ICTED Unit Standard – 01: Operate ICT applications in an education
context
Competence 1.1: Apply audio/visual hardware and software in presenting
information
Performance Criteria
1)
2)
3)
4)
Audio/visual hardware is identified and selected
Audio/visual software is selected or created in line with learning requirements
Supporting materials for learners are developed
Information is presented using audio/visual hardware, software and support
materials in line with learning requirements.
5) Audio/visual software and materials are evaluated and where appropriate modified
in light of evaluation outcomes.
Competence 1.2: Use ICT presentation applications
Performance Criteria
1)
2)
3)
4)
5)
Presentation application is launched in line with software specifications.
Presentation is created and edited according to task requirements.
Presentation is saved in line with software specifications.
Presentation application is exited in line with software specifications.
Presentation is delivered to stakeholders in line with task requirements.
Competence 1.3: Access educational software
Performance Criteria
1) Educational content and educational management software is launched and
accessed.
2) Educational information is extracted as required.
Competence 1.4: Use web-based learning management systems
Performance Criteria
1) Learning management system is launched and accessed in line with software
specifications.
2) Interactive courses are selected in line with task requirements.
3) Interactive content is accessed in line with task requirements.
4) Learning management system features are used in line with software
specifications.
Competence 1.5: Use word processing and spreadsheets to support teaching and
learning
Performance Criteria
1) Outputs are created in line with organizational standards.
2) Outputs incorporate enhanced features, where appropriate, in line with
organizational standards.
3) Formulae and functions are used correctly and accurately.
4) Charts and graphs are created and used in line with software specifications.
5) Information is sorted in line with task requirements.
ICTED Unit Standard – 02: Design and deliver lessons using ICT
applications
Competence 2.1: Design lessons integrating ICT applications
Performance Criteria
1) Topic is extracted from scheme of work or syllabus in line with task requirements.
2) Learning tasks are accurately linked to curriculum goals and learning objectives.
3) Learners’ diverse needs in relation to the use of ICTs are identified and catered for
in the lesson design.
4) Appropriate ICT applications that cater for learners with special needs are
identified and selected.
5) ICT application settings are adjusted to suit requirements of learners with special
needs.
6) Lesson plans incorporating the use of ICTS are designed in line with
organizational standards.
Competence 2.2: Prepare teaching and learning materials using ICT applications
Performance Criteria
1) Teaching and learning materials are correctly identified and selected.
2) Teaching and learning materials are appropriately evaluated and prepared using
ICTs.
3) Back-up plans are completed in line with task requirements.
4) Prepared teaching and learning materials are stored in line with organizational
requirements.
Competence 2.3: Manage ICT resources and facilities
Performance Criteria
1) Equipment is prepared and checked for readiness in line with manufacturers’
specifications
2) Resource and facility are managed in line with organizational policies and
procedures.
3) Routine maintenance is implemented in line with manufacturers’ specifications
and organizational policies and procedures.
Competence 2.4: Deliver lesson plans using ICT applications
Performance Criteria
1) Learners are arranged according to ICT application.
2) Diverse needs of learners in relation to the use of ICTs are identified and catered
for in lesson delivery.
3) Learners are prepared for delivery of lesson through the use of ICT application.
4) Time is effectively managed in line with ICT use within lesson plan.
5) Use of ICTs to achieve lesson objectives is evaluated.
6) Use of ICT applications in lesson delivery is reflected on, and where necessary,
strategies are implemented for addressing this aspect of professional practice.
ICTED Unit Standard – 03: Assess and evaluate learning using ICT
applications
Competence 3.1: Apply ICTs to assess learner attainment of relevant curriculum
outcomes
Performance Criteria
1) ICT applications are correctly identified and selected.
2) Assessment criteria are determined in relation to curriculum goals.
3) Assessment activities are designed using ICT applications and taking in to account
the diverse needs of learners and the relevant assessment criteria.
4) Assessment activities are implemented using ICT applications.
Competence 3.2: Use ICTs to record outcomes of learner assessment
Performance Criteria
1) ICT applications are identified and selected.
