Informatics Outreach Initiativeportal.unesco.org/es/files/47762/12773013161Tugela... · The Certificate in Basic Computer Literacy is administered and certified by Continuing Education

Informatics Outreach Initiative

Final work plan and feedback on teacher training in Tugela Ferry

27 June 09 – 12 July 09

By the Department of Informatics, University of Pretoria

Project team:

Kirstin Krauss (UP, Project leader) Marita Turpin (UP) Dawit Asmelash (UP) Joseph Jere (UKZN) Sosina Gebregziabher (UP)

Contact details:

Kirstin Krauss [email protected] Phone: +27 (0)12 420 3372 Mobile: +27 (0)825306815

Collaborating partners:

Continuing Education at University of Pretoria (CE at UP) United Nations Education Science and Culture Organisation (UNESCO) Department of Information Systems & Technology (IS&T), University of KwaZulu‐Natal

Accompanying documentation:

Course summary from CE at UP Course Exams and moderated memorandums Financial statements, scanned copies of invoices and other financial documents Two press releases by CE at UP, 15 June 09 and 20 July 09

2 Final work plan and teacher training feedback for Tugela Ferry mission

Table of Contents 1 Introduction .................................................................................................................................... 3 2 Timelines ......................................................................................................................................... 3 3 Research and reporting ................................................................................................................... 5 4 Lobethal School – teacher training ................................................................................................. 5 4.1 Course Title ............................................................................................................................. 5 4.2 Course Primary Objective ....................................................................................................... 5 4.3 Description of the Course ....................................................................................................... 5 4.4 The use of Virtual Expert ......................................................................................................... 6 4.5 Course Certification ................................................................................................................ 6 4.6 Course Venue .......................................................................................................................... 6 4.7 Course Times and Dates .......................................................................................................... 6 4.8 Course Assessment Structure ................................................................................................. 6 4.9 Course Leader ......................................................................................................................... 7 4.10 Course Lecturers ..................................................................................................................... 7 4.11 Course Content ....................................................................................................................... 7 4.12 Final List of Participants and results ..................................................................................... 11 4.13 Train‐the‐trainer initiative .................................................................................................... 12 4.14 Alignment with ICT‐CST policy framework ........................................................................... 14 4.15 Computer Appreciation Course ............................................................................................ 14

5 Fact‐finding and further community engagement ....................................................................... 15 Appendix A – Lobethal School Agenda 1 .............................................................................................. 16 Appendix B – Lobethal School Agenda 2 .............................................................................................. 17 Appendix C – Brainstorming meeting with Faculty of Education, UP: Points of action ........................ 18 Appendix D – Introduction exercise, example 1 ................................................................................... 19 Appendix E – MS Word Exercise, example 1......................................................................................... 20 Appendix F – MS Word Exercise, example 2 ......................................................................................... 21 Appendix G – MS Excel Exercise, example ............................................................................................ 23 Appendix H – MS Word test .................................................................................................................. 24 Appendix I – MS Excel test .................................................................................................................... 26 Appendix J – Innoval evaluation guidelines and rubric......................................................................... 27


1 Introduction The mission of the University of Pretoria is to be an internationally recognised South African teaching and research university and a member of the international community of scholarly institutions. We are committed to effective, efficient, caring and innovative approaches to teaching, research and community service. The Tugela Ferry Outreach Initiative is a culmination of these main concerns of the University. We aim to, using Information and Communication Technologies (ICTs) as a tool, empower the community of Tugela Ferry through teaching, research and community participating by mainly empowering active community members who are fulfilling roles in care giving, training and support in the community.

Ongoing research in our department has highlighted the need for unique and tailored approaches to using Information Communication Technologies for Development (ICT4D) in deep rural communities. As a result, we believe in a holistic approach to ICTs in developing context and we value ethical research practice and culturally sensitive technology rollouts highly for any community engagement endeavour. We place a strong emphasis on creating relationships, empowering community workers, supporting social development – especially healthcare and education, addressing poverty and creating ownership, participation, motivation, hope and liberty in people. We also strongly believe

that sound academic research should inform practice and lessons learnt in ICT4D practice should inform research. Our strategy is to align ourselves with needs and requests as put forward by community leaders and to support and expand on existing development efforts by the community.

