Admission requirements

The admission requirements for this programme will adhere to the University of Johannesburg’s Admission and Selection Policy which is current at the time of the registration for this programme.

The admission process is the first step towards 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.

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:

• An 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 scope of 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 who 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/or 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.

The international equivalence of qualifications will be specified in the Prospectus.

Have a question? Email [email protected] or phone 0800 233 723 (toll-free).

Technical requirements

We recommend the following in order to successfully complete your 100% online degree:

Basic computer skills:

• Be able to operate your computer and perform common tasks.
• Email and file management (access, create, edit, save, upload and download documents).
• Be able to use a word processing program to create and edit documents.
• Basic web-browsing skills.

Computer requirements:

• Laptop or PC
• A high-speed internet connection (3G, 4G, LTE, ADSL or Fibre)
• E-book storage and reading
• Study notes storage and reading (PDF, MS Office)
• Video storage and playback
• Video recording
• Audio storage and playback
• Audio recording
• Web browsing
• Document creation
• Access to social networking

Module interruption and scheduled maintenance:

In the event of unexpected module interruption on the due date for an activity, the online facilitator will notify students of a new due date.

Modules & credits

Modules are undertaken over a seven-week period. The programme is split over two years and consists of compulsory modules and a minor dissertation.

Compulsory modules – 180 Credits

Educational Reform: ICT Practices and Policy Development A (15 Credits)

This module theoretically positions ICTs in a changing educational landscape. We explore agile approaches to digital learning and identify prevalent and contemporary pedagogical approaches to ICT use in developed and developing educational contexts. We map the policy development process when ICTs as learning tools are introduced, and identify the roles and responsibilities of various stakeholders involved in the education sector. We contemplate current supportive educational policies whilst comparing various teacher professional development frameworks for ICT integration and digital learning in the form of reflective papers and policy briefs with the focus to advance digital learning, suitable for the 21st century.

Educational Reform: ICT Practices and Policy Development B (15 Credits)

Policies are developed to guide relevant industries and ecosystems in terms of vision and strategy to regulate and bring about lasting change. These policies eventually manifest in the form of guidelines that can be implemented in schools and the wider education sector. This module draws on policy implementation strategies that drive educational reform that reflect contemporary and future practices in the 21st century. Learning and assessment tasks will focus on deepening knowledge of contextual educational policy and the development of authentic and appropriate policy implementation strategies and associated instruments for the monitoring, evaluating and mapping of progress in policy implementation.

Learn Ecosystems: Current ICT issues & Future A (15 Credits)

This module introduces learning ecosystems as theoretical and practical constructs, and relate the various dimensions of learning ecosystems to each other. It deepens theoretical and practical knowledge of the constructs of Emerging Technologies, Open Education Systems and Digital Fluency. In this module, students learn how to contextualise current developments in ICT use for learning to their own learning ecosystems, while using a variety of digital tools to represent the development of their knowledge.

Learn Ecosystems: Current ICT issues & Future B (15 Credits)

The module explores the imperative of upscaling teaching innovations in contemporary African and other developing learning ecosystems by using Open Education Resources, aimed towards achieving digital fluency. In the module, students access international indicator databases and learn how to use empirical data to inform upscaling strategies for maximising ICTs as enablers of prosperity in the developing world. Students also learn to use a variety of ICT tools in demonstrating their learning.

Information and Communication Technology: Learning Design A (15 Credits)

ICTs are used widely in a variety of educational contexts and their use is growing exponentially worldwide. In this module, the aim is to deepen the pedagogical knowledge for sound ICT-supported learning designs that support critical thinking, innovation, problem-solving, research, and evaluation skills, to match the needs of a society in the 21st century. The affordances of ICTs and how those can be used to transform teaching and learning practices is a key focus of the module. 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.

Information and Communication Technology: Learning Design B (15 Credits)

This module situates teaching and learning in a Learning Design position that is deeply underpinned by authentic learning principles. This will enable teachers, curriculum designers, researchers, academics and other training professionals to make informed decisions in how they go about designing learning activities with ICT tools. There is a strong emphasis on learning how to use a selected variety of ICT tools that support authentic learning in various contexts.

