Professional Documents
Culture Documents
Handbook
Information and Communications Technology (ICTs) for Education
Enable educators to use their classrooms as laboratories from which they can collect and
analyze research evidence and create adaptive measures to differentiate their instruction.
Provide credit for intensive, blended learning experiences rather than isolated courses so
that students can benefit from face-to-face interaction, accessibility to global experts,
consistent interaction with local mentors, and the ability work on their classroom projects.
Encourage collaboration and risk taking. Allow teachers to build communities of practice that
operate along the lines of a caf, a free library, and marketplace of ideas. The caf elicits the
power of transformational conversations between teachers in a safe atmosphere conducive
to problem solving, innovation, and subject-matter mastery. The free library leverages the
social network of the caf by offering an interactive repository of shared content and lessons,
rapid feedback loops, and a cycle of ongoing improvement. The marketplace stimulates
breakthrough thinking and the development of educational applications that meet local
needs.
Encourage participatory teacher research based in research evidence gathered from their
primary and secondary classrooms. Professional development for teachers in research
methods can be integrated into the national curriculum in order to foster a spirit of curiosity
and guide innovative and collaborative projects such as science fairs and service learning.
Provide release time for teachers to participate in new professional development training
programs and to observe each others classrooms.
Support mentorship programs that ensure new teachers experience those with demonstrated
excellence in three areas: (a) content-level mastery, (b) results-driven and creative teaching
practices, and (c) their effectiveness in adult learning.
Reduce the dependence upon textbooks to transmit the national curriculum. Immune from
improvement and outdated the moment they are published, textbooks can be supplemented
by open educational resources, curated locally in a continuous improvement cycle, and
shared broadly.
Examine policies regarding teachers and ensure to include all stakeholders. Pre- and inservice teacher training and other interlinked aspects should examine mechanisms for
selection, hiring, promotion and the evaluation of teachers. At the same time, these
mechanisms cannot succeed unless there is an equal commitment to a stakeholder
agreement about salaries, a classroom-based professional development structure,
mentorships, and rapid feedback loops so that the effort is a truly common enterprise. 1
Allow directors to adjust schedules and create homegrown, flexible solutions that allow them
to accommodate student work schedules and family obligations; provide multiple
opportunities for curriculum designers and pedagogy experts to collaborate directly with
classroom teachers; and connect after-school teachers to classroom teachers in order to
1 Guzmn, J., et al (2013). Effective teacher training policies to ensure effective schools: a
perspective from Central America and the Dominican Republic. PREALblog. http://bit.ly/1iF0v8i
Handbook: ICTs in Education: January 2015
Create fruitful linkages with global universities, NGOs, and civil society organizations to
professionalize administration, management, infrastructure and research.
Enlist and support school leaders to strengthen transition points in the education system.
Student leadership opportunities with their peers have proven successful as realistic
alternatives to life on the street for students approaching key transition points.
Provide support for mentors, inspectors, and school directors in order that they may foster a
climate for teacher professional development and innovation. Our extraordinary progress in
redistribution of resources must be accompanied by high standards for, and consistent
professional development of, managers and leaders. Programs in educational leadership are
inexpensive (when measured against the consequences of spotty educational improvement),
replicable, and scalable. Professional development should not be limited to teachers, but
extended to all who interact with them.
Requirements
Technology Requirements
Module Requirements
Within each module, there will be a face-to-face week, independent online study, and online
study plus 1-2 webinars
Completion Requirements
Lesley Zark, MSc: Executive Director The International Institute for Education for
Development (IIED), former Director of the Office of Scholarships, Training & Capacity
Strengthening, Organization of American States
Olten Van Genderen, MSc: Secretary IIED, guest lecturer, Vrije Universiteit Brussel
Amin Dankerlui: MINOV Coordinator for the ICT in Education Degree Programs
Juan Pawiroredjo: MINOV Communications Coordinator for the ICT in Education Degree
Programs
Dr. Fred Mednick: Assistant Professor, Johns Hopkins University, USA; Founder, Teachers
Without Borders
Dr. Padmanabhan Seshaiyer: Professor, George Mason University (GMU), USA; Director
STEM Accelerator Program, GMU
Dr. Tom Vanwing: Professor, Vrije Universiteit Brussel, Belgium & Anton de Kom Universiteit,
Suriname
NOTE: The list of international professors above will be supplemented by others from Europe, the
U.S. and Latin America during the course of the degree programs to afford you the opportunity to
Handbook: ICTs in Education: January 2015
Partnerships
Ministry of Education and Community Development (MINOV), Suriname
Advanced Teachers Training College (IOL), Suriname
Vrije Universiteit Brussel, Belgium
Telesur
Competencies
From Basics to Transformation
Topics, activities, and projects will be customized around classroom practice. We will stress
practicality, problem solving, creativity, fun, and measurable outcomes. We will use stories and
out of the seat activities to ensure engagement.
