that you are registered
for. Before you finalise the upload, double-check that you have selected the correct
file for uploading. Remember, no marks can be allocated for incorrectly submitted
assessments/assignments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

• Elective assignments

- If not submitted, the student gets no mark for this item.

- The best of the required submissions will count.

• Mandatory assignments

- If not submitted, the student gets no mark for this item.

• Optional assignments

- You are encouraged to do optional assignments to benefit your learning.

I. Elective assignments

a. The student is given a choice of which assignments within an identified group

to submit and only the best result/s, the number of which is specified in
advance, will contribute towards the year mark.

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 CIC2601/101

b. Elective assignments must be grouped into an elective group.

c. For the student to select which assignment to submit, the elective assignments
must be grouped together. For such an elective group, relevant information
(such as how many of the assignments must be submitted and how many of
the assignment marks should be combined into the year mark) will be supplied
to you.
d. The selection criteria define how marks received for assignments in an
elective group are to be combined into the year mark. Three different criteria
may be used for calculating the year mark:

• The best mark should be used, or

• If the student submits fewer than the required number of assignments per
group, or no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best
mark is then calculated from all the qualifying items submitted.

II. Mandatory assessments/assignments

a. Mandatory assessments/assignments contribute to the year mark.

b. If a student fails to submit a mandatory assignment, no mark is awarded and
the year mark is calculated accordingly. The student will therefore forfeit the
marks attached to such an assignment when the final mark for the module is
calculated.

III. Optional assessments/assignments – You are encouraged to do optional

assessments/assignments to benefit your learning.

9.5 The assessments/assignments

As indicated in section 9.2, you need to complete five assessments/assignments for this
module. Details of the tasks set will appear on the assessments/assignments themselves.

9.6 Other assessment methods

There are NO other assessment methods used in this module.

9.7 The examination

Examination information and details on the format of the examination will be made
available to you online via the myUnisa site. Look out for information that will be shared
with you by your lecturer and e-tutors (where relevant), as well as for communication from
the University.

17
9.7.1 Invigilation/proctoring

Since 2020, Unisa has conducted all its assessments online. Given the stringent
requirements imposed by professional bodies, as well as increased solicitation of Unisa’s
students by third parties to unlawfully assist them with the completion of assignments and
examinations, the University is obliged to assure the integrity of its assessments by using
various proctoring tools: Turnitin, Moodle Proctoring, the Invigilator App and IRIS. These
tools authenticate the student’s identity and flag suspicious behaviour to assure the
credibility of their responses during assessments. The description below is for your benefit
as you may encounter any or all of these in your registered modules:

Turnitin is plagiarism software that facilitates checks for originality in students’

submissions against internal and external sources. Turnitin assists in identifying academic
fraud and ghostwriting. Students are expected to submit typed responses when using the
Turnitin software.

The Moodle Proctoring tool is facial recognition software that authenticates students’
identities during their Quiz assessments. This tool requires access to a student’s mobile
or laptop camera. Students must ensure that their cameras are activated in their browser
settings prior to starting their assessments.

The Invigilator is a mobile application-based service that verifies the identity of an

assessment participant. The Invigilator app detects student dishonesty-by-proxy and
ensures that the assessment participant is the student registered for the module
concerned. This invigilation tool requires students to download the app from the Google
Play Store (Android devices), the Huawei AppGallery (Huawei devices) or the Apple App
Store (Apple devices) on their camera-enabled mobile devices prior to their assessment.

The IRIS Invigilation software verifies the identity of a student during assessment and
provides for both manual and automated facial verification. It can record and review a
student’s assessment session and it flags suspicious behaviour by the student for review
by an academic administrator. The IRIS software requires installation on students’
webcam-enabled laptop devices.

Students who are identified and flagged for suspicious or dishonest behaviour arising from
the invigilation and proctoring reports will be referred to the disciplinary office for formal
proceedings.

Please note:

Students must refer to their module assessment information on their myModule sites to
determine which proctoring or invigilation tool will be used for their formative and
summative assessments.

Moodle proctoring tool to be used for quizzes, written assessments will utilise Turnitin, and
the summative assessment will use the Invigilator app.

