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International Institute for Education for Development (IIED)

Handbook
Information and Communications Technology (ICTs) for Education

Associates and Bachelors Degree Program

In partnership with The Advanced Teachers Training College (IOL)


Opportunities and Challenges for 21st Century Teachers...................................................................2
The International Institute for Education for Development..................................................................3
Professional Development That Makes a Difference..........................................................................3
Requirements: Associates Degree in ICT for Education....................................................................5
Leaders and Professors in this Program.............................................................................................5
Competencies.....................................................................................................................................6
Program Outcomes.............................................................................................................................8
Policies................................................................................................................................................8
Our Approach....................................................................................................................................10
Grading.............................................................................................................................................10
Your Professional Portfolio................................................................................................................11
Course of Study Sequence...............................................................................................................13
Course Descriptions at a Glance......................................................................................................14
Example Module...............................................................................................................................18

Handbook: ICTs in Education: January 2015

Opportunities and Challenges for 21 st Century Teachers


Innovative teaching and learning in the 21st century depends upon world-class professional
development, including expertise in Information and Communication Technology (ICTs). Teachers
are multipliers of education, for each one reaches dozens of young people. With the proper
support, technology can help them become accelerators of social and economic development.
The positive impact of ICTs in classrooms is proven. Student achievement grows as well as
school retention and interest in pursuing higher education; greater civic engagement takes place
along with tangible increases in health. The availability of open educational resources and social
networking in Latin America and the Caribbean has enabled teachers to enhance and extend
textbooks. The rapidly growing number of teachers adopting ICTs to measure student
achievement through low-cost personalized learning and customized tools is encouraging.
For regions that have little connectivity or access to ICTs, training has been conducted in
anticipation of and as a pedagogical tool for introducing new forms of decentralized (yet effective)
teaching. The concept of a wiki a website that allows collaborative editing of its content and
structure by its users - has been made understandable with groups using thumbtacks and pieces
of paper to re-arrange concepts and work collaboratively on ideas on an empty wall. The use of
blogs and micro-blogs has been demonstrated through a creative extension of the personal diary.
In short, classroom-based professional development can be taught through a blend of older
technologies, mobile phones, and collaborative discussion.
ICTs have worked well as tools that integrate management (class rosters, grading, student
progress) with personalized learning programs. As personalized learning matures and Internet
access becomes more available, programs can allow students to progress at their own speed.
ICTs are particularly effective when they change professional culture by encouraging individual
teachers to reflect on their daily practice, share curriculum innovation, and plan collaboratively.
Communities of practice facilitated through social networks have enabled teachers to ask
questions and seek support without feeling stigmatized or evaluated. More attention is being
paid to how and when teachers embrace technology and how to address resistance to change.
The use of ICTs in the classroom also changes the locus of control from the teacher as sole
source of knowledge to the teacher as both a knowledge expert and facilitator of student learning.
The most effective use of ICTs in education cannot replace a teacher; rather, they help make
good teachers better.
We believe that Suriname is taking a bold and research-confirmed step to spearhead a researchdriven, globally collaborative ICT in Education initiative, focusing on strengthening the capacity of
teachers to integrate ICTs in tangible ways.
The International Institute for Education for Development is proud to play a role in this historic
direction by connecting local expertise with global networks, knowledge, and experience.
Handbook: ICTs in Education: January 2015

Handbook: ICTs in Education: January 2015

The International Institute for Education for Development


Education contributes to Development
Innovative and quality education contributes to growth
The International Institute for Education for Development (The Institute) has as its mission to
promote inclusive, quality education for development at all levels from a global perspective.
Through our programs, we contribute to individual and institutional capacity strengthening with an
end to defining or redefining education policies at all levels. We do this by bringing international
experts with many years of knowledge and experience in the US, Europe and Latin America to work
on inclusive, sustainable programs in partnership with governments and institutions throughout the
region.
Our programs promote the use of technology in education, research and inquiry-based education
and science and technology in education to strengthen critical thinking and collaborative problemsolving skills.

