MUNI UNIVERSITY

FACULTY OF TECHNOSCIENCE
DEPARTMENT OF COMPUTER AND INFORMATION SCIENCE

TEACHING INFORMATION COMMUNICATION TECHNOLOGY

NAME: MUSINGUZI BENARD

STUDENT NUMBER: 2201200218

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 TABLE OF CONTENTS
Declaration……………………………………………………………………i
Approval……………………………………………………………………....ii
Dedication…………………………………………………………………....iii
Acknowledgement……………………………………………………………iv
Table of Contents……………………………………………………………...v
List of abbreviations……………………………………………………….….vi

List of Tables…………………………………………………………………..vii

List of Figures…………………………………………………………………..viii

Abstract ………………………………………………………………………...ix

CHAPTER ONE: INTRODUCTION

1 Background to the Community Engagement exercise……………………………………….

2 Objectives of the Community engagement course…………………………………………...
3 Background of the organization or place where community engagement is conducted……..
4 Activities of the organization and its clients…………………………………………………

CHAPTER TWO: MANAGEMENT OF THE COMMUNITY ENGAGEMENT

EXERCISE

2.1Objectives of the organization or department………………………………………………

2.2Activities of the department and the designation of the person heading it. ………………..
2.3Description of the responsibilities assigned to the student ………………………………...
2.4Naming of officers that the student worked with and their responsibilities……………….
2.5Role of the community engagement contact person……………………………………….
2.6Role of the university supervisor …………………………………………………………..

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CHAPTER THREE: PRESENTATION OF FINDINGS

3.1New things (experience) learned at the work place that include…………………………..

3.1.1Knowledge………………………………………………………………………………
3.1.2Skills gained…………………………………………………………………………….
3.1.3Relevance of the theories learnt in class to the Community Engagement exercise…….
3.1.4How the student intends to utilize the skills learnt for professional development……..
3.2Personal Contribution to the organization or place where Community Engagement is
conducted ……………………………………………………………………………………

3.3Problems identified during the Community Engagement (work related, affecting the
organization, the workers and student) and how these problems were handled…………….

CHAPTER FOUR: CONCLUSION AND RECOMMENDATIONS

4.1Summary of findings …………………………………………………………

4.2Conclusion……………………………………………………………………
4.3Recommendations ……………………………………………………………

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 DECLARATION

I, Musinguzi Benard, a student of Muni University, hereby declare that the internship report
titled “teaching information communication technology” submitted to Muni university as part of
the requirements for the completion of my community engagement in teaching ICT, is a
comprehensive and genuine representation of my community engagement experience.

I have completed my community engagement at Munteme Fatima College under the guidance
and supervision of Mr. Basandaara Davis, Headteacher. The duration of my internship was from
19th June 2023 to 11th August, 2023. During this period, I was actively involved in teaching ICT
to students and assisting in various related activities.

This report reflects my involvement in teaching ICT lessons, designing instructional materials,
integrating technology into classroom activities, and conducting assessments. It provides a
detailed account of the methodologies used, challenges encountered, lessons learned, and the
overall impact of ICT integration on student learning outcomes.

I affirm that the information and data presented in this report are authentic and have been
collected during my community engagement period. I have adhered to the ethical guidelines,
maintained confidentiality, and respected the privacy of the students and staff of Munteme
Fatima College
Furthermore, I acknowledge the invaluable support and guidance provided by my internship
supervisor, Mr. Basandara Davis and Mrs. Ritah Nafuna, who mentored and encouraged me
throughout the Community engagement. Their expertise and constructive feedback significantly
contributed to my professional growth and development as a teacher of ICT.

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I would like to express my gratitude to the management, administration, and staff of Munteme
Fatima College for providing me with the opportunity to undertake this community engagement
and gain practical experience in teaching ICT. The supportive environment and collaborative
culture at Munteme Fatima College have enhanced my learning experience and inspired me to
pursue excellence in the field of education technology.

I sincerely hope that this report will be beneficial to the academic community, serving as a
resource for future students, educators, and researchers interested in the integration of ICT in
teaching and learning.

Thank you for your time and consideration. I remain available for any further clarifications or
discussions related to this report. I am immensely grateful for the opportunity to contribute to the
advancement of education through my community engagement at Munteme Fatima College:
Signature
………………………
Date
………………………

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APPROVAL FOR COMMUNITY ENGAGEMENT REPORT IN TEACHING ICT

This community engagement report titled "TEACHING

INFORMATION COMMUNICATION TECHNOLOGY” has been
Submitted and approved as part of my community engagement in teaching ICT at Munteme
Fatima College. This report represents a comprehensive analysis of my community engagement
experience and encompasses the various aspects of teaching ICT to students.

I completed my internship at Munteme Fatima College under the supervision of Mrs. Nafuna
Ritah, from 19/06/2023 to 11/08/2023. Throughout this period, I was actively engaged in
teaching ICT lessons, implementing innovative pedagogical strategies, and integrating
technology into classroom activities.

