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MODULE NAME: MODULE CODE:

ICT INTEGRATION INTO THE CLASSROOM ICTC6212

ASSESSMENT TYPE: TASK 2 (PAPER & MARKING RUBRICS)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: A minimum of 10 HOURS is suggested to complete this assessment.

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity and Property Rights Policy (IIE023), as well as any rules and regulations
published in the student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Follow all instructions on the Summative Project cover sheet.
6. This is an individual assignment.

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Referencing Rubric
Providing evidence based on valid and referenced academic sources is a Markers are required to provide feedback to students by
fundamental educational principle and the cornerstone of high-quality circling/underlining the information in the table below that best describes
academic work. Part of achieving this quality is referencing in a way that is the student’s work and by adding constructive commentary where
consistent and congruent with the requirements of the referencing style being appropriate. The examples provided are not exhaustive but illustrate the
used. errors.

Therefore, inconsistent and/or incongruent referencing will result in a penalty Deductions

of a maximum of ten percent being deducted from the overall percentage  Where the student’s work contains five or more errors aligned to the
awarded to your assessment submission. minor errors column below, deduct 5% from the overall percentage.

Please note that evidence of plagiarism in the form of copied or unreferenced  Where the student’s work contains five or more errors aligned to the
work, absent reference lists, or exceptionally poor referencing may result in major errors column below, deduct 10% from the overall percentage.
action being taken in accordance with The IIE’s Intellectual Integrity and
Property Rights Policy (IIE023). Similarly, evidence of excessive AI usage may  Where both minor and major errors (e.g. two minor and three major,
result in action being taken in accordance with The IIE’s Student Conduct, etc.) are present, deduct 10% only (and not 5% or 15%) from the overall
Discipline and Safety Policy (IIE015). percentage.

Required: Minor errors Major errors

Consistent and congruent Deduct 5% from overall percentage. Deduct 10% from the overall percentage.
referencing Example: if the response receives 70%, deduct 5%. The Example: if the response receives 70%, deduct 10%.
final mark is 65%. The final mark is 60%.
Consistency Minor inconsistencies: Major inconsistencies:
 The correct referencing style  The referencing style used is generally consistent with  Poor and wholly inconsistent referencing style used
for the discipline – i.e., either what is required, but there are one or two in-text and/or in the bibliography/reference list.
Harvard, OR APA (for changes/errors in the format of in-text referencing
Psychology), OR Law, OR IEEE and/or in the bibliography/reference list.  Multiple referencing styles for the same source
(for ICT/Engineering) – has types have been used.
been used consistently for all  For example, page numbers for direct quotes in-text
in-text references and in the have been provided for one source, but not in another.  For example, the format for direct quotes in-text
bibliography/reference list. Or, two book chapters in the bibliography/reference and/or book chapters in the bibliography/reference
list have been referenced in two different formats. Or, list and/or year of publication in the
 Concepts and ideas that are the publication year has been placed after the author bibliography/reference list is different across
quoted and/or paraphrased name in one bibliography/reference list entry, and multiple instances.
are referenced consistently after the source title in another, etc.
throughout.  Concepts and ideas in quotes and/or paraphrases
 Concepts and ideas in quotes and/or paraphrases are are haphazardly referenced in-text.
 Position of the in-text typically referenced, but a full in-text reference is
reference: an in-text missing or incomplete from one or two small sections  Position of the references: in-text references are
reference is positioned of the work. only given at the beginning or end of large sections
consistently where of work.
appropriate for every quote  Position of the references: in-text references are only
and paraphrase. given at the beginning and/or end of every paragraph.

Feedback on referencing consistency:

Congruency Minor incongruences: Major incongruences:

 Each source reflected within  There is largely a match between the sources  No relationship/several incongruencies between
in-text references is included presented in-text and those in the the in-text referencing and the
accurately in the bibliography/reference list, but one or two sources bibliography/reference list.
bibliography/reference list. that appear in-text do not appear in the
bibliography/reference list, or vice versa. Or key source  For example, multiple sources are included in-text,
 All bibliography/reference list information is missing from one or two in-text but not in the bibliography, and/or vice versa. Key
entries are in the required references or bibliography/reference list entries only source information is missing from multiple in-text
order for the referencing style (e.g. publication year, city of publication, URL date references and/or reference list entries. A URL link,
used (e.g. alphabetical, accessed, etc.). rather than the actual reference, is provided in the
alphabetical under bibliography. Sources are repeated in the reference
subheadings, numerical).  There is a clear and largely accurate ordering of list, etc.
sources in the bibliography/reference list as required
 All direct quotes and by the referencing style used, but with one or two  Most sources are listed in a haphazard order
paraphrases have been references out of order. throughout the bibliography/reference list.
integrated appropriately into
the text using introductory  An attempt has been made for source integration into  Few to no appropriate introductory phrases or
phrases, accurate grammar, the text using appropriate introductory phrases and rules of grammar have been applied, and many
etc. grammar, but one or two quotes or paraphrases do direct quotes and/or paraphrases feel disconnected
not flow as clearly or logically within the sentence from the flow of the text.
structure as they could.
Feedback on referencing congruency:

Overall feedback on referencing, with suggested improvements:

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Background

Introduction
As a 21st century teacher, it is important to demonstrate your abilities in educational technology,
including digital hardware and software, how to access and evaluate educational apps appropriate
for teaching and learning.

