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Here’s Yet another ICT Teachers Retooling Workshop

 

Photo: Teachers in a practical session during the 2014 ICT Retooling workshop at Kololo Senior Secondary School.

Teachers’ ICT Retooling Workshops are a series of 5-day residential training workshops supported by Uganda Communications Commission and coordinated my Uganda Ministry of Education, Science, Technology and Sports intended to equip teachers with the skills and knowledge to effectively teach ICT in their schools.

Background: The introduction of Information Communication Technology for advanced level students suffered a setback especially in rural secondary schools because of lack of qualified instructors and computers.

To solve the problem of shortage of computers, the Ministry of Education and Sports (MoES), in conjunction with the Uganda Communications Commission (UCC), through UCC’s Rural Communications Development Fund(RCDF) supported the establishment of ICT laboratories to enhance integration and penetration of Information and Communication Technology (ICT) in secondary schools in Uganda.The ICT laboratories were installed in over 1,027 secondary schools and tertiary educational institutions. However, secondary schools that have ICT infrastructure do not adequately use it due to lack of skills and low ICT literacy levels of school managers, teachers and Students.

The availability of teachers who can integrate ICT in the teaching and learning in Ugandan secondary schools is very limited however the unskilled teachers and headteachers can be re-trained / retooled to acquire the necessary ICT skills to improve the teaching and learning. Through in-service training, teachers and School managers are provided with modern computer skills and others are completely re-tooled to become computer literate. This enables ICT integration in the teaching and learning. This is done by provision of the desired skills to the teachers who will turn integrate these skills through modern methods of teaching using E-platforms. The main Aim/objective of the project is to influence the integration of ICT in the teaching and learning in Secondary Schools in Uganda.

Expected results/outcomes

  • Improved methods of teaching and learning in secondary Schools using ICT tools.
  • Improved and increased means of sharing knowledge by teachers and students with the use of ICT.
  • Increased access to ICT resources by teachers, students and administrators.

Several ICT retooling workshops have been held in the recent years [ eg 2013, 2014,  and 2016] from the time ICT was introduced at A level as a subsidiary subject compulsory for some students.

About this year’s retooling workshop 2017

Current Information indicates that Shift one starts on Sunday September 3rd 2017 while shift two starts on Sunday 10th to 17th at Kololo senior secondary school.

  • It’s residential but participants may choose to commute from home as long as you they attend in time.
  • Accommodation, meals and training will be catered for free of charge.
  • No allowances will be given to participants.
  • Letters of invitation to be issued to only those that complete the training.
  • If your school is not among those invited as per the lists below but you wish to attend, please contact Mr. Kalema Golooba Ayub , the lead trainer, responsible for program development, implementation and evaluation to inquire if there are places still available for the taking.

Below is the list of schools invited for training per shift.

Shift One Reporting Date: Sunday September 3rd 2017

SNO DISTRICT SCHOOL
1 Abim Abim Ss
2 Abim Lotuke Seed Ss
3 Adjumani St Mary Assumpta S.S.S
4 Adjumani Biyaya S.S.S
5 Agago St Charles Lwanga  Kalongo
6 Alebtong Apala Ss
7 Alebtong St Theresa Girls Ss  Alanyi
8 Amolatar Aputi Sec Sch
9 Amolatar Alemere Comp.S.S
10 Amuria Amuria S.S
11 Amuria Orungo H.S
12 Amuru Keyo S.S
13 Amuru Pabbo S.S
14 Apac Aduku S.S.
15 Apac Ikwera Girls .S.S
16 Arua Arua Public .S.S
17 Arua Ediofe Girls
18 Budaka Kamonkoli College
19 Budaka Iki – Iki S.S
20 Bududa Bududa Sec.Sch.
21 Bududa Shitumi Seed S.S
22 Bugiri Bukooli College
23 Bugiri Namasere H.S
24 Buikwe Nyenga Ss Kigudu
25 Bukedea Bukedea S.S
26 Bukedea Kongunga H.S
27 Bukomansimbi Mbulire S.S
28 Bukomansimbi St Victor’s Kitaasa S.S
29 Bukwo Amanang S.S
30 Bukwo Kabei S.S Seed
31 Bulambuli Nabbongo S.S
32 Bulambuli Buginyanya Comprehensive S.S.S
33 Bullisa Bugungu S.S.S
34 Bullisa Biiso War Memorial S.S
35 Bundibugyo Kakuka Hill S.S
36 Bundibugyo Semuliki High School Izahura
37 Bushenyi Bweranyangi Girls S.S
38 Bushenyi Kyabugimbi S.S.
39 Bushenyi Kyeizooba Girls S S S
40 Busia Buwembe S.S
41 Busia Lumino Polytecnic
42 Butaleja Mulagi Girls
43 Butaleja Busolwe Sss
44 Butambala Lukalu S.S.S
45 Butambala Kibibi S.S
46 Buyende Kidera S.S
47 Dokolo Kangai S.S
48 Dokolo Agwata S.S
49 Gomba Mpenja S.S.S
50 Gomba St Leonard’s S.S Maddu
51 Gulu Christ the King PTC
52 Gulu Sir. Samuel Baker School
53 Hoima Bwikya Muslim S.S
54 Hoima Kitara S.S.S
55 Hoima Duhaga S.S
56 Ibanda Ishongororo H.S
57 Ibanda Kagongo S.S
58 Iganga St Paul S.S. Nasuti
59 Iganga Bubinga H.S
60 Isingiro Aisha Girls
61 Isingiro Bukanga Ss
62 Jinja Pilkington College Muguluka
63 Jinja Kakira High
64 Kaabong Kaabong S.S
65 Kabale St. Mary’s College Rushoroza
66 Kabale St Pauls Bukinda
67 Kabarole Kahinju S.S
68 Kabarole Kibiito S.S
69 Kaberamaido Kalaki S.S
70 Kaberamaido Kaberamaido Comp.S.S
71 Kalangala Bishop Dunstan Nsubuga
72 Kalangala Sserwanga Lwanga Memo. Sss
73 Kaliro Budini S S S
74 Kaliro Kaliro High School
75 Kalungu Holy Family Kyamulibwa
76 Kalungu St Balikuddembe S.S Lwabenge
77 Kampala Kitebi S.S
78 Kampala Old Kampala S.S.S
79 Kamuli Buzaaya S.S
80 Kamuli Balawoli S.S
81 Kamwenge Rwamwanja S.S
82 Kamwenge Kyabenda S.S
83 Kanungu San Giovan School
84 Kanungu Bishop Comboni College Kambuga
85 Kapchorwa Sipi S.S
86 Kapchorwa Kapchorwa S.S.S
87 Kasese Bwera S.S
88 Kasese Kisinga Vocational S.S
89 Katakwi Katakwi H.S
90 Katakwi Toroma S.S.
91 Kayunga Kanjuki S S
92 Kayunga Kitatya S.S
93 Kibaale St Edwards  Bukumi
94 Kibaale Kagadi Ss
95 Kibingo Bugongi S.S
96 Kibingo Kibingo Girls S.S.S
97 Kiboga Bamusuta S. S
98 Kiboga Lwamata Seed Sec Sch
99 Kibuku Buseta S.S
100 Kiruhura Kanoni S.S.S
101 Kiruhura Kazo S.S.S
102 Kiryandongo Kigumba S.S
103 Kisoro St Getrude’s Girls Voc. S.S.S
104 Kisoro St Paul Mutolere S.S.S
105 Kitgum Namokora Voc.S.S
106 Kitgum Arch-Janani Luwumu Mem. College
107 Koboko Nyangilia S.S
108 Koboko Nyai S.S.S
109 Kole Aculbanya .S.S
110 Kole Aboke High S.S
111 Kotido Kotido S.S.S
112 Kumi Kumi Technical School
113 Kumi Wiggins S.S
114 Kween Chemanga Seed S.S
115 Kween Chemwania S.S
116 Kyankwanzi St Joseph’ S S. Vvumba
117 Kyankwanzi St Joseph’s Vocational S.S Kigando
118 Kyegegwa Humura Sec.School
119 Kyegegwa Wekomire Sec.School
120 Kyenjojo Kyenjojo S.S
121 Kyenjojo Kyarusozi S.S
122 Lamwo Palabek S.S
123 Lamwo Padibe Secondary
124 Lira Doctor Obote College Boroboro
125 Lira Agweng .S.S
126 Luuka Busalamu S.S
127 Luuka Kiyunga S.S
128 Luweero Luteete S.S.S.
129 Luweero Buzzibwera S.S.S.
130 Lwengo Sseke S.S
131 Lwengo Nakateete S.S
132 Lyantonde St Gonzaga’s Ss Kijukizo
133 Lyantonde Lyantonde Sss
134 Manafwa Bubulo Girl’s H.S
135 Manafwa Namisindwa Ss
136 Maracha Maracha S.S
137 Maracha Yivu Ss
138 Masaka Kikungwe S.S
139 Masindi Masindi S.S.S
140 Masindi Kinyara S.S.S
141 Mayuge Bunya S.S
142 Mayuge Kigandalo S.S.S
143 Mbale Nyondo Sec.Sch.
144 Mbale Nakaloke S.S
145 Mbarara Kashaka Girls
146 Mbarara Rutooma S.S
147 Mitooma Masheruka Girls S S
148 Mityana Namutamba Sec.Sch.
149 Mityana St Joseph S.S Kakindu
150 Moroto Moroto H.S