The internship report provides detailed insights into the methodologies employed, challenges
encountered, outcomes achieved, and the impact of ICT integration on student learning. It
includes an analysis of student performance, feedback received from both students and
colleagues, and a reflection on my personal growth as a teacher during the community
engagement.

I hereby affirm that the report is a genuine and accurate representation of my community
engagement experience. The information presented has been collected ethically and in adherence
to the policies and guidelines of Munteme Fatima College. I have taken necessary measures to
maintain confidentiality and respected the privacy of students and staff involved.

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I would be immensely grateful if you could review the community engagement report and grant
your approval for its inclusion in my academic records. Your approval would not only validate
the efforts and dedication I have put into this community engagement but also serve as
recognition of the valuable contribution of Munteme Fatima College in providing a conducive
learning environment.

I sincerely appreciate the guidance and support provided by Mrs. Nafuna Ritah throughout my
internship. Her expertise, encouragement, and constructive feedback have played a vital role in
shaping my professional growth as an ICT educator.

Thank you for your time and consideration for the approval.
Mr. Basandara Davis
Field supervisor
Signature
………………………………..
Date
………………………………...

Mrs. Nafuna Ritah

University supervisor
Signature
………………………………..
Date
………………………………...

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 DEDICATION

I dedicate this community engagement report in teaching ICT to the Late Reverend Fr. Nsaali
Mukasa Andrew, Rev Fr. Asaba Charles, my university supervisor Mrs. Nafuna Ritah, Mr.
Basandara Davis, my family and friends.

To my family, for their unwavering love, support, and belief in my abilities. Thank you for
always encouraging me to pursue my dreams and for being a source of inspiration throughout
this journey.

To my internship supervisor, Mrs. Nafuna Ritah for their guidance, mentorship, and expertise.
Your valuable insights and constructive feedback have shaped me into a better ICT educator.

To the students at Munteme Fatima College, whose enthusiasm, curiosity, and willingness to
learn have motivated me to go above and beyond in my teaching. It is your eagerness to embrace
technology that would remind me of the transformative power of ICT in education.

To the faculty and staff of computer science and electrical engineering for creating a nurturing
environment that fosters growth, collaboration, and innovation. Your dedication to providing
quality education and promoting the effective integration of technology has been truly inspiring.

To my friends and peers, for their support, encouragement, and shared experiences. Your
friendship has made this internship journey more meaningful and enjoyable.

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Lastly, to all the educators around the world who strive to make a difference in the lives of their
students through the integration of technology. Your passion, dedication, and commitment to
transforming education serve as a constant reminder of the impact we can have on the future
generation.

This internship report is dedicated to each and every individual who has played a significant role
in my internship journey. Your belief in me and the power of ICT in education has been
instrumental in shaping my perspective and fueling my aspirations.

Thank you for being a part of this incredible chapter of my life.

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 ACKNOWLEDGMENT
I would like to express my sincere gratitude and appreciation to the following individuals and
organizations who have contributed to the successful completion of my community engagement
report in teaching ICT.

First and foremost, I am immensely grateful to Mrs. Nafuna Ritah, my dedicated and insightful
community engagement supervisor. Your expertise, guidance, and unwavering support have
been invaluable throughout this journey. Your mentorship has shaped my teaching abilities and
deepened my understanding of the effective integration of ICT in the classroom.
I would like to thank Dr. Habibu Taban too as in charge of community engagement as head of
department.

I extend my heartfelt thanks to the management especially Mr. Basandara Davis (Head teacher)
and staff of Munteme Fatima College for providing me with the opportunity to undertake this
community engagement. I am grateful for the warm and welcoming environment that allowed
me to thrive as an intern. The resources, facilities, and collaborative culture at Munteme Fatima
College have contributed significantly to my professional growth.

I would like to acknowledge the students at Munteme Fatima College for their active
participation, enthusiasm, and willingness to embrace technology in the learning process. Your
engagement and receptiveness have been instrumental in shaping my teaching strategies and
reinforcing the importance of ICT in education.

I extend my appreciation to the department members and fellow educators at Munteme Fatima
College for their valuable insights, sharing of experiences, and support throughout my

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community engagement. Your passion for education and dedication to student success have
inspired me to strive for excellence.

I would like to express my gratitude to my family for their unwavering support, encouragement,
and belief in my abilities. Your love and understanding have been the driving force behind my
achievements, and I am grateful for the countless sacrifices you have made to ensure my success.

Lastly, I would like to acknowledge my friends and peers for their constant support, motivation,
and shared experiences. Your friendship has made this community engagement journey even
more fulfilling, and I am grateful for the camaraderie we have built.

To all those whose names may not be mentioned but have contributed in various ways, I extend
my heartfelt appreciation. Your contributions, feedback, and encouragement have played a
significant role in shaping this community engagement report.

