Master of Education in Information and Communication Technology online course at UJ:
The purpose of the Master of Education ICT (Information and Communication Technology) is for students to acquire, strengthen and deepen specialist advanced theoretical knowledge of ICTs in educational environments. The themes that are covered include educational ICT policy development, current and emerging issues in digital learning, contemporary learning design theories and frameworks, and framing assessment within 21st century contexts.
The programme targets education practitioners from the public and private sectors who have an interest in advancing digital learning in their education ecosystems. The programme will appeal to instructional and learning designers, educational researchers, teachers and lecturers, corporate trainers, subject and curriculum specialists, policy advisers, monitoring and evaluation specialists and NGO officials.
This programme requires no travel and no face-to-face sessions, allowing you to earn credits at your own pace while fulfilling personal and professional obligations. Complete the programme in a minimum of two years.
The admission requirements for this programme will adhere to the University of Johannesburg’s Admission and Selection Policy which is current at the time of the registration for this programme.
The admission process is the first step towards advancing your career. Below are the minimum requirements for applying and a list of the required documents you will need when you submit your application for the Master in Information and Communication Technology in Education.
During the selection process, the programme coordinator and/or HOD will consider the career history of applicants.
Requirements for consideration into a Master of Education in Information and Communication Technology include:
One of the following:
- An NQF Level 8 Honours Degree in Education, or a related equivalent qualification (e.g. Human Resource Development).
- A suitable professional Bachelor’s Degree (NQF Level 8) plus a teacher’s diploma/teaching qualification and work experience in the proposed field of specialisation; ICT in Education. The disciplinary knowledge of such candidates will be assessed by the programme coordinator and another disciplinary expert. A reading programme may be prescribed prior to allowing registration.
- An appropriate NQF Level 8 Honours Degree and a teacher’s diploma/teaching qualification, plus work experience in the field of specialisation; ICT in Education. The disciplinary knowledge of such candidates will be assessed by the programme coordinator and another disciplinary expert in the field of specialisation. A reading programme may be prescribed prior to allowing registration.
- Prospective candidates may, based on extensive and verifiable experience in the field of specialisation; ICT in Education, apply for recognition of prior learning (RPL) within institutional policy guidelines. Their experience should be on the level and scope of NQF Level 8 within the discipline and should include appropriate research methodological knowledge and skills.
All applicants must have obtained a 65% average in the preceding NQF Level 8 qualification (or equivalent).
Students who do not have the required 65% on their average marks for the previous qualification, but who have an average between 60% and 64%, will be considered if there are places available in the programme. In such cases, the programme coordinator and/or HOD will holistically assess the prior assessment results of applicants, and consider performance in research-related modules and other discipline-related modules.
- A certified academic record and a certified copy of highest qualification obtained.
- An updated and detailed CV.
- Proof of work experience.
The international equivalence of qualifications will be specified in the Prospectus.
We recommend the following in order to successfully complete your 100% online degree:
Basic computer skills:
- Be able to operate your computer and perform common tasks.
- Email and file management (access, create, edit, save, upload and download documents).
- Be able to use a word processing program to create and edit documents.
- Basic web-browsing skills.
- Laptop or PC
- A high-speed internet connection (3G, 4G, LTE, ADSL or Fibre)
- E-book storage and reading
- Study notes storage and reading (PDF, MS Office)
- Video storage and playback
- Video recording
- Audio storage and playback
- Audio recording
- Web browsing
- Document creation
- Access to social networking
Module interruption and scheduled maintenance:
In the event of unexpected module interruption on the due date for an activity, the online facilitator will notify students of a new due date.
Modules & credits
Modules are undertaken over a seven week period. The programme is split over two years and consists of compulsory modules and a minor dissertation.
Compulsory modules – 90 Credits
Educational Reform: ITC Practices and Policy Development A (11 Credits)
This module theoretically positions ICTs in a changing educational landscape. We explore agile approaches to digital learning, and identify prevalent and contemporary pedagogical approaches to ICT use in developed and developing educational contexts. We map the policy development process when ICTs as learning tools are introduced, and identify the roles and responsibilities of various stakeholders involved in the education sector. We contemplate current supportive educational policies whilst comparing various teacher professional development frameworks for ICT integration and digital learning in the form of reflective papers and policy briefs with the focus to advance digital learning, suitable for the 21st century.
Educational Reform: ITC Practices and Policy Development B (11 Credits)
Policies are developed to guide relevant industries and ecosystem in terms of vision and strategy to regulate and bring about lasting change. These policies eventually manifest in the form of guidelines that can be implemented in schools and the wider education sector. This module draws on policy implementation strategies that drive educational reform that reflect contemporary and future practices in the 21st century. Learning and assessment tasks will focus on deepening knowledge of contextual educational policy and the development of authentic and appropriate policy implementation strategies and associated instruments for the monitoring, evaluating and mapping of progress in policy implementation.