Shift Two Reporting Date: Sunday September 10th 2017

151 Moyo Metu S.S
152 Moyo Itula S.S.S
153 Mpigi Kibuuka Memorial S.S.S
154 Mpigi St Maria Goretti Katende
155 Mubende Kasenyi S.S
156 Mubende Kasambya Parents
157 Mukono Kasawo S.S.S
158 Mukono Mukono H.S
159 Nakapiripirit Namalu Ss
160 Nakapiripirit Nakapiripirit SSS
161 Nakaseke Kiwoko  S.S.
162 Nakaseke Kaloke Christian High
163 Nakasongola Nakasongola S.S
164 Nakasongola Kakooge S.S.S
165 Namayingo Buswale Ss
166 Namayingo Sigulu Seed S.S
167 Namutumba Kisiki College Namutumba
168 Namutumba Ivukula Ss
169 Napak Kangole Girl’s S.S.S
170 Nebbi Pakwach Ss
171 Ngora Mukura Mem. S.S.S
172 Ngora Kobwin S.S.Seed
173 Nsiika Butare S.S
174 Ntungamo Ruhaama S.S.
175 Ntungamo Kagamba Secondary School
176 Nwoya Koch Goma S.S
177 Otuke Adwari SS
178 Oyam Atapara S.S.S
179 Oyam Acaba S.S
180 Pader Pajule S.S.
181 Pallisa Kabwangasi Ss
182 Pallisa Kakoro H.S
183 Patongo Lira Palwo S.S.
184 Rakai Kakoma S.S.S
185 Rakai St Mary’s S.S. Ssanje
186 Rubirizi Ndekye S.S.S
187 Rubirizi St Michael H.S. Rugazi
188 Rukungiri Immaculate Heart Nyakibaale
189 Rukungiri St Jerome S.S Ndama
190 Sembabule Lwemiyaga Ss
191 Sembabule St Ann’s S S Ntuusi
192 Serere Serere S.S
193 Serere Kyere Ss
194 Sironko Budadiri Girls’s.S
195 Sironko Buhugu S.S.S
196 Soroti Allaince High School
197 Soroti St Elizabeth S.S.S Kidetok
198 Tororo Atiri S.S
199 Tororo Asinge S S
200 Wakiso Nsangi Secondary School
201 Wakiso Kings College Buddo
202 Yumbe Yumbe S.S
203 Yumbe Romogi Seed S.S.
204 Zombo Uringi S.S.S
205 Zombo Nyapea College St. Aloysius
206 Arua Bando Army Sec Sch
207 Budaka Naboa S.S.S
208 Bugiri Naminyagwe Muslim Ss
209 Buikwe Ngogwe Baskerville Ss
210 Bukedea St Theresa S.S Okunguro
211 Bukomansimbi Uganda Maryrs Buyoga S.S.S
212 Bulambuli Tunyi S.S.S
213 Bulambuli Buluganya S.S
214 Bushenyi Kyeibaare  Girls Ss
215 Bushenyi Ishaka Adventist College
216 Busia Riverside High
217 Busia Buhehe S.S
218 Butaleja Busabi Sss
219 Butaleja Mugulu Hs
220 Butambala Kaggulwe S.S
221 Butambala Kitagobwa S.S
222 Buyende Budiope
223 Buyende Baligeya Mem. Seed S.S Nkondo
224 Gomba Bukandula Mixed S.S
225 Gulu Sacred Heart Ss Gulu
226 Hoima Kakindo S.S
227 Hoima Buhanika Seed S.S
228 Ibanda Ibanda  S  S
229 Iganga Itanda SS
230 Iganga Iganga  S S
231 Isingiro Kyezimbire Ss
232 Isingiro Ntungu Ss
233 Jinja Kiira College  Butiki
234 Jinja Busede College Bugaya
235 Kabale St Maria Gorrete  Rushoroza
236 Kabale Kigata High .School
237 Kabarole Ruteete S.S
238 Kabarole Kagote Seed
239 Kaberamaido Lwala Girl’s S.S
240 Kaliro Namugongo Seed S.S
241 Kalungu Lutengo S.S
242 Kalungu Kyagambiddwa
243 Kampala Kololo H.S
244 Kampala Kololo S.S.S
245 Kampala St Denis Ssebugwawo  Ggaba
246 Kampala Mengo S.S.S
247 Kamuli Namasagali College
248 Kamuli Bugulumbya S.S
249 Kamwenge Kamwenge S.S.S
250 Kamwenge Mpanga Parents SS
251 Kamwenge Bigodi S.S
252 Kanungu Kambuga Sss
253 Kanungu Nyamiyaga S.S
254 Kasese Saad Memorial S.S
255 Kasese St Thereza Girls’ S.S Nsenyi
256 Kibaale Uganda Martyrs Centenary Ss Kakumiro
257 Kibaale St Albert’s Sss Kakindo
258 Kibingo Kabwohe  S.S
259 Kibingo Rweibaare S.S
260 Kibuku Kibuku Ss
261 Kiruhura Lake Mburo Sss
262 Kiryandongo Kibanda S.S.S
263 Kisoro Kabami S.S.S
264 Kisoro Busanza S.S.S
265 Kisoro Sesesme S.S
266 Kumi Kanyum  S.S
267 Kyankwanzi Nankandula . S.S
268 Kyegegwa Kasule Seed Sec.Sch.
269 Lira Lango College
270 Luweero Luwero S.S.
271 Luweero Kalasa College
272 Lwengo Kakolongo
273 Lwengo Ndagwe S.S
274 Manafwa St John College Magale
275 Manafwa Lwakhakha Sss
276 Maracha Oleba S.S Seed
277 Masaka St Anthony S.S Kayunga
278 Masaka Masaka S.S
279 Masindi Bwijanga S.S
280 Masindi St Paul S.S Pakanyi
281 Mayuge Kaluuba H.S
282 Mbale Musese Sec.School
283 Mbale Mbale S S
284 Mbarara St Pauls  S.S. Kagongi Seed
285 Mbarara Nombe Secondary Sch
286 Mbarara Nyamitanga S.S.
287 Mitooma Mahungye S.S.S
288 Mitooma Kigarama Mixed Secondary
289 Mityana Bujubi S.S
290 Mpigi St Mark S.S Kamengo
291 Mpigi St Mary’s  Nkozi S.S
292 Mubende Bagezza Seed S.S
293 Mubende Kitenga S.S.S
294 Mubende St Andrew Kaggwa Madudu S.S.S
295 Mubende Myanzi S.S.S
296 Mubende Kakungube S.S
297 Mukono St Charles Lwanga S.S  Bukerere
298 Mukono Namasumbi Moslem Sch
299 Ntoroko Karugutu S.S
300 Ntoroko Rwebisengo S.S

Download Full List
SELECTED FOR TRAINING SEPT 2017-2 Excel

SELECTED_FOR_TRAINING_SEPT_2017 Pdf

NB: More details about this workshop will be communicated as information becomes available.

ICT Teachers are advised to follow / join this facebook group and page and this WhatsApp group to link up with fellow teachers and keep informed about these retooling workshops and other developments regarding ICT teaching in Uganda.

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UGANDAN SCHOOLS EMBRACING DIGITAL EDUCATION

Mr. Mukalele Rogers, a Teacher at Kololo Senior Secondary School, Kampala, guiding Students using computers in a computer Lab. Digital Education is on the rise in Uganda
Photo Caption: Mr. Mukalele Rogers, an ICT Teacher at Kololo Senior Secondary School, Kampala, guiding Students using computers in a computer Lab in July 2017. Digital Education is on the rise in Ugandan Schools.

Ugandan Educational digital resource sharing and E-learning systems on the rise

Educational digital resource sharing and e-learning is emerging as a viable means to improve the quality of education in Uganda. The digital divide in Uganda is reducing, because many schools across the country have acquired ICTs and this has given rise to great demand for digital resources (such as PowerPoint presentations) to aid the teaching and learning process, yet materials on international e-learning systems are not prepared and categorized according to the Ugandan curriculum. Because of this challenge, many schools are developing websites and publishing digital educational resources on eLearning sections of their websites. Many individuals and companies have also established online platforms for eLearning and resource sharing.

