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ICT in Education

Teacher Supporting group S.M.O

Authors:

Jagroep Rishie
Naraindeth Seopershad
Manisha Seopershad
ICT in Education

Teacher Supporting group S.M.O

School : Instituut voor de Opleiding van Leraren (IOL)


Lector : Padhu Sheshaiyer
Faculty Mentors : Rosario Daniella
Andy Plak
Bachelor study : ICT in Education
Module : 17 / Project report- Cohort - 1
Students : Jagroep Rishie
Naraindeth Seopershad
Manisha Seopershad
School year : 2016-2017
Date : July 13, 2017 - 3rd revision

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Preface

In the framework of the completion of module 17 of Cohort 3, we have been instructed by our
professor, Mr. Padhu Sehsaiyer to conduct project and write a project report. This final project
report is submitted in partial fulfillment of the ICT for Education Bachelor's Degree Program
from the Advanced Teachers Training College and the International Institute for Education and
Development.

In a group of three final year ICT students we have chosen the subject Teachers Support at
SMO. SMO is a Pre Secondary school which in Dutch stands for Schakel Middelbaar
Onderwijs where most students come from an economically weak environment. Most students
come from LBGO (80%) and have a weak language control of Dutch language. This works
through the other subjects, which means that the students work poorly for the subjects. ICT
support could mean upgrading and self-regulation for both teachers and students.

The reason why we chose this subject is because of the need for the upgrade and the cooperation
from the teachers to increase the education level of the students through using applications of
ICT tools in which the internet and the new teaching methods facilitate the lessons and
Visualizes.

We thank everyone who has contributed to this research and report, especially Professor Padhu
Sehsaiyer and the group of the SMO's teachers.

We wish all the readers a lot of reading pleasure.

Paramaribo, Suriname
July 13, 2017

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Contents
Preface............................................................................................................................................. 3

Introduction ..................................................................................................................................... 6

Problem Identification ................................................................................................................ 7

Why it is this project appropriate or relevant for Suriname........................................................ 7

Project planning .............................................................................................................................. 9

Big Idea of the project................................................................................................................. 9

Project background research ......................................................................................................... 10

Driving questions on this topic ................................................................................................. 10

The teachers .............................................................................................................................. 11

The students .............................................................................................................................. 13

The society ................................................................................................................................ 14

Equipping ICT Classroom ........................................................................................................ 14

Closing the GAP ........................................................................................................................... 16

Scope of the project .................................................................................................................. 16

Project launch, sequence of activities and benchmarks ............................................................ 16

The sessions .............................................................................................................................. 17

Milestones and timeline for this project.................................................................................... 18

Identify the tasks and activities and resource/materials needed ............................................... 19

Project design and execution ........................................................................................................ 23

The Process ............................................................................................................................... 23

The Execution ........................................................................................................................... 25

The Product ............................................................................................................................... 26

Conclusion and future work(s)...................................................................................................... 30

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Acknowledgements ....................................................................................................................... 31

References ..................................................................................................................................... 32

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Introduction

There is a lot of Information about ICT available on the Internet and other media sources.
Authorities and schools always study and seek opportunities to keep people informed of the pros
and cons of this subject. Through the use of ICT, learning processes can be better differentiated
and tailored to differences in situation, opportunities and opportunities of different target groups.
The study material can be differentiated according to the interest, the different level of
knowledge and the learning rhythm of the students.

Zooming in on to the ICT in education than clearly ICT is the tool which gives students and
teachers the opportunity to exchange information, learn foreign languages, and meet other
cultures without physically moving. We can learn about ICT (how does ICT work and what can
you do with it?), We can learn by using ICT as a support and we can learn through ICT (ICT as
an independent learning tool that can do educational activities now being done by teachers,
fellow students, textbooks and manuals).