In conclusion, I would like to express my profound gratitude to everyone who has supported me
during this community engagement. Your collective efforts have enriched my experience,
expanded my knowledge, and paved the way for my growth as an ICT educator.

Thank you all for being an integral part of this journey.

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 CHAPTER ONE: INTRODUCTION

1. BACKGROUND TO THE COMMUNITY ENGAGEMENT EXERCISE

Muni University, located in Arua-West Nile in Uganda, is one of the leading institution of
higher education renowned for its focus on technology and innovation. The Faculty of
Technoscience offers a wide range of programs, including Information Systems, which
prepares students for careers in the dynamic field of technology and its applications in
various industries.

As a student of Information Systems, I have had the privilege of studying under the guidance
of esteemed faculty members who possess extensive expertise in the domain of technology
and its integration into business processes. The curriculum at MUNI University emphasizes a
balanced blend of theoretical knowledge and practical skills development, enabling students
to bridge the gap between academia and industry.

community engagement:
As part of my academic program, students embark on community engagement to gain hands-
on experience and apply the concepts and principles they have learned in the classroom to
real-world scenarios. This community engagement aims to provide them with an opportunity
to explore the field of Information Systems in a professional setting and to contribute to the
organization's objectives through the application of skills and knowledge.

OBJECTIVES OF THE COMMUNITY ENGAGEMENT COURSE

The objectives of my internship were as follows:

1. To gain practical experience in applying information systems principles and

methodologies in a real-world environment.

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 2. To contribute to the organization's objectives by leveraging information systems to
enhance efficiency, effectiveness, and decision-making.

3. To collaborate with professionals in the field and learn from their expertise, while also
bringing a fresh perspective and innovative ideas.

4. To develop and refine skills in areas such as system analysis, software development, data
management, and project management.

5. To observe and analyze the integration of information systems within the organization,
including identifying strengths, weaknesses, and areas for improvement.

6. To document and reflect upon experiences, lessons learned, and insights gained during the
community engagement period.

2. BACKGROUND OF THE ORGANIZATION OR PLACE WHERE COMMUNITY

ENGAGEMENT IS CONDUCTED

Background of Munteme Fatima College

The school was started in 1975 by Hoima Catholic Diocese through Our Lady of Fatima
Munteme Parish. In 1995, government took over grant aiding it as a day school in terms
of staff remunerations and capitation grants to cater for tuition of learners. The
foundation body made a private arrangement of having hostels for boys and girls to cater
for learners from distant places. It’s now the only catholic founded government aided
secondary school in Kikuube District.

School Management Structure:

The school is legally owned and managed by the Board of Governors led by Rev. Father
Ssegujja Robert. It has a Parents Teachers Association body which proposes policies chaired
by Mr. JjongoSylver. It has a technical staff of 26 members led by Mr. Basandara Davis as
head teacher and deputized by KirungiCarolyne (Mrs) and Mr. Karubanga Paul. It has a
student leadership structure and an enrolment of 286

3. ACTIVITIES OF THE ORGANIZATION AND ITS CLIENTS

1. Integration of ICT in Classroom Instruction:

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 Teachers incorporate ICT tools such as interactive blackboards, educational software, and
multimedia resources to enhance classroom instruction. This integration allows students to
engage with interactive presentations, simulations, and online resources, facilitating a deeper
understanding of the subjects.
2. ICT Infrastructure and Resources:
The school has established a robust ICT infrastructure, including computer labs equipped
with modern hardware, and relevant software applications. These resources enable students
to conduct research, collaborate on projects, and gain hands-on experience with technology.

3. Teacher Professional Development:

The school emphasizes continuous professional development for its teachers in class lessons
integration. Workshops and training sessions are conducted to enhance teachers' skills and
pedagogical approaches. These sessions focus on integrating effective skills into teaching
practices and fostering literacy among students.

4. Community Engagement and Collaboration:

The school actively engages parents, guardians, and the local community in ICT initiatives.
Workshops, seminars, and information sessions are organized to educate parents about the
benefits and responsible use of technology especially through meeting sessions. The school
also collaborates with local organizations and businesses to provide students with industry
exposure and internship opportunities.

5.Participates in co-curricular activities like football, netball, volleyball, athletics, patriotism

camping, music dance and drama.

These activities reflect the school's commitment to integrating current educational trends into
education and preparing students for the modern era. By leveraging technology tools and
creating a conducive learning environment, the school aims to enhance students' academic
achievements and equip them with essential skills in all spheres.

These sample activities showcase the diverse ways in which the organization and its clients
embrace ICT integration and new skills in teaching and learning.

CHAPTER TWO: MANAGEMENT OF THE COMMUNITY ENGAGEMENT

EXERCISE

2.1 OBJECTIVES OF THE ORGANIZATION OR DEPARTMENT

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1. Academic Excellence: Munteme Fatima College aims to promote academic excellence by
delivering quality education, employing effective teaching methods, and fostering critical
thinking skills.

2. Holistic Development: The school strives for the holistic development of its students,
addressing their intellectual, physical, social, emotional, and moral growth through a well-
rounded education.

