Teaching of CAT

1. How do schools with economically disadvantaged learners cope with CAT? Those learners have probably not used the computer before starting CAT. How are these learners meant to get up to speed in 3 years of lessons where they use the computer for I period a day? They cannot! The LO talks about ‘Operational knowledge’. Learners cannot get that knowledge unless they operate a computer! May I suggest that such learners do a subject such as computer literacy in grades 8 and 9 in order to expose them to computers before starting CAT in grade 10.
2. Headmasters must appoint people to teach CAT who are able to ‘teach’ and have knowledge of computers and the Office Suite. I have become aware of a number of schools where the teachers need upskilling in teaching and/or computer skills. We cannot expect our learners to achieve good results if the teachers do not have the office competencies.
3. When is there going to be a minimum skill requirement to teach CAT such as Advanced ICDL or a university course? .
4. How many universities offer an in-service qualification in CAT? Very few! Where are teachers meant to get training? The subject advisors cannot be expected to do it as well as their own jobs. National Education did a wonderful job by providing training from TUT but many more people need training and on-going training.
5. Why do schools offer CAT when they obviously do not have the infrastructure to do so? How many schools have Internet access which forms such a large part of the work, or a printer, scanner, digital camera, data projector, networking staff, etc.

This subject is NOT too difficult and does not need to be watered down. What is needed are other things to make it function better. This one subject, if learnt, is a superb vehicle to uplift and empower people, especially in disadvantaged communities.

Teacher training

I recently met two CAT teachers. One has a B.Sc in Computer Science and the other has a degree in Information Systems. Have they attended any CAT training? – No, they could not attend CAT3 as they had not attended CAT1 or CAT2 training. Can they do an ACE course to become a CAT teacher? – No, because they are not qualified teachers. Do they need to study the philosophy, methods, rationale, etc. of CAT? – Yes, but where? The system seems to block those who want to increase their knowledge of the subject field. They first have to do a teaching qualification, and can then study to become a CAT teacher – at least another 4 years part time study.

Even if one was a qualified teacher, e.g. typing teacher, where could one qualify to become a CAT teacher – who knows – ACE CAT courses are offered at very few institutions. And is UNISA offering a course in CAT? – Not really, I am informed they are not sure of the difference between CAT and IT.

I wonder if there has been an investigation into how many people teaching Computer Studies or CAT or IT are qualified ‘computer’ teachers and qualified ‘teachers’. During the CAT training in 2005 more than half of our group of computer teachers were not qualified teachers, but computer graduates who had come to teaching from industry. I wonder how many other people currently teaching CAT are unqualified teachers who cannot get CAT training because the system will not permit it.

I think there needs to be a rethink into teacher training in this subject. Do people want to study to become CAT teachers? – Many do, but where and how?

Training of CAT teachers

I have had the pleasure of training the 2nd year teachers doing an ACE course in CAT at the Cape Peninsula University of Technology (CPUT) for the last 2 years. The second group of 10 teachers handed in their final work for the year yesterday! They worked so well. They had to do many activities from textbooks and then apply their skills in a CAT related scenario.

Here are the students, one partner and two lecturers celebrating! Four students did not manage to attend the celebration.

The group who graduated in 2006 focused on computer skills whereas this 2007 group focused on using the computer to solve a problem, i.e. ‘real’ CAT. I do accept that in training we have to change from a skills focus to a problem solving focus. I also realised the 2007 group did much much more work than the 2006 group. I also accept that we learn on the job at school and although one may be qualified, becoming a CAT teacher takes time.

There were no 1st year ACE CAT students at CPUT this year so there will be no newly qualified ACE teachers next year, although there will be teachers who have done the 4 year full time course. I do hope CPUT manage to get a large class of ACE CAT students for next year as I realise there is already a shortage of CAT teachers. I suspect there needs to be some bursaries to encourage teachers to do the course.

I must thank the authorities at CPUT for having given me the opportunity of teaching the ACE students as it has enabled me to grow and I have enjoyed it to so much.

PS An ACE course is a part time course for qualified teaches.