AIM
The aim of the ICTL for Secondary School Programme is to produce computer literate pupils. This is in line with the aspiration of the Education Ministry to produce a holistic individual as espoused in the National Philosophy of Education.
OBJECTIVES
At the end of this programme, pupils should be able to:
· acquire and apply ICT knowledge and skills creatively to assist them in their daily life;
· share ideas and information among themselves, within and beyond the school
· environment; and
· demonstrate responsibility and accountability towards ICT infrastructure and its used.
ICTL FOR SECONDARY SCHOOL PROGRAMME CONTENT
The programme emphasizes the integration of knowledge, skills and values.
KNOWLEDGE
The knowledge to be acquired in the ICTL for Secondary School Programme consists of concepts and facts about ICT, including ICT terminology. It includes procedures in managing computer laboratory, computer hardware, computer software, network and the Internet.
SKILLS
The skills involved are communication skills, information skills, managing computer system and problem-solving skills.
VALUES
The values inculcated by the ICTL for Secondary School Programme are responsibility,
accountability, respect, cooperation, virtue and abide by ICT code of ethics.
CONTENT ORGANISATION
The scope of the ICTL for Secondary School Programme is designed according to four domains:
· Computer Lab Management
· Computer Hardware
· Computer Software
· Networks and The Internet
· Each domain is divided into learning areas. It enables pupils to expand their knowledge, enhance their skills and inculcate values in life. The holistic approach of the content Organisation allows pupils to incorporate culture, beliefs, environment and experience to be a person who is open-minded, disciplined, confident and creative (Figure 1).
Figure 1 ICTL for Secondary School Content Organisation
Pupils have various levels of competency in ICT skills. Therefore, the learning areas may be taught in any sequence according to student ability. This also means that teachers are not confined to follow the order in which the topics are set out.