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10 ACADEMIC DISHONESTY

10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting
them as your own. It is a form of theft. Plagiarism includes the following forms of academic
dishonesty:

• Copying and pasting from any source without acknowledging that source
• Not including references or deliberately inserting incorrect bibliographic information
• Paraphrasing without acknowledging the source of the information

10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information
• Submitting corrupt or irrelevant files (This matter is discussed in the examination
guidelines.)
• Buying completed answers from so-called “tutors” or internet sites (contract
cheating)

10.3 For more information about plagiarism, follow the link below:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS WITH DISABILITY

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.

If you are a student with a disability and you would like additional support, or if you need
additional time for assignments/assessments, you are invited to contact Ms Chuene (e-
mail: chuenmv@unisa.ac.za or Mr Mampa (e-mail: mampas@unisa.ac.za ) to discuss the
assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

Find these on Moodle under CIC2601-Y-25.

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General module questions

• What are the learning objectives of this module?

The learning objectives are specified in Tutorial Letter 101 for the module. They
outline what you are expected to achieve by the end of the module, including
specific knowledge and skills.

• How is the module structured?

The module is structured into four learning units, with each unit covering specific
aspects of the subject matter.

• What materials and resources will I need?

You will need textbooks, online resources, lecture notes, and access to the Moodle
platform and myUnisa.
• How can I access course materials?
Course materials are available on the Moodle platform and myUnisa. You should
regularly check these platforms for updates.
• How do I contact the lecturer?
You can contact the lecturers, Ms MV Chuene and Mr S Mampa, via e-mail at
chuenmv@unisa.ac.za or mampas@unisa.ac.za during designated office hours
(08:00–16:00).

Assessment questions

• What types of assessments will be used in this module?

Assessments may include quizzes, written file uploads, discussion forums, blogs,
and workshops.
• How are the assessments weighted?
The weightings of the assessments vary and have been indicated in Tutorial Letter
101 or the module outline.
• When are the assessment deadlines?
Assessment deadlines are listed on myUnisa. Be sure to check regularly and mark
these dates in your calendar.
• What are the assessment criteria?
Assessment criteria have been indicated in Tutorial Letter 101 for the module.
These criteria outline how your work will be evaluated, including expectations
regarding content, structure, analysis, and presentation.
• How can I prepare for assessments?
Preparation involves studying the course materials, participating in discussions,
completing practice exercises, and reviewing previous assessments if available.
• Can I submit assessments late?
There is zero tolerance for late submissions unless you have an approved
extension. Refer to the module guidelines for specifics.

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 CIC2601/101

• How do I request an extension for an assessment?

Extension requests should be submitted to the lecturer within two days of the
assessment due date. Provide valid reasons and supporting documentation for your
request.

Please note that approval for the extension is subject to the lecturer’s discretion.

• What should I do if I encounter technical issues while submitting an assessment?

Report technical issues immediately to technical support and notify the lecturer.
Provide screenshots or error messages as evidence.
• How can I improve my performance in assessments?
Review feedback from previous assessments, seek clarification from the lecturer,
and make use of available resources such as tutoring or study groups.
• What is the policy on academic integrity?
Academic integrity policies prohibit plagiarism and cheating. Familiarise yourself
with these policies to avoid any violations.
• How will I receive feedback on my assessments?
Feedback is usually provided through myUnisa or directly by the lecturer. This may
include comments on your work and suggestions for improvement.
• What happens if I fail an assessment?
If you fail an assessment, there are no retakes available. It is crucial to perform well
in all assessments. Contact the lecturer for guidance on improving your
performance.
• How can I track my progress in the module?
Track your progress by regularly reviewing your grades on myUnisa and keeping up
with the module schedule.
• Are there any study tips or strategies recommended for this module?
Effective study strategies include regular review of materials, active participation in
forums, forming study groups, and using available resources.

Extension requests

• What reasons are acceptable for requesting an extension?

Acceptable reasons include medical issues, family emergencies, personal crises,
accidents, and bereavement. Provide relevant documentation for your reason.
• When should I submit my extension request?
Extension requests should be submitted within two days of the assessment due
date.