Professional Development That Makes a Difference


A disturbingly high percentage of students drop out of school or repeat grades. Too many students
lack basic literacy and numeracy skills and are ill prepared to meet basic job requirements. While
there are a number of economic and social factors that have an impact on these issues, teachers
ability to engage a diverse body of students and provide them with the skills they will need to
succeed in the 21st century is key.
Not only in Suriname, but worldwide, students need teachers who can guide meaningful learning.
To do this, teachers deserve and must receive quality initial preparation and engage in ongoing
professional development.
We, in the International Institute for Education for Development (The Institute), recognize that highperforming teachers and high-achieving students share one fundamental characteristic: an
openness to change.
To nurture that sense of curiosity, the Institutes new courses and degree programs assist teachers,
those who want to become teachers, and those who want to work in technology for education to
update their skills and acquire specializations using innovative pedagogy and technology
appropriate to the country and its culture.
Research-driven models of teacher preparation and development share much in common. The
best amongst them:

Enable educators to use their classrooms as laboratories from which they can collect and

Handbook: ICTs in Education: January 2015

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

share insights into how individual students learn.

Create fruitful linkages with global universities, NGOs, and civil society organizations to
professionalize administration, management, infrastructure and research.

Connect teachers, curriculum developers, inspectors, school directors, and consortia of


universities

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

Laptop or desktop computer

Consistent access to the internet

Module Requirements

Courses are divided into modules

Each module is between 4-5 weeks

Each module is approximately 40 hours (online and offline)

Within each module, there will be a face-to-face week, independent online study, and online
study plus 1-2 webinars

Successful completion of 12 modules (2 year program) earns an Associates Degree

Successful completion of 18 modules (3 year program) earns a Bachelors Degree

Handbook: ICTs in Education: January 2015

Online and Offline Requirements

20 hours face-to-face with international and local professors

20 hours online (asynchronous) with international professors

Live video-conference sessions

Completion Requirements

Completion of individual/group assignments, graded on a 6-point scale (see grading)

Competencies demonstrated through an online portfolio

Leaders and Professors in this Program


Global Experts, Teaching Professionals, Leaders

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

Robert Peneux, Permanent Secretary, Ministry of Education and Community Development


(MINOV), Suriname

Milton Top: Director of the Advanced Teachers Training College (IOL)

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. Wim Mees: Professor, PXL University College, Belgium

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

hear and see different teaching styles and methodologies.

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.

Computer Basics And ICTs for Classroom Efficiency

Basic skills to be assessed and program customized to meet student needs

Preparing and updating daily lessons, sharing ones work

Keeping records, chronicles, and archives of student work (spreadsheets)

Management of groups larger than 30 students

Basic assessment (to be covered in its own module)

Coordination and communication with parents and colleagues

Collaboration with curriculum designers, inspectors, leaders, policy-makers

Demonstration of ones learning and impact (through portfolios)

ICT Integration

Maintaining grade books

Demonstration of how can accelerate and deepen teacher knowledge

Lesson Planning

Problem-based learning principles and Service learning principles using ICTs

Guidelines for creating learning activities and both unit and lesson plans (a way in, a way
through, a way out)

Handbook: ICTs in Education: January 2015

Knowledge scaffolding assisted by ICT

ICTS for Assessment

ICTs and formative assessment and easy tools

ICTs and summative assessment and easy tools

Designing lesson plans around assessments

Feedback loops using ICTs

Values to be enhanced by and demonstrated through ICTs: empathy, teamwork,


leadership, communication, negotiation, sociability, self reliance, collaboration

Blogs, browsing, websites, applications, RSS, social networks, podcasting

Cybersecurity and cyberbullying

Subject-matter applications

Addressing Individual and School Needs

ICTs and multiple intelligences

ICTs and students with different learning needs, such as visualizations

Making individualized learning plans

Collaboration

ICTs for curriculum growth and content mastery

Reviewing lesson plans to see if additions and tweaks can help

Team approach to problem-solving using mind-mapping

Using appropriate technologies i.e. finding the right tool for the job

Online learning and social networks

Activities and labs, games, interactive activities

Digital literacy and critical thinking

Solving Problems
Handbook: ICTs in Education: January 2015

Use problem-solving and service-learning pedagogies with adult learners

Create an assessment

Share and evaluate the project with the community

Document the project on ones portfolio

Ongoing Personal and Professional Development

Developing and maintaining ones personal/professional portfolio

Building a personalized learning program

Open Educational Resources: creating, sharing, reusing resources

Adapting and building curriculum

Connecting ICT competencies to community development

Program Outcomes
PPRAPPROACH

ICTs for Effectiveness, Efficiency, and Impact

Integrate productivity-enhancing ICT tools in the teaching-learning context, particularly in


regions that have little access to ICTs.