As ICT students we have conducted a quick assessment regarding the use of ICT in education at
the SMO. During the process of the assessments we have been informed that the teachers have
received a new curriculum of programs which will help each teacher improve their skills in the
usage of ICT in Education. The level of knowledge and the willingness of the teachers is also
researched by conducting interviews and observations.

For this we also have launched a page on Facebook under the name: Project Teachers Club
Suriname with the intention to help teachers or lecturers who would like to optimize their
communication lessons and to handle ICTs in Education in a better way. The purpose of
Facebook page is to provide teachers a platform from where they can upgrade themselves by
applying self-regulation.

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The outcome of the quick assessments, interviews and the use of the Facebook page platform
resulted in that the use of ICT in education is not on an advanced level where it should be. We
have also seen that the curriculum which is outlined to improve the ICT skills, is also not enough
and that more attention and guidance is required to upgrade these skills.

Problem Identification
There is a certain Gap between the teachers and the usage of ICT for implementation of the
lessons for the students on this school. This indicates that there is a strong need for an ICT
platform to guide teachers to keep themselves up to date with the technology that is needed for
daily use at school which optimizes the way of teaching.

Why it is this project appropriate or relevant for Suriname


Suriname is now in a phase where the attention for education is growing. A lot of schools are
optimizing in the way of teaching and also introducing a lot of programs. A good example would
be this ICT in Education study program itself, from which we are a part of. It is the first program
which is being introduced in Suriname because of the requirement for it.

Now having identified that the call for an ICT platform is present only confirms the answer why
such a project is relevant for Suriname. This could mean that the outcome of this project may
give the answer in how these problems may be resolved. However, there are restrictions in going
after a full solution based on the current situation of Suriname regarding this topic;

1. Surinam's child has a lead in technology, especially ICT. The generation of students now are
more familiar with the use of smartphones, tablets, computers and ICT, then the previous
generation. This requires much more attention from the teacher to help improve the level of
knowledge of the child. This can be very useful for the teachers to apply them in their class.

2. On the fact financial crisis on what Suriname is running through, it is not recommended to
organize training session for the teachers with payment. This can be done during school
hours where the teachers are triggered to train themselves. This can be organized as a

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workshop or stimulate colleagues in the break.

This challenges the project even more by the situation that the students are on a more advanced
level of new technologies and that there is a lack of financial resources to close the gap of the
teachers regarding the level of ICT in Education.
This indicates that this project must be conducted during the regular school hours so that no
additional cost will be made. Also the optimizing of the technology solutions must found during
these sessions.
An example; as a team we go to school at the break and we confront the teachers to play a
question answer game about general topic made in kahoot. We are going to have played after
evaluating how the teachers have experienced these. There will be
Initiated a discussion. The teachers are going to brainstorm how to apply them in their lesson.

Preconditions
The preconditions outlined for this project:

1. There shouldnt be extra cost associated within this project.


2. The teachers should have an upgrade on their way of the use of ICT in Education.
3. Attention and guidance is required during the ICT skills update process.

Project goals
The project goals which are set out for this project:

1. We would like to identify the issues why the teachers cant use ICTs.
2. Looking for solutions for these teachers
3. Upgrading teachers in using new methods of ICT tools.
4. Increasing the education level of the students through using applications of ICT tools.
5. To bring a change in the didactical form of the schools.

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Project planning
In this chapter the idea of the project is explained and the steps which are undertaken in
resolving what needs to be researched is also described.

Big Idea of the project

The big idea of this project is to close or minimize the gap of the ICT efficiency of the teachers
so that the can optimize the way of teaching. By doing so there will also be improvement in the
curriculum for the ICT in education. ICT tools can help increase the education level for the
teachers and the students. It provides new teaching methods which facilitate the lessons in an
efficient way and it has a more visual way of transferring information which proves to be
effective.

To realize this idea a Facebook page is created which serves as a platform for the teachers. We as
ICT students will manage this site and guide the teachers in developing ICT skills to implement
this in their way of teaching. Teachers will receive applications and also online support through
this platform. Teachers can access the platform easily to get the information they need. This
requires a bit of curiosity from the side of the teachers.