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• How do I request an extension for an assessment?
E-mail your request to the lecturers, Ms MV Chuene and Mr S Mampa at
chuenmv@unisa.ac.za or mampas@unisa.ac.za during designated office hours
(08:00 – 16:00). Include your reason for the extension, supporting documentation,
and a proposed new due date.
• What should I include in my extension request e-mail?

Subject: CIC2601-2025 Assignment No. Extension Request

Dear Ms MV Chuene and Mr S Mampa

I hope this message finds you well. I am writing to request an extension for
Assignment [Number] in the CIC2601 module for the 2025 academic year.

Student number: [Your student number]

Reason for extension: [Briefly explain your reason for requesting the extension
here.]

Supporting documents: [Attach any relevant supporting documents, such as

medical certificates or other documentation.]

I kindly request your approval for this extension. Please advise on the new
submission deadline at your earliest convenience.

Thank you for your understanding and assistance.

Best regards,

[Your full name]

[Your contact information]
[Date]

13 SOURCES CONSULTED

Find this at the end of every learning unit on Moodle for CIC2601-Y-2025.

14 IN CLOSING

We wish you all the best throughout the course. Please do not hesitate to contact us if you
are experiencing any problems in your studies.

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 CIC2601/101

15 ADDENDUM

HONESTY DECLARATION

Your exam script will not be marked if this is not completed.

I, ………...……………………………………………………….
(Name & Surname)

Student number: ……………………………………………….

Module code: …………………………………………………..

hereby declare the following:

I understand Unisa’s policy on plagiarism. This examination is my original work produced

by myself. I have duly acknowledged all other people’s work (both electronic and print)
through the proper reference techniques as stipulated in this module.

I have not copied the work of any other person and handed it in as my own. I have also not
made my work available to any fellow students to submit as their own.

Signature: ………………………………….. Date: ……………………….

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GLOSSARY OF TERMS

15.1 English

1. Assessment is a continuous, planned process of identifying, gathering and

interpreting information on the performance of learners.
2. Blended learning is an approach to teaching and learning that entails having
learners engaged in both online and face-to-face learning environments – the
balance between online and face-to-face engagement can be guided by the teacher
and/or the topic at hand.
3. Cooperative learning is a teaching-learning strategy that is specifically designed to
encourage learners to work together, drawing on their individual experiences, skills
and levels of motivation to help achieve a desired result.
4. Direct instruction (also known as expository teaching, explicit teaching,
transmissive instruction and tutorial) is a teacher-centred approach in which the
teacher presents lesson content in a structured format, while maintaining control
over what, when and how learners learn.
5. Discovery learning is a teaching-learning strategy that is based on the assumption
that learners are more likely to understand and remember concepts they had
discovered themselves in the course of their own exploration of and interaction with
the environment (Roblyer 2006).
6. Flipped classroom approach means that learners are exposed to the learning
material prior to and outside of the classroom, usually in the form of written material,
voice-over lectures, online videos (Gillispie 2016), curating online videos from
various sources (Maher et al. 2015), or through online learning management
systems.
7. Game-based learning uses game elements to facilitate the learning of a specific
skill or achievement of a specific learning outcome (Findlay 2016). The game
should be embedded in the learning activities and relate directly to the learning
objective. Although digital games are very popular, games do not always have to be
digital. Boardgames and real-life games can also be used with great success.
8. Learning and Teaching Support Materials (LTSMs) refer to the printed, internet
and other resources that will be used for every lesson topic. The textbook sections
and other resources that will be used for each lesson topic must be indicated
specifically.
9. Lesson can be described as a unit of teaching and learning around a particular
topic (or theme) in which a coherent series of teaching and learning activities are
performed in order to reach specific learning objectives. Its duration is not
necessarily equivalent to a period in the school timetable but is determined by how
long it takes to complete the activities planned for the lesson topic – it might require
one or several periods.

