TPS3706 ASSIGNMENT 02_2024

STUDENT ANTI-PLAGIARISM DECLARATION

UNIVERSITY OF SOUTH AFRICA
COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

This document MUST accompany your assignment as the cover page. Assignments
without this page will not be marked.

The Department of Curriculum and Instructional Studies places specific emphasis on

integrity and ethical behaviour about the preparation of all written work to be submitted for
academic evaluation. Although academic personnel will provide you with information
regarding reference techniques as well as ways to avoid plagiarism, you also have a
responsibility to fulfil in this regard. Should you at any time feel unsure about the requirements,
you must consult the lecturer concerned before you submit any written work.

You are guilty of plagiarism when you extract information from a book, article or web page
without acknowledging the source, and pretend that it is your own work. In truth, you are
stealing someone else’s property. This does not only apply to cases where you quote verbatim,
but also when you present someone else’s work in a somewhat amended format (paraphrase),
or even when you use someone else’s deliberation without the necessary acknowledgement.
You are not allowed to use another student’s current or previous work. Youare furthermore not
allowed to let anyone copy or use your work with the intention of presentingit as his/her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. In addition,
the matter can also be referred to the Disciplinary Committee for a ruling to be made.
Plagiarism is considered a serious violation of the university’s regulations and may lead to
suspension from the university. For the period that you are a student at the Department of
Curriculum and Instructional Studies, the under-mentioned declaration must accompany
all written work to be submitted. No written work will be accepted unless the declaration has
been completed and attached.

I (full names) SYLVESTER GOROGANG KAI

Student number 21795355

Subject/Module Code TPS3706

Declaration
1. I understand what plagiarism entails and am aware of the university’s policy in this
regard.
2. I declare that this ASSIGNMENT (e.g. essay, report, project, assignment,
dissertation, thesis, etc) is my own, original work. Where someone else’s work was
used (whether from a printed source, the internet or any other source) due
acknowledgement was given and reference was made according to departmental
requirements.
3. I did not make use of another student’s previous work and submitted it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of presenting
it as his or her own work.

Signature Date: Thursday, July 11, 2024

Question 1

1.
I aspire to be a teacher driven by passion, not merely for self-gratification. My goal is to make a
significant impact on children's lives, particularly the upcoming generation. I aim to introduce
ideas that could bring about substantial changes in our education system, and I have a deep
love for children, recognizing their importance for the future. I want to be a role model for
children, encouraging them to stay motivated and complete their education on time.

I believe that students learn best when they actively participate in lessons, respond to
questions, pay attention, and listen attentively. I ensure that students are involved in every
lesson. When students succeed in small classroom activities, it indicates their understanding of
the material I have taught. To engage them, I start by asking questions related to previous
lessons, which helps capture their attention and fosters a collaborative environment where they
can assist peers who are struggling.

Teachers impact students' lives daily, shaping their minds and building their foundational
knowledge across all subjects. I strive to be a trusted source of advice, helping students
navigate important life decisions, pursue higher education, explore career opportunities, and
participate in events they might not have considered possible.

As a teacher of Life Sciences and Natural sciences, I chose to teach Science because is
essential. Without basic science terminology, many activities become challenging and they end
up losing interest in science as they deem it as being difficult. My aim is to equip students with
the necessary Science skills, enabling them to under the science that is happening around
them and to ask the relevant questions about nature and as why things are functioning the way
they are functioning. I particularly enjoy teaching grades 10 to 12, as these students are on the
verge of entering the world beyond school. I want to help them achieve their goals by providing
them with the information and skills they need to be well-prepared for life outside of school.

Question 2
2.1
1.Curriculum and Assessment Policy Statements for each approved school subject
2.The policy document, National policy pertaining to the programme and promotion.
requirements of the National Curriculum Statement Grades R – 12.
3.The policy document, National Protocol for Assessment Grades R – 12 which standardizes
the recording and reporting processes for Grades R – 12 within the framework.
2.2
Formative assessments have low stakes and usually carry no grade, which in some instances
may discourage the students from doing the task or fully engaging with it. The goal of
summative assessment is to evaluate student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
2.3
1. Formative Assessment
Example: A teacher asks students to write a short summary of a lesson and provides feedback
to help them improve.
2. Summative Assessment
Example: A final exam at the end of a course to evaluate the overall understanding and
knowledge of the students.
3. Diagnostic Assessment
Example: A pre-test administered at the beginning of a course to identify students' strengths
and weaknesses.
4. Performance Assessment
Example: A presentation or project where students demonstrate their skills and knowledge in a
practical context.
5. Portfolio Assessment
Example: Students compile a portfolio of their work over a period, which is then evaluated to
assess their progress and achievements.
Question 3