Demonstrated efficiency and effectiveness for educators

Integration of ICTs using pedagogical innovations to develop higher order thinking skills
among learners, even without computers or internet

The development of instructional capacities including, but not limited to:

Practical experiences of problem solving through technology

Practical experiences of collaboration through technology

Group discussions and roundtable tasks.

Practical integration of ICTs in the classroom

Sharing of experiences through hands-on practice, building of networks

Blending old and new technologies, online and offline

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:

Plagiarism: Your Reputation at Stake


On occasion, we will spot-check for plagiarism, but we do not want to chase after you. That is not
learning; it's policing. At the same time, your blog posts will be public. If you copy and paste others
work without proper attribution, someone will notice. Your reputation, even your job, could be at
stake. As a U.S. Supreme Court Justice Louis Brandeis famously observed, Sunlight is said to be
the best of disinfectants. Your reputation should be the driving motivator for doing ones best in this
course.

Late Work Policy


Educators are some of the busiest people in the world; we understand how the tyranny of the urgent
can play havoc with deadlines. At the same time, many assignments require collaboration, and
group work entails obligations to each other. Whether it is an individual assignment or a
collaborative project, whatever the circumstance, please inform us (your professors) (and others you
may be working with) if you think you cannot make a deadline so that no one is caught off guard.
Excessive lateness could result in notification of no-credit for the assignment and/or the course.

Religious Observance Accommodation Policy


While this is a blended learning course, religious holidays are valid reasons for exceptions to
deadlines. We simply ask that you let us know as early in the term as possible in order to ensure
there is adequate time to make up and respond to the work.

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.

Handbook: ICTs in Education: January 2015

Statement of Academic Continuity


Enrollment, withdrawal policies follow those of IOL.

Grounds for Dismissal from Program


As mentioned above, all students are expected to abide by the policies and expectations of the IOL.
We keep this section very clear. You are a professional in your classroom and within your local
community. You represent the very best of what it means to be a teacher and so your behavior in
speech and action honors yourself, others, and the teaching profession.
We have only THREE distinct policies, but we reserve the right to take action to ensure that this
program maintains the highest standards if there is :
1. Consistent evidence of academic dishonesty.
Plagiarism, manipulation of data,
misrepresentation of classroom applications are examples. We reserve the right to
recommend dismissal based upon our assessment that a student is not working in good faith
or actively harming our collective motivation to build a robust community of practice.
2. Anyone who strikes a child (inside or outside of class) will be immediately removed from
this program. The IOL will make its own determination of disciplinary action. We promise a
fair and impartial hearing, but reserve the right to make the final decision.
3. Anyone who engages in any type of harassment or inappropriate behavior towards
students or colleagues (online or offline) will be considered a likely candidate for removal
from this program. Here, too, we promise a fair and impartial hearing, but reserve the right
to make the final decision. The IOL will make its own determination of disciplinary action.

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.

Your Professional Portfolio


Measuring Growth, Demonstrating Impacts in the Classroom
Handbook: ICTs in Education: January 2015

What is a Professional Portfolio?


A portfolio is your carefully curated, public demonstration of your competencies and capabilities. It
shows that teaching is a scholarly activity. Portfolios also offer a refreshing look at development
over time, helping you and others see teaching as an ongoing process of inquiry, experimentation,
and reflection. In short, you will document what you know, how you have met challenges, and how
you can help others.
It takes time to build a portfolio, so we will work on it throughout our time together. It is important to
note that a portfolio does not include everything you have done. The examples you choose will
speak for themselves. Your blog will include categories, tags, pages, and graphically appealing
components that address a range of topics we will explore.

What are the Components of a Professional Portfolio?


Professional Portfolios include a Personal Teaching Philosophy, Evidence of Student and Teacher
Growth, Skills. Examples include:
1. How well you manage your time, your goals, your files, student learning, and your own
professional development
2. Evidence of a challenge you face and how you have used ICTs to address that challenge
3. Examples of student work (images, video) from both your most advanced students as well as
those who are struggling
4. Proof that you have created a democratic and inclusive classroom
5. Proof that you have address multiple learning styles
6. Your creative use of following technologies including (but not limited to): blogs, podcasts,
digital stories, video, Google apps

How Will Your Portfolio Be Evaluated?


Your portfolio will be in the form of a website you create using free blogging or website building
software. Wordpress, Blogger, Google Sites and other free programs will work beautifully to create
the platform for your professional portfolio.
It's about being ready to be a mentor for others, so we will have to determine if you are ready or not
ready.

