Question 1. Imagine you are the head of ICT department at your school.

You had
observed teacher in the department are not interested in using World Wide Web to
enhance their teaching. You decide that a workshop would effective in
demonstrating the wealth of information found on World Wide Web. Describe and
justify the activities for such a workshop?

Clark, R. E. (1994) defines Information and communications technology (ICT) as all the
technology used to handle telecommunications, broadcast media, intelligent building
management systems, audiovisual processing and transmission systems, and network-
based control and monitoring functions.

According to Newman M. E. J. (2002) states that World Wide Web is an information

system on the Internet, which allows documents to be connected with other documents
by hypertext links, enabling the user to search for information by moving from one
document to another and serves as an application of Internet.

Calkins, L. (2006) states that a workshop is a single, short educational program designed
to teach or introduce to participants practical skills, techniques, or ideas that they can
then use in their work or their daily lives and they are generally small, usually from 6 to
15 participants, allowing everyone some personal attention and the chance to be heard.

For the Enhancement of teaching and learning World Wide Web is a technology, that has
captured the imagination and interest of people simultaneously around the globe. It also
provides a good representation of information. The Web is causing educators, from pre-
school to graduate school, to re-think the very nature of teaching, learning, and
schooling. The Web can free teaching and learning from the physical boundaries of
classrooms and time restraints of class schedules. Traditional lectures and
demonstrations can become Web based multimedia learning experiences for students.
Moreover, the Web can help us re-focus our institutions from teaching to learning, from
teacher to student.
WWW makes learning more accessible, which means that it means makes education
more attainable by many people. That is, providing educational opportunities in the
workplace, community, or the home, for those unable to attend school or college because
of cultural, economic, or social barriers. Dedicated distant learning institutions and
traditional colleges and universities have provided opportunities to students unable to
attend campus for some time. Until recently, they relied mainly on correspondence,
traditional print instructional materials, and, perhaps, audio and video cassettes, or
television. An inviting, graphical screen lay out, interactive multimedia learning
materials, simplified access and searching of databases, exponential growth of new
resources around the world, and open technical standards that allow any brand of
modern computer to access the Web are some of the advantages institutions see in the
Web to make learning more accessible.

A small segment of the parent population has always chosen to withdraw their children
from public school and educate them at home, this will also like assignments given to
pupils for them to research. Due geographic isolation, political views, or religious
conviction, to a belief can also lead to home schooling. The Web is a valuable tool for
the teacher to access educational resources and to maintain his or her updated by the
current information. Because of the Web, pupil and teacher educate themselves at home
will be less likely to suffer from lack of access to quality learning materials and contact
with peers. Web sites for both the teacher and pupil are springing up with curriculum
resources.

The third area soon to grow in Web use is in the offering of extension courses to both
teacher and student, presently in high school and to adults seeking to complete their
schooling through home study. High school students will soon see Web based courses in
subjects their own school does not offer, courses to prepare for the Advanced Placement
exams, and regular college courses offered to them for advanced credit. Clearly,
providers of on-line educational programs ensure that ample technical support is
available for participants, particularly in the early stages of the program when
participants are most likely to encounter the greatest number of problems.

Web Appeals to Students' Learning Mode One of the primary advantages of Web use is
that it appeals very much to the way our students now prefer to learn. Papert, (1993)
says the computer the "children's machine," because students in our public schools and
in a good many in colleges and universities do not know a world without the computer.
They relate to the computer in ways that baffle adults. It is an integral part of their
world. They play, are entertained by, and learn with the computer. They tend to be more
visual learners than previous generations because their world is rich in visual stimuli.
They also thrive on interacting with the device. Therefore, it is fitting that we design
learning materials and opportunities that capitalize on what we know about how our
students prefer to learn. That is just what many of our colleagues in schools and post
secondary institutions are doing. The Web is at the heart of many of these initiatives.

Web provides for flexible learning we saw in our discussion of accessibility that the Web
is a viable tool to help students gain an education without being on campus. A growing
number of faculties now want to provide their regular, full-time students greater
flexibility in accessing their courses as well.

Interaction of the kind just described where participants contribute at different times.
Web tools are available that permit synchronous communication as well. These tools
allow live audio and video to be transmitted over the Internet, enabling the creation of an
on-line learning environment that simulates a real classroom. Yet this virtual classroom
still allows students the flexibility of taking part in the class from any Internet
connection in the world. Fetterman (1996) describes how he uses an inexpensive
videoconferencing setup to personalize his on-line instruction, supplement office hours,
provide electronic videos for students to download, and collaborate with colleagues.

In the hands of able teachers, the Web can play a prominent role in fostering
development of these skills in teachers and students. It would be absurd to state that the
Web is the only tool that teachers and students should use, but there is a natural match
between the Web and development of these skills. By doing so, teachers will be well on
their way to having students develop critical thinking and problem solving skills. It is
true that teachers have always had students do this kind of task with print material. What
the Web can offer that traditional media cannot is information that is instantly available,
often very up-to-date, worldwide in scope, and presented in a more motivating format
for students to explore.