It is against this background that we put forward a final work plan for a teacher training and fact‐finding mission to Tugela Ferry.

2 Timelines The fact‐finding and teachers training project started on 15 June 2009 with the first press release on the UNESCO UP collaboration. The contract will be completed on 30 August 2009 with final reporting to UNESCO. Reporting on finances and some administrative aspects of the training will be done on 15 August 2009. In further and follow‐up reporting to be finalised on 30 August 09, we will present feedback on the implementation of the UNESCO ICT‐CST policy framework in the Tugela Ferry context.


Important dates:

15 June 2009 First pre‐project press release

27 June 2009 Departure to Tugela Ferry

29 June 2009 – 3 July 2009 First teachers training course in Basic Computer Literacy

6 – 10 July 2009 Second teachers training course in Basic Computer Literacy

27 June 2009 – 11 July 2009

Community engagement, fact‐finding, research data collection, Computer Appreciation Course, etc.

2 July 2009 First formal meeting with Lobethal School management to discuss the teacher training course, ICT needs in the community and opportunities, UNESCO policy feedback strategy, the final press release and information literacy (see Appendix A ‐ Lobethal School Agenda 1)

7 July 2009 First fact‐finding meeting and needs assessment with Philanjalo to discuss possible ICT training

8 July 2009 Second formal meeting with Lobethal School management to discuss the teacher training course, the train‐the‐trainer initiative, further ICT planning and feedback on the UNESCO policy framework (see Appendix B – Lobethal School Agenda 2)

12 July 2009 Departure from Tugela Ferry

20 July 2009 Post‐project press release

21 July 2009 Lobethal meets with Philanjalo to brainstorm ICT training for nurses

29 July 2009 Feedback to the Department of Informatics on the teacher training course and potential research topics

3 August 2009 Lobethal School management meeting to discuss Philanjalo training

6 August 2009 First brain storming meeting with the Faculty of Education at UP and CE at UP to discuss future possible Information Literacy training in Tugela Ferry (see Appendix C for points of action)

15 August 2009 Final report to UNESCO on the training courses and finances

24 & 27 August 2009 Visit to Tugela Ferry to hand over course certificates to teachers in a school assembly, supplementary exam for one participant. A further CE at UP funded training course in Basic ICT literacy at Philanjalo started.

30 August 2009 Final reporting on research related feedback and ICT‐CST policy framework for teachers

Ongoing Planning and execution of further ICT projects in Tugela Ferry


3 Research and reporting Reporting will include the following:

• Thematic areas guiding the Basic Computer Literacy course (15 Aug)

• Training material (study outcomes, resources used) for the Basic Computer Literacy course (15 Aug)

• Final list of participants and facilitators (15 Aug)

• Final work plan (15 Aug)

• Feedback on the train‐the‐trainer initiative (15 & 30 Aug)

• Recommendations on the application and use of the ICT‐CST policy framework in rural South African context (15 & 30 Aug)

• Recommendations on information literacy training and advanced Computer Literacy training in rural South African context, including proposal for further community engagement (15 & 30 Aug)

• Initial observations on the Computer Appreciation Course (15 & 30 Aug)

• Further feedback on individual research progress (30 Aug and ongoing)

• Detailed financial statements (15 Aug)

• Evidence of press releases (15 Aug)

4 Lobethal School – teacher training As a result of previous field trips and community participation, the Headmistress of Lobethal School, Mrs Khumalo, requested the Department of Informatics to present a Course on Basic Computer Literacy to their teachers. Course planning and feedback are presented below.

4.1 Course Title Certificate in Basic Computer Literacy

4.2 Course Primary Objective This is a Community Development and People Intervention course. It is designed to cost the least possible amount for the student and does not to make any profit.

4.3 Description of the Course The Certificate in Basic Computer Literacy is a five day (30 hour) course aiming to introduce school teachers in rural communities to computing. We focus on training the teachers on using the popular Microsoft Office suite because it is the office automation application of choice


in most organisations worldwide. The course is, therefore, relevant in the work place. This is an instructor led course that is delivered using a hands‐on practical approach.

In the course, every participant uses a computer individually and our key strategy is to individualize the training for each participant, hence motivating them to focus on how computing can have a positive and significant impact on the way they carry out their particular work, teaching and administrative tasks. The course can easily be tailored and contextualized for other key community members such as nurses and school leavers.