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 CIC2601/101

10. Lesson objectives are statements that indicate what should be achieved as far as
teaching and learning of IT/CAT for the specific lesson are concerned. These
outcomes describe knowledge, skills and values that learners should have acquired
upon completion of the lesson.
11. Lesson plan comprises daily, weekly, monthly or thematic planning. Therefore, a
lesson plan should not necessarily be conducted per period, since the same theme
or topic might be discussed over a number of periods. The compilation of a lesson
plan is the responsibility of the teacher/s involved.
12. Lesson planning is a highly professional activity and one of the most important
skills that you will have to acquire in order to become an effective IT/CAT teacher. It
is a multifaceted activity that requires sound knowledge of and skills in aspects such
as the content of the subject, how learners learn (i.e. learning theories such as
behaviourist and constructivist learning), teaching and learning principles, teaching-
learning strategies and assessment strategies.
13. Problem-based learning is a teaching-learning strategy that is defined as an
approach in which learners are given opportunities to solve problems by applying
their knowledge and skills in a systematic problem-solving process.

15.2. Afrikaans

1. Assessering is 'n deurlopende, beplande proses om inligting oor die prestasie van
leerders te identifiseer, in te samel en te interpreteer.
2. Vermengde leer is 'n benadering tot onderrig en leer wat behels dat leerders
betrokke is by beide aanlyn en kontak-leeromgewings – die balans tussen
betrokkenheid aanlyn en interaksie wat van aangesig tot geskied, kan bepaal word
deur die onderwyser en/of die onderwerp wat ter sake is.
3. Koöperatiewe leer is 'n onderrig-leer-strategie wat spesifiek ontwerp is om leerders
aan te moedig om saam te werk, met behulp van hul individuele ervarings,
vaardighede en vlakke van motivering om 'n gewenste resultaat te help bereik.
4. Direkte onderrig (ook bekend as verklarende onderrig, eksplisiete onderrig,
transmissiewe onderrig en studieklas) is 'n onderwysergesentreerde benadering
waarin die onderwyser lesinhoud in 'n gestruktureerde formaat aanbied, terwyl
beheer behou word oor wat, wanneer en hoe leerders leer.
5. Ontdekkingsleer is 'n onderrig-leerstrategie wat gebaseer is op die aanname dat
leerders meer geneig is om konsepte wat hulle self ontdek het in die loop van hul
eie verkenning van en interaksie met die omgewing, te verstaan en te onthou
(Roblyer 2006).
6. Omgekeerde klaskamerbenadering beteken dat leerders voor en buite die
klaskamer aan die leermateriaal blootgestel word, gewoonlik in die vorm van
geskrewe materiaal, agtergrondstem-lesings, aanlynvideo's (Gillispie 2016),
samestelling van aanlynvideo's uit verskeie bronne (Maher et al. al. 2015), of deur
aanlyn leerbestuurstelsels.

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7. Spelgebaseerde leer gebruik spelelemente om die aanleer van 'n spesifieke
vaardigheid of bereiking van 'n spesifieke leeruitkoms te fasiliteer (Findlay 2016).
Die speletjie moet in die leeraktiwiteite ingebed wees en direk met die leerdoelwit
verband hou. Alhoewel digitale speletjies baie gewild is, hoef speletjies nie altyd
digitaal te wees nie. Bordspeletjies en werklike speletjies kan ook met groot sukses
gebruik word.
8. Leer - en Onderrigondersteuningsmateriaal (LOOM'e) verwys na die gedrukte,
internet- en ander hulpbronne wat vir elke lesonderwerp gebruik sal word. Die
handboekafdelings en ander hulpbronne wat vir elke lesonderwerp gebruik gaan
word, moet spesifiek aangedui word.
9. Les kan beskryf word as 'n eenheid van onderrig en leer rondom 'n bepaalde
onderwerp (of tema) waarin 'n samehangende reeks onderrig- en leeraktiwiteite
uitgevoer word om spesifieke leerdoelwitte te bereik. Die duur daarvan is nie
noodwendig gelykstaande aan 'n tydperk in die skoolrooster nie, maar word bepaal
deur hoe lank dit neem om die aktiwiteite wat vir die lesonderwerp beplan word, te
voltooi – dit kan een of meer periodes vereis.
10. Lesdoelwitte is stellings wat aandui wat bereik moet word ten opsigte van onderrig
en leer van IT/RTT vir die spesifieke les. Hierdie uitkomste beskryf kennis,
vaardighede en waardes wat leerders ná voltooiing van die les moes verwerf het.
11. Lesplan bestaan uit daaglikse, weeklikse, maandelikse of tematiese beplanning.
Daarom moet 'n lesplan nie noodwendig per periode uitgevoer word nie, aangesien
dieselfde tema of onderwerp oor 'n aantal periodes behandel kan word. Die
samestelling van 'n lesplan is die verantwoordelikheid van die betrokke
onderwysers.
12. Lesbeplanning is 'n hoogs professionele aktiwiteit en een van die belangrikste
vaardighede wat jy sal moet aanleer om 'n effektiewe IT/RTT-onderwyser te word.
Dit is 'n veelvlakkige aktiwiteit wat grondige kennis van en vaardighede in aspekte
soos die inhoud van die vak, hoe leerders leer (m.a.w. leerteorieë soos
behaviouristiese en konstruktivistiese leer), onderrig- en leerbeginsels, onderrig-
leerstrategieë en assesseringstrategieë vereis.
13. Probleemgebaseerde leer is 'n onderrig-leerstrategie wat beskryf word as 'n
benadering waarin leerders geleenthede gegun word om probleme op te los deur
hul kennis en vaardighede in 'n sistematiese probleemoplossingsproses toe te pas.