Some of the popular publically-accessible eLearning and Educational resource sharing systems that have emerged in the recent years include E-Learn Uganda, Gayaza High School e-tutoring Website, KayeDex Online education platform, Mwalimu Learning Platform, Passuneb.com, Sharebility Uganda, WALKTRACK EDU Platform and Yaaka Digital Learning Network

 

E-Learn Uganda

http://elearnuganda.net/

E-learn Uganda is a Ugandan based platform trying to improve the access to secondary school content in Uganda. The Vision for E-learn Uganda is dream that instead of taking long hours on social media, students can also access content for their level on our platform. “We realized that most students across the country access internet but in most cases use it to access only social media. ”

 

Gayaza High School e-tutoring Website

http://etutoring.gayazahs.sc.ug/

Gayaza High School developed an e-learning platform that is hosted by the School website as a sub-domain. It is an educational resource platform where content developed by the Gayaza High School teachers and students is uploaded to be freely shared or accessed by learners and educators in the country and the rest of the global community. These resources include downloadable subject-based self-evaluation exercises generated using an integrated software suite, lesson notes, video clips, audio recordings and useful links to resources on the World Wide Web. Gayaza was selected as a Microsoft Pathfinder School because of its potential to create scalable and replicable educational digital resources capable of influencing schools in the community, country and the world.

The School formed a partnership with MTN-Uganda to enrich and roll out the e-learning program to the rest of the country based on the following objectives:

  • To ensure that quality educational resources reach remote schools and disadvantaged communities.
  • To train teachers and students in e-learning and the integration of ICT in the teaching and learning process.
  • To improve or enhance the quality of education in schools.
  • To promote the spirit of cooperation/collaboration between schools within the country.
  • To enhance 21st Century skills, innovative teaching/learning practices in schools and ensure education transformation.
  • To narrow or bridge the gap between the urban and rural schools.

Ronald Ddungu, the Deputy Head Teacher says that they adopted an inclusive approach to e-Learning where teachers actively integrate technology into teaching. Students can access, homework and carry out research in a timely manner to further compliment the education curriculum in Uganda. “The use of technology in schools in Uganda helps to improve the delivery of the curriculum. Gayaza High School works closely with other schools and mentors their teachers in adopting the use of technology in their work”,

KayeDex Online education platform

http://kayedex.com/

KayeDex, is an online application providing convenient ways of creating, storing, and sharing collections of Educational information and projects. KayeDex is promoting awareness, knowledge share and innovation in the Uganda education sector. You can search 1000’s of past papers + solutions, Search & compare schools, practice curriculum based Quizzes and Tests.

“The original basis of the project was to ensure all schools in Uganda have some sort of web presence, after getting a large number of requests to build websites for schools. But we soon realised that schools did not have sufficient capital for website development and maintenance, so the idea was spawned to build a platform where schools, could build manage their own website. Further research also supported our idea, less than 10% of schools in Uganda have websites. From there the project was expanded to digitizing thousands of exam past papers and solutions and making them available to students to download. We have also added functionality to help students with their revision, but providing curriculum based tests and quizzes.”

Socially, this application will enable the entire communities to get information about any school in Uganda, by searching and comparing schools basing on different metrics such as location (interactive map),  past UNEB performance and levels etc. Give access to remote communities to a vast database online of past exam papers and solutions.

Technologically it will comprehend the drive to encourage ICT development within the education sector and will help the country through the young generation to embrace and adopt to this information Technology Era.

The unique attributes of this application are;

  • It allows more than 500,000 schools to create and have fully functional dynamic websites managed by their school administrators with minimal basic computing skills.
  • Student can also search for education resources, practice for exams by doing curriculum based quizzes and tests.
  • Students and teacher can share material, ie upload their own content (notes, past papers, quizzes)
  • Digitalised past papers and solutions which can be accessed from both the web and desktop version of the application.
  • With SMS integration, schools can also cheaply and effectively communicate to parents and students.

 

Mwalimu Learning Platform

http://www.mwalimu.ug/

Mwalimu Platform is an Open Educational Resource initially built to support education in Uganda but with expansion prospects to East Africa and Africa.

It started in 2012 as a community outreach project of Gulu University’s Department of Computer Science with funding from Google’s CS4HS, before transforming into an independent platform managed by its creators under Eurekalinks Ltd in collaboration with the Department of Computer Science.

Currently Mwalimu Platform surpports;

  • eLearning for Secondary Schools (SEET)
  • eLearning for Primary Education(Under Development)
  • Digital Literacy of in-service teachers and their life-long learning

 

Passuneb.com

http://www.passuneb.com/

Passuneb.com is an e-learning platform that provides free education resources to students in primary and secondary school. As an open education resource, this web application provides students with free and accessible learning material which comes at a cheaper cost and creates a more interesting revision environment for the students. Services offered include Online Self-test quizzes, E-library, Virtual Lab, students’ lifestyle and leisure news (Wolox), career guidance and counselling programs aiming to help students make more informed and better educational and career choices.

 

Sharebility Uganda

http://sharebility.mukalele.net/

Sharebility Uganda is an Educational Digital Resource Pool for Ugandan Schools. The teachers are encouraged to generously upload their digital resources in their possession to the pool. Resources are freely and directly accessible, and there are quality assurance measures like ratings, reporting and comments features.
Sharebility maximizes the utilization of available e-learning resources for academic purposes through a give-and-take paradigm, connecting the various stakeholders in schools and promoting a culture of sharing and receiving open digital resources to promote education in Uganda.

Some of the attributes of the Sharebility Uganda System include the following:

  • The system enables all users to search and find resources based on the supplied keywords.
  • The system enables unregistered users to register and create accounts.
  • The system authenticates users during login, using their emails and passwords.
  • The system enables users to upload and download resources to and from the system.
  • The system enables users to view and edit their profile page information.
  • The system captures, stores and retrieves comments about each of the system resources.
  • The system has administrator tools for moderating content and user activity by blocking users violating system policy and deleting inappropriate content and comments.
  • The system enables the administrators to re-categorize the digital resource contents being uploaded by various contributors.
  • The system keeps track of the number of times a particular resource is downloaded and automatically gives a list of the top trending resources.
  • The system enables the administrator reply to user inquires and reported issues.
  • The system can automatically open the resource documents for preview/reading within the browser (no need for 3rd part software on client machine).
  • The system keeps track of the user signups per district and displays the map of Uganda showing system usage patterns.

 

WALKTRACK EDU Platform

http://edu.walktrackuganda.com/

Walktrack Edu Platform is an educational website that provides free & open educational resources for both teachers & students across Uganda. It provides important resources for secondary and university, although emphasis has been put on secondary. The resources include Classroom notes, Powerpoint presentations, Questions & Answer booklets, Short books and Past papers. The core motivation to put these resources here is to provide free high quality educational resources to Uganda’s digital generation so as to enhance quality learning especially in northern Uganda.

 

Yaaka Digital Learning Network

www.yaaka.cc

The Yaaka Digital Learning Network is a forum, an academic resource, a job listing, a tutoring aid and a peer-to-peer knowledge sharing platform all in one. Yaaka is designed like an interactive social network, where teachers and students can share academic knowledge and materials. It allows skilled teachers to tutor remotely and earn extra income, and its users benefit from each other’s experience and guidance.

The network, which was launched in March 2015, already has around 11,000 users. Students and teachers range from pre-primary school to university level, and academic, social or extracurricular activity materials are shared in the form of text, audio, audio-visual or video content. Online classes are also held for those with internet-connected devices. Students and teachers just need to register to access or offer learning materials.

SIGNIFICANCE OF EDUCATIONAL DIGITAL RESOURCE-SHARING AND E-LEARNING

Educational digital resource-sharing refers to the use of learning resources (course content, research, assessment materials, etc.) in digital format by different learners located in more than one educational institution. However, sharing educational digital resources efficiently and effectively is a challenge. One barrier is that currently available resources have not been described accurately and do not readily interoperate. In this context, collaborations can reduce costs associated with designing and implementing commonly used resources (i.e. sharing of reusable learning objects housed in a common repository). It is therefore important that frameworks are explored on how best the sharing of these educational resources may be made possible.

E-learning refers to the utilization of ICT tools, services and digital content in education. E-learning presents enormous opportunities to significantly facilitate the effectiveness of delivering the learning contents and gaining access to an immense pool of educational information if appropriately utilized, and it has also gained global recognition as a method to improve the teaching and learning processes aimed at creating an economy powered by technology and propelled by information and knowledge. E-learning in schools is used both by students and staff in the process of exchanging information and gaining knowledge, as well as for communication and easy access to educational information at a cheaper cost.

ICTs provide an array of powerful tools that may help in transforming the present isolated, teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments. Consequently, digital e-learning is increasingly being suggested as an alternative to, or a way to enhance, traditional educational approaches since it can overcome many of the challenges involved in reaching undeserved students.

Current trends in e-learning recognize that in order to support different teaching and learning paradigms, e-learning should deal with more than simply reading online lessons: – content as well as communication and collaboration have to be supported in a personalized manner by e-learning systems. Current trends also show that online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations. Personalization and adaptability will continue to be key issues in modern e-learning environments as they improve the knowledge acquisition process.