2) Results are recorded, stored and retrieved as required in line with organizational
policies and procedures.
Competence 3.3: Use ICTs to analyse outcomes of learner assessment
Performance Criteria
1) ICT applications are used to sort and order the outcomes of learner assessments.
2) Learners’ assessment results are analysed to identify patterns and trends in learner
performances.
3) Outcomes of the analysis of learner assessments are accurately interpreted and
recorded.
Competence 3.4: Use ICTs to communicate learner performance results to
stakeholders
Performance Criteria
1) ICT applications are identified, selected and used to provide feedback on
performance results to learners.
2) ICT applications are identified, selected and used to communicate learner
performance results to other relevant stakeholders.
3) Communication procedures are followed in line with organizational procedures.
Competence 3.5: Use ICTs to modify teaching and learning strategies and
resources based on learner performance
Performance Criteria
1) Performance evaluation procedures are identified and accurately applied.
2) Application of ICT tools in teaching and learning are modified in line with
outcomes of analysis of learner performance.
3) ICT tools are identified, selected and used to modify existing teaching and
learning resources based on outcomes of analysis of learner performance.
4) New ICT tools are identified, sourced, evaluated and considered for use based on
the outcomes of the analysis of learner performance.
5) Teaching strategies are modified in line with outcomes of analysis of learner
performance.
ICTED Unit Standard – 04: Apply ICTs to engage in continuous
professional development in an education context
Competence 4.1: Identify and select professional development needs
Performance Criteria
1) Professional needs are analysed.
2) Professional goals are identified, selected and prioritised.
3) Key professional development need is identified and selected in line with personal
and organizational requirements.
Competence 4.2: Use ICTs to identify and undertake professional development
opportunities
Performance Criteria
1) ICTs are effectively used to research professional development opportunities.
2) ICTs are used to identify, evaluate and select professional development
opportunities.
3) ICTs are effectively applied to undertake professional development activities.
Competence 4.3: Apply knowledge and skills acquired through professional
development
Performance Criteria
1) Knowledge and skills attained through professional development are accurately
applied in fulfilling professional role.
2) Professional needs are re-assessed and goals adjusted in line with personal and
organizational requirements.
ICTED Unit Standard – 05: Use ICTs for learners with special needs
Competence 5.1: Use ICTs to gather information on learning difficulties and
special needs
Performance Criteria
1) ICT applications for gathering information on learning difficulties and special
needs are identified and selected.
2) ICT applications are correctly used to identify and access specialised resources on
specific learning difficulties and special needs.
Competence 5.2: Use ICT tools to support inclusion of learners with special
needs
Performance Criteria
1) ICT applications are identified, evaluated and selected to support and reduce
barriers to inclusion of learners with special needs.
2) ICT tools are prepared correctly for use with learners in line with learners’ needs
and organizational procedures.
3) Valuing special needs diversity is modelled and taught using ICT tools.
4) Personal skills in the application of ICT tools to support inclusion of learners with
special needs are evaluated and where necessary strategies are adopted for
improving this aspect of professional practice.
ICTED Unit Standard – 06: Comply with social, ethical and legal
requirements of ICT use in an education context
Competence 6.1: Model a socially and culturally inclusive approach to the use of
ICTs
Performance Criteria
1) ICT resources that acknowledge social and cultural diversity are identified,
selected and used.
2) Learners are given equitable access to ICTs in teaching and learning contexts.
Competence 6.2: Comply with ethical and legal requirements associated with the
use of ICTs in education contexts
Performance Criteria
1) ICT procedures and rules are identified and applied in line with organizational
requirements.
2) Legal and ethical practices related to the use of ICTs are modelled and taught in
line with organizational requirements.
Competence 6.3: Comply with health and safety requirements associated with
the use of ICTs in an education context
Performance Criteria
1) Health and safety procedures associated with the use of ICTs are identified and
applied in line with organizational requirements.
2) Health and safety procedures related to the use of ICTs are modelled and taught in
line with organizational requirements.
This learning material was produced by the Project Management Unit of the
Namibia Training Authority, operating under the auspices of the Ministry of
Education, Government of the Republic of Namibia.
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