4.4 The use of Virtual Expert The basic computer training course was supplemented by Virtual Expert*. Virtual Expert is an interactive computer‐based training program for computer literacy in MS Office (2003 & 2007) in isiZulu and English. Virtual expert enables reuse of training material for the school and the community’s greater benefit. It enables own time own place training that is ideal for communities such as Tugela Ferry.

During our training, Virtual Expert and some other educational programs (including UNESCO’s Namcol bridging courses) were demonstrated to Lobethal teaching staff. It was not part of the active training but it is now available for them to use in their school and in future ICT endeavours.

* Virtual Expert was donated by Intoweb Training (www.f‐m.co.za) specifically for the Tugela Ferry project.

4.5 Course Certification The Certificate in Basic Computer Literacy is administered and certified by Continuing Education at University of Pretoria (CE at UP) (www.ceatup.co.za). CE at UP is a quality, professional and career‐focused training provider, with the University of Pretoria.

For further information on CE at UP, proof of certification or further documentation, please contact Amanda Mostert at +27 (0)12 420 5043 or [email protected].

4.6 Course Venue Lobethal Independent School in Tugela Ferry

4.7 Course Times and Dates The course took place at Lobethal School facilities on 29 June 2009 until 3 July 2009 (8:00 to 15:00 daily) and on 6 – 10 July 2009 to coincide with school holidays.

4.8 Course Assessment Structure After each course module, the participants wrote a one hour computer‐based test. There was also an exam at the end of the complete course which tests ability to apply the complete course content. The tests contribute 50% of the final mark while the exam contributes 50% of the final mark. A certificate with distinction is awarded if the participant has an overall mark greater than 75%. If the participant does not score above 50%, a certificate of attendance is awarded.


4.9 Course Leader Kirstin Krauss

4.10 Course Lecturers Kirstin Krauss, Dawit Asmelash, Joseph Jere, Dr Neels Kruger (Course moderator)

4.11 Course Content The basic computer literacy course involved three main modules. The first module is an introduction to the computer and basic navigation within the Windows environment. The second module addresses MSWord and the third, MSExcel.

1. Basic Concepts of Computing and Microsoft Windows XP

2. Microsoft Office Word 2003

3. Microsoft Office Excel 2003

4.11.1 Basic computer concepts and key teaching strategies In this course the assumption is that the student has absolutely no or very limited knowledge of the computer. The student is therefore, in the first module, introduced to:

• the windows desktop,

• the mouse and how to click and double click,

• my computer and storage devices,

• my documents,

• saving and opening of files, and

• the start button and basic navigation.

In this part the student is also given very basic Word and Excel exercises (see Appendix D) to introduce him/her to the basic purpose of these applications. In doing these exercises, the student is also given the opportunity to acquaint themselves with the keyboard, mouse and the basic interface environment. Although Office 2007 is the latest version available, we trained in Office 2003 because this is what Lobethal has installed on their computers.

The basic approach for this module is that the course facilitator moves very slowly through the course content, everything is demonstrated on a data projector and demonstrations are repeated many times. A key strategy is that assistant lecturers or co‐presenters are used to assist those students that are potentially falling behind. Our teacher‐student ratio was on average 1 to 4.

Since the first module especially is an introduction to the computer for many participants, it also serves as an opportunity to create a good positive first impression about computers and ICTs for participants. The way the lecturer approaches this part of the course, may potentially make or break ICTs for the students. We believe in a positive empowering approach to ICT training so as to not


expose students to “IT trauma” which might put them off permanently. It is therefore essential that the lecturer applies lots of motivating factors and patience, and always give the student ample opportunity to keep up. The following graph and schedule (Figure 1) present some idea of the typical training pace and strategy that we suggest for a 30 hour or five day basic ICT training course for teachers. The first 10 hours would typically follow a Computer Appreciation Approach to training (see Section 4.15). The following 10 hours, advanced concepts of Word and Excel will be covered. The last ten hours will involve writing the Word and Excel tests, revision based on the test results and exam preparation. In a five day course, tests will typically be at the end of the 4th day and the exam will be at the end of the 5th day.