Please work through the activities consistently throughout the semester and ensure that you use
the Module Guide activities available for the relevant learning units, and your prescribed material.
Instructions
1. It is a requirement of this course to complete at least four of the six ICE tasks available in
Arc. The tasks will be answered and submitted on the Arc platform on the dates set by your
lecturer. The ICE tasks aim to allow you the opportunity to build confidence in your
theoretical knowledge and become competent in applying that knowledge to the questions
that follow.

NB: Failure to submit your final portfolio of evidence by the prescribed date and time (as per the
PAS) will be treated as an absence from examination and not as a late assignment. Please refer to
the IIE009 Assessment Strategy and Policy and the IIE023 Intellectual Integrity Policy for further
details. The final portfolio must be submitted through Turnitin.

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Task 2 — Digital Literacy Campaign (Marks: 50)

At the end of this specific part, students should be able to:

Learning Unit 3:
Theme 2: Taking care of your digital presence
 LO3: Explain how to help learners manage their online presence.
 LO4: Describe the ethical guidelines that should be followed when teaching with ICT.

Teachers play an important role in fostering digital literacy and safeguarding the online presence
of learners. We must recognise the importance of educating our learners about responsible online
behaviour, such as privacy and the ethical use of digital tools. As ICT becomes integral in schools,
it is crucial for teachers to be aware of and implement legislative measures, such as the Protection
of Personal Information Act (POPIA).
By adhering to the POPIA Act, teachers contribute to the protection of the interests of various role
players, including parents, learners, fellow educators, school administrators, and the overall
reputation of the school. Implementing these measures not only ensures compliance with legal
standards but also creates a safer and more secure digital environment conducive to effective
teaching and learning.
The principal has instructed you to design a presentation for the next phase meeting
(intermediate phase/foundation Phase) about learners’ online presence and the ethical guidelines
required for teaching with ICT. Furthermore, provide information on how teachers can adhere to
the POPIA Act.

Instructions:
Develop a visual presentation of a digital literacy guide that outlines the following:
1) Practical strategies to help learners manage their online presence effectively.
2) Include slides on privacy settings, online etiquette, and responsible sharing.
3) Include slides for teachers on the ethical guidelines for teaching with ICT.
4) Integrate information on how the Protection of Personal Information Act (POPIA) applies to
schools and the importance of compliance. [Link]
5) Use creative elements such as infographics, scenarios, and/or practical tips to engage
teachers.

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NB: You should demonstrate an understanding of the practical application of digital literacy and
ethical guidelines in educational settings.
NB: Reference all relevant information, images sourced including the Protection of Personal
Information Act (POPIA).
NB: Do not exceed 15 slides for this question.
NB: Include a reference list at the end of Question 2.

Access the application tools below to design creative presentations:

[Link] [Accessed: 16 April 2025]
[Link] [Accessed: 16 April 2025]
[Link] [Accessed: 16 April 2025]

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Assessment rubric for Task 2 (50 Marks)

Not achieved Average Good Excellent

Marking Criteria 0-2 3-4 5-7 8-10
Practical Strategies for Limited or no strategies Some practical strategies Clearly presents practical Exceptional presentation of
Learners to manage presented to help learners provided but with limited strategies for learners with practical strategies for learners,
their online presence. manage online presence. Lacks detail. May lacks coherence. sufficient detail. Provides a demonstrating deep understanding,
depth and relevance. foundation for managing online creativity, and innovation.
presence.
Privacy Settings, Online Inadequate coverage or lack of Covers some aspects with Clearly presents slides on privacy Exceptional coverage of all
Etiquette, Responsible this. Information is unclear or not detail but may lack settings, online etiquette, and elements with comprehensive
Sharing relevant. coherence. Limited depth in responsible sharing. Content is detail, offering insights and practical
the presentation. relevant, detailed, and logically tips.
organised.
Ethical Guidelines for Little to no information on ethical Some content but lacks detail. Clearly presents ethical guidelines Exceptional presentation of ethical
teaching with ICT (for guidelines for teachers using ICT Information may be basic or for teachers using ICT, providing guidelines, demonstrating a deep
Teachers) in the classroom. Lack of clarity not relevant. sufficient detail. Presentation is understanding, clarity to teaching
or relevance. well-organised and informative. with ICT.

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POPIA Compliance in Limited or no information on how Some content but lacks detail Clearly presents information on Exceptional content of POPIA
Schools POPIA applies to schools and the or cohesiveness. May not fully how POPIA applies to schools and compliance, providing
importance of compliance. Lack convey the importance of the importance of compliance. comprehensive detail, clarity, and
of clarity or relevance. compliance. Content is relevant, detailed, and emphasising the importance for
logically organised. schools.
Creative Elements No or minimal use of creative Some attempt at creative Effectively uses creative elements Exceptional integration of creative
(Infographics, elements. Presentation lacks elements but may be limited like infographics, scenarios elements, demonstrating
scenarios, Practical engagement. in scope or not effectively provided, and practical tips to innovation, originality, and a high
Tips) engaging. enhance engagement. Adds value level of engagement for teachers.
to the presentation.
Total for Task 2 =
Final mark = Task 2 Mark *2

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