3. Individualized Learning: Munteme Fatima College recognizes and caters to the unique needs
and learning styles of each student, providing personalized education and support systems.

4. Character Education: The school focuses on nurturing students' character and values, instilling
ethical principles, empathy, respect, integrity, and responsible citizenship.

5. Cultural and Global Awareness: Munteme Fatima College promotes cultural and global
awareness, fostering appreciation for diversity, multiculturalism, and global perspectives.

6. Social and Emotional Well-being: The school creates a supportive environment, promoting
positive relationships, emotional intelligence, resilience, and mental health awareness.

7. Preparation for Higher Education and Career: Munteme Fatima College prepares students for
future academic pursuits and successful careers through college and career guidance, vocational
training, and industry partnerships.

8. Community Engagement and Service: The school actively engages with the local community,
fostering a sense of social responsibility through community service initiatives and collaboration
with local organizations.

9. Parent and Family Involvement: Munteme Fatima College values parent and family
involvement, establishing strong partnerships and involving them in decision-making processes
and school activities.

10. Continuous Improvement: The school is committed to continuous improvement, regularly

assessing and evaluating its programs, teaching methodologies, and student performance to
maintain high standards of quality.

2.2ACTIVITIES OF THE DEPARTMENT AND THE DESIGNATION OF THE PERSON

HEADING IT
1. Network Infrastructure Management: The ICT department is responsible for managing and
maintaining the school's network infrastructure, including wired and wireless networks,
switchesand access points. They ensure reliable connectivity for all users.

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2. Hardware and Software Support: The department provides technical support for hardware and
software used within the school. They troubleshoot computer systems, printers, projectors, and
assist staff and students with software installation and usage.

3. IT Training and Workshops: The department conducts training sessions and workshops for
staff and students to enhance their IT skills and knowledge. They provide guidance on using
productivity tools, digital resources, and promote responsible use of technology such as the
current TELA system in the government schools such as the one installed at this institution.

4. Educational Technology Integration: The ICT department collaborates with teachers to

integrate educational technology into the curriculum. They assist in selecting and implementing
digital tools and resources that enhance teaching and learning experiences.

6. Data Management and Reporting: The ICT department handles data management processes,
ensuring secure storage of school data. They generate reports and analytics to support decision-
making, such as student performance analysis and administrative data management.

7. IT Procurement and Inventory Management: The department oversees IT procurement

processes, acquiring necessary hardware, software licenses, and IT equipment. They manage an
inventory of IT assets, tracking usage and coordinating replacements and repairs.

The person who heads the ICT department in this school is commonly known as the "ICT
Coordinator" or "Head of ICT." This individual is responsible for overseeing all ICT activities
within the school, providing strategic direction, and managing the department's operations. They
typically possess a strong background in information technology, leadership skills, and expertise
in managing IT infrastructure, systems, educational technology integration, and supporting the
specific needs of a secondary school environment.

2.3DESCRIPTION OF THE RESPONSIBILITIES ASSIGNED TO THE STUDENT

1. Active Participation: I was responsible for actively participating in teaching ICT lessons,
engaging in discussions, asking questions, and providing clarification when needed.

2. Foreseeing completing Assignments and Projects: I was responsible for foreseeing completion
of assignments and projects assigned to students, conducting research, practicing skills, and
submitting work on time.

3. Technology Troubleshooting: I was responsible for troubleshooting basic technology issues

encountered while working on computers or using software under the direction of head of
department.
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5. Collaboration and Teamwork: I was responsible for collaborating with peers on facilitating
group projects and activities, effectively communicating, sharing ideas, and contributing to the
team's success.

6. Documenting and Reflecting on Learning: I was responsible for documenting ICT learners’
learning journey, maintaining a portfolio of their work, reflecting on their progress, and setting
goals for improvement.

7. Peer Support and Mentoring: I was responsible for supporting my peers in ICT education,
assisting them in understanding concepts and demonstrating skills.

8. Reflective Feedback: I was responsible for providing a constructive feedback to ICT learners
on their learning experiences, resources, and instructional methods used in the classroom.

2.4NAMING OF OFFICERS THAT THE STUDENT WORKED WITH AND THEIR

RESPONSIBILITIES.
1. Student Council Office:
- Responsibilities:
- Representing student interests and concerns to the school administration.
- Organizing student events and activities.
- Facilitating communication between students and staff.

2. Library Office:
- Responsibilities:
- Assisting the library staff in managing the library resources.
- Organizing books, maintaining the library's organization and cleanliness.
- Assisting fellow students in finding and checking out books.

3. Sports Office:
- Responsibilities:
- Assisting sports coaches and coordinators in organizing sports activities.
- Promoting sports events and encouraging student participation.
- Ensuring sports equipment is properly maintained and available for use.