15.3. Sepedi

1. Kelo ke tshepedišo ye e rulagantšwego ye e tšwelago pele ya go šupa, go

kgoboketša le go hlatholla tshedimošo ka ga tiragatšo ya baithuti.
2. Thuto ye e hlakantšwego ke mokgwa wa go ruta le go ithuta o akaretša go ba le
baithuti bao ba tsenetšego bobedi tikologong ya go ithuta ya inthanete le ya go
lebana le sefahlego - tekatekano magareng ga go tsenela inthanete le go lebana le
sefahlego e ka hlahlwa ke morutiši le/goba hlogotaba go seatla.

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 CIC2601/101

3. Thuto ya tirišano ke leano la go ruta-go ithuta leo le hlamilwego ka go lebanya go

hlohleletša baithuti go šoma mmogo, go tšea maitemogelo a bona ka noši,
mabokgoni le maemo a tlhohleletšo go thuša go fihlelela sephetho seo se
nyakegago.
4. Thuto ya go utolla - ke leano la go ruta-go ithuta leo le theilwego godimo ga
kakanyo ya gore baithuti ba na le kgonagalo ye kgolo ya go kwešiša le go gopola
dikgopolo tšeo ba di utolotšego ka bobona mo nakong ya go nyakišiša ga bona le
go dirišana le tikologo (Roblyer 2006).
5. Mokgwa wa ka phapošing wo o fetotšwego - baithuti ba pepentšhwa go didirišwa
tša go ithuta pele le ka ntle ga phapoši, gantši ka mokgwa wa didirišwa tše di
ngwadilwego, dithero tša lentšu, dibidio tša inthanete (Gillispie 2016), go hlokomela
dibidio tša inthanete go tšwa methopong ye e fapanego (Maher et al. 2015), goba
ka ditshepedišo tša taolo ya go ithuta inthaneteng.
6. Thuto ye e theilwego godimo ga papadi - e šomiša dielemente tša papadi go
nolofatša go ithuta bokgoni bjo bo itšego goba phihlelelo ya sephetho se se itšego
sa go ithuta (Findlay 2016). Papadi e swanetše go tsenywa ka gare ga mediro ya
go ithuta gomme e amana thwii le nepo ya go ithuta. Gaešita le ge dipapadi tša
dijithale di tumile kudu, ga se ka mehla dipapadi di swanetšego go ba tša dijithale.
Dipapadi tša boto le dipapadi tša kgonthe tša bophelo le tšona di ka dirišwa ka
katlego e kgolo.
7. Didirišwa tša Thekgo ya go Ithuta le go Ruta - se se šupa methopo ye e
gatišitšwego, ya inthanete le ye mengwe yeo e tlago šomišwa go hlogotaba ye
nngwe le ye nngwe ya thuto. Dikarolo tša puku ya go ithuta le methopo ye mengwe
yeo e tlago šomišwa go hlogotaba ye nngwe le ye nngwe ya thuto di swanetše go
bontšhwa ka go lebanya.
8. Thuto - thuto e ka hlalošwa bjalo ka yuniti ya go ruta le go ithuta go dikologa
hlogotaba ye e itšego (goba morero) yeo go yona go dirwago lelokelelo la mediro
ya go ruta le go ithuta ye e kgokaganego ka nepo ya go fihlelela maikemišetšo a go
ithuta ao a itšego. Nako ya yona ga se gore e lekana le nako yeo e lego lenaneong
la nako la sekolo, eupša e laolwa ke gore go tšea nako ye kaakang go phetha
mediro yeo e rulagantšwego ya hlogotaba ya thuto - e ka nyaka nako e tee goba
tše mmalwa.
9. Maikemišetšo a thuto - ke dipolelo tšeo di laetšago seo se swanetšego go
fihlelelwa ge go tliwa go ruta le go ithuta ga IT/CAT bakeng sa thuto ye e itšego.
Dipoelo tše di hlaloša tsebo, mabokgoni le ditekanyetšo tšeo baithuti ba bego ba
swanetše go di hwetša ge ba fetša thuto.
10. Thulaganyo ya thuto e akaretša peakanyo ya letšatši le letšatši, ya beke le beke,
ya kgwedi le kgwedi goba ya sererwa. Ka fao, leano la thuto ga se la swanela go
swarwa ka nako, ka ge sehlogo se tee goba hlogotaba e tee e ka šongwa ka dinako
tše mmalwa. Go kgoboketšwa ga leano la thuto ke maikarabelo a barutiši) bao ba
amegago.