Information and Communication Technology in Education for Assessment A (15 Credits)

This module covers deep learning about assessment that is situated in 21st-century teaching and learning and includes acquiring advanced knowledge of assessment and contemporary assessment practices. In the module, the aim is to shift the measurement of educational outcomes to include 21st-century skills, to extend traditional assessments practices using new technologies, requiring new skillsets, and demanding pathways for assessment in future educational contexts. Students learn to balance technology-enhanced, formative and summative assessments to measure student learning of 21st-century skills that are situated within appropriate pedagogical contexts. The development of an e-portfolio will allow students to demonstrate their learning of 21st-century assessment.

Information and Communication Technology in Education for Assessment B (15 Credits)

This module develops students’ competencies in developing authentic digital assessments using a variety of online and offline tools and services. Students develop assessment instruments or rubrics that may be helpful as digital assessment tools. Feedback is emphasised as an essential strategy for improving learning performance. In this module, students see how expanding their knowledge of different types of assessment not only increases the quality of course design but also benefits the overall design of the student learning experience, allowing multiple means to demonstrate achievement of learning outcomes. Students learn how to plan, develop, and manage student-centred assessment within a variety of contexts.

Minor Dissertation A (15 Credits)

Minor Dissertation B (15 Credits)

Minor Dissertation C (15 Credits)

Minor Dissertation D (15 Credits)

Total Credits (180 Credits)

*The module sequencing may vary between programme start dates.

Fees

UJ online programmes are designed to be affordable, saving time and money compared to other formats. Tuition fees are calculated per seven-week module. You can enrol in and pay for each consecutive session as your studies progress. Payment is accepted through the online student portal and must meet the payment deadline.

Number of modules: 12

Programme credits: 180

Fees per programme credit: ± R203

Total tuition fees: ±R36,710*

* Fees quoted are 2023 fees. Fees are subject to an annual increase.

Payment methods

Important: total tuition fees due for the module should be paid in full before registration will be allowed.

Credit card – recommended payment option

Credit card (e-payments) will reflect on your UJ student account immediately.

For online e-payments please use the following link:

https://www.uj.ac.za/studyatUJ/Student-Finance/Pages/E-Payments.aspx

Bank deposit

If you make payment at an FNB branch, you must ensure that your names and student number are clearly written in block letters on the deposit slip.

Please file the deposit documentation in a safe place.

Should you have any queries regarding the payment not reflecting on your UJ student account, therefore preventing you from registering, you can email [email protected] to submit an enquiry – insert your student number as the email subject.

Visit any FNB branch to make a payment into the UJ Tuition Fee account.

The teller should select the UJ Tuition Fee account for payment.

Use your valid UJ student number as the reference.

Electronic fund transfers (EFT)

EFTs must be made 72 hours before the registration period closes to ensure that the payment reflects on your UJ student account.

EFTs made from outside the country’s borders may take even longer. It is recommended that foreign students effect payment at least ten days before the registration period closes.

The ‘UJ FNB Tuition Fee’ account is available as a predefined beneficiary on the electronic platforms of all the major South African banks.  Search for the predefined beneficiaries on your own electronic banking platform.

Select UJ FNB Tuition Fee account and save that as a beneficiary to make payment.

Use your valid UJ student number as reference.

ATM

ATM payments will reflect on your UJ student account within 15 minutes.

Use any FNB ATM that can accept cash.

Select the cardless services option on the ATM.

Deposit the cash.

FNB Recipient Name – key in UJ and then space.

Select UJ Tuition Fee account.

Debit cards

Debit cards (cards requiring a pin for the processing of your payment) cannot be used for online payments.

Cancellation & refund policy

You can cancel your studies in a particular programme or module by official notification thereof before dates determined by the University.

Students are able to cancel their studies in a particular programme or module via their student portal or by submitting official notification to the relevant faculty officer before dates determined by the University.

If you cancel your registration before the end of the first week of the module (by midnight on Sunday, South African time), you will be entitled to a refund of 90% of the module fee OR to a credit of 90% of the module fee.

If you cancel your registration before the end of the second week of the module (by midnight on Sunday, South African time), you will be entitled to a refund of 50% of the module fee OR to a credit or 50% of the module fee.

A credit will be allocated to your student account automatically, on receipt of your cancellation. Credit into the student account will be given automatically on cancellation HOWEVER a refund will only be paid out to the student on receipt of a completed refund application via the following link. If you fail to notify the university officially of your cancellation of a module after the end of the second week, you will not be entitled to any reimbursement or credit of the module fee, resulting in no refund or credit for any cancellations in weeks three to seven of any running module.