4. Cultural Affairs Office:

- Responsibilities:
- Organizing cultural events, performances, and exhibitions.
- Promoting cultural activities and encouraging student involvement.
- Coordinating with student clubs and organizations related to arts, music, and cultural
awareness.

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5. Discipline Office:
- Responsibilities:
- Assisting in maintaining discipline within the school premises.
- Supporting teachers and staff in enforcing school rules and regulations.
- Assisting with the resolution of minor disciplinary issues among students.

6. Academic Support Office:

- Responsibilities:
- Assisting teachers with organizing study groups or tutoring sessions.
- Providing academic support and guidance to fellow students.
- Collaborating with teachers to develop resources and strategies for academic improvement.

7. Peer Counseling Office:

- Responsibilities:
- Providing peer-to-peer support and guidance to fellow students.
- Assisting students in addressing personal, academic, or social challenges.
- Referring students to professional counselors or appropriate resources when necessary.

8. IT Support Office:
- Responsibilities:
- Assisting with basic troubleshooting of technology issues for students and staff.
- Providing guidance on software usage and digital tools.
- Assisting with the setup and maintenance of computer systems and peripherals.

9. Community Service Office:

- Responsibilities:
- Organizing and coordinating community service activities and initiatives.
- Promoting volunteer opportunities and encouraging student involvement.
- Collaborating with local organizations and charities to plan and execute community service
projects.

10. Health and Wellness Office:

- Responsibilities:
- Promoting health and wellness initiatives and activities.
- Assisting in organizing health campaigns and awareness programs.
- Supporting students in maintaining physical and mental well-being.

2.5ROLE OF THE COMMUNITY ENGAGEMENT CONTACT PERSON.

1. Facilitating Communication: The internship contact person was responsible for maintaining
open lines of communication between the me and the organization. She served as a primary

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contact for me providing information, answering queries, and addressing any concerns or issues
that may arose during the community engagement.

2. On boarding and Orientation: The contact person helped facilitate the on boarding process for
me ensuring that I have a clear understanding of the organization's policies, procedures, and
expectations. She provided me an orientation to the workplace.

3. Monitoring and Support: Throughout the internship, the contact person monitored my
progress, providing guidance, and offering support as needed. She scheduled regular check-ins
or meetings to discuss my experiences, provided feedback, and addressed any challenges I would
be facing.

4. Evaluation and Feedback: The internship contact person was responsible for evaluating my
performance and providing constructive feedback. She coordinated with my organizational
supervisor to gather feedback on my work and conduct performance assessments or evaluations.

5. Problem Resolution: When any issues or conflicts arose during the community engagement,
the contact person acted as a mediator, working to resolve the problem and ensured a positive
experience for me and the organization.

6. Completion and Transition: As the internship came to an end, the contact person facilitated the
completion process, including any necessary paperwork, evaluations, or feedback sessions. She
also assisted in providing recommendations or references for my future endeavors.

2.6ROLE OF THE UNIVERSITY SUPERVISOR.

1. Placement and Orientation: The university supervisor played a role in facilitating my
placement within the organization, ensuring it aligns with the community engagement learning
objectives and academic requirements
2. Learning Agreement and Objectives: The university supervisor collaborated with me and the
organization to develop a learning agreement that outlined my objectives, tasks, and expected
outcomes. She helped me establish meaningful learning goals and ensured they are relevant to
my academic program.

3. Monitoring and Support: Throughout the internship, the university supervisor monitored my
progress, providing guidance, and offering support. She scheduled regular check-ins or meetings
with me to discuss my experiences, provided feedback, and addressed any challenges or
concerns I encountered.

4. Academic Integration: The university supervisor helped me connect my practical experiences

with my academic work. She guided me in reflecting on my experiences, connecting theoretical
concepts to real-world applications, and fostering critical thinking and analysis.

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5. Assessment and Evaluation: The university supervisor assessed my performance based on the
agreed-upon learning objectives and evaluation criteria. She conducted presentations, revised my
work, and gathered feedback from my supervisor within the organization. The supervisor
provided constructive feedback and assessed my development and achievement of learning
outcomes.

6. Professional Development: The university supervisor supported my professional development

by providing guidance on career-related topics, such as networking.

7. Problem Resolution: If any issues or conflicts arose during the internship, the university
supervisor acted as a mediator, working to resolve the problem and ensured a positive experience
for me and the organization. She provided guidance and support in addressing workplace
challenges or ethical considerations.

CHAPTER THREE: PRESENTATION OF FINDINGS

a. NEW THINGS (EXPERIENCE) LEARNED AT THE WORK PLACE

THAT INCLUDE
3.1.1KNOWLEDGE
1. Industry-specific Knowledge: Worked with Munteme Fatima College and have been exposed
to specific knowledge related to the field of work. This includes understanding industry trends,
regulations, best practices, and current advancements.

2. Organizational Knowledge: Working within this organization has provided me with insights
into its structure, operations, culture, and internal processes. This knowledge encompasses
understanding the company's mission, vision, values, and its unique policies and procedures.