In the process of making this idea work a background research is required which will support in
finding answers of this project goals. This is described in the following chapter.

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Project background research
In this chapter several influences and aspects are researched and related with the topic of the big
idea.

Driving questions on this topic

1. How are ICTs actually being used in education?


According to our survey 75% of the teachers are using smartphones. The most they use internet
for social apps like Facebook and Whats-app. During classes they dont allow student to use their
smartphones. Once a while the students get a task to search a topic on internet and write a paper
of it. 32

It is generally believed that ICTs can empower teachers and learners, promote change and foster
the development of 21st century skills, but data to support these beliefs are still limited. There is
widespread belief that ICTs can and will empower teachers and learners, transforming teaching
and learning processes from being highly teacher-dominated to student-centered, and that this
transformation will result in increased learning gains for students, creating and allowing for
opportunities for learners to develop their creativity, problem-solving abilities, informational
reasoning skills, communication skills, and other higher-order thinking skills. However, there are
currently very limited, unequivocally compelling data to support this belief.

2. What do we know about the impact of ICTs on student learning?


ICTs are very rarely seen as central to the overall learning process. ICTs are generally not
considered central to the teaching and learning process. Many ICT in education initiatives seek
to place ICTs as central to teaching and learning.

3. What do we know about the impact of ICTs on student motivation and engagement
for learning?
An enduring problem: putting technology before education. One of the enduring difficulties of
technology use in education is that educational planners and technology advocates think of the
technology first and then investigate the educational applications of this technology only later.

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Impact on student achievement

1. The positive impact of ICT use in education has not been proven In general, and despite
thousands of impact studies, the impact of ICT use on student achievement remains
difficult to measure and open to much reasonable debate.
2. Positive impact more likely when linked to pedagogy It is believed that specific uses of
ICT can have positive effects on student achievement when ICTs are used appropriately
to complement a teachers existing pedagogical philosophies.
3. Computer Aided Instruction has been seen to slightly improve student performance on
multiple choice, standardized testing in some areas

Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-
study or tutorials on PCs, has been shown to slightly improve student test scores on some
reading and math skills, although whether such improvement correlates to real
improvement in student learning is debatable.

4. ICTs are used differently in different school subjects. Uses of ICTs for simulations and
modeling in science and math have been shown to be effective, as have word processing
and communication software (e-mail) in the development of student language and
communication skills.

The teachers
In order to identify the issues regarding why the teachers cant use ICT in a proper way of
teaching, a teachers audit assessment is performed at the SMO over 70 people. This was
conducted for the teachers of the morning, afternoon and night shift. The results are shown
below;

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# Questions Answers

YES NO
1 Do you know how to work with a computer / laptop? 65% 35%

2 Do you have a smarphone? 75% 25%

3 Do you have an email address? 80% 20%

4 Does your school have access to the internet? 85% 15%

5 Do you use the internet during your class? 15% 85%

Have you ever given your students homework to get the


6 40% 60%
information from the internet?
Are you willing to use ICT tools to take care of your lesson
7 100% 0%
better and more easily?
Are you connected to one or another course / course where
8 70% 30%
ICT classes are taken care of?

9 Can the students use a smartphone / tablet during your class? 40% 60%

10 Would you like to use an online platform to upgrade yourself? 80% 20%

Table of teachers interview

The top three yes positions on the teachers


1. Are you willing to use ICT tools to take care of your lesson better and more easily?
100%; this confirms that the teachers are curious and willing to implement ICT in their
way of teaching.
2. Does your school have access to the internet?
85%; this confirms that the internet facilities are available, but every classroom must
have internet available which isnt the case now.
3. Do you have an email address? / Would you like to use an online platform to upgrade
yourself?
80%; this confirms that the teachers require the use for ICT.