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

Handbook: ICTs in Education: January 2015

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

Handbook: ICTs in Education: January 2015

Associate Degree (2 Years)


3 Required Courses

3 Require

M1

High-Tech, High-Touch, High-Teach

Required

Required

M2

Building 21st Century Skills and Content Mastery

Required

Required

M3

Personalized & Self-Regulated Learning

Required

Required

Semester 2

3 Required Courses

3 Require

M4

Building Effective & Efficient Pedagogical Practices

Required

Required

M5

Problem Solving, Modeling, and Simulation

Required

Required

M6

Professional Portfolios

Required

Required

Semester 3

3 Required Courses

3 Require

M7

Performance Based Assessments 1

Required

Required

M8

Curriculum Development

Required

Required

M9

Websites and Digital Devices

Required

Required

Semester 4

3 Required Courses

3 Require

M10

Performance Based Assessments 11

Required

Required

M11

Solving ICT Problems in Your School

Required

Required

M12

ICT and Your Community

Required

Required

Year 2

Semester 5

3 Total: (2

M13

Interdisciplinary IT for Inclusion

Required

M14

Data-Driven Decision Making and Leadership

Required

M15e1

ICT for Safety

Elective

M15e2

Mentorship for Mastery

Elective

Year 3

Course of Study Sequence


Semester 6

3 Total: (2 R

M16

Field Study Practicum

Required

M17

Education for Sustainable Development

Required

M18e1

ICT and Special Topics

Elective

M15e2

ICTs for Health

Elective

Course Descriptions at a Glance


Year 1

M1

Semester 1
High-Tech, High-Touch,
High-Teach

All Students

This course focuses on ICT-enhanced classroom efficiency and effectiveness.


student records, computational applications, and templates create a sense of o
teachers and provide a structure for learning. Integrated into this module will b
itself, such as Maslows hierarchy of needs.

Handbook: ICTs in Education: January 2015

M2

M3

Building 21st Century


Skills and Content
Mastery

Personalized & SelfRegulated Learning

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.

ICT-enhanced self-regulated learning allows teachers to build in students the ke


including study skills and self-regulation techniques that allow which learners tr
abilities into academic skills so that learning is viewed as an activity that stude

Handbook: ICTs in Education: January 2015

Semester 2

All Students

Building Effective and


Efficient Pedagogical
Practices

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

Problem-solving involves seeking information, generating new knowledge, and


address real-life challenges and then model solutions. Students must understa
components of the coursework, describe any barriers to learning, explore how t
barriers. Visual representations, mind-maps, manipulatives, time-tables, diagra
organizers will help students organize and represent their thinking. Teachers w
students monitor their own learning, develop strategies they can use in multiple
evaluate results. Exhibitions can allow students to share their work.

M6

Professional Portfolios

A professional teaching portfolio, like an artist's portfolio, shows the range of on


are also tools to reflect on the arc of one's teaching experience and growth. Th
to self-understanding and the capacity to examine what you are doing, how, an
asked to represent a challenge you have overcome using ICTs, provide demon
effectiveness in the classroom, and the use of student work to demonstrate you
key factor in your professional career because it helps build teacher communitie

Year 2

Semester 3

M4

M5

M7

M8

M9

All Students

Performance Based
Assessments 1

This course is an extension of Performance Based Assessments 1 by strengthe


teachers to recognize student leaning and focus on remediation if need be. We
how students with different learning needs can participate successfully in a ma
environment.

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

Websites and Digital


Devices

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

This course is an extension of Performance Based Assessments 1 by strengthe


teachers to recognize student leaning and focus on remediation if need be. We
students with different learning needs can participate successfully in a mainstre

Handbook: ICTs in Education: January 2015

Solving ICT Problems in


Your School

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

ICT and Your


Community

Participatory evaluation of community needs extends problem-solving and serv


into real-life situations, even regional and global exhibitions. We will explore pr
community and connect the teacher and students to an issue for which they ca
contribution. At the same time, we will demonstrate how this process (a) addre
standards and (b) focuses on measurable results

Year 3

Semester 5

M13

Interdisciplinary IT for
Inclusion

Course focuses on the integration of multidisciplinary STEAM (Science, Techno


Arts, and Mathematics) subjects with a special focus on diverse learners, integ
intelligences, personalized learning, and visual media

M14

Data-Driven Decision
Making

BIG: Business, Industry, and Government always produces a massive amount


be organized, understood, visualized, mined, and analyzed in order to recogniz
data-driven decision making with direct relevance to educational change.

