Here they are! My beauties, my pride and joy, the fruit of my labour, the effort and results of many, many hours! The presentations I created that I used to create my Theory-based lessons for […]
Thanks to the terminology list on Study Opportunity’s home page and with the help of the assistants sponsored by the DBE (specifically Kerry-Ann Oelofse), we’ve got a great new resource to help our matric learners […]
I am making display boards to encourage my students to ask questions or at least be inquisitive about hardware taught in the Theory sections of Computer Applications Technology. I have taken the physical devices and […]
The first Hands-on Theory Conference was a great success – thank you to Marjorie Raijmakers who dared to share her dream with me! A big thank you to all the exhibitors as well as the teachers and […]
Teaching theory in Computer Applications Technology should not be done ‘theoretically’. There should be a practical, tangible element that students can physically engage with to reinforce the concepts being taught. I have decided to try […]
The Grade 12 theory summaries have not only been updated and expanded to include more definitions and the new content from the 2017 Exam Guidelines, Fotiene Avrakotos has also inserted a bunch of QR codes that […]
Here we go again I find, from time to time, that teachers in our awesome CAT & IT Teachers Facebook Group start chatting about the whole issue of why students seem to perform so poorly […]
The forms are finally ready! At last, the Theory Revision forms are ready for Grade 12 CAT students (available in Afrikaans and English). Other grades can use it, but won’t be able to answer all […]
For teachers who use the Study Opportunities textbooks for Computer Applications Technology (as I do), I have created an assessment for each module in the theory component for each grade (Grade 12 not available yet).
This time of year, towards the end of exams, I find that teachers in our awesome CAT & IT Teachers Facebook Group start chatting about the whole issue of why students seem to perform so […]
© Matthew Hains