Figure 1: Typical 5 day or 30 hour training schedule

Building personal and motivational relationships during training, being passionate as course facilitators and allowing participants enough time to tinker and “play” with technologies are important aspects of basic ICT training. Although a course such as this may be scheduled for 30 hours, facilitators should be open and available after hours to assist students who spend extra time engaging with course content. This is especially an important aspect in deep rural communities such as Tugela Ferry because of their different and unique conceptualisation of time and completion. Their concept of time is different than westerners, i.e. something is not finished when the time is finished, but when there is a mutual sense of completion among participants. This is evident in the fact that many participants stayed in the computer venue for up to 4 hours in the evenings after the official contact hours were over.

To assist students to grasp new concepts, many metaphors are used. For example the windows desktop is related to a traditional table desktop while the start‐button and basic computer functionality is related to the functioning of a basic mobile phone. In this community, most people have a mobile phone and using it as a metaphor to teach basic computer operations is a useful strategy. Other key strategies include contextualised training and training that is driven by exercises and demonstrations rather than typical slides shows and presentations.


4.11.2 Needs assessment and Requirements analysis To achieve the training objectives, the computer literacy course was planned considering the following two aspects. First, through our requirements discovery, we tried to measure the level of knowledge and education the course participants have (for appropriate knowledge transfer) and second, to attain the continuous use of the knowledge (to conduct knowledge deepening), we tried to elicit the job description and functions of the teachers in their school work and community. Based on the findings, the team formulated the learning materials and assessment.

We strongly advocate that in any tailored computer literacy program for deep rural and isolated communities, a needs assessment and requirements analysis should be an essential part of the pre‐planning process. As we gathered from pre‐community engagement as well as from doing the training course, the requirements analysis and needs assessment is essential for a tailored approach and positive outcome. The requirements analysis and needs assessment may continue into the first phases of the training and even until the end of the training where revision is done based on the outcomes of the tests. The spiral approach in the next section explains this iterative approach in more detail.

From our pre‐training requirements analysis we realised that although the teachers at Lobethal have a computer lab at the school, they seldom use computers. If they do use it, it is mostly not related to their work. During the first stages of presenting the course, we realised that most of the teachers did not have a basic knowledge of how to use computers to do things like transferring files, folders and exploring the computer contents. We therefore started with a slow pace explaining these concepts and helping them to make sense of the computer file structure and how computers could benefit them to their work.

In the UNESCO ICT‐CST policy framework the requirements analysis and needs assessment aspect of ICT implementation is not explicitly stated or mentioned and we therefore suggest that it should be incorporated for future policy implementation guidelines.

4.11.3 The spiral approach to training We propose a spiral approach to basic computer literacy training, where most concepts are introduced in the beginning of the training and then where follow‐up knowledge iteratively builds on previous concepts but in more complexity. The process of building unto existing knowledge should continue iteratively until knowledge is complete, hence the spiral idea of knowledge building. Revisions at the end of the course also support the idea of building on and confirming previously learned concepts. The spiral approach implies the repetition of concepts and building onto previously required understanding. The spiral approach also implies that you need to gauge existing knowledge levels of course participants, which suggests the need for a thorough requirements analysis and that you start your training with metaphors referring to familiar knowledge and then from there move to unknown or new concepts.

4.11.4 Microsoft Word 2003 Our general strategy with MS Word is to start the module directly after in the introduction. The main reason is that Excel tends to be more challenging with regard to mathematical functions and precision in formulas. So we allow students to take up the challenge of MS Word first. The class exercises used in Word were geared towards preparing teachers to set up their own exam and test papers, exercises and write letters. As indicated earlier in the spiral approach to learning, we starting


with most of the Word concepts early and in very basic detail and then from there expanded on detail as the training progressed. We allowed about one and a half days for participants to learn the most important Word concepts. See Appendices E and F for examples of exercises used in the Word training and Appendix H has the Word test we used in the first week.