To facilitate online learning, various e-learning systems have been developed and are being used to provide a medium by which course materials can be delivered and accessed in a web-based platform as well as to provide the technology medium for interaction among the learning community. In order to improve their design, there is need for regular evaluation to assess the extent to which they continue to meet the goals of learning and their impact.

However, the power of e-learning is more than technology; it includes the social dynamics of networking. The revolutionary impact of e-learning lies not simply in having a multimedia platform on a single desktop. It is the combined power of a worldwide network of such computers – that connects authors, instructors and learners globally – with the immediacy of text, graphics, audio and video, as well as interactivity and collaborative sharing. Therefore, as Uganda increasingly embraces ICT in education and e-Learning  , it is essential to develop ways to encourage and facilitate collaboration and cooperation.

 

ICTs provide an array of powerful tools  helping in transforming the present isolated, teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments. This enhances the traditional educational approaches since it can overcome many of the challenges involved in reaching undeserved students in Uganda. By pooling resources and taking advantage of each other’s expertise, learning providers can build adequate capacity, reduce redundancy in infrastructure and reduce costs. The growing trend of distributed heterogeneous educational resource sharing and eLearning systems  can realize the inter-connection, inter-communication and sharing, reduce the cost of educational resources and speed up the process of access to resources for teaching and learning. Consequently, the time and cost that would have been incurred by an institution is sharable amongst the partners through a give-and-take commitment. This is the reason why several countries have adopted the norm of being part of educational networks and associations.

Know of other Ugandan Educational digital resource sharing and E-learning systems not mentioned here? Let us know in the comments!

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Makerere Introduces new BIST program.

Makerere University has introduced a new program which is going to replace two programs Bachelor of Information Technology (BIT) and Bachelor of Information Systems (BIS), starting this academic year 2017/2018.
The new program, dubbed Bachelor of Information Systems and Technology (BIST) is being introduced at a time BIS and BIT programs are being phased out at the University. BIT and BIS programs have been having very many cross cutting course units (over 80%) and the new BIST program combines the core course units which were originally under Information Systems and Information Technology.

25 Government Sponsorship BIST slots up for grabs

Last year as the S6 candidates were filling in the PUJAB (Public Universities Joint Admissions Board) Forms, many were puzzled as they realised that both BIT and BIS were not included among the available programs at Makerere University for 2017/2018 academic year. So candidates who wanted to pursue Computing and ICT related courses were left with only two options, Computer Science and Software Engineering. Now Makerere University has announced that it is receiving fresh applications for this new program as follows:

College of Computing and Information Technology (CoCIS)
(a) Government Programme (25 slots)
1. BST Bachelor of Information Systems & Technology (3 Years) Government sponsorship for Ugandans only. NB: Students already admitted on government will not be considered.
(b) Private Programme

2. BST Bachelor of Information Systems & Technology Day Programme (200 slots)
3. BSI Bachelor of Information Systems & Technology Evening Programme (200 slots)

Admission Requirements for BIST:
Direct Entry Scheme
(i) An Ordinary Uganda Certificate of Education with at least 5 passes, or its equivalent, and;
(ii) At least two Principal Passes obtained at the same sitting at A’ Level (UACE) or its equivalent as follows:
Essential: Two best done of Biology, Chemistry, Physics, Mathematics, Economics, Geography and Entrepreneurship.
Relevant: Any other best done subject of all A’Level subjects
Desirable: General Paper, Sub-Maths or Computer Studies
Diploma Holders Entry Scheme
(i) Candidates should possess at least a Second Class (Lower Division) Diploma in Computer Science or any other Diploma with Business or Computing aspects from any recognized Institution.
(ii) Candidates who completed full series of CCNA training (1-4 stages) under the aegis of the CISCO programme.
The Deadline for submitting applications for these slots has been slated for Friday 31st August, 2017.

Application Procedure:
(i) Application forms for A’level and Diploma/Degree Holder applicants can be picked from Office 314, Level 3 Senate Building. Other relevant information can be obtained from Undergraduate Admissions Office, Level 3, Senate Building, Makerere University, or can be downloaded from our Website www.mak.ac.ug with effect from Thursday 17th August, 2017.

Further information regarding admission requirements and tuition fees  can be found at: goo.gl/9pCqTk .

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REPORT ON WORK OF CANDIDATES UCE COMPUTER STUDIES AND UACE SUBSIDIARY ICT 2016

2012 Jinja College Candidates of UCE Computer Studies ready to start the practical paper 840/2 in the computer lab.

NB: Compete Reports on all subjects can be downloaded from the UNEB website at

https://ereg.uneb.ac.ug/

Download PDFS

 840/1  COMPUTER STUDIES

Introduction:

 The paper consists of three sections; A, B and C. Section A contains 20 compulsory Multiple Choice Questions (MCQ) drawn from the whole syllabus. Section B contains 6 compulsory structured questions drawn from the whole syllabus. Section C contains 3 theoretical practical questions drawn from the topics; Elementary Computer Programming, Trends in Computing, System Start-Up and Configuration, Computer Communication and Networking and Computer Hardware. The candidate answers only one question.

The level of difficulty of the paper was the same as that of the previous year 2015. The UCE 2016 candidates’ performance was the same as that of the previous year.

 

Question Analysis

SECTION A-MCQ

The questions required candidates to select the most appropriate answer from the given choices per question.

 Popularity: All the questions were compulsory

 Weaknesses of candidates: Some candidates used guesswork to pick the alternatives.

 Advice to Teachers: They should guide the students on how to answer MCQs appropriately.

 SECTION B- STRUCTURED QUESTIONS

 Question 21. 

 The question tested candidate’s knowledge of early computing devices and the generation of computers. The candidates were required to state the features of a modern computer.

Popularity: It was popular and attempted by majority of the candidates.

 Weaknesses of candidates

  • Some candidates could not relate the computing device to the inventor. Candidates just mentioned any computing device during the mechanical error and associated it with Blaisé Pascal.
  • Some candidates failed to state reasons for the features given. Many learners were challenged by the meaning of modern computer as opposed to the traditional characteristic features of a computer.

 Advice to Teachers

  • Teachers should clearly relate the early computing devices invented to their respective inventor.
  • The teachers should guide learners on explaining the reasons for the respective characteristic features in each generation of computers.
  • The teachers also need to be careful in clarifying and explaining the current trends in computing world in aspects of observable changes today.

 

Question 22.

(a) Required candidates to give a brief description of what peripheral devices are.

 Weakness of candidates

Many candidates could not draw a clear difference between peripheral devices and other parts of a computer system.

(c) Giving categories of computer hardware.

Weakness of candidates

Many candidates were giving examples instead of categories.

(c) Outlining situations under which a computer user can carry out warm booting.

The question required candidates to give the rationale or need for warm booting a computing device.

Weaknesses of candidates

Candidates lacked knowledge about warm booting while others simply tried to define it.

 Popularity: Generally part (a) and (c) were not popular while part (b) was.

 Advice to Teachers

Teachers should relate the technical terms to practical sessions to enable learners have a clear- cut distinction between terms.

Question 23. 

The candidates were required to demonstrate their practical skills of data management using electronic spreadsheets and databases.

Weaknesses of candidates

  • Candidates failed to demonstrate their practical knowledge into theory.
  • Some candidates failed to write the correct spreadsheet formula syntax.

 Popularity: It was popular but failed by majority.

Advice to Teachers

  • Teachers should emphasize the need for proper syntax for formula and function expressions in spreadsheets and database.
  • The teachers should endeavor to make learners to understand the theory behind every practical operation.
  • The application and roles or functions of the various database objects must be emphasized.

Question 24. (a)

Candidates were required to define terms used in computer communication with examples. Weakness

  • Some candidates did not have knowledge of the given terms.
  • Some candidates were relating the terms to non-electronic communication means. Popularity: It was not popular. Few candidates who attempted it failed.

 Advice to Teachers

  • Teachers should clearly enable learners to distinguish between the technical terms used in computer communication, where possible tour or have field studies for practical experiences.
  • The modes of data communication should be demonstrated clearly with practical examples.
  • Teachers should avoid giving non-electronic means or data switches as examples.

Question 24. (b)

Candidates were required to state the advantages of using Internet in business transactions. Popularity: It was popular and passed by many candidates.

 Weakness

  • Some candidates resorted to giving general applications of Internet in other fields other than business related advantages.
  • Some candidates were simply giving advantages of computer.

Advice to Teachers

Teachers should enable learners to grasp question understanding drills by knowing where the stem of the question lies and decide on the most appropriate key.

 Question 25. 

 Candidates were required to demonstrate knowledge of the two word processing features.

 Weakness

Many candidates did not have knowledge of the given terms as applied in word processing in theory.

Popularity: Not popular and many candidates failed this question.

 Advice to Teachers

Teachers should demonstrate the understanding of certain unique features practically and also have written notes for candidates as they handle practical sessions.

Candidates were required to give advantages of word processing software over a manual typewriter.

