Advanced Diploma in Computer Applications Technology (CAT) Education
Physical, Mathematical, Computer and Life Sciences - Information Technology and Computer Sciences
Purpose and Rationale
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 aims to provide intellectual enrichment and intensive, focused, and applied specialization in CAT, offering a deep and systemic understanding of current thinking, practice, theory, and methodology in CAT. It guides teachers in developing an understanding of the subject discipline and acquiring pedagogical content knowledge to effectively teach CAT in the TVET Phase.
The qualification includes a mix of knowledge strands aligned with the Curriculum and Assessment Policy Statement (CAPS) and Pedagogical Content Knowledge (PCK) components to move away from the predominant transmission mode in classrooms.
Rationale:
As Computer Applications Technology (CAT) teachers progress in their practices and gain experience, they are expected to contribute more in terms of subject expertise, academic leadership, and continuing professional development (CPD). The curriculum alone may not meet the current reform demands placed on teachers to help students understand the subject content effectively.
Hence, there is a necessity for teachers to undergo continuing professional development focused on specialized knowledge and skills in CAT teaching. The rationale behind the Advanced Diploma in CAT Education is to offer teachers opportunities to enhance or supplement their existing specialization in CAT Education in a manner that is beneficial to students' learning experiences.
Outcomes
- Interrogate practice by using theories and research findings in Computer Applications Technology (CAT) Education.
- Analyse and use relevant CAT support materials and demonstrate a sound grasp of the fundamental conceptual subject knowledge required for teaching CAT.
- 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.
- Commit to high ethical standards in the practice of CAT Education.
- 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.
- Assist learners in their conceptual change and to address learner misconceptions effectively in the organising fields of learning.
- Function within a small online community of practice and to this effect use on-line technology, e.g. Blackboard (ULink).
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Applying lessons learned from research publications to enhance CAT teaching practice using various theories.
- Accessing, categorizing, and prioritizing current and relevant resources according to established schema using modern technology.
Associated Assessment Criteria for Exit Level Outcome 2:
- Enhancing pedagogical content knowledge (PCK) through the use of appropriate resource materials in the CAT classroom.
- Engaging in constructive conversations with colleagues around content themes using appropriate terminology.
Associated Assessment Criteria for Exit Level Outcome 3:
- Aligning professional stance with the principles in the Faculty's conceptual framework.
- Taking multiple perspectives in the Science and Technology field into account when designing learning activities.
Associated Assessment Criteria for Exit Level Outcome 4:
- Subscribing and adhering to agreed ethical standards in teaching CAT.
- Accepting responsibility for own progress in managing timeframes and assessment outcomes during guided and independent studies.
Associated Assessment Criteria for Exit Level Outcome 5:
- Selecting and applying appropriate teaching and learning approaches to achieve specific learning objectives in CAT.
- Displaying an understanding of problem-solving, creativity, and teaching strategies based on Pedagogic Content Knowledge.
Associated Assessment Criteria for Exit Level Outcome 6:
- Accommodating and planning for conceptual change to address learner misconceptions in CAT.
- Creating digital resources to challenge and extend learners' conceptual knowledge using search engines to explore science and technology artifacts.
Associated Assessment Criteria for Exit Level Outcome 7:
- Joining online communities of practice to advance knowledge of CAT teaching.
- Participating confidently in peer learning and collaborating with other teachers in specific learning activities.
Integrated Assessment:
- Providing at least three summative assessment opportunities per semester module and seven per year module.
- Ensuring at least one substantial summative assessment opportunity towards the end of a module.
- Offering formative assessment for feedback and support in learning process.
- Conducting summative assessments to judge learners' competence.
- Analyzing assessments to ensure correct cognitive levels of questions.
- Allowing flexibility in formative assessment based on individual programme/module outcomes.
- Following specific procedures for students enrolled in the Faculty of Education programme.
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- Min. Credits
- 120
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.