SA NCS:Information Technology
Introducing the Subject
DEFINITION
Information Technology focuses on activities that deal with the solution of problems through logical thinking,
information management and communication. It also focuses on the development of computer applications
using current development tools. The subject develops awareness and an understanding of the social, economic
and other implications of using computers.
PURPOSE
The subject Information Technology will enable learners to understand the principles of computing through the
use of current programming language, hardware and software, and how these apply to their daily lives, to the
world of work and to their communities. Such understanding will be achieved by providing learners with
opportunities to:
- demonstrate an understanding of concepts, principles and knowledge of computers and computer applications in various disciplines;
- demonstrate an understanding of how computers impact on the management of natural resources, cultural
values, socio-economic and human rights development;
- critically analyse the impact of computers on ethical, social, economic and political relations;
work competently in a dynamic computer-using environment which includes:
- effective communication,
- problem-solving approaches,
- team work,
- responsible use of technology,
- precision and accuracy;
- demonstrate proficiency in the use of computers in managing and critically interpreting information;
- demonstrate how the creative uses of different computer technologies facilitate human interaction;
- show proficiency in selecting and customising appropriate computer applications, hardware and media to
provide and communicate innovative solutions across all sectors of society;
- design and programme well-tested and user-friendly computer-based solutions to meet specific requirements; and
- prepare for a career path, Higher Education and lifelong learning, thus enabling learners to become effective
members of a computer-using society.
SCOPE
The knowledge and skills acquired in Information Technology enable learners to use information and
communication technology (specifically computers) in social and economic applications, systems analysis,
problem solving (using either applications or a current object-oriented programming language), logical
thinking, information management and communication. It is envisaged that the fundamental knowledge and
skills developed will not be restricted only to Information Technology but also relate to applications in other
subjects in Further Education and Training and beyond.
The following focus areas will be included in Information Technology:
- computer hardware and devices;
- data structures and types;
- electronic communications;
- human-computer interaction;
- management of information;
- open-source software development;
- problem formulation and solution (projects);
- social, accessibility, economic and ethical issues;
- Information Technology will have close links with the following subjects in Further Education and Training:
- Engineering Graphics and Design; and
- Computer Applications Technology.
EDUCATIONAL AND CAREER LINKS
In the General Education and Training band, the Technology Learning Area is an integrated study covering a
wide range of technological areas organised around the following foci:
- technological capability, knowledge and understanding; and
- information and communication technology.
The Technology Learning Area encourages learners to engage in investigating, designing, evaluating and
communicating solutions. Learners are prepared to be competent and confident in accessing and working with
various forms of information and data. The knowledge and skills acquired in information gathering, storing,
processing, management and communication form the underlying basis for Information Technology in Further
Education and Training.
Information Technology specifically forms the underpinning basis for studies in computer science, information
systems, engineering and the business sciences. In general, it lays a foundation for programmes such as the
following offered in Higher Education and Training:
- business information systems;
- computer science education;
- financial information systems;
- geographical information systems;
The subject Information Technology involves the integration of theory and practice as well as structured
experiential learning which affords learners the opportunity to exercise and reinforce the computer skills and
knowledge acquired in the school and to provide orientation to further study in this field. It provides computing
skills across the entire spectrum of careers and opens pathways for careers such as:
- computer or software architect;
- data communication and network specialist;
- financial and actuarial specialist;
- hardware and software support technician;
- information systems and technology manager;
- information technology educator or trainer;
- information technology sales executive;
- telecommunications engineer.
LEARNING OUTCOMES
In a manner similar to the various layers in the OSI model, the Learning Outcomes have been developed in
such a manner that each supports and complements the other. One cannot be studied without the other.
Learning Outcome 1 forms the underlying foundation on which the other Learning Outcomes are based.
Learning Outcome 2, in contrast, emphasises electronic communication that uses the infrastructure developed
in Learning Outcome 1. Learning Outcome 3 will assist learners to understand the socio-economic context in
which computers are used. Learning Outcome 4 is a heavily-weighted outcome because it is the crux of the
subject. However, in order for the systems that are developed to be implemented they will need the concepts
established in Learning Outcomes 1 and 2.
Learning Outcome 1: Hardware and System Software
The learner is able to demonstrate an understanding of and competently operate computer-based technologies.
This Learning Outcome focuses on an understanding of hardware, peripheral devices, processors and their
inter-connectivity, as well as the system software which is needed to make the hardware operational. The
principles of networks and communications allow learners to make reasoned decisions about the
appropriateness of networks of machines in comparison to stand-alone machines for particular applications.
Learning Outcome 2: e-Communication
The learner is able to apply creative uses of different computer technologies to facilitate electronic communication.
Electronic communication is rapidly changing the face of the world and it is, therefore, important for learners
to develop an understanding of this field. This understanding includes the legal, ethical, social, political and
moral aspects of data protection and access to information.
Learning Outcome 3: Social and Ethical Issues
The learner is able to critically analyse the impact of computer technologies on socio-economic, environmental, political and ethical issues.
This Learning Outcome focuses on a broad knowledge of the economic and social reasons for using computers
and the economic, social, cultural, environmental, political and ethical effects of their use across a range of
application areas. It develops learners' abilities to critically balance the advantages and disadvantages of
computerised systems. It allows for an understanding of the potential implications of open-source and
proprietary software for the development of applications and an appreciation for locally-developed software.
Learning Outcome 4: Programming and Software Development
The learner is able to design, implement, test and deliver efficient and effective solutions to problem situations.
This Learning Outcome focuses on the design and development of appropriate computer-based solutions to
specific problems using programming (in an object-oriented way which incorporates appropriate structured data
types), databases, spreadsheets, websites and their interconnectivity. Learners will have practical experience in
the design and implementation of solutions using a set of core development tools.
Acronyms
AIDS - Acquired Immune Deficiency Syndrome
CASS - Continuous Assessment
CD-ROM - Compact Disck Read only Memory
DO - Developmental Outcome
FET - Further Education and Training
FTP - File Transfer Protocol
GET - General Education and Training
GIS - Geographical Information System
GPS - Global Positioning System
GUI - Graphical User Interface
HCI - Human-Computer Interaction
HIV - Human Immunodeficiency Virus
HTTP - Hyper Text Transfer Protocol
IKS - Indigenous Knowledge Systems
I/O - Input/Output
IrDA - Infrared Data Association (a standard defined by the Infrared Data Consortium)
IRC - Internet Relay Chat
ISP - Internet Service Provider
LAN - Local Area Network
NCS - National Curriculum Statement
NQF - National Qualifications Statement
OBE - Outcomes-Based Education
OSI - Open System Interconnect
PDA - Personal Digital Assistant
SAQA - South African Qualifications Authority
TCP/IP - Transmission Control Protocol/Internet Protocol
URL - Uniform Resource Locator
UML - Unified Modelling Language
USB - Universal Serial Bus
WAN - Wide Area Network
WAP - Wireless Application Protocol
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