 Weakness

Candidates could not clearly state the advantages of word processing software over a manual typewriter.

 Advice to Teachers

Teachers should expose the learners to both word processing environments and tools for learners to demonstrate and appreciate a clear understanding.

(c), (d) and (e) Candidates were required to explain meaning of features in a presentation program and state an example of a presentation program.

 Popularity : It was popular.

 Weakness of Candidates

Many candidates lacked knowledge of the use of the stated features.

 Advice to Teachers

Teachers should use a practical approach to enable learners understand the concepts clearly.

Question 26.

(a) and (b). Candidates were required to demonstrate understanding of utility programs.

Popularity: It was popular.

 Weakness of candidates

  • Some candidates lacked a clear-cut general description and examples of utility programs.
  • Some candidates could have been misled by incorrect information from pamphlets on the market.

 Advice to Teachers

Teachers are advised to leaners to simply not photocopy information from pamphlets to learners but rather make sense out of such literature.

  • Candidates were required to give advantages of off-shelf software.
  • Popularity: It was popular.

 

Weakness of candidates

Candidates mainly stated “uses” instead of “advantages” as required by the question.

 Advice to Teachers

Teachers should clearly explain the differences between uses, functions and advantages.

  • Candidates were required to give considerations while developing a computer program.
  • Popularity: It was popular

 

Weakness of candidates

Many candidates did not understand what the question required.

 Advice to Teachers

Teachers should tell learners to be creative in their question approach.

SECTION C- Practical Theory Questions

Question 27. 

 (a) Candidates were required to demonstrate an understanding of the computer configuration, system startup, repair and maintenance.

Popularity: Not popular.

 Weakness of candidates:  Candidates showed lack of knowledge of troubleshooting.

Advice to Teachers

  • Teachers need to use practical approaches in explaining some of the technical troubleshooting terms to learners.
  • The teachers need to expose learners to interfaces that portray errors or problems during use of a computer.
  • Teachers should practically guide leaners in maintenance and repair of computer systems.
  • Encourage leaners to attend maintenance sessions in the computer laboratory. (b) Candidates were required to state signs and symptoms of a computer with hardware and software problems.

 Weakness of candidates

  • Some candidates merely reproduced work from their notes which was not applicable to the question.
  • Many candidates misunderstood the question to mean computer crimes or security issues.

 Popularity: It was not popular

 Advice to Teachers

Teachers should tell learners to be creative while answering such questions which are open ended.

Question 28. 

(a) Candidates were required to explain observable symptoms that can be based on to conclude that a computer has mal-ware.

Weakness of candidates

  • The candidates had no knowledge of the term malware.
  • Candidates just related the options in 27(a) as solutions in question 28(a).
  • Candidates also confused the term malware for disadvantages of computers.

Popularity: Not popular.

 Advice to Teachers

  • Teachers should clearly explain the possible meanings of computer terminologies like computer infections.
  • They should use varied terms to explain the meaning of malicious infections, which include: malware, viruses, spyware and various attacks to computer systems.

(b) The question required candidates to describe measures that can be put in place to safeguard computers against malware.

Popularity: Not popular although candidates who attempted it scored very highly.

 Weakness of candidates

Candidates had no knowledge of the possible measures used to counteract/safeguard computers against malware.

 Advice to Teachers

Teachers should categorize the measures used to safeguard computers to various system attacks.

Question 29. 

 (a) Candidates were required to explain the advantages of networking in a school setting/environment.

Popularity: It was the most popular question.

Weakness of candidates

  • Candidates stated advantages of Internet instead of a network setup in a school.
  • Some candidates stated benefits of using computers in a school.
  • Some candidates gave shallow explanations of networking.

Advice to Teachers

Teachers should clearly distinguish the networking terms from Internet basics and the World Wide Web.

(b) Candidate were required to explain the different types of topologies. Popularity: It was popular and attempted by most of the candidates.

 Weakness of candidates

  • Candidates showed lack of knowledge of what a network topology is.
  • Candidates confused the network topologies for types of networks.
  • Candidates also confused a server for a hub or concentrator or switch.

 Advice to Teachers

Teachers should assess the leaners in these concepts in aspects of definition, illustrations, explanations and descriptions.

840/2  COMPUTER STUDIES (PRACTICAL)

The paper consists of two Sections; A and B. Section A contains one compulsory question drawn from word processing and spreadsheets.  Section B contains three (03) Questions drawn from Database, Web Design and Computer Presentations.  The candidates answer any two questions.

The paper was easier than that of the previous year, 2015.  The candidates of UCE 2016, performed better than those of the previous year.

Question Analysis

SECTION A

Question 1 (a) Word Processing

Candidates were asked to typeset a given text and later on apply general formatting including page formatting.

Since it was a compulsory question; it was attempted by most candidates.

Weakness of candidates

  • The candidates had problems with inserting page numbers.
  • The candidates could not easily make a heading outside the columns.

Question 1(b) Spreadsheets

Required the candidates to enter statistical data in a spreadsheet  and carry out calculations.  In addition, they were supposed to represent the work using a pie chart.

Popularity of the question

Being a compulsory question, it was attempted by most candidates.

Weakness of candidates

  • It was hard to sort data in ascending order according to total column.  It was hard inserting a tittle on the chart.

Advice to Teachers

  • Teachers should emphasize good use of functions and formulas in spreadsheets.
  • Teachers should emphasise qualities of a good illustration.

SECTION B

Question 2. Presentation

Required to prepare a presentation using the given data.  Also to insert charts and graphics.

The question was popular; it was attempted by most candidates.

Weakness of candidates:

  • They could not easily insert an organizational chart.
  • They could not easily insert graphics in required locations.

Advice to Teachers

  • Students need to do a lot of practice.
  • Expose students to different types of charts.

Question 3. Web Designing 

Required candidates to demonstrate their understanding of web designing by designing a hotel website with all the active links and pages.

It was the least attempted question.

Weaknesses of candidates:

  • Candidates did not know how to link web pages.
  • They never knew how to create a web banner.
  • Some failed to save their work as a website

Advice to Teachers:

  • Teach all the examinable applications including web designing.
  • Expose students to a variety of web designing software.
  • Emphasise qualities of a good website including a banner.

Question 4. Database Management System

Required candidates to prepare a database, enter data and create a form, a query and reports.

It was a popular question and most candidates attempted it.

Weaknesses

  • Candidates had problems with the use of the right criteria.
  • They had problems with the field properties in the table.

Advice to Teachers:

  • Emphasize proper designing of the table.
  • Print all the objects of the database.
  • Emphasize proper use of wild cards.

 

S850/1  SUBSIDIARY ICT 

 

Introduction 

 The paper is made up of twenty (20) compulsory structured questions set from the entire syllabus.  The paper was of the same level of difficulty as that of the previous year 2015. The candidates of UACE 2016 performed better than those of the previous year.

Question Analysis

Question 1.

Candidates were required to give reasons why students in secondary should not be allowed to have mobile phones.

Popularity: Very popular and passed well.

Weakness:  Some candidates instead gave merits of using phones in school.

Advice to Teachers

Involve students in critical thinking exercises and also teach about the common ICT devices/tools clearly spelling there use, advantages and demerits in everyday life.

Question 2.      (a) and (b)

 The question required candidates to give the importance of servicing and maintenance of computers and state the activities involved in order to service and maintain the computer. Popularity:  It was popular.

Weakness

  • The candidates confused activities with precautions for computer use in 2(b).
  • The candidates also confused the activities in 2(b) to be security measures while using a computer.

Advice to Teachers

  • Teachers should involve students in practical/hands-on activities of servicing and maintenance of computers as spelt out in the syllabus.
  • Teachers should guide students when servicing and maintenance are needed and done while taking good care of the computers.

Question 3.

The question required candidates to state the file path from the command line interface given in 3(a) and give a method/step of recovering a file which has been accidentally deleted on the desktop.

Popularity:  Popular but most failed.

Weakness

Some failed due to lack of exposure to the command line interface or the DOS prompt. Most teachers emphasize the graphical user interface in teaching.

 Advice to Teachers

Teacher should expose students to all possible user interfaces and when to apply them.  Students should be exposed to practical activities involved in file management.

  Question 4.     

Candidates were required to describe the terms in reference to devices as used in ICT. Popularity:   It was popular.

Weakness:

 Candidates failed to bring out key features and also failed to use keywords expected of them in describing the devices given.

Advice to Teachers:

 Teachers should emphasize during the teaching, practical exposure to computer hardware devices and explain appropriately the related terms and uses of these components.

  • The students should also be taught the operations/working mechanisms of computer hardware

Question 5.

Candidates were required to define a file extension and give the associated file extension for the given file types.

Popularity:  It was popular

Weakness:  

  • Candidates failed to give the definition of a file extension but rather gave the use of a file extension.
  • Some candidates also failed to distinguish between a file extension from a file name for 5(a) and others could not give the appropriate file extensions for the different file types given in 5(b).

