• image01
    100% ONLINE
    Master Of Education
    In Information And
    Communication Technology
    Two-year programme 180 credits
    Fees Per Credit - 2018: R 158.28
    Module Fees Are Revised Annually

Master Of Education In Information And Communication Technology

The purpose of the Masters 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.

Admission Requirements: 

The admission process is the first step toward 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 100% online programme.

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:

A NQF Level 8 Honours degree in Education, or a related equivalent qualification (e.g. Human Resource Development).

OR

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.

OR

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.

OR

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 scopeof 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 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/HOD will holistically assess the prior assessment results of applicants, and consider performance in research-related modules, and other discipline-related modules.

Required documentation:

A certified academic record and a certified copy of highest qualification obtained.
An updated and detailed CV.
Proof of work experience.


Have a question? Email 
enquiries@online.uj.ac.za or phone 0800 980 364 (toll-free)

Reasons To Enrol In A UJ Online Programme



Our online programmes are carefully designed to make earning an accredited university qualification possible for students from all walks of life.

Students benefit from the rigour of a traditional programme, made accessible online.



No Travel Required

6 Start Dates Per Year

Pay Per Module

100% Online Programmes 

Full Academic Support

Work And Learn

Compulsory Modules - 90 Credits

The module theoretically positions ICTs in a changing educational landscape. It explores agile approaches to digital learning, and identifies prevalent and contemporary pedagogical approaches to ICT use in developed and developing educational contexts. It then develops knowledge for creating supportive policies and frameworks for ICT integration and digital learning.
This module draws on the knowledge acquired in Module 1A, and deepens knowledge of educational reform, ICT practices and policy development by shifting focus to the development of digital tools that reflect educational reform and contemporary practices, and culminates in the development of authentic and appropriate policies.
This module introduces the construct learning ecosystems, and relate the various dimensions of learning systems to each other. It explores the concepts of emerging technologies, open education systems and digital fluency. Students use a variety of digital tools to represent the development of their knowledge.
The module draws on the knowledge development of Module 2A, and explores the concept of digital fluency. It further develops knowledge of scaling teaching innovations in different contexts. Finally, it addresses the concept learning analytics as a mechanism to create personal learning pathways.
The module develops knowledge of the affordances of ICTs and how those can be used to transform teaching and learning practices. 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.
The module draws on the knowledge acquired in Module 3A and develops students’ competencies in developing authentic digital artefacts for teaching and learning that are aligned with appropriate pedagogies. This includes the development of instruments or rubrics that may be used to evaluate digital learning artefacts.
The module develops advanced knowledge of assessment and contemporary assessment practices. It identifies numerous techniques of assessment, and situates assessment within appropriate pedagogical approaches. It explores the concept of transformative assessment that enables enhanced learning.
The module draws on the knowledge acquired in Module 4A and develops students’ competencies in developing authentic digital assessments using a variety of online and offline tools. Students also develop assessment instruments or rubrics that may be used to evaluate digital assessment tools.

Minor Dissertation Modules - 90 Credits

The module introduces the concept of scientific research, quantitative and qualitative research, academic writing, referencing and citation, plagiarism and academic ethics.
The module introduces the concept research design and presents a number of scenarios where ICTs are used in educational 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.
The module extends 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.
The 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.
During this module, the proposal is finalised. It includes submission of proposals to the relevant Higher Degrees committees and Ethics committees.
During this module, the literature review is planned and written.
The 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 A).
The 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).
The 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.

University of Johannesburg

I agree to receive information by email.
I read and agree to the privacy terms and conditions.