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The top three no positions on the teachers
1. Do you use the internet during your class?
85%; this confirms that ICT is not used during class sessions.
2. Have you ever given your students homework to get the information from the internet?
60%; this confirms that the students are not well motivated to do internet research for
school projects.
3. Can the students use a smartphone / tablet during your class?
60%; this confirms that there are restrictions regarding the use of electronic devices
during the class sessions.

The students
ICTs motivate teachers and students. There appears to be general consensus that both teachers
and students feel ICT use greatly contributes to student motivation for learning. Access outside
of school affects user confidence. Students who use a computer at home also use them in school
more frequently and with more confidence than pupils who have no home access.
Models for successfully integrating ICT use in school and after school hours are still emerging.
There are few successful models for the integration of student computer use at home or in other
'informal settings' outside of school facilities with use in school.

The students of the SMO show the following remarks regarding the use of ICT;

A positive attitude towards ICT and are willing to use ICT to support them in learning.
Use ICT in a safe, responsible and efficient way.
Being able to practice independently in an ICT-supported learning environment.
Being able to learn independently in an ICT-supported learning environment.
Can use ICT to create creative ideas creatively.
Can search, process and store digital information for their purpose with the help of ICT.
Can use ICT when proposing information to others.
Can use ICT to communicate in a safe, responsible and efficient manner.

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The society
Society demands education that takes into account the possibilities of ICT from various channels
in society, education is being asked to take into account the possibilities of ICT in education.
Society evolves into a knowledge society in which dealing with ICT has become an important
basic competence. As ICT becomes more integrated into society, it becomes increasingly
possible to use ICT as a prerequisite for self-functioning. Education will therefore have to pay
attention to knowledge, insights, skills and attitudes around ICT.

The substantive content of the ICT goals is based on the following principles:
Society demands education that takes into account the possibilities of ICT
Including ICT in the final goals must help counteract odds
ICT offers opportunities to change and improve the education and learning process
The formulation of final objectives / development goals for ICT should take account of
the extracurricular context
Government policy stimulation policies must lead to school efforts
The school itself has the responsibility to make the possibilities of ICT in the classroom,
in its own vision and policy framework
ICT usage can only be effective if the degree of integration is sufficiently high
Acquiring ICT competencies promotes participation in society and the labor market.

Equipping ICT Classroom

Problem Identification:
ICT is a main subject at this school. This school had a ICT room which only contained office
furniture. No computers, no air-conditioning, no network and broadband connectivity was
available. The students were using their smartphone/ tablet or laptops for the ICT class. There
were a lot students in between who couldnt afford those, so they were depended to visit a cyber
caf or looking for another solution.

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Result:
As the ICT students group we resolved this issue by having conversations with the persons in
charge of the school. The school management made efforts for receiving donations regarding a
well-equipped ICT classroom. The response came from the first lady of Suriname and she
donated twenty laptops, air conditioned room with broadband internet access.

After the realization of the well-equipped ICT classroom the ICT students launched the project
teachers support group for which also the Facebook page was created Teachers club Suriname.

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Closing the GAP
In this chapter the aspects are described which have an impact on closing the gap of the ICT in
education. The main aspect in this is to engage the teacher to enroll in to the sessions which is
outlined to gradually improve the ICT skills of the teachers.

Scope of the project


The main focus point in this entire project is the upgrade of the ICT skills of the teachers of the
SMO with respect to the restrictions which are outlined in the beginning of this project.

Project launch, sequence of activities and benchmarks


The project launches with 2 workshops with trainee ICT teachers:

1. General topic game Kahoot for benchmarking the starting point


In this session a game is organized which includes discussions that will provide us ideas
and experiences the teacher have of implementing the new stuff. Afterwards each teacher
will have the assignment to make a kahoot game about their own subject.

2. Application of their own subject in kahoot; evaluating the input of the teacher
How did the students experience / what is the return / how did the teacher experience /
Encourage the teacher to use a next tool from PowerPoint and Facebook page.