                Advice to Teachers

  • While teaching, teachers should give a clear cut distinction between a file, a filename and a file extension.
  • Teachers should also give students many file extensions for each file created using the respective programs.

Question 6.        

Candidates were required to define the term output devices and as well as give categories of printers and their respective examples.  Popularity:  It was popular and majority passed it.

Weaknesses:

 Some candidates used the same term “Output” in their definition in 6(a).

  • Some candidates interchanged the examples of printers for categories while other candidates were stating brand names of printer instead of giving the categories.
  • Some candidates mistook categories to mean mechanisms of printing in 6(b).

Advice to Teachers

  • Teachers should clearly give synonyms of words while defining terms to avoid use of the same words or phrases to define a given term.
  • Teachers should also emphasize categories of printers, mechanisms of printing and the examples of printers while teaching.
  • Teachers should explain clearly the meaning of words such as categories, classifications, types, examples, forms, and when to apply them.

Question 7.

Candidates were required to distinguish between system software and application software and also give language translators.  Popularity:  It was popular but most failed question.

Weakness

  • Some candidates misinterpreted the language translators for natural human language translators and thus gave answers like Kiswahili, Luganda, Chinese, Japanese, and French.
  • Some candidates misinterpreted the language translators to mean programming tools like linkers and debuggers.

Advice to Teachers

  • Teachers should emphasize the use of the keyword “end user” in definition of application software and also give use of conjunctions such as “while”, “whereas”, “on the other hand” so that the two statements flow to set them apart as in 7(a).
  • Teachers should also endeavor to emphasize the difference between language translators and programming tools.

 

Question 8.  

Candidates were required to clearly differentiate between computer hardware and computer software and also give other categories of computer hardware apart from storage hardware given. Popularity:  It was popular.

Weaknesses

  • Some candidates failed to give the keyword to make a clear cut difference between computer hardware and computer software in 8(a).
  • Some candidates mistook other categories of computer hardware to mean examples of storage hardware.
  • Other candidates gave responses for any hardware components they are aware of.
  • Some candidates don’t take time to exhaustively read and understand the demand of the question.

Advice to Teachers

  • Teachers should teach the categorization spelt out in the syllabus and associated examples that fall in each category of hardware.
  • Teachers should also spell out such words that can be used interchangeably such as “category”, “type”, “forms” and when they should be used while teaching.

Question 9.  

Candidates were required to state “True” or “False” against the forms of software distribution in the question.  Popularity: It was popular and averagely passed.

Weaknesses: 

  • Some candidates showed lack of knowledge of forms of software distribution.
  • Other candidates failed to stick to the question rubric and thereby resorted to appending ticks and crosses for “True” and “False” respectively.
  • Others used the word “Yes” for true and “No” for false.

 Advice to Teachers

Teachers should always emphasize to students to adhere to the examination rubric and also advise the students to thoroughly read the instructions carefully and follow them to avoid losing marks for being careless.

Question 10. 

Candidates were required to define the term “motherboard” and identify components housed on the motherboard.  Popularity:   It was popular.

 Weakness 

Some candidates failed to define the term “motherboard” but rather gave their responses as one of the components of the system unit.

Advice to Teachers

  • Teachers should teach students the difference between motherboard and system unit.
  • Teachers should expose students to items/components referred to as hardware and be able to define and describe them in relation to their nature, make up and mechanism of work.

Question 11.

Candidates were required to define the given terms in11(a) as used in publication software, give publication software and name a document that can be produced using a publication software. Popularity:  It was popular.

Weaknesses 

  • Some candidates failed to define the terms “Frame” and “Template” but were rather merely referring to a frame as a border and majority had no idea about a template.  Some candidates had limited scope of examples of desktop publication software.

 Advice to Teachers

  • Teachers should clearly describe features of publication software to students.
  • They should also teach students the practical theory and allow them to take notes.

Question 12. 

Candidates were required to fill the table using appropriate application software and state the purpose of the corresponding application software stated.   Popularity: It was popular.

 Weakness 

Some candidates misinterpreted categories of application software for examples of application software in these categories while others had no idea about the purpose of some categories of application software.

Advice to Teachers

Teachers should teach students the uses of different categories and examples of software.

Question 13.

Candidates were required to suggest ways/methods of protecting data and software. Popularity: It was popular.

Weakness:

Some candidates gave responses for protecting computer laboratory and computer hardware.

 Advice to Teachers

Teachers should clearly spell out aspects to do with software and hardware protection and not to substitute them.

Question 14. 

Candidates were required to give the benefits of using e-mail service and ordinary post service to send documents.  Popularity: It was popular.

Weakness:

  • Some candidates gave comparative points of e-mail service over ordinary post which was not the requirement of the question.
  • Other candidates gave disadvantages of e-mail service over ordinary post and vice versa.
  • Some candidates instead gave uses of the two services rather than their benefits.

Advice to Teachers

Teachers should clearly teach students the uses, advantages/benefits and demerits of these related service platforms.

Question 15. 

Candidates were required to give the application/use of the knowledge of the common modern technologies given in real life situations.  Popularity: It was popular.

Weakness:

Some candidates lacked knowledge of the technologies due to lack of exposure and hence not appropriately use the terms given to complete the statements.

Advice to Teachers

Teachers should expose students to such technologies through use of simulations, study field trips as in other subjects and use demonstration.

Question 16.

Candidates were required to distinguish between a hyperlink and a homepage and also identify netiquette guidelines while using the Internet.  Popularity:  It was not popular. Weakness 

  • Some candidates had no knowledge of what a hyperlink is.
  • Other candidates confused netiquettes to mean disadvantages of using the Internet.

Advice to Teachers

  • Teachers should teach students most or all the terminologies and use of Internet practically.
  • Teachers should also teach students giving a clear distinction between netiquettes for Internet use and the computer ethics.

Question 17. 

Candidates were required to give examples of wireless transmission media in 17(a) and limitations of wireless transmission media in (b).  Popularity: It was popular though most failed it. Weakness 

Some candidates mistook the technologies or platform e.g. WIFI, Bluetooth upon which the transmission media operates as transmission media.

Advice to Teachers

Teachers should teach students the different technologies or platforms which are based on wireless transmission media.

Question 18. 

Candidates were required to show knowledge of use of the terms given to complete the statements correctly.  Popularity:  It was popular.

Weakness 

Some candidates failed to sort and choose appropriately the correct term to suit a particular statement due to lack of knowledge and exposure to the application interface and hence failed to match the terms to statements.

Advice to Teachers

Teachers should explain clearly the terms especially during practical sessions so that students can appropriately use them in practical theory questions of this nature.

Question 19. 

Candidates were required to explain the terms given as used in Information and Communication Technology.  Popularity: It was popular but failed by majority of the candidates.

Weakness

Some candidates failed to bring out the key words expected of them in explaining the terms.

 Advice to Teachers

Teacher should emphasize during teaching the meaning of these terms and also how to approach such questions that call for explanation.

Question 20.

Candidates were required to outline five uses of intranets in an organization. Popularity:  It was popular but failed by majority of the candidates.

Weaknesses 

  • Some candidates confused intranets with the Internet and hence gave responses in relation to Internet use.
  • Some candidates gave points related to advantages gained after using intranets.

Advice to Teachers

  • Teachers should teach clearly the difference between intranet, extranet and the Internet in terms of their uses, advantages/benefits and disadvantages.
  • Teachers should always encourage students to read carefully and internalize the demand of a question.

 

S850/2  SUBSIDIARY ICT (PRACTICAL) 

 Introduction

The paper consists of five questions set from the topics; Word Processing, Electronic Spreadsheets, Electronic Presentation, Electronic Publication and Databases. A candidate answers any three questions.

The level of difficulty of the paper was the same as that of the previous year, 2015. The performance of the candidates was better than that of the previous year.

Question Analysis

Question 1:  WORD PROCESSING

ITEM POPULARITY OF ITEM WEAKNESS OF CANDIDATES ADVICE TO TEACHERS
1a. Open the file:      OUR FOCUS. rtf          and save it as your name and personal number.

 

It was popular to all candidates who attempted the number, many of them managed to save as required. –    Identifying the exact support file

–    Renaming the file was a challenge to most of

them

 

Several exercises in loading, exporting, importing and opening files.  Explain to students how to rename all files using the save as feature.
B. set the page size to

A4

Not very popular. Very few candidates were able to customize the page size to the required format.

 

Candidates left the page to the letter-default setting. Encourage students to have hands on learning methods and carry out variety of exercises.
C. i). Set the titles and subtitles to Times New  Romans font size  22

(ii) bold and underline the two sub titles

(c) apply  another color to the titles

It was Popular because most of them were able to format as instructed

 

A few who failed simply skipped the question.

Some candidates applied highlight color rather than font color that was required by the question.

 

Avail students with exercises that require candidates to use these common and regular formatting skills on the home ribbon.
e).(i) type text in the text box The skill was popular and majority of the candidates who attempted it got it right. Some candidates failed to add text in the provided text box, they instead  typed below the text box Emphasize the use of auto shapes and manipulation of all the other options available to the shapes.

