• image01
    Master of Education
    in Information and
    Communication Technology
    Two-year programme 180 credits
    Cost: R 28 490


Master of Education in Information and Communication Technology

The purpose of the MEd (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: 

Let’s get started! The admission process is the first step toward advancing your career. Familiarize yourself with these requirements for the Master of Education in Information and Communication Technology in Education online programme, along with information on required documentation.

Master of Education in Information and Communication Technology Online Requirements

A 65% average in the preceding NQF-level 8 qualification (or equivalent) is required for admission to the programme, along with one of the following:

  1. An honours degree in Education, or related discipline (e.g. Human Resource Development). Non-South African students need to apply to SAQA for verification of the equivalence of the entry qualification.
  2. A suitable professional bachelor’s degree 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.
  3. An appropriate 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.
  4. Prospective candidates may, based on extensive and verifiable experience in the discipline ICT in Education, apply for recognition of prior learning, within institutional policy guidelines. Their experience should be on the level and scope of NQF-level 8 within the discipline, and should include appropriate research methodological knowledge and skills.

During the selection process, the programme coordinator will consider the career history of applicants. The programme coordinator may also request applicants to perform certain discipline related writing or practical skills tasks as means of assessing the breadth and depth of their knowledge and skills, before finalising admission decisions.

Any applicant who has an internationally acquired tertiary qualification, may be requested to submit a SAQA evaluation certificate. The programme coordinator can, in conjunction with the Head of Department, make a recommendation to the Dean to admit students to the programme if their average marks for the previous qualification are between 60% and 64%, and there are places available in the programme. In such cases, the programme coordinator will holistically assess the prior assessment results of applicants, and consider performance in research-related modules, and other discipline-related modules.

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


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.
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.
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.
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.


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.