To sum up for the above activities it Show s that WWW contributed a pivotal role
between the teacher and the student, as the workshop conducted, it allows teachers to
have an idea of discussion, demonstration, and lecture delivery to enhance the teaching
and learning environment. Many of these uses are merely extensions of what already
being done with more established media. This is not surprising, because with any new
technology, we tend to think it in terms of the frame of reference with which we are
most familiar.
REFERENCES

Clark, R. E. (1983). Reconsidering research on learning from media. Review of

Educational Research, 53(4), 445-459.

Clark, R. E. (1994). Media will never influence learning. Educational Technology

Research and Development, 42(2), 21-29.

David, J. L. (1992). Partnerships for change (Apple Classrooms of Tomorrow Report

No. 12). Cupertino, CA: Apple Computer.

Kozma, R. B. (1991). Learning with media. Review of Educational Research,

61(2), 179-212.
Question 2a: Discuss the factors that should be taken in account when preparing a

lesson plan that involve a field trip to an ICT related institution.

The use of educational field trips has long been a major part of the education
programming for the both. However, due to funding limitations, time constrains, and
increased liability concern many education professionals balk at requests for field trips.
In spite of these concerns, well-planned field trips can be valuable tool in the extension
agents educational toolbox.

When preparing a lesson plan that involve a field trip an ICT institution involves pre-
field planning or pre-trip state, the actual fieldwork activity and post field work
assessment for the trip to be a success and have relevance both to the pupils and the
teacher (Knott and Mutunga 1995). Preparations can be logistical and organizational in
nature, there should be clearly defined learning objectives to be achieved. A field trip is
described as work done open-air by learners to advance practical understanding through
handling and observation, it also includes activities carried out in the school grounds and
activities carried out outside the school grounds.

Shumbayawonda (2000) purports that for successful and objectives being met in of field
trip it requires preparation hence requires sound preparation to impact the cognition. The
events must be sequential. A lesson plan is a tutor detailed description of the course of
establishment for one class daily (Chivore 1990). Details will vary depending on the
preference of the teacher. The teacher or organiser of the field trip need to undertake a
pre-site visit if possible to familiarise with what is on the ground to avoid surprises and
disappointments, and also establish rapport with those people who are in charge with the
place or area to be visited and let them know exactly where you would like them to
make their contributions.
Another factor to be considered is the design of the variety of activities which will keep
the pupils productively occupied throughout the field trip, have a thorough discussion
with the students on the trip so as for the pupils to have an understanding of the precise
nature of the trip. Any specific task or activities should be given out in advance and
discussed fully and advice the students how they are going to be assessed after the field
trip. Also, colleagues in the department need to be aware of the field trip in advanced

Mawere (2006) states that, the school head needs to be well alert of the intended field
trip for a particular day depending on the nature of the destination. Other responsible
authorities within the school system like the education officers need to be notified of the
field trip plans in good time. Also, the organiser of the trip should check on any special
tour packages to reduce costs and may consider fundraising activities to reduce on the
cost of the trip for the pupils. The organiser must ensure that the pupils are comfortable
with where they are going, how long the trip will take and when meals are. The safety
risks are likely to be more when the pupils go out of the school gate into unfamiliar
environments hence its better to take precautionary measures instead of preparing all
the military intelligence when the war is over. Lastly, the parents or guardians must be
aware of the field trip well in advance and have their permission in writing by signing
indemnity forms.

However, to plan the field trip it takes a lot of time, so many organisational, logistical
and safety considerations need to be taken into account. The organiser might find it
difficult to have the permission from the relevant authorities, other colleagues as it might
disturb their work also if done during the week. They are also some social and cultural
factors that might hinder the field trip to take place.

In conclusion, the key factors when planning a field trip are organisational, logistical and
safety considerations. The teacher need the necessary skills for the field trip to be a
success and beneficial to the pupils.
REFERENCES

Mawere V.H.(2006) Professional studies. Harare; Zimbabwe Open University

Shumbayawonda, W, T and Maringe, F (2000) A Guide to school experiences Harare:

Zimbabwe Open University.

Gwarinda, T.C. (1995) The practice of teaching Harare: college press

Knott M. and Mutunga, P (1995) Methods of teaching and Learning German Foundation

Chivore, B, R.S. (1990) Teacher education in post- independent zimbabwe. Harare:

ZIMFEP International Development University of Kassel.
Question 2b:Teachers are encouraged to use teaching methods that allow active
participation by learners. Discuss any five of these methods

Teaching methods have bearing on whether the teaching environment is conducive to

teaching and learning. A number of factors, which include the content to be taught,
ability of the pupils and the size of the group to be taught, influence the choice of
teaching methods. The teacher should therefore use appropriate media for each teaching
method. This discussion is going to focus on four teaching methods namely
demonstrations, discussions, and discovery and field trips, which should be used for
allowing pupils to participate in learning.

