Advanced Diploma in Computer Applications Technology (CAT) Education

Purpose

The purpose of the Advanced Diploma in Computer Applications Technology (CAT) Education is to strengthen, supplement, upgrade and/or enrich the knowledge, understanding and skills of teachers at Technical Vocational Education and Training (TVET) colleges in Computer Applications Technology (CAT) The qualification offers intellectual enrichment and intensive, focused and applied specialisation in CAT. This qualification will provide a deep and systemic understanding of current thinking, practice, theory and methodology in CAT. The purpose of this qualification is to guide teachers in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. The teacher will be able to teach CAT in the TVET Phase. This qualification comprises a knowledge mix consisting of four knowledge strands according to the Curriculum and Assessment Policy Statement (CAPS), accompanied by four Pedagogical Content Knowledge (PCK) components, to break the predominant transmission mode that characterises many classrooms.

Rationale

As Computer Applications Technology (CAT) teachers develop in their practices and also become more experienced, they are expected to make greater contributions with regard to subject expertise, academic leadership and continuing professional development (CPD). However, the curriculum alone cannot fulfil the current reform demands imposed on teachers in order to help learners make meaning of the subject content they are supposed to master. Therefore, there is a need among teachers for continuing professional development in terms of specialised knowledge of and skills in CAT teaching.

The rationale for the Advanced Diploma in CAT Education is to provide teachers with opportunities to strengthen or supplement their existing specialisation in CAT Education in ways that will be meaningful to the lives of learners.

Recognition of Prior Learning (RPL)

The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualification and grant credits for modules using the principles and processes that serve as basis for Faculty-specific RPL practices.

A panel of selected institutional staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:

• Verify the standard/quality of an applicant's prior qualifications.
• Ask for and assess a portfolio containing examples of the applicant's work in the field of education, training and development.
• Observe the applicant's performance in authentic and/or on site teaching-learning situations and/or contexts.
• Conduct one-on-one interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements

Admission requirements for this qualification are as follows

• A four-year Bachelor of Education Degree.

Or

• A general NQF Level 6 first Degree or Diploma, plus a 120 Credits Level 7 Advanced Diploma in Teaching.

Or

• A former 120-credit NQF Level 6 Postgraduate Certificate in Education.

Or

• A former Higher Diploma in Education (Undergraduate).

Or

• A former Further Diploma in Education.

Or

• A former Advanced Certificate in Education (120 Credits Level 6).

Or

• An Advanced Certificate in Teaching.

Or

• A former three-year College of Education Diploma.

Or

• A National Professional Diploma in Education (NPDE) (360 credits at NQF Level 5) followed by an Advanced Certificate in Teaching.

Or

• Recognition of Prior Learning (RPL).

The qualification comprises compulsory modules at NQF Level 7, totalling 120 Credits.

Modules at NQF Level 7

• Advanced FET Computer Applications Technology for Education A, 10 Credits.
• Pedagogical Content Knowledge A in FET Computer Applications Technology, 10 Credits.
• Advanced FET Computer Applications Technology for Education B, 10 Credits.
• Pedagogical Content Knowledge B in FET Computer Applications Technology, 10 Credits.
• Conceptual Change, 20 Credits.
• Advanced FET Computer Applications Technology for Education C, 10 Credits.
• Pedagogical Content Knowledge C in FET Computer Applications Technology, 10 Credits.
• Advanced FET Computer Application Technology for Education D, 10 Credits.
• Pedagogical Content Knowledge D in FET Computer Applications Technology, 10 Credits.
• Inquiry Methodology, 20 Credits.

1. Interrogate practice by using theories and research findings in Computer Applications Technology (CAT) Education.
2. Analyse and use relevant CAT support materials and demonstrate a sound grasp of the fundamental conceptual subject knowledge required for teaching CAT.
3. Articulate and apply the different components of the Faculty's conceptual framework for teaching and learning, namely care, accountability, critical reflection and facilitating learning in diverse contexts.
4. Commit to high ethical standards in the practice of CAT Education.
5. Use a variety of teaching and learning approaches, such as inquiry-based learning in the classroom, in order to better address problem solving in CAT.
6. Assist learners in their conceptual change and to address learner misconceptions effectively in the organising fields of learning.
7. Function within a small online community of practice and to this effect use on-line technology, e.g. Blackboard (ULink).

Associated Assessment Criteria for Exit Level Outcome 1

• Lessons learned from findings captured in research publications using various theories to enhance and improve their CAT teaching and learning practice are applied.
• Resources that are current and relevant to their learning according to established schema making use of modern technology are accessed, categorised and prioritised.

Associated Assessment Criteria for Exit Level Outcome 2

• Practice in developing a comprehensive pedagogical content knowledge (PCK) as evident in the use of appropriate resource materials in the Computer Applications Technology (CAT) classroom is enhanced.
• Constructive conversations around content themes with colleagues and like-minded individuals within the educational field of Science and Technology using appropriate terminology are engaged in.

Associated Assessment Criteria for Exit Level Outcome 3

• The professional stance that reflects the principles as captured in the Faculty's conceptual framework is aligned with.
• Multiple perspectives that form part of the Science and Technology field in the design of learning activities are taken into account.

Associated Assessment Criteria for Exit Level Outcome 4

• Agreed ethical standards in the teaching and learning of CAT are subscribed and adhered to.
• Responsibility for their own progress in managing the timeframes and required assessment outcomes as they engage in guided and independent studies is accepted.

Associated Assessment Criteria for Exit Level Outcome 5

• Appropriate teaching and learning approaches to achieve specific learning objectives are selected and applied.
• An understanding of problem-solving, creativity and teaching strategies relying on a well-developed Pedagogic Content Knowledge in CAT is displayed.

Associated Assessment Criteria for Exit Level Outcome 6

• Conceptual change to ameliorate knowledge and understanding of typical learner misconceptions is accommodated and planned for.
• Digital resources for classroom learning to challenge and extend learners' conceptual knowledge by sourcing material using search engines to explore science and technology artefacts are created.

Associated Assessment Criteria for Exit Level Outcome 7

• Selected online communities of practice to demonstrate their learning and commitment to advancing teachers working knowledge of CAT are joined and confidently participated on.
• Peer learning, whilst collaborating with other teachers as required during specific learning activities are engaged in.
• Communities of practice (COP) building knowledge and sharing resources making use of social media and other WEB 2.O technologies are participated in.

Integrated Assessment

The broad assessment strategy of the Faculty assessment policy is

There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learners, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the student to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. The marks reflect a pass or fail. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions.

Formative assessment opportunities may vary according to individual programme/module outcomes and the composition of these is at the discretion of the module lecturer - the primary purpose of formative assessment being to support the learning process through constructive feedback to students. The following procedures apply to students who are enrolled for a programme in the Faculty of Education.