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11. Peakanyo ya dithuto- ke mošomo wa profešenale kudu le o mongwe wa
mabokgoni a bohlokwa kudu ao o tla swanelwago ke go a hwetša gore o kgone go
ba morutiši wa IT/CAT yo a šomago gabotse. Ke mošomo wo o nago le mahlakore
a mantši wo o nyakago tsebo ye e kwagalago le mabokgoni dikarolong tša go
swana le diteng tša thuto, ka fao baithuti ba ithutago ka gona (le. dithuto tša go
ithuta tša go swana le thuto ya setsebi sa boitshwaro le sa go aga), melawana ya
go ruta le go ithuta, maano a go ruta-go ithuta le maano a kelo.
12. Thuto ye e theilwego godimo ga mathata ke leano la go ruta-go ithuta leo le
hlalošwago bjalo ka mokgwa wo go wona baithuti ba fiwago dibaka tša go rarolla
mathata ka go diriša tsebo le mabokgoni a bona mo tshepedišong ya go rarolla
mathata ye e rulagantšwego.

15.4. Zulu

1. Ukuhlola kuwuhlelo oluqhubekayo oluhleliwe lokuhlonza, ukuqoqa nokuhumusha

ulwazi ngokusebenza kwabafundi.
2. Ukufunda okuxubile kuyindlela yokufundisa nokufunda ehlanganisa ukuba
abafundi bazibandakanye kokubili ezimweni zokufunda eziku-inthanethi
nezokufunda ubuso nobuso - ibhalansi phakathi kokuxoxisana nge-inthanethi
nokubhekana ubuso nobuso kungaqondiswa uthisha kanye/noma isihloko esiku-
inthanethi. isandla.
3. Ukufunda ngokubambisana kuyisu lokufunda nokufundisa eliklanyelwe ngqo
ukukhuthaza abafundi ukuthi basebenze ndawonye, besebenzisa ulwazi lwabo
ngabanye, amakhono kanye namazinga okugqugquzelwa ukusiza ukuzuza
umphumela abawufisayo.
4. Ukufundisa okuqondile (okubuye kwaziwe ngokuthi ukufundisa okuchasisayo,
ukufundisa ingcaca, imfundiso eguquguqukayo kanye nesifundo) kuyindlela egxile
kuthisha lapho uthisha ethula okuqukethwe kwesifundo ngendlela ehlelekile,
kuyilapho elawula ukuthi abafundi bafundani, nini futhi kanjani.
5. I-Discovery learning - isu lokufundisa-learning elisekelwe ekucabangeni ukuthi
abafundi maningi amathuba okuba baqonde futhi bakhumbule imiqondo abazithole
beyibo ngesikhathi bezihlola ngokwabo kanye nokusebenzisana nemvelo (Roblyer
2006).
6. Indlela yokushintshashintsha yasekilasini - abafundi bachayeka ezintweni
zokufunda ngaphambi nangaphandle kwegumbi lokufundela, ngokuvamile
ngendlela ebhaliwe, izinkulumo ezikhuluma ngezwi, amavidiyo aku-inthanethi
(Gillispie 2016), aqopha amavidiyo aku-inthanethi avela emithonjeni eyahlukene
(Maher et al. 2015), noma ngezinhlelo zokuphatha ukufunda ku-inthanethi.
7. Ukufunda okusekelwe emdlalweni - kusebenzisa izici zegeyimu ukusiza
ukufundwa kwekhono elithile noma impumelelo yomphumela wokufunda othile
(Findlay 2016). Umdlalo kufanele ugxile emisebenzini yokufunda futhi uhlobane
ngqo nenhloso yokufunda. Nakuba imidlalo yedijithali ithandwa kakhulu, imidlalo
akudingekile ngaso sonke isikhathi ukuba ibe yedijithali. Imidlalo yebhodi nemidlalo
yempilo yangempela nayo ingasetshenziswa ngempumelelo enkulu.

