Advanced Diploma in Computer Integrated Education

Purpose

The primary purpose of the qualification is to provide a learning pathway enabling teachers who have completed a Bachelor of Education (BEd) (or an Advanced Certificate in Teaching (ACT)), which will have focused on developing their Information Communication Technology (ICT) skill, knowledge and attitude, to deepen their understanding of how to teach and integrate ICT effectively into the entire school curriculum. This qualification develops and consolidates in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in using ICT and ICT integration in teaching and learning. Foster self-reflection on the teaching of content knowledge to gain a deeper understanding of teaching and integrating ICT in teaching and learning. Promote and develop the dispositions and competences to use ICT and integrate it in all school subjects.

The qualification will therefore seek to

• Provide learners with a deeper understanding of technological, pedagogical and content knowledge for the teaching and the integration ICT in the entire curriculum.
• Apply theories and in Computer Integrated Education relevant to school curriculum.
• Expose learners to strategies and methods that will enable them to use ICT in their pedagogical practices.
• Demonstrate competence to integrate ICT effectively in teaching and learning.
• Develop learners' skills in designing, developing and facilitating ICT integrated learning environments.

It is envisaged that learners who achieve the Exit Level Outcomes will become innovative in the field of Computer Integrated Education (CIE).

Rationale

The Advanced Diploma in Education (ADE) is an advanced qualification in the Continuing Professional Development (CPD) pathway.

This qualification seeks to go beyond the standard or traditional way of teaching and learning through the use of Open Educational Resources (OERs) and various media available on the Internet and World Wide Web.

The qualification aims to achieve specific depth of, and specialisation in the integration of ICT into the teaching of content knowledge, together with skills in using OERs, to enable learners to teach and use ICT effectively in a variety of context.

Recognition of Prior Learning (RPL)

Individuals with teaching experience and teachers with incomplete teacher qualifications or with Certificates and Diplomas in teaching gained in the past may apply for advanced standing in the Diploma in Education (ADE) qualification in line with the institution's RPL policy stipulation. Each application will be assessed on its individual merits.

Entry Requirements

The minimum entry requirement for this qualification are

• A four-year Bachelor of Education.

Or.

• A general first degree plus an Advanced Diploma in Teaching,

Or

• A diploma plus an Advanced Diploma in Teaching.

Or

• A former Postgraduate Certificate in Education (PGCE).

Or

• Higher Diploma in Education (Postgraduate) (HDE PG).

Or

• A former Advanced Certificate in Education (Level 6 on the former 8-Level National Qualifications Framework (NQF).

Or

• A former Higher Diploma in Education.

Or

• A Further Diploma in Education.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7, totalling 120 Credits.

Compulsory Modules

• Introduction to Computer Integrated Education, 24 Credits.
• Teaching and Learning with Information Communication Technology (ICT) in a Resource Limited Setting, 24 Credits.
• Teaching and Learning with ICT in a Resource Rich Settings, 24 Credits.
• Application of ICT in Educational Leadership and Management Context, 24 Credits.
• Theoretical Foundations for Computer Integrated Education, 24 Credits.

1. Use of Open Educational Resources (OERs) and various media available on the Internet and World Wide Web to go beyond the standard or traditional way of teaching and learning.
2. Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in teaching ICT and integrating ICT in teaching and learning.
3. Apply self-reflection on the teaching of content knowledge to gain a deeper understanding of teaching and integrating ICT in teaching and learning.
4. Promote and develop the dispositions and competences to use ICT and integrate it in all school subjects.

Associated Assessment Criteria for Exit Level Outcome 1

• Select, sequence and pace learning in a manner appropriate to effective integration of Information Communication Technology (ICT) in the teaching and learning of content knowledge that incorporates diverse learning needs and diverse contexts of practice.
• Select and use a range of teaching, learning and assessment strategies and methods appropriate to effective ICT integration in to teaching, incorporating diverse learning needs and diverse contexts of practice.

Associated Assessment Criteria for Exit Level Outcome 2

• Use and integrate ICTs in ways that promote learner engagement, the development of deep conceptual understanding and the ability to transfer learning in authentic contexts.
• Adapt ICT and education theories, principles and educational resources to the facilitation of the effective use of ICT for diverse learners in diverse contexts.
• Integrate ICT knowledge, skills and competencies in the teaching of content in diverse contexts.

Associated Assessment Criteria for Exit Level Outcome 3

• Reflect on and critically evaluate own teaching, learning and assessment practice.
• Research teaching, learning and assessment problems and feed findings back into improved practice.

Associated Assessment Criteria for Exit Level Outcome 4

• Critically analyse own and others' lesson plans, learning programmes and assessment tasks.
• Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.
• Adopt a range of mediation styles that require both individual and group-based learner engagement.

Integrated Assessment

The modules of the Advanced Diploma in Computer integrated Education will be assessed using both formative and summative types of assessments.

• Formative assessment will be applied in the form of multiple choice questions (MCQs), true and false questions, matching the description of questions with the relevant terms and scenario questions. The aim of using scenario type questions is to expose learners to real life situations, as most computer integrated activities will use hands-on technology. All questions will be based on revised Bloom's taxonomy cognitive levels so as to accommodate the learners' diversity. The above-mentioned types of questions will be submitted in assignment format. Interactive assignments will also be completed on the portal platform. The assignments will assess the learners' theoretical content knowledge and how they apply this knowledge in practical school situations. Formative assessment contributes 20% towards the learner's final promotion mark.
• Summative assessment contributes the other 80% on condition that it is more than the subminimum of 40%. Summative assessment will take place by means of written examinations to test the learner's content knowledge and technological skills. A two or two-and half-hour examination paper per module will be administered.