 

ITEM POPULARITY OF ITEM WEAKNESS OF CANDIDATES ADVICE TO TEACHERS
f)i).change the numbered list to a bulleted list. It was very popular because more than 90% were conversant with this skill. Avail students with exercises that require them to use these common and regular formatting skills on the home ribbon.
f). (ii) correct symbol for R the registered trademark. It was not popular since many candidates who tried W/P failed this skill. Majority of candidates did not attempt this subsection Teachers should encourage the use of symbols in their daily exercises.
g. insert an endnote It was not very popular, very  few attempted this section. Candidates did not know how and where to   insert the endnote.  Some could not differentiate between footnote and endnote.

Some candidates referenced wrongly.

 

Encourage students to have hands –on learning methods and carry out variety of exercises.

Teachers should emphasize that document referencing should be exact, if the student references wrongly, the whole reference would be wrong.

The teachers should also introduce the various document referencing tools and characteristics.

(h). insert the image in the document. Was popular. Some candidates inserted images from other sources other than the required support file. Teachers should demonstrate the use of support files and explore several image formatting options.

 

j). Save and print all your work. Very popular. Almost all the candidates who attempted the question had the printouts. Teachers should train and encourage students to print. Printouts are not only backups but also carry some marks

 

 

Question 2:  SPREADSHEETS

ITEM POPULARITY OF ITEM WEAKNESS OF CANDIDATE ADVICE TO TEACHERS
a) The candidates were required to use spreadsheet application to enter data that was provided; save it. It was popular to all candidates who attempted the number, many of them managed to save as required. – Some candidates entered the data in format that could not ease arithmetic manipulation Train students the skill of reorganizing data in a format that would facilitate arithmetic manipulation.
b) insert a suitable heading for the data It was popular Some candidates failed to insert a row for the title.

Other candidates typed unrelated titles

The teachers should emphasize the principles of inserting rows and columns in electronic spreadsheets.
ci). Use of formulas to determine increase and decrease. Was not very popular. Some candidates were simply confused about which formula/ function to use. Teachers should train their students in all possible spreadsheet functions and application areas.
d). create a 3-D column chart It was popular The candidates used wrong chart, selected wrong data, and failed to  name axes Teachers must emphasize chart categories, types and characteristics of a good chart.
f) Save and print all your work. Very popular. Almost all the candidates who attempted the question had the print outs. Teachers should train and encourage students to print. Printouts are not only backups but also carry some marks

 

 Question 3.  DATABASE APPLICATION

ITEM POPULARITY OF

ITEM

WEAKNESS OF

CANDIDATE

ADVICE TO TEACHERS
a. Open the file sports club.mdb and save it as your name and personal number. It was popular to all candidates who attempted the number, many of them managed to save as required. Renaming the file was a challenge to most of them Several exercises in loading, exporting, importing and opening files.

Explain to students how to rename all files using the save as feature.

b(i).Assign lookup data types to the field house.  Was popular. Teachers should avail students with an opportunity to use all the available data types.
ii). Allocate appropriate data types to the fields. It was Popular because most of them were able to use data types like text and currency. Most candidates failed to select the appropriate data types. Should thoroughly explain the use of each data type especially when introducing database.
d). Sort the field FEES in ascending order. It was not very popular. Most of the candidates who attempted, failed to sort the data using the field fees balance. Teachers should explain all table features and allow students to practice their use.
e). Create a form with all fields in the table and call it sports form. It was popular .Many candidates created the form using form wizard. Some candidates who used form wizard failed to name the form Teachers should expose students  to all possible ways of making database objects
f. Create a query and use

it to extract all female candidates whose contacts start with 077 and 078 and name it sports query.

It not was popular, very few attempted this section. Candidates did not know how and where to use the required wild card * and use of logical operators like “AND” and “OR”. Teachers should expose students to all possible ways of data filtering criteria techniques.
g. Generate a report from the sports query.

Name it sports report.

Not very popular. Candidates failed to create a report from the query they instead created a report from a wrong data source; the table. Teach students  how to make a report from various database objects like query, table or both.
h. Save and print all your work. Very popular. Almost all the candidates who attempted the question had the print outs. Print settings were poor in that most candidates table and report were scattered on several pages. Teachers should show students how to use designs that fit the form on one page.

Question 4:  PRESENTATION

ITEM POPULARITY

OF ITEM

WEAKNESS OF CANDIDATE ADVICE TO TEACHERS
a). Candidates were required to show the skill of copy and paste

from a support file

•       They were also required to show the skill of creating slides.

•       Candidates were

also required to clearly locate where to type the title and the given content.

It was popular to all candidates who attempted the number, many of them managed to save as required. Most candidates were not familiar with copying and pasting a relevant literature.

 

Teacher should develop skills  of   locating relevant literature from support files.

 

b) Candidates were required to show a skill of copying actual image and pasting it in a right location.  

It was popular

A few candidates   showed the skill of copying and pasting but in wrong location.  

Teachers should train their students  all possible image manipulation options

c).   Candidates were required to show the

skill of applying animation and transition specifically to titles only.

Was  very popular A few who failed to apply the required skills simply misunderstood animation to transition and would apply one of them only. Teachers should train their students all possible animation options like: custom animation, transition sound, and speed, slide advance, set rehearse timing etc.
(e) Candidates were required to apply the skill of inserting action buttons on the left side of each slide. The skill was popular. Majority of  the candidates failed to add action buttons, they were instead using auto shapes and others used action buttons but failed to activate them The teacher should emphasize appropriate use and manipulation of all auto shapes. Should also expose students to a variety of exercises that can develop the skills
(g) Candidates were required to show the skill of saving and printing the presentation as a handout.

 

It was popular Some candidates ignored the change of the file name and others did not include their personal number. Teachers should emphasize the skill of saving and renaming of files as this is one of the tools of identifying candidate’s files.

Teachers should also train students the various methods of printing electronic presentations  such as notes page and handout printing to economize resources .

 

Question 5: PUBLICATION

ITEM POPULARITY OF ITEM WEAKNESS OF CANDIDATE ADVICE TO TEACHERS
a). Candidates were required to create a publication of an

invitation card”

It was not popular. Some candidates who attempted this question created some publication which is not an invitation card”.

Some candidates did not provide for the three required number of signatories.

 

Teacher should introduce to student the various forms of publications.
b) Candidates were required to insert or create a logo. It was not popular Some candidates could not insert a logo from the gallery nor design their own.

Some candidates could not provide for a logo in their invitation card.

 

 

Access and creative skill of logos must be introduced to students.

 

c). Candidates were required to insert any Boarder Art” on the card It was not popular

 

 

 

Some candidates could not provide for a Boarder Art on the card Teachers should show students all possible publication designs skills and tools.
(d) Candidates were required to reproduce three cards from the first designed card, and fit them onto one page.

 

It was unpopular. Some candidates could only provide for one invitation card.

 

Students should be introduced to all methods of multiple copy production options.

 

 

 

S850/3  SUBSIDIARY ICT (PRACTICAL) 

 Introduction

The paper consists of five questions set from the topics; Word Processing, Electronic Spreadsheets, Electronic Presentation, Electronic Publication and Databases. A candidate answers any three questions.

The level of difficulty of the paper was the same as that of the previous year, 2015. The performance of the candidates was better than that of the previous year.

Question Analysis

Question 1. WORD PROCESSING 

  • Required candidates to: 

Load the given file moralpaper.docx and save it as the candidates’ name and personal number.  

              Few candidates could not save in the required name but majority did.

              Advice to Teachers

Teachers show students how to save their work using the given file name.  

  • Required: Underline the heading using any underlining style.

              Some candidates failed to underline.

  • Required candidates to:   Change the boarder to 6pt width.

              Some candidates failed to do it.

              Advice to Teachers

Teachers should teach students various ways of customizing paragraph and page borders.

  • Required candidates to: Center align the entire document.

              Most of the candidates who attempted this question got it correct.

  • Required candidates to: Identify the support file picture bet1.jpg and insert it as a header.

 Most of the candidates located and successfully inserted the picture in the header area. Some candidates located the image but failed to insert it in the header area. A few of the candidates completely failed to locate the image.

              Advice to Teachers

Teachers should show the students how to insert a picture from a given file and place it in a specified location in the document.  

  • Required candidates to: Insert their names and personal numbers as footer.

              Most of the candidates successfully inserted their names and personal numbers as footers.

  • Required candidates to: Insert the page numbers at the bottom starting from page 5.

 Some candidates simply inserted a page number but it did not start at 5. Others manually typed the page number in a text box as a footer.

              Advice to Teachers

Teachers should teach students the concept of Editing Footers and Page numbering in detail.

  • Required candidates to: Insert any auto shape and format it using color green and order it behind text.

              Most of the candidates managed to exhibit all the three skills required in the question.