ICT Integration
Lesson Planning
Guidelines for creating learning activities and both unit and lesson plans (a way in, a way
through, a way out)
Subject-matter applications
Collaboration
Using appropriate technologies i.e. finding the right tool for the job
Solving Problems
Handbook: ICTs in Education: January 2015
Create an assessment
Program Outcomes
PPRAPPROACH
Integration of ICTs using pedagogical innovations to develop higher order thinking skills
among learners, even without computers or internet
Policies
Professionalism and Good Will
Handbook: ICTs in Education: January 2015
All students are expected to abide by the policies and expectations of the IOL. In addition, all
students are expected to abide by the policies of this course and degree program in ICTs for
Education. The following apply:
Participation
Participation and discussions are included in student grading and evaluation. The instructor will
clearly communicate expectations and grading policy in the course syllabus. Students who are
unable to participate in the online sessions for personal, professional, religious, or other reasons are
encouraged to contact me to discuss alternatives.
Our Approach
ICT4E is no more about computers than astronomy is about telescopes.
(Adapted from Edsger Dijkstra)
The International Institute for Education for Developments (The Institute) programs promote the use
of ICTs in education, strengthen critical thinking, collaborative problem-solving skills, and inclusion.
It is our aim to reach all teachers regardless of where they are professionally in their careers or
whether they teach in the city or in a rural area.
The Institutes methodology takes into account the teachers considerable knowledge, particularly
about the local environment, and gives them some new tools to make the teaching experience even
better and to assist them in managing innovation. The curriculum is relevant to the needs of the
teachers and respects and celebrates their culture. We work with teachers to develop and manage
Handbook: ICTs in Education: January 2015
mentoring and support networks so that they may develop a personal learning network, support
each other, and share their work.
The Institutes focus is on cyclical growth in (a) understanding Information and Communication
Technology (ICTs) (b) connecting ICTs to curriculum, assessment, management, and
professional development, and (c) demonstrating effectiveness using ones existing (and realistic)
classroom context.
The Institute also promotes several ways to use non-technology approaches to support the use of
teaching tools and support student learning that is both efficient for teachers (lesson-planning,
calculation of scores, etc.) and effective (engaging problem-solving curriculum and constructivist
approaches that help the teacher by removing her from the center of the education focus and
moving more toward skillful guidance and student assessment). ICTs are only one tool (of many)
designed to facilitate teaching and learning.
Please see our public website, Need to Know for a description of individual courses and our
calendar. Artifacts from the courses will be made available to the public. Check back often for
more information.
Grading
Competencies and Implementation in the Classroom
Assessment is a big part of this course. Assignments, discussions, group projects, and your
portfolio will all be graded on a 6-point grading system. Larger assignments will be weighted twice
or three times. Our scale is the following:
[6]: Exemplary: Clear incorporation of research, an extra effort to learn more, proper
acknowledgment of material other than your own, creativity, and clarity. All of this would be
worthy of sharing to educators around the world and makes a contribution to our knowledge
of teaching and learning. Mentor status.
[4-5]: Meets Requirements: Student meets the expectations of the assignment by using
appropriate resources. The expectation is for core competency in the topics covered.
[3]: Needs Work: Basic treatment of the ideas, but student needs to dig deeper in order to
show core competence. Subject to revision to receive credit.
[0-2]: No Credit: (a) Student uses others ideas as her/his own without attribution, and/or (b)
does not address or respect the assignment.