Specific study themes that were covered in the MS Word module are:

1. Typing competence

2. The basic MSWord 2003 interface

3. Text formatting, size, font, bold, italics, etc

4. Working with shapes, text boxes, inserting and formatting pictures

5. Working with tables, table formatting

6. Page layout, page borders & formatting, headers and footers, page numbers

7. Working with colours and their tones (transparency)

8. Headings and numbering for preparing exam papers

4.11.5 Microsoft Excel 2003 We suggest that for marking and assessing the performance of the learners of the school, the teachers need to use MS Excel to enhance their work performance and ease the workload of documenting marks in a paper format. For our training, we tried to set up case examples pertinent to their work. The formulas and functions of MS Excel were used to solve the case examples. Exercises generally focused more on what the teacher may encounter in their real life situations (refer to Appendix G). See Appendix I for the second week’s Excel test.

After the completion of the course, it we suggested to teachers to create an Excel worksheet solution that can be used by the school for documenting and analysing learners’ marks. On our final observations, they managed to create a prototype and they are busy completing a working model system that can be used by the school. In addition, some of the participants tried to create their own Excel solutions for some of the small businesses they run in the community. We will briefly look at two of these cases.

Lobethal bakery serves about half of the community market. One of the participants that happened to be the manager of the bakery used the formulas and functions he learned to do inventory analysis and order estimations. Not only does he now use MS Excel to perform some functions, but he is also making it part of his work model to be used in the bakery on a daily basis.

In the other case, a teacher has a pay phone business in the community whereby he has three mobile networked pay phones rendering services to the public to make phone calls. He together with some course attendants managed to create a MS Excel solution to input daily revenue, daily airtime unit consumption, create an airtime balance, airtime order and recharge point analysis graph and so on. He developed a MS Excel solution for decision making and proper documentation. These outcome cases of the course show how ICT knowledge is created to support sustainability and small businesses. Specific ICT knowledge has been applied in the community.


Specific study themes that were covered in the MS Excel module are:

1. Introduction to Spreadsheets

• Spreadsheet – a computerized ledger • Rows and columns • Cell – the intersection of a row and a column • Cell reference uniquely identifies a cell

2. Cell Referencing

• Absolute reference • Relative reference • Mixed reference

3. Comments

4. Formatting in Excel

5. Use of formulas and statistical functions

• Arithmetic operators and parenthesis • MAX, returns highest values from argument list • MIN, returns lowest • AVERAGE , returns average • COUNT, returns number of cells containing numeric entries and formulas • COUNTA, also included cells with text

6. The IF Function

7. Creating and using charts

8. Advanced and additional concepts (optional to the Basic Computer Literacy course, but included for the teachers):

• The VLOOKUP function • Linking and hyperlink • The AutoFilter Command

4.12 Final List of Participants and Results In total, 21 teachers from Lobethal School and 3 local business people attended the two courses.


First week’s participants:

Week 1 (29 June 09 – 3 July 09) Result

1 Willana Pretorius 95 DISTINCTION

2 Thobile Mntungwa 88 DISTINCTION

3 Phiwe Nkomo 88 DISTINCTION

4 Marina van der Merwe 85 DISTINCTION

5 Gugu Khumalo 78 DISTINCTION

6 Khululiwe Mntungwa 77 DISTINCTION

7 Mbo Mabaso 76 DISTINCTION

8 Nelisiwe Mbuli 71 PASS

9 Thabsile Mntungwa 70 PASS

10 Nimrod Cele 61 PASS

11 Thulisiwe Mntungwa 58 PASS

12 Sandiso Nsele 52 PASS

13 Meshack Finger 45 SUPP EXAM

14 Kehilwe Rakgoasi 33 CERTIFICATE OF ATTENDANCE

15 N Ndovu 18 CERTIFICATE OF ATTENDANCE

Second week’s participants:

Week 2 (6 – 10 July 09) Results

1 Nokuphila Sibiya 91 DISTINCTION

2 Dumisani Mntungwa 84 DISTINCTION

3 Dumisani Nyondo 66 PASS

4 Goodness Zuma 65 PASS

5 Nomasonto Nyondo 65 PASS

6 Mnseni Hlela 54 PASS

7 Dumsile Shange 54 PASS

8 Nonkululeko Sibiya 28 CERTIFICATE OF ATTENDANCE

9 Joyce Mabaso 26 CERTIFICATE OF ATTENDANCE

4.13 Trainthetrainer initiative In order to empower Lobethal School and the community to further ICT training in the region, we presented a training‐the‐trainer opportunity for designated teachers during the two weeks. These individuals attended both weeks of training. In the first week they did the Certificate in Basic Computer Literacy themselves. In the second week they were expected to partly co‐present the Certificate in Basic Computer Literacy to their peers. Trainers were evaluated according to the evaluation guidelines put forward by the Induction programme for Assistant Lecturers within the School of Information Technology (Innoval) at UP.