ICT for Safety (Elective)

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

Mentorship for Mastery (Elective)

Professors and local mentors will conduct an assessment of emerging teachers


personalized, intensive experiences to ensure that their professional portfolio m
of the ICT in Education program. The focus will be on subject-matter and pedag
with the capacity of teachers to connect to their colleagues to grow even furthe

M11

M15_e1

M15_e2

Semester 6

Year 3 Students

Year 3 Students

M16

Field Study Practicum

Emerging teachers are given opportunities to have direct teaching experiences


working in classrooms led by master teachers. Those master teachers will be g
recognition for their contribution to future teacher development by mentoring em
working to ensure they meet national standards

M17

Education for
Sustainable
Development

Sustainable development is a road-map, an action plan, and a focus on achiev


any activity that uses resources. ICTs are not an end unto itself but a seamless
but if we don't educate for the future, then we put future generations at risk. Th
relationship between natural resources and national resources by teaching stud
create a sustainable future.

ICTs and Special Topics


- (Elective)

The combination of professional passion and practice comes together in a cour


address issues of burning importance to them and design EITHER: (1) A curric
to the national curriculum (2) a community project for which teachers would pla
result.

M18_e1

Handbook: ICTs in Education: January 2015

M18_e2

ICT for Health (Elective)

Next-generation health solutions focused on Suriname. This course will provid


health issues teachers can recognize and integrate into their classrooms, as we
currently in the health system. STEM subjects associated with health range fro
new concepts in disease prevention and healthy habits

Handbook: ICTs in Education: January 2015

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

Grading Criteria for this Course

Weekly Expectations for Module 1: Jan. 12 to Feb. 15


o

Setting up your Canvas Account

Course Access in 3 Simple Steps

Canvas Guides/Canvas Gidsen

Canvas Studenten Snel-start Gids (Dutch)

Canvas Tutorial Videos

Completing Your Profile: It Really Matters

Your Professional Portfolio: Overview


o
o

Create a Blog for Your Portfolio


Portfolio Template

The ICT-Empowered, 21st Century Teacher


o

The 21st Century Classroom in Suriname

Our Ongoing Technology Resources

Even More (Best of) Technology Tools

Crowd-Sourced, Alphabetical List of ICT Tools

Storing Your Files

Working with Google Docs

Activity: Toothbrush Test (Tools You'll Use Twice a Day)

Strengthening Each Other: Week One Review

Strengthening Each Other: Discussion

Quiz

Handbook: ICTs in Education: January 2015

Handbook: ICTs in Education: January 2015

Week 2: Online (Efficient Management)

Introduction

Teaching Philosophy Statement

Discussion: Your Teaching Philosophy

Managing Your Classroom

Tools for Managing Yourself

Pick a Personal Management Tool

Cooperative Learning and Exercises Page

Week 2 Quiz (Write after module is finalized)

Week 3: Online + Webinar (Assessment)

Week 3: Introduction

Grading or "Assessing" Student Work?

Grading a Different Way

Formative Assessment (56 Examples)

Week 3 Webinar Topic: Intro. to ICTs for Formative Assessment

Formative Assessment (For Webinar: placeholder)

Quiz

Week 4: (Design for Learning)

Week 4: Introduction

Learning Design Process

Review: The 5E Instructional Model

Readings: Understanding by Design

Universal Design for Learning (Description)

Moving Forward with Understanding by Design

Discussion/Assignment: Universal Design for Learning

Group Project Option: Universal Design for Learning

Quiz

Handbook: ICTs in Education: January 2015

Handbook: ICTs in Education: January 2015

Week 5: Online + Webinar (Reviewing Personalized and Differentiated Instruction)

Week 5: Introduction

Week 5 Webinar: Your Portfolio

Inclusive Teaching and Differentiated Instruction


o

Embracing Diversity: Toolkit for Creative Learning-Friendly Inclusive Environments

Technology-Enabled Multiple Intelligences (Description)

Activities Using Multiple Intelligences: How Students are Smart

Personalized Learning (Description)

Your Personal Management Tool Follow-up

Week 5: Midterm Reflection on Your Professional Practice

Quiz

Handbook: ICTs in Education: January 2015

Handbook: ICTs in Education: January 2015

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