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 CIC2601/101

8. Izinto Zokusekela Ukufunda Nokufundisa (LTSMs) - lokhu kubhekisela

ezincwadini eziphrintiwe, ze-inthanethi kanye nezinye izinsiza ezizosetshenziswa
esihlokweni ngasinye sesifundo. Izigaba zezincwadi zokufunda kanye nezinye
izinsiza ezizosetshenziswa esihlokweni ngasinye sesifundo kumele zikhonjiswe
ngokuqondile.
9. Isifundo - isifundo singachazwa njengeyunithi yokufundisa nokufunda esihlokweni
esithile (noma ingqikithi) lapho kwenziwa uchungechunge olubumbene
lwemisebenzi yokufunda nokufunda ukuze kufinyelelwe ezinhlosweni zokufunda
ezithize. Ubude bayo abulingani ngempela nesikhathi esikuhlelo lwezikhathi
zesikole, kodwa kunqunywa ukuthi kuthatha isikhathi esingakanani ukuqeda
imisebenzi ehlelelwe isihloko sesifundo - kungase kudinge isikhathi esisodwa noma
ezimbalwa.
10. Izinjongo zesifundo - izitatimende ezikhombisa lokho okufanele kuzuzwe
mayelana nokufundisa nokufunda kwe-IT/CAT esifundweni esithile. Le miphumela
ichaza ulwazi, amakhono namagugu abafundi okufanele ngabe bayawathola lapho
beqeda isifundo.
11. Uhlelo lwesifundo luhlanganisa ukuhlela kwansuku zonke, kwamasonto onke,
kwanyanga zonke noma okunesihloko. Ngakho-ke, uhlelo lwesifundo akufanele
ngempela lwenziwe ngesikhathi ngasinye, njengoba ingqikithi efanayo noma
isihloko kungase kusingathwe ngaso phakathi nenani lezikhathi. Ukuhlanganiswa
kohlelo lwesifundo kuwumsebenzi wothisha) abathintekayo.
12. Ukuhlela izifundo- kuwumsebenzi osezingeni eliphezulu futhi elinye lamakhono
abaluleke kakhulu okuzodingeka uwathole ukuze ube uthisha ophumelelayo we-
IT/CAT. Kungumsebenzi onezinhlaka eziningi odinga ulwazi oluphusile kanye
namakhono emikhakheni efana nokuqukethwe yisifundo, indlela abafundi abafunda
ngayo (le. amathiyori okufunda njengokufunda ngokuziphatha kanye nokufunda
ngohlelo lokuhlanganisa), izimiso zokufundisa nokufunda, amasu okufundisa
namasu okuhlola. .
13. Ukufunda okusekelwe ezinkingeni kuyisu lokufunda nokufundisa elichazwa
njengendlela lapho abafundi benikezwa khona amathuba okuxazulula izinkinga
ngokusebenzisa ulwazi namakhono abo ohlelweni oluhlelekile lokuxazulula
izinkinga.

©
UNISA 2025

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