The following trainers are now ready and able to facilitate similar courses in Tugela Ferry:

1 Willana Pretorius Course administration

2 Thobile Mntungwa MS Word and Excel trainer

3 Gugu Khumalo Project leader and headmistress of Lobethal

4 Khululiwe Mntungwa MS Excel trainer

5 Mbo Mabaso MS Word trainer

6 Thabsile Mntungwa Administrative assistant and school secretary

As per the requirements of CE at UP quality assurance, prospective lecturers of CE at UP course material will have to demonstrate competence. The first level of competence is the technical aspects of the course. This implies that they will have to obtain 75% or more. The second level of competence is successfully demonstrating competence in the categories put forward in the evaluation guidelines of Innoval. See Appendix J for the Innoval evaluation guidelines and rubric. During the second week visiting academics acted as mentors for these new trainers.

In the second week trainers where required to set up study guides, exercises and prepare lessons based on given topics. In the second week, the trainers where also taken to a local community hospice, Philanjalo, to do fact‐finding and a needs assessment with the nurses working there (see Section 2 for planning timelines for the Philanjalo training). As a result of this interaction and the guidance we gave them, the trainers are now planning to facilitate basic computer literacy for 10 nurses from Philanjalo. Our suggestion for this group of trainers is that, since this community still functions collectively in many respects, future training by Lobethal should be done by groups of trainers. It is for this reason that we selected a group of individuals to be collectively responsible for the training. More reporting on the outcomes of train‐the‐trainer initiative will be done in the UNESCO policy feedback and discussion of further ICT opportunities in Tugela Ferry (see Section 2 for the timelines).

CE at UP policy is that UP staff members are required to do at least 30% of the training of any CE at UP course. Trainers from Lobethal may therefore assist in training but UP staff members will always be involved in quality control, revision and finalisation of similar and future CE at UP training courses. Our current planning is that the Department of Informatics will do the introduction, or part of the introduction of future training courses in Tugela Ferry (5 to 10 hours), the trainers at Lobethal School will cover the basic and advanced aspects (approx. 10 hours) and the Department of


Informatics will finalise training by facilitating tests, revisions and exams (approx. 10 hours), i.e. 30 hours in total. CE at UP and the Department of Informatics will continue to ensure and facilitate quality control and moderation.

The train‐the‐trainer initiate was probably one of the biggest success stories that resulted from the informatics outreach initiative to Tugela Ferry. It created a vibrant sense of excitement, empowerment and ICT ownership among school teachers as they realised that they now have the ability and skill to transfer knowledge to their peers. As a result of this initiative and through further donations by CE at UP, 10 health workers from Philanjalo, a local hospice, will now be trained in basic ICT skills. Lobethal School and the trainers, collaborating with the Department of Informatics, have taken the initiative to plan, facilitate and execute a CE at UP course in Basic Computer Literacy at Philanjalo. This initiative is now also a further income generation opportunity for the school and community.

4.14 Alignment with ICTCST policy framework More detail on the ICT‐CST policy frame work will be presented in the next phase of reporting.

4.15 Computer Appreciation Course As per request from the community and specifically Khayelisha Care for Orphans and Vulnerable Children (OVC), the Department of IS&T, UKZN in collaboration with the Department of Informatics, facilitated a “Computer Appreciation Course” for community workers and volunteers. In both the OVC unit and Philanjalo hospice, several community members work as volunteers and caregivers. Many of them are illiterate or semi‐literate. Through a hands‐on and in‐context ICT guidance approach, these individuals were empowered to do their work more efficiently and effectively. We

presented five afternoons of interactive sessions where these people were guided to do things like typing figures into an Excel spreadsheet or write a letter in MS Word. The ICT guidance followed an individualist approach where the specific context and work that each individual do, directed our training/guidance.