3. Service Knowledge: I have gained knowledge about the services offered by the organization I
have worked for. This includes understanding the features, functionalities, and benefits of the
services, as well as its target audience and market positioning.

4. Procedural Knowledge: Working in the department of ICT has equipped me with procedural
knowledge related to its responsibilities. This includes understanding workflows, standard
operating procedures, and protocols relevant to the ICT function.

5. Technical Knowledge: I have gained technical knowledge specific to the tools, equipment, or
software used in the industry. This includes understanding how to operate, maintain, and
troubleshoot relevant technical resources.

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6. Regulatory and Compliance Knowledge: I gained knowledge about relevant laws, regulations,
and compliance requirements. This includes understanding legal and ethical considerations
associated with the organization's operations.

7. Cross-Functional Knowledge: Collaboration and working with colleagues from different

departments or functions lead to the acquisition of cross-functional knowledge. This includes
understanding the roles and responsibilities of other teams, their interdependencies, and how
they contribute to the overall organization.

8. Problem-Solving and Decision-Making Knowledge: Workplace experiences presented to me

opportunities to develop problem-solving and decision-making skills. Employees acquire
knowledge about effective problem-solving methodologies, decision-making frameworks, and
critical thinking techniques.

3.1.2SKILLS GAINED
1. Technical Skills: Teaching ICT in a workplace setting has enhanced my technical skills in
areas such as:
- Proficiency in using various software applications and programming languages.
- Knowledge of operating systems and troubleshooting common computer issues.
- Familiarity with networking concepts, hardware configurations, and system administration.

2. Communication Skills: Interacting with colleagues, administrators, and students in a

workplace can develop communication skills, including:
- Effective verbal communication in explaining complex ICT concepts or procedures.
- Clear and concise written communication in creating documentation or instructional
materials.
- Active listening and interpersonal skills to understand and address the needs of students and
colleagues.

3. Instructional Design and Delivery: Teaching ICT in a workplace environment involving

instructional design and delivery skills, such as:
- Designing and developing engaging lesson plans and educational materials.
- Delivering effective presentations or demonstrations to explain ICT concepts or procedures.
- Employing various instructional strategies and techniques to cater to different learning styles
and abilities.

4. Problem-Solving and Troubleshooting: Teaching ICT exposed me to problem-solving and

troubleshooting skills, including:
- Analyzing and resolving technical issues or challenges that arose during lessons or projects.

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 - Teaching students problem-solving strategies and approaches when encountering ICT-related
challenges.
- Troubleshooting common software or hardware problems and providing solutions to students
or colleagues.

5. Adaptability and Flexibility: The workplace environment offered opportunities to develop

adaptability and flexibility, including:
- Adapting instructional methods and materials to meet the needs and learning styles of diverse
students.
- Adjusting teaching approaches based on changes in technology or curriculum requirements.
- Responding to unexpected situations or challenges and adapting lessons accordingly.

6. Collaboration and Teamwork: Teaching ICT in a workplace setting involves collaboration and
teamwork, fostering skills such as:
- Collaborating with colleagues and administrators to align ICT education with organizational
goals.
- Coordinating with other educators or departments to integrate ICT into cross-curricular
activities.
- Facilitating group projects or team-based activities to encourage collaboration and problem-
solving among students.

7. Time Management and Organization: The workplace environment required effective time
management and organizational skills, including:
- Planning and organizing lessons, projects, and assessments to meet deadlines and curriculum
requirements.
- Managing multiple tasks and priorities effectively, ensuring a balance between teaching
responsibilities and administrative duties.
- Utilizing digital tools and technology to streamline administrative tasks, track student
progress, and manage resources efficiently.

8. Assessment and Evaluation: Teaching ICT in a workplace provided me opportunities to

develop skills in assessment and evaluation, such as:
- Designing and implementing formative assessments to measure student learning outcomes.
- Analyzing and interpreting assessment data to identify areas for student improvement or
instructional adjustments.
- Providing constructive feedback to students, guiding them in self-assessment and reflection
on their ICT skills and progress.

3.1.3RELEVANCE OF THE THEORIES LEARNT IN CLASS TO THE COMMUNITY

ENGAGEMENT EXERCISE.

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1. Behaviorism: Behaviorism focuses on observable behaviors and external stimuli. In the
context of teaching ICT, behaviorism was relevant when introducing new concepts or skills.
Employing strategies such as clear instructions, demonstrations, and immediate feedback helped
reinforce desired behaviors and skills in students. For example, providing step-by-step
instructions on using software and offering positive reinforcement for correct responses
supported learning in ICT.

2. Constructivism: Constructivism emphasizes that learners actively construct their own

knowledge and understanding through experiences and interactions. In teaching ICT,
constructivism encouraged hands-on learning, problem-solving, and collaboration. Students
engaged in projects and group activities where they explored ICT concepts, experiment with
technologies, and build their understanding through practical application. I served as a facilitator,
guiding students' exploration and encouraging them to reflect on their experiences.