              Advice to Teachers

Teachers should emphasize the concept of colour contrast should one be required to work with background images and/or colour in text

  • Required candidates to: Hyperlink the word addictive to google.com.  

 Many candidates applied it on “addiction” and others just typed the real word www.google.com and linked it to other documents.

              Advice to Teachers

Teachers should teach students how to work with various types of hyperlinks in all applications.

  • Required candidates to:

              Copy the entire document and paste to any page of the same document.

              Most of the candidates successfully copied the document to the next page

  • Required candidates to: Save and print their work

              Most of the candidates saved their work with the correct file names and location required.  

Question 2: SPREADSHEETS

  • Required candidates to:

Load the support file products.xls and save it in their own name and personal number.  

              Some candidates could not save in the required name but majority did.

              Advice to Teachers

Teachers should emphasize the saving skills with correct file name and file location.

  • Required candidates to: Insert three columns.

              A few candidates did not add the columns.

              Advice to Teachers

Teachers should teach students to read each question in the question paper to its finest detail.

  • Required candidates to:

 Calculate; Total Cost Per Product, Total Sales Per Product and Profit Per Product using suitable functions or formulas.

              Some candidates did not apply the right formulas or functions.

              Advice to Teachers

Teachers should give students a variety of questions which require the use of formulas/functions.

  • Required candidates to: Format all money values with a dollar currency symbol.

 Some candidates applied the pound symbol, some did not apply a symbol at all whereas majority who attempted the question applied the correct symbol ($).

  • Required candidates to: Format all values to one decimal place.

              Many candidates left their values as a default value of two decimal places.

              Advice to Teachers

Teachers should explore the Application with their students more thoroughly and show them how to customize the default format settings such as using dollar currency symbols and changing to one decimal place and text orientation.

  • Required candidates to: Center all the column headers.

              Majority of candidates who attempted the question did it correctly.

This is one of the skills where candidates exhibited highest level of proficiency.

  • Required candidates to: Rename sheet 1 as shop 1.

              Many of the candidates managed to do the question correctly.

              Advice to Teachers

Teachers should show students how to customize the default Worksheet format settings such as renaming worksheets.

  • Required candidates to: Copy all data to sheet 2 and rename sheet 2 as shop 2.

              Some candidates failed to copy and paste the work on sheet 2.  

              Advice to Teachers

Teachers should teach students how to switch between more than one worksheet.

  • Required candidates to:

Filter data and show only products whose profits exceed $100,000.       Majority of candidates failed to filter the data as required.

              Advice to Teachers

 Teachers should teach students more about the data analysis features in the Application such as basic data sorting and data filtering.

  • Required candidates to: Save and print.

              Majority of the candidates successfully printed their work.

              Advice to Teachers

Teachers should emphasize to students about setting the spreadsheet files to appear only in the expected print area to avoid print-outs of pieces of the worksheets.

Question 3: DATABASE

  • Required candidates to:

 Use the data base management software to design the student data base and save it as their name and personal number.

              Most of the candidates were able to save their work using the given file name

  • Required candidates to:

              Design and populate a students’ data table.

 Most of the candidates who attempted this question successfully populated the table but did not do well in choosing suitable data types and assigning appropriate primary key field.

              Advice to the Teachers

 Teachers should clearly teach the students how to choose suitable data types with regard to the given data. The concept of choosing an appropriate primary key should also be emphasized despite the fact that modern versions of the Microsoft Office Applications allows a user to proceed with data entry without identifying a primary key.

  • Required candidates to: Create another table with students’ clearance data.

 Many candidates who attempted this question successfully populated the table but did not do well in choosing suitable data types and assigning appropriate primary key field.

              Advice to Teachers

Teachers should clearly teach the students how to choose suitable data types other than text data type i.e. when Date/Time, currency, Number, Auto-number etc. data types should be applied.

  • Required candidates to: Create one-to-one relationship between the two tables.

 Many of the candidates who attempted this question did not successfully create the one-toone relationship.

              Advice to Teachers

Teachers should give students more exercises that require them to create relationship between tables.

  • Required candidates to: Create a form using students’ data table.

            This question was the most popular and most of the candidates successfully created the form but did not insert the form header.

              Advice to Teachers

Besides creating the database object (Form), teachers should teach students how to customize these database objects such as including customized headers and footer on the form.

  • Required candidates to:

Create a report using data from both tables, group the records by class, arrange records in ascending order of names and include a report footer.

 Many of the candidates did not attempt this question, even the few who attempted the question did not successfully exhibit all the skills required by the question (grouping, sorting and Report footer).

However, the question was dependent on question (d); a candidate who did not correctly create a one-to-one relationship would not successfully group the records as required in the question.

              Advice to Teachers

Teachers should do thorough teaching of creating and customizing the various database objects.

 

(g)       Required candidates to: 

              Create query for students’ clearance table and calculate fees balance and other debts.

 Most candidates did not attempt this question, even the few who attempted the question could not feed in the correct formula to generate the calculated query required in the question.

              Advice to Teachers

Teachers should give students exercises testing various query types (select and calculated queries).

 

Question 4:  PRESENTATION SOFTWARE

  • Required candidates to: Design a four-slide presentation and save it.

 A few candidates failed to save the presentation. Most of them successfully generated the 4 slides with required content though the correctness of the data on ‘Services offered by ecommerce’ was lacking.

              Advice to Teachers

Teachers should point it out to students that much as the practical exam tests skill, it is important to use correct data especially if the topic being discussed is on the teaching syllabus of Sub ICT.

  • Required candidates to: Show skills of applying transitions and animations in the presentation.

Most of the candidates successfully attempted the question. Some of them could not differentiate between animations and transitions and therefore ended up applying only one of the effects.

              Advice to Teachers

 Teachers should thoroughly explore all the possible multimedia effects which can be used in creating an electronic presentation (Animation and motion paths, Transitions, Sound effects, Video clips, etc.)

  • Required candidates to: Apply relevant Clip Art images on all slides

 Most of the candidates successfully applied Clip Art images but their relevance was lacking. Some applied only one Clip Art on one slide; while others used the Clip Art image as their slide background.

              Advice to Teachers

Teachers should show students how to choose and apply appropriate clip Art.

  • Required candidates to: Insert a header of their name and personal number on each slide.

 Although the applications used e.g. Microsoft Office PowerPoint; had no in-built feature to insert a header on each slide, most of the candidates improvised methods of inserting a header such as manually inserting a textbox in the header area or using the Notes and Handouts Header.

  • Required candidates to: Save and make a print-out

              Most candidates managed to make print-outs of their presentation.

              Advice to Teachers

Teachers should allow their students more hands-on sessions in printing and explore with them the various methods of printing electronic presentation such as hand-outs, notes pages and slides.

Question 5:   DESKTOP PUBLISHING

  1. Required candidates to: Generate a given publication structure and save it.

 Most of the candidates successfully saved the file. Some candidates used related auto shapes other than the given ones.

              Advice to Teachers

Teachers should emphasize skills of drawing and manipulating objects and shapes

  1. Required candidates to:  Insert text from the given file “Wash. rtf” into the respective auto shapes created.

Many candidates were able insert the text into the drawn auto shapes. Some of them completely failed to insert the text in any or all the 3 auto shapes.

              Advice to Teachers

Teachers should take students through several practical exercises that require the use of support files.

  1. Required candidates to: Insert bullets on the text in the auto shapes.

Most of the candidates successfully inserted the bullets though some inserted the bullets on only 1 or 2 sets of text/auto shapes.

              Advice to Teachers

Teachers should teach students a variety of publication types and methods of creating the publications.

  1. Required candidates to: Apply a light background fill colour in each of the auto shapes.

The skill was successfully exhibited by most of the candidates who attempted the number although some candidates chose fairly dark shades and not light shades as had been stated in the question.

Advice to Teachers

Teachers are advised to emphasize the concept of colour contrast should one be required to fill colour in the background of text.

  1. Required candidates to: Change the thickness/weight of the arrows to 3pt size.

Some candidates lacked the skill of adjusting/formatting the thickness of the arrows.

              Advice to Teachers

 Teachers should teach the skills of drawing, inserting and formatting shapes in the publication program.

  1. Required candidates to: Insert a picture from the file NO GERMS in the text box and resize the picture to fit.

Most candidates successfully exhibited the required skills. Few candidates failed to insert the picture in the stated location.

              Advice to Teachers

Teachers should emphasize skills of inserting, resizing and moving images in electronic publications.

  1. Required candidates to:  Insert a footer of his/her name and personal number.

Many candidates successfully exhibited the required skill. Few of them failed to insert the footer.

              Advice to Teachers

Teachers should emphasize inserting a footer for any publication for personalization and easy identification of the student’s work.

  1. Required candidates to: Save changes made to the publication and print a hardcopy.

A few of the candidates failed to save their publication in their personal names and personal numbers.

              Advice to Teachers

Teachers should emphasize the skill of saving at the beginning of a question.