The project follows ups with 12 sessions of softwares and tools that the teacher will receive in a
certain time frame. Each session is same as the project launch whereby two workshops are
organized. One at the start of each session to benchmark the topic of that session and on after
completion the workshop for evaluation.

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The sessions
For the total of the 12 sessions and the launch workshop a total of 26 weeks is required for the
implementation of the upgrade.

Lesson No. Sessions Subject Week


1 Launch - Benchmark Kahoot 1
1 Evaluation - Outcome Kahoot 2
2 Benchmark Ms. Office words 3
2 Evaluation - Outcome Ms. Office words 4
3 Benchmark Ms. Office Powerpoint 5
3 Evaluation - Outcome Ms. Office Powerpoint 6
4 Benchmark Google drive en dropbox 7
4 Evaluation - Outcome Google drive en dropbox 8
5 Benchmark Reporting a subject 9
5 Evaluation - Outcome Reporting a subject 10
6 Benchmark Collage 11
6 Evaluation - Outcome Collage 12
7 Benchmark Blog 13
7 Evaluation - Outcome Blog 14
8 Benchmark Toondoo 15
8 Evaluation - Outcome Toondoo 16
9 Benchmark Puzzle 17
9 Evaluation - Outcome Puzzle 18
10 Benchmark Popplet 19
10 Evaluation - Outcome Popplet 20
11 Benchmark Mindmapping 21
11 Evaluation - Outcome Mindmapping 22
12 Benchmark Scamper 23
12 Evaluation - Outcome Scamper 24
13 Benchmark Ms. Office Excel 25
13 Evaluation - Outcome Ms. Office Excel 26
Table of ICT sessions

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Milestones and timeline for this project.
The project time line is kept on an online platform named tiki0toki on which all the updates are
being done. Below a brief description of the past milestones and the prognoses for the future
milestones;

Milestones

30th November 2016; Project teacher support group meeting


As group we took The SMO as project due to lack of intelligence and attention

03 December 2016; Meeting the teachers and students at SMO


SMO is a Pre Secondary where most students come from an economically weak environment.
Most students come from LBGO (80%) and have a weak language control of Dutch language.
This works through the other subjects, which means that the students work poorly for the
subjects. ICT support could mean upgrading and self-regulation for both teachers and students.

20 December 2016; Equipping ICT Classroom at the S.M.O


Problem Identification: ICT is a main subject at this school. They had only a room with tables
and chair. No computers, no air condition, no network and broadband connectivity. The students
were using their smartphone/ tablet or laptops for the ICT class. There were a lot students in
between who couldnt afford those, so they were depended to visit a cyber or looking for another
solution.
20 January 2017: Subproject 2 Internet connection by The Ice Breakers II:
The problem what we have identified is the strong need of broadband internet connection at the
secondary school.
20 February 2017 Teaching Support at SMO / Project Teachers club Suriname
Idea of this project: Through the Facebook page, Teachers can access easily to the information
they need and also available for students for research and questions.
1 April 2017 Group Collaboration
Discussing the outcomes and analyses

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7 July 2017; SMO project module 17
The research will be comprehensively both explanatory and information about the entire project
will be available, which will then clarify how and where we started and where we ended.

Prognoses of time line


July 2017; Implementation of the big idea
Based on the information and the project idea the ICT student group can make proposals to the
SMO to implement this idea

February 2018; Audit the idea if results were achieved


Based on the achievements (26 weeks after implementation) a group of ICT in Education
teachers audit the idea if successful results were achieved.

Link to the online platform timeline for our group project:


https://www.tiki-toki.com/timeline/entry/866692/Teachers-Support-Goup-
SMO/#vars!date=2017-01-05_20:35:22

Identify the tasks and activities and resource/materials


needed

Personal and business resources

A stakeholders analysis is made to identify the required to launch this