3. Cognitive Theory: Cognitive theories, such as information processing theory, focus on mental
processes like memory, attention, and problem-solving. In ICT education, cognitive approaches
helped students develop higher-order thinking skills, such as analyzing, evaluating, and creating.
I used strategies like organizing information into meaningful chunks and promoting critical
thinking through questioning and discussions. These techniques supported students in
understanding complex ICT concepts.

4. Social Learning Theory: Social learning theory emphasizes the importance of observing and
modeling others' behaviors. In the context of teaching ICT, social learning theory highlights the
value of collaborative learning, group projects, and peer feedback. Students worked together on
ICT tasks, shared their expertise, and learned from each other's experiences. I facilitated
discussions and provided opportunities for students to observe and emulate effective problem-
solving strategies demonstrated by their peers.

5. Connectivism: Connectivism acknowledges the role of technology and networks in learning.

In the ICT domain, connectivism recognizes the importance of accessing and evaluating online
resources, engaging in online communities, and leveraging technology platforms for learning. I
guided students in navigating online information, teaching them to critically assess the reliability
and validity of sources, and encouraged participation in online forums and communities where
they would connect with experts and fellow learners.

6. Assessment Theories (e.g., formative and summative assessments): Assessment theories

provide frameworks for evaluating students' progress and understanding. In ICT education,
formative assessments, such as quizzes, projects, or exercises, were used to provide ongoing
feedback and monitor students' learning. These assessments inform instructional decisions,
identifying areas for improvement, and adapting teaching strategies to meet students' needs.

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3.1.4HOW THE STUDENT INTENDS TO UTILIZE THE SKILLS LEARNT FOR
PROFESSIONAL DEVELOPMENT.
1. Employment opportunities: The skills I acquired in ICT are in high demand in today's job
market. I will leverage these ICT skills to pursue career opportunities in fields such as software
development, cyber security, data analysis, IT support, or digital marketing. These skills will
provide a strong foundation for entering the workforce and securing employment.

2. Specialization and career advancement: ICT skills will enable me to specialize in specific
areas within the field. As I gain expertise in areas like artificial intelligence, cloud computing,
data science, or user experience design, I will pursue advanced roles and higher-paying
positions. Continuous professional development in ICT will help me stay updated with the latest
technologies and industry trends, enhancing my career prospects.

3. Continuous learning and adaptability: ICT is a rapidly evolving field, and technological
advancements continue to emerge. The skills I gained through ICT education will help me
develop a mindset of continuous learning and adaptability. I will embrace new technologies,
learn new programming languages or tools, and adapt to changing industry demands. This ability
to learn and adapt is crucial for professional development in the dynamic ICT industry.

4. Collaboration and teamwork: ICT skills not only encompass technical expertise but also foster
collaboration and teamwork. We would often work on group projects, engage in discussions, and
participate in team-based activities during ICT education. These experiences will enhance my
ability to work effectively in teams, communicate ideas, and collaborate on complex projects.
These collaboration skills are highly valued in professional settings.

5. Problem-solving and critical thinking: ICT education developed my problem-solving and

critical thinking skills. These skills will enable me to analyze complex issues, identify solutions,
and make informed decisions. Problem-solving and critical thinking abilities are highly sought
after in professional environments, where I will be required to troubleshoot technical issues,
optimize processes, or innovate solutions.

6. Lifelong learning and personal growth: ICT education instills a sense of lifelong learning and
personal growth. I will explore emerging technologies, engage in self-study, and seek
opportunities for professional development even after completing my formal education. By
embracing lifelong learning, I will continually update my skills, stay competitive in the job
market, and pursue personal and professional growth.

b. PERSONAL CONTRIBUTION TO THE ORGANIZATION OR PLACE

WHERE COMMUNITY ENGAGEMENT IS CONDUCTED.

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1. Assisting with lesson planning and curriculum development: I contributed to the
development of lesson plans and curriculum materials for ICT classes. Shared ideas,
resources, and suggestions for engaging activities or projects that aligned with the learning
objectives. This helped enhance the quality and variety of instructional materials available to
the students.

2. Providing technical support: I used ICT skills to provide technical support to students and
teachers. Helped in troubleshooting computer issues, assisting with software installations,
and providing guidance on using different tools and applications. Being available to help
with technical challenges which improved the overall ICT learning experience in the school.

3. Creating educational resources: Developed educational resources such as video

demonstrations on specific ICT topics. These resources will serve as references for students
and teachers, facilitating self-directed learning and reinforcing concepts covered in class.
Sharing these resources with the school community will be a valuable contribution.

4. Mentoring and peer support: Offered support and guidance to students and colleagues who
would be struggling with ICT concepts or assignments. Shared knowledge and experiences,
and provided assistance in understanding challenging topics. Created a supportive and
collaborative environment that contributed to the overall growth and success of the ICT
program.

