FDEME3L/102/2/2018

Tutorial Letter 201/2/2018

COMPUTER INTEGRATION IN THE CLASSROOM

FDEME3L

Semester 1

EXAMINATION GUIDELINES
(This tutorial letter is available in English only.)
Dear FDEME3L Student

The semester has almost reached its end and one last important academic activity that you will
have to perform is to write the end of semester examination. To be successful in the
examination you will have to start preparing for it soon.

The purpose of this tutorial letter is to provide you with guidelines for examination preparation. It
contains:

1. EXAMINATION GUIDELINES and

2. AN EXAMPLE OF AN FDEME3L EXAMINATION PAPER

You are welcome to contact your lecturers at any time should you need additional and more
specific support and help in your examination preparations.

Best wishes for the examination.

Kind regards

Prof MZ Ramorola (+27124296965)

Prof L Goosen (+27124296789)

Lecturers: FDEME3L

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 FDEME3L/102

1. EXAMINATION GUIDELINES
PLEASE NOTE:

Demarcation or “scoping” for examinations and assessments

In terms of a decision reached by the College,

 Lecturers may not demarcate or “scope” specific work for examination purposes
 Examination questions should be based on all the work covering the notional hours of
modules.
 Lecturers should encourage students to learn everything. In cases where competencies
or skills are assessed differently during the tuition period, the various methods of
assessment will be spelled out clearly by the lecturer in Tutorial Letter 201.

According to Assessment Procedure Manual 2013, paragraph 4.5.2(e), the examination

memoranda (guidelines, rubrics, and so on) shall not be made available to students.

2. AN EXAMPLE OF AN FDEME3L EXAMINATION PAPER

2.1 The examination

(a) The duration of the examination paper is two hours and the total marks are 100.

(b) Roughly speaking, you have one minute for every mark of the examination paper. So, if a
question has 15 marks, then you should spend approximately 15 minutes to answer it.

(c) Describe your answers in full descriptive sentences in Section B of the examination
paper. It is very difficult to allocate marks if a lecturer has to guess what a student is trying
to say.

(d) Usually one relevant and valid fact/statement/argument is required per mark. So, if a
question is worth 5 marks then you must provide at least 5 relevant and valid
facts/statements/ arguments as an answer.

2.2 General rules for examination preparation

(a) Tutorial matter to be studied for the examination: Chapters 1-5 and 8 of the prescribed
textbook. The Special Features at the end of all chapters are excluded.

(b) The 8th edition of the textbook is the officially prescribed version. However, the 7 th edition of
Teachers discovering computers: Integrating technology and digital media in the classroom
can also be used. There are no major differences between the two editions.

(c) The exam papers have two sections.

 Section A (40 marks) will consist of multiple-choice, true/false and matching questions (as
in Assignment 01).

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  Section B (60 marks) will consist of ‘open’ questions that assess your ability to think
citically and apply the knowledge, skills and values you have acquired through the
module’s textbook (as in Assignment 02).

(d) The questions in Section B often require you to use “common sense” in critically applying
your knowledge and skills in computer applications in learning, teaching and
management activities. Many of these questions do not have specific correct answers. In
such cases you simply have to come up with your own answers based on your experience,
knowledge and skills about computer applications in a school environment. Any answer that
makes sense and is relevant and applicable in the context of the question, will earn you
marks.

(e) Know, understand and be able to apply the definition of computer literacy for teachers (=
computer literacy + information literacy + integration literacy.

(f) The objective of many of the questions is to assess whether you can apply your new
technological knowledge, skills and values in the classroom to support and enhance
teaching and learning. You will be required many times to describe examples of how you or
your learners will be able to use a technological tool (application package) to enhance
teaching and learning, i.e. to integrate the technology into teaching and learning activities. In
such cases give answers that are unique and specific to teaching and learning in the
classroom. It must describe specific teaching or learning activities with the package that are
only possible in the classroom – general and vague uses of application packages that every
man on the street is able to do will earn absolutely no marks. For example:
Question: How can a teacher use a word processor in teaching and learning activities?

Answer: An answer like “The teacher can create a document” is not acceptable because
any man/woman on the street outside education can also do this. Give an answer/example
that is unique and specific to education and only possible in education, like the
following: The teacher can create a Geography test paper for a Grade 10 class (nobody
outside education can do this for real).

(g) Technology, Digital Media and Curriculum Integration (Chapter 5) is important because these
are “integration” applications that integrate technology with teaching strategies in order to
achieve learning outcomes. You should be able to describe such applications i.t.o. for
example:

 What the basic purpose of the application.

 How is the learning content presented in the package.

 What learning or teaching activities can be done with the package.