We will determine which assignments are included after we review the progress of the
course. Please do your best on each assignment because they all matter. The criteria for evaluation
is based upon our assessment of the following:
How you work efficiently and with care. You promptly provide feedback and communicate
regularly with peers
How you demonstrate understanding and engagement with course material. We can "hear"
you wrestling and playing with ideas, posing questions, etc., in assignments and
discussions. You have applied your understanding to classroom practice and developed ongoing activities influenced by new course material
What you do to connect with a wider web of colleagues. You listen to, and respect, the ideas
of others; give effective feedback when assignments ask for feedback and accept and
incorporate feedback into your work. You actively participates in discussions with hospitality,
thoughtfulness, gratitude, collaboration and cooperation in actions and words
If and how you take growth-oriented risks. You ask questions when you do not understand
something and you ask for help. You take risks in your thinking and teaching; you stretch
yourself as a learner and as a teacher. You are not stuck in non-productive habits and
patterns of thinking and action
Your professionalism in your classroom and with the local community. Your behavior in
speech and action must honor oneself, others, and the teaching profession
How your students are performing. You provide evidence of their accomplishments, even
how you are addressing failures. Therefore it is imperative that through the assessment
process teachers can demonstrate student success. Teachers must demonstrate the use of
both formal and non-formal assessment practices and show how student success was
correlated to teaching practices
What you do to ensure that your classroom is inclusive and managed well. Classroom
management must be distinct from discipline. A well-managed, orderly, engaging classroom
rarely has problems with discipline. We shall look for the degree to which teachers
demonstrate clarity, monitoring, procedural consistency, and follow-through in order that their
classrooms are: a) clean b) vibrant and inviting c) accessible to all students - including the
disabled. Similarly, we will look for student involvement and leadership so that we see
evidence of a productive classroom atmosphere also managed by the students themselves.
How you show that students are active thinkers, both independently and in groups. Students
are able to both absorb information and apply it to solve problems. This requires the ability
for teachers to demonstrate that students are thinking critically, rather than mimicking
particular lessons. In this way, just as we ask for a teacher portfolio, so, too, shall we expect
to see examples of student work
Sequence
Year 1
Semester 1
3 Require
M1
Required
Required
M2
Required
Required
M3
Required
Required
Semester 2
3 Required Courses
3 Require
M4
Required
Required
M5
Required
Required
M6
Professional Portfolios
Required
Required
Semester 3
3 Required Courses
3 Require
M7
Required
Required
M8
Curriculum Development
Required
Required
M9
Required
Required
Semester 4
3 Required Courses
3 Require
M10
Required
Required
M11
Required
Required
M12
Required
Required
Year 2
Semester 5
3 Total: (2
M13
Required
M14
Required
M15e1
Elective
M15e2
Elective
Year 3
3 Total: (2 R
M16
Required
M17
Required
M18e1
Elective
M15e2
Elective
M1
Semester 1
High-Tech, High-Touch,
High-Teach
All Students
M2
M3
Critical thinking and problem solving are essential skills for the 21st century. To
ensure that students can demonstrate their abilities in a wide variety of ways, in
Collaboration, creativity, and communication skills not only enable you to build
yourselves, but also enhance your ability to make informed decisions and learn
other. In short, your 21st century skills will enhance those of your students.
Semester 2
All Students
We may be able to use ICTs to teach more efficiently, but that does not mean th
more effective. This course will provide teachers with the competencies they ne
works and what doesnt. We will base our work upon actual classroom experie
abstract theories. Emerging teachers will be provided models and simulations
observe excellent pedagogical practices at work.
Problem Solving,
Modeling, and
Simulation
M6
Professional Portfolios
Year 2
Semester 3
M4
M5
M7
M8
M9
All Students
Performance Based
Assessments 1
Developing and
Extending Curriculum
Curriculum cannot be static, but dynamic. This course ensures that teachers re
standards, but have the flexibility to incorporate ICTs dynamically and creatively
As Suriname rolls out its new curriculum, this is an opportunity for teachers to s
Teachers will work in curriculum teams, by grade level, so that they can strengt
matter mastery and extend curriculum to meet local needs
We don't have to keep up with students or even be ahead of them, but we shou
opportunity to work within a safe and educationally productive environment. Th
those contemporary ICT capabilities basic to participation in a global environme
explores media literacy, cyber-security, and personal safety. In addition, teache
to customize applications to meet the needs of their specific classrooms.
Semester 4
M10
Performance Based
Assessments 2
All Students
While we can recognize the problems that may arise as an ICT mentor in your
allows students to read the research about what may serve as a problem in the
prepare accordingly. Elements of adult-learning shall be integrated into practic
allow schools to build an ICT-enabled culture.
M12
Year 3
Semester 5
M13
Interdisciplinary IT for
Inclusion
M14
Data-Driven Decision
Making
ICT offers new opportunities, but it also poses dangers. We will cover issues s
identity safety; creating environments to ensure that children are physically and
social networks and bullying
M11
M15_e1
M15_e2
Semester 6
Year 3 Students
Year 3 Students
M16
M17
Education for
Sustainable
Development
M18_e1
M18_e2
Example Module
Course Platform: http://canvas.instructure.com
Public Website: http://needtoknow.org: Password is Institute2
Week 1: Face to Face (An ICT-Enabled Teacher for the 21st Century)
Course Policies
Quiz
Introduction
Week 3: Introduction
Quiz
Week 4: Introduction
Quiz
Week 5: Introduction
Quiz