5. Organizing extracurricular activities or clubs: Proposed and organized extracurricular

activities or clubs related to ICT. By taking the initiative to organize such events, I fostered a
passion for ICT among students and created additional opportunities for them to apply their
skills.

6. Participating in professional development opportunities: I took advantage of professional

development opportunities related to ICT education. Attended workshops, conferences, or
webinars to expand my knowledge, stayed updated with the latest trends, and brought back
valuable insights and resources to share with the school community. This continuous learning
contributed to my own growth as an ICT educator and benefited my students as well.

7. Seeking feedback and reflecting on my teaching practice: Actively sought feedback from
students, fellow teachers, and mentors. Reflected on my teaching practice, identified areas of
improvement, and made adjustments accordingly. Being open to feedback and actively
working on refining my teaching skills positively impacted the learning experiences of my
students.

3.3PROBLEMS IDENTIFIED DURING THE COMMUNITY ENGAGEMENT

(WORK RELATED, AFFECTING THE ORGANIZATION, THE WORKERS AND
STUDENT) AND HOW THESE PROBLEMS WERE HANDLED

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1. Limited resources: The school had limited ICT resources, including outdated equipment,
insufficient software licenses, or inadequate internet connectivity. To address this, I:

- Advocated for improved ICT resources by communicating the specific needs to relevant
stakeholders such as at department level and to the administration.
- Collaborated with colleagues to share resources and plan activities that optimize the available
technology.

2. Technical difficulties: Technical issues disrupted the smooth flow of ICT classes and caused
frustration among both teachers and students. To handle technical difficulties:

- Developed troubleshooting skills and learnt to identify common issues to resolve them
promptly.
- Maintained a list of reliable online resources or forums where you can seek solutions to
technical problems.
- Encourage students to collaborate and assist each other with technical issues, fostering a
supportive learning environment.

3. Varying skill levels: Students had different levels of ICT proficiency, making it challenging to
deliver instruction that meets the diverse needs of the class. Here's how I addressed this:

- Conducted pre-assessments or surveys to gauge students' prior knowledge and skills, allowing
me to tailor instruction accordingly.
- Differentiated instruction by providing additional resources or activities to challenge advanced
students and extra support for those who need it.
- Encouraged peer learning and collaboration, allowing students with different skill levels to
learn from and support one another.

4. Lack of student engagement: Some students struggled to remain engaged and motivated
during ICT classes. To address this issue:

- Incorporated interactive and hands-on activities that made the content relevant and relatable to
students' lives.
- Introduced real-world examples and case studies that highlighted the practical applications of
ICT skills.
- Used gamification elements, such as rewards or competition, to make learning more engaging
and enjoyable.

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5. Communication and collaboration: Effective communication and collaboration between
teachers, school staff, and students are vital for a cohesive learning environment. To improve
communication and collaboration:

- Established regular communication channels, online discussion boards, or messaging apps like
WhatsApp, to facilitate timely information sharing.
- Collaborated with fellow teachers to align ICT instruction with other subjects, promoting
interdisciplinary connections.
- Encouraged open communication with students, creating a safe space for them to ask questions,
provided feedback, and shared their ideas.

CHAPTER FOUR: CONCLUSION AND RECOMMENDATIONS

4.1SUMMARY OF FINDINGS
During my time as an ICT teaching intern, several key findings have emerged. I have observed
that limited resources, technical difficulties, varying skill levels among students, lack of student
engagement, time constraints, and communication and collaboration challenges are common
issues affecting the school, workers, and students. These findings shed light on the areas where
improvements can be made to enhance the ICT learning environment.

4.1.1CONCLUSION:

In conclusion, working as an ICT teaching intern has provided valuable insights into the
challenges faced in the school environment. These challenges, ranging from resource limitations
to skill disparities among students, require proactive measures and strategies to overcome.
Despite the obstacles, the internship experience has reinforced the significance of ICT education
in equipping students with essential skills for their future endeavors.

4.1.2 RECOMMENDATIONS:

Based on the findings, the following recommendations are proposed to address the identified
challenges:

1. Resource Allocation: Advocate for increased ICT resources within the school, including
updated equipment, software licenses, and improved internet connectivity.

2. Professional Development: Encourage teachers and staff to participate in professional

development programs to enhance their ICT skills and pedagogical approaches.

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3. Differentiation and Personalization: Implement strategies to accommodate varying skill levels
among students, such as differentiated instruction and personalized learning plans.

4. Student Engagement Strategies: Employ interactive and hands-on activities, real-world

examples, and gamification elements to increase student engagement and motivation.

5. Time Management: Prioritize essential topics and skills, break down lessons into manageable
segments, and leverage technology tools for self-paced learning to optimize instructional time.

6. Communication and Collaboration: Establish effective communication channels and promote

collaboration among teachers, staff, and students to create a cohesive and supportive learning
environment.

7. Mentoring and Support: Provide opportunities for mentoring and peer support, enabling
students to seek guidance and assistance when facing technical challenges or skill gaps.

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