Learning Ecosystem: Current ITC Issue and Future Trends A (11 Credits)
This module introduces learning ecosystems as theoretical and practical constructs, and relate the various dimensions of learning ecosystems to each other. It deepens theoretical and practical knowledge of the constructs Emerging Technologies, Open Education Systems and Digital Fluency. In this module, students learn how to contextualise current developments in ICT use for learning to their own learning ecosystems, while using a variety of digital tools to represent the development of their knowledge.
Learning Ecosystem: Current ITC Issue and Future Trends B (12 Credits)
The module explores the imperative of upscaling teaching innovations in contemporary African and other developing learning ecosystems by using Open Education Resources, aimed towards achieving digital fluency. In the module, students access international indicator databases and learn how to use empirical data to inform upscaling strategies for maximising ICTs as enablers of prosperity in the developing world. Students also learn to use a variety of ICT tools in demonstrating their learning.
Information and Communication Technology in Education: Learning Design A (11 Credits)
ICTs are used widely in a variety of education contexts and their use is growing exponentially worldwide. In this module, the aim is to deepen the pedagogical knowledge for sound ICT-supported learning designs that supports critical thinking, innovation, problem solving, research, and evaluation skills, to match the needs of a society in the 21st century. The affordances of ICTs and how those can be used to transform teaching and learning practices is a key focus of the module. The theoretical underpinnings of the appropriate pedagogical use of ICTs are identified, and how these inform the design and development of ICT-mediated teaching and learning.
Information and Communication Technology in Education: Learning Design B (11 Credits)
This module situates teaching and learning in a Learning Design position that is deeply underpinned by authentic learning principles. This will enable teachers, curriculum designers, researchers, academics and other training professionals to make informed decisions in how they go about designing learning activities with ICT tools. There is a strong emphasis on learning how to use a selected variety of ICT tools that support authentic learning in various contexts.
Information and Communication Technology and Assessment A B (11 Credits)
This module covers deep learning about assessment that is situated in 21st century teaching and learning and includes acquiring advanced knowledge of assessment and contemporary assessment practices. In the module, the aim is to shift the measurement of educational outcomes to include 21st century skills, to extend traditional assessments practices using new technologies, requiring new skillsets, and demanding pathways for assessment in future educational contexts. Students learn to balance technology-enhanced, formative and summative assessments to measure student learning of 21st century skills that are situated within appropriate pedagogical contexts. The development of an e-portfolio will allow students to demonstrate their learning of 21st century assessment.
Information and Communication Technology and Assessment B (12 Credits)
This module develops students’ competencies in developing authentic digital assessments using a variety of online and offline tools and services. Students develop assessment instruments or rubrics that may be helpful as digital assessment tools. Feedback is emphasised as an essential strategy for improving learning performance. In this module, students see how expanding their knowledge of different types of assessment not only increases the quality of course design, but also benefits the overall design of the student learning experience, allowing multiple means to demonstrate achievement of learning outcomes. Students learn how to plan, develop, and manage student-centred assessment within a variety of contexts.
Minor Dissertation Modules 90 Credits
Minor Dissertation A (3 Credits)
This module introduces the concept of scientific research, quantitative and qualitative research, academic writing, referencing and citation, plagiarism and academic ethics.
Minor Dissertation B (4 Credits)
This module introduces the concept of research design and presents a number of scenarios where ICTs are used in education contexts, and the possible research questions that could emanate from those. It broadly explores the research designs that could be appropriate for conducting the various scenarios.
Minor Dissertation C (4 Credits)
The purpose of this module is to extend the learning from module 5B and deepens knowledge on research designs suitable for research in Educational ICTs, and identifies appropriate data collection methods for different designs.
Minor Dissertation D (4 Credits)
This module enables students to identify their research topic, the formulation of research questions or research problems, and the development of aims and objectives that are responsive to research questions. A draft proposal is a further outcome of the module.
Minor Dissertation E (15 Credits)
During this module, the proposal is finalised. It includes submission of proposals to the relevant Higher Degrees committees and Ethics committees.
Minor Dissertation F (15 Credits)
During this module, the literature review is planned and written.
Minor Dissertation G (15 Credits)
The purpose of this module is to provide for the development of the data collection instruments, the validation of instruments (where applicable), data capturing, data analysis, and reporting of results and findings (Part A).
Minor Dissertation H (15 Credits)
This module provides for the development of the data collection instruments, the validation of instruments (where applicable), data capturing, data analysis, and reporting of results and findings (Part B).
Minor Dissertation I (15 Credits)
This module provides for the writing of the final chapter, reaching conclusions, identifying limitations in the research, and making recommendations for practice and/or further research. It also provides for the finalisation of the technical dimensions of the assessment copy of the minor dissertation, language editing, and submission.
Total Credits (180 Credits)
*The module sequencing may vary between programme start dates.