Originally, the computer appreciation course was very much exploratory and “undisciplined” and we did not provide specific course objectives or structure. Feedback and needs analysis guided

our training. Some of these individuals could only speak isiZulu and we therefore had to rely heavily on cultural interpreters. Contact sessions involved two‐hour sessions for five afternoons (i.e. 10 hours in total) during the two week community engagement.

In retrospect we suggest that the first 10 hours of the Certified Basic Computer Training course could be similar to the Computer Appreciation Course as a form of introduction. The only differences are that the appreciation course is not examinable or certified and there are no entry requirements. A certificate of competence will be awarded to those doing the appreciation course.


The basic themes for the Computer Appreciation Course are the following:

1. MS Word

• Typing competence (including speed) • Working with shapes • Working with colours and their tones (transparency) • Text formatting (size & font) and page layout • Text boxes • Working with tables

2. MS Excel

• Entering data in cells (labels, values and formulas) • Carrying out simple computations

5 Factfinding and further community engagement We will report on detailed fact‐finding and community engagement in the next round of feedback (see Section 2). Some of the administrative aspects of the meetings we had with Lobethal School are presented below.

During our visit we scheduled two formal meetings with Lobethal School to discuss issues such as the teacher training project, further community and teacher empowerment initiatives, the post‐training press release, feedback to UNESCO on their policy, the role and impact of ICTs in the community, and so forth.

Meeting 1, Thursday 2 July 09 (see Appendix A – Lobethal School Agenda 1).

During this meeting we:

• gathered feedback from course delegates on the training course up to that point,

• discussed suggestions and planning for the train‐the‐trainer initiative that would take place the following week,

• gathered feedback on the Computer Appreciation Course, its relevancy and place in the community as a whole,

• discussed the post‐training press release,

• discussed some aspects and needs regarding advanced ICT training and information literacy, and

• presented those present with the UNESCO ICT‐CST policy framework in order for them to give informed feedback in the following meeting.

Meeting 2, Wednesday 8 July 09 (see Appendix B – Lobethal School Agenda 2)

In this meeting we continued much of the discussion on the topics from the previous meeting and also focus specifically on the UNESCO policy framework and the role of ICT training in Lobethal School and the community as a whole.

Detailed feedback on these meeting sessions will be presented in follow‐up reporting.

Appendix A – Lobethal School Agenda 1

Appendix B – Lobethal School Agenda 2

Appendix C – Brainstorming meeting with Faculty of Education, UP: Points of action

Appendix D – Introduction exercise, example 1 Lobethal Independent School PO Box 123 Tugela Ferry 3010 Sunday, 05 July 2009

Dear Mrs Khumalo

Application for promotion

During the school holidays, I attended the Basic Computer Literacy course presented by the University of Pretoria.

What I learned from the course:

Write two paragraphs about your experience ….

I attach my final results for your perusal.

Yours truly,

Kirstin Krauss

Exercise 1:

Write this letter in MSWord.

Exercise 2:

Create this table in MSExcel.

Appendix E – MS Word Exercise, example 1

Appendix F – MS Word Exercise, example 2


Appendix G – MS Excel Exercise, example

Appendix H – MS Word test


Appendix I – MS Excel test

Appendix J – Innoval evaluation guidelines and rubric

Education Induction evaluation of technology teaching skills

Name:________________________

CRITERIA SCALE 1. Verbal Communication 1 2 3 4 Voice quality (volume, inflection, pace, articulation) Fluency Language usage Remarks 2. Non-Verbal Communication Self confidence and poise Attitude (enthusiasm, motivation, inspiration) Body language (gestures, non-verbal cues, stimulus, variation, facial expression) Eye contact Use of space Remarks 3. Facilitation Knowledge portrayed Involvement of students/encourage discussion Questioning techniques Use and quality of media Remarks 4. Instructional Design/Approach Preparation Clarity and achievement of outcome(s)/objective(s)/goal(s)/needs Structure (introduction, exposition, closure) Examples/Illustrations Summary/Reinforcement of most important/main points Application Remarks Key: 1 - Needs serious attention

2 - Needs attention 3 - Meets required standard 4 - Exceeds required standard

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Informatics Outreach Initiativeportal.unesco.org/es/files/47762/12773013161Tugela... · The Certificate in Basic Computer Literacy is administered and certified by Continuing Education