In the 4IR there are technologies that surround us tools that we can identify, grasp
and consciously use to improve our lives? Or are they more than that: powerful
objects and enablers that influence our perception of the world, change our
behaviour and affect what it means to be human?
Technologies are emerging and affecting our lives in ways that indicate we are at the
beginning of a Fourth Industrial Revolution, a new era that builds and extends the
impact of digitization in new and unanticipated ways. It is therefore worthwhile taking
some time to consider exactly what kind of shifts we are experiencing and how we
might, collectively and individually, ensure that it creates benefits for the many, rather
than the few.
Demands on teachers are great and continue to increase annually. Each day,
teachers spend a great deal of time on discipline and pastoral care, which cannot be
undertaken by a machine. Embracing various types of instructional technologies will
free up time for teachers to actually teach and mentor learners (Yates, 2017).
Although instructional technology cannot replace the teacher in the classroom, it is
essential that educators ensure that they keep abreast with current technological
trends that may enhance teaching and learning and, as a result, academic
performance. The future of learning technology is not about replacing teachers in
classrooms, but amplifying their ability to meet the learning needs of their learners
(Arnett, 2017). Teachers should be viewed as agents of change in the 4IR, therefore their
attitudes towards technology may be either developmental or destructive in
terms of advancing learners’ progress in the 21st Century. The role of teachers is not
merely to teach, but to provide an education, leaving no child behind.
Teachers’ own beliefs and attitudes about the relevance of technology in learning are
perceived as having the greatest impact on learner success (Ertmer, OttenbreitLeftwich, Sadik,
Sendurur & Sendurur, 2012). The greatest barriers that have prevented teachers from utilising
technology were their own existing attitudes and
beliefs towards it and their levels of knowledge and skills (Ertmer, et al., 2012). There
is an art to imparting knowledge to learners that current technology is nowhere close
to mastering. Educational technologies are currently aiding teachers in their work, not
completely taking them over. It must be acknowledged that these technological aids
are tools and not replacements (Fedena, 2018). Educational technologies can
enhance teaching methods by making existing content more dynamic or help
teachers create fresher content that had been previously out of their reach, due to
budgetary and technological constraints (Fedena, 2018).
Fourth industrial revolution prepare learners for success during the fourth, or
even fifth, industrial revolution the notion of education must change at scale.
If all of the change, we are seeing has taught us one major lesson it is that
schools must prepare kids to do anything, not something. Having current and
future generations go through the motions and “do” school just won’t cut it.
Just because it worked for us as adults, does not mean it works or even
serves well for our learners. The transition to the Fourth Industrial Revolution
does not spell doom and gloom for society as we know it. The idea here is to
be proactive, not reactive, and to understand where opportunities lie for growth
and improvement in education systems across the globe.
A hallmark of the modern classroom is that it reflects its student. So, no two classrooms are
the same. But modern classrooms do share common
features. Understanding these features is important for two reasons: they help you
visualize what modern learning looks like with students’ day to day, and they help you
develop a roadmap to shift learning in your school or district.
There are dozens of resources about classroom practices look like. Many are
excellent, but it can be overwhelming to try and make sense of them all. So
This opinion piece addresses the need for teachers in the 4IR in the South African
context. While the need to integrate technology into teaching is salient, the question
of readiness needs to be considered within the township and rural contexts of South
Africa. Teachers in developing countries do not need to fear the loss of their jobs to
machines anytime soon. However, it is crucial to develop South African learners from
poorer socio-economic communities, in order to ensure that they become more
attractive to higher education institutions and more employable on a global scale. It is
imperative to make provision for this. Exposure to various forms of technology during
these learners’ school-going years may enhance their successes in the 4IR.

Question 4

4.1The use of technology in the classroom can be beneficial, but it's not always necessary to
rely on specific devices like laptops, smartboards, iPads, or tablets, or even internet access to
teach effectively. Here's a critical evaluation of the use of technology in th e classroom:

Technology enhances the learning experience by making it more interactive and engaging for
students. It provides access to a wide range of resources and information, aiding in research
and exploration. Furthermore, technology allows for personalized learning experiences,
catering to diverse learning styles and abilities. Familiarity with technology also prepares
students for the digital world they will enter as adults.

However, over-reliance on technology has its disadvantages. It can hinder students' ability to
think critically and solve problems without technological aids. Additionally, not all students have
equal access to technology, leading to disparities in learning opportunities. Technology can
also be a source of distraction, potentially diverting students' attention from the lesson.

A learner-centered approach involves using technology to facilitate personalized learning

experiences, cater to individual needs, and promote student engagement. For example, in
agricultural management, science, and technology, this approach could involve accessing real-
time data on agricultural practices, conducting virtual experiments, and collaborating on
projects using digital platforms. This empowers students to take ownership of their learning
and apply technology in practical contexts.

In conclusion, while technology can enhance the learning experience, its necessity in the
classroom depends on the specific educational context and pedagogical goals. A balanced
approach that integrates technology strategically to support learner-centered instruction can
optimize teaching and learning outcomes.

4.2
To be an effective teacher in Life Sciences, possessing strong content knowledge is crucial. A
teacher's content knowledge directly impacts their ability to facilitate meaningful learning
experiences, provide accurate information, and answer students' questions effectively. In the
context of Life Sciences, a teacher with in-depth content knowledge can explain complex
biological concepts, relate them to real-world examples, and address students'
misconceptions. This expertise enables the teacher to adapt their teaching methods to suit
diverse learning styles and effectively engage students in discussions and practical activities.

Furthermore, a teacher's content knowledge influences their ability to be responsive in the

classroom. With a deep understanding of Life Sciences, a teacher can anticipate students'
difficulties, tailor explanations to address specific misconceptions, and provide enriching
supplementary materials. This responsiveness fosters a supportive learning environment and
helps students develop a deeper understanding of the subject matter.

In summary, a teacher's content knowledge in Life Sciences is fundamental to their

effectiveness in the classroom. It not only enables them to deliver accurate and engaging
lessons but also empowers them to be responsive to students' needs, ultimately enha ncing the
quality of education in Life Sciences.