According to Gatawa (1999) a teaching method refers to the general principles

management strategy used in the classroom instruction. Kasambira (1993:34) defines a
teaching method as " A way of carrying out actual teaching in classroom ". Teaching
methods are therefore learning strategies which are conducted to enable learners to
acquire knowledge and skills.

The demonstration method is method were the teacher or learners show others how
something is done. Gatawa (1999) states that demonstration allows direct explanation of
how to execute and idea. Mutasa and Wills (1995) propound that the demonstration
method involves the teacher showing pupils how to do something while they observe.
Pupils then practice what the teacher has demonstrated. According to Chikumi
(2003:124) "... there are basically two types demonstrations, the whole process and step
by step." In the whole process demonstration the teacher demonstrates the whole process
from the beginning to the end of the in one continuous process. The step by step
demonstrations is where the process is presented in parts and learners practice the part
that has been demonstrated. When carrying out a demonstration, teachers should make
sure that all the teachers can see and teachers should also avoid large groups and work at
a pace suitable for slow learners. When teaching Computer Studies, the teacher can
demonstrate to small groups step by step the five stages in creating a Microsoft Word
document using a laptop with an overhead projector. Two advantages of demonstrations
are that they show procedures and explain techniques to learners and they are ideal for
slow learners as they show exactly how to execute.
Another method that can be used to teach is discussion method. Mnkadla and Chikuni
(2003) define discussion method as a method which involves sharing ideas and opinions.
In a discussion, the teacher and the learner talk and debate a concept for the purpose of
exchanging views and experiences. Discussions can be done in pairs, small groups or by
the whole class. Planning helps the teacher to maintain children's enthusiasm into the
lesson and a well prepared teacher can ask leading questions without disrupting the
actual discussion. the discussion method have the filling advantages, learners
participation increased especially in small groups and it promotes cooperation and
tolerance among learners as pupils shares views and opinions. The discussion method
also gives both the teacher and the learners chance to get to know each other better. The
discussion method has the following disadvantages, it is time consuming and sometimes
expected ideas may not come out of the discussion. The teacher can use work cards and
flash cards.

In addition teachers can also use the discovery method to teach. Steyn, Badenhorst and
Yule (1983) say that the project method is a method where learners undertake a project
so as to help them to think through facing problems. The discovery method promotes
full participation of learners in process and inputs the child at the centre of learning. The
discovery method also stimulates interest in learning. When teaching Microsoft Word
mail merge, the teacher may ask pupils to design a mailing list with home address of
parents who are failing to pay fees and writer letters kindly asking them to pay the send
the letter to the parents. Through use of projects, learners will be able to work at their
own pace and construct their own knowledge. Advantages of discovery learning are that
learners will gain true and lasting insight as well as experience while they learn.
However, if not closely monitored, learners may go astray and it is time consuming. The
teacher can use models and case studies as media.

Furthermore teachers can also use field trips to teach. A field trip is a method whereby
pupils visit a place of educational interest such as Internet service providers, factories
and museums. Mnkadla (1996) states that fieldwork is a study activity done in the field
and it consists of study task to be carried out in the area of study. Fieldwork is learning
undertaken outside the classroom. Bo the teacher and the learners leave the classroom in
order to visit ISP like Econet or Tel-one. After teaching pupils different devices that are
used in an network like hubs, switches, routers the teacher can arrange a trip to visit and
Internet ISP provider and pupils will learning how the devices are used and advantage of
using them. The advantage of using field trips are that the learners will never forget what
they see and learning is made fun therefore learners remain motivated to learn.

Discussion, discovery learning through projects, demonstration and field trips are very
helpful in the educating pupils because they enhance learning and making them enjoys
school. They also help motivate learners to participate during lessons thereby improving
performance. Teachers should therefore not take teaching strategies and media for
granted as have the power to create a conducive learning centered environment.
REFERENCES
Chamberlain, V.M and Kelly (1981) Creative Home Economic Instruction, New York:
McGraw Hill

Chikuni, B. (2003) The Teachers Handbook: A Practical Approach To Teaching,

Gwanda: Flame Publishers.

Gatawa, B, S, M. (1999) Politics Of The School Curriculum: An Introduction, Harare:

College Press

Kasambira, K, P. (1993) Lesson Planning And Class Management,Exssex: Longman

Mnkandla, V, A. (1996) Professional Studies, Getting The Job Done, Bulawayo: College
Press.

Mutasa, N, G. Ana Will, G, M. (1995) Modern Practice In Education And Science,

Gaborone: Printing And Publishing Company.

Steyn, P, J, N. Badenhorst, D, C, and Yule, R, M. (1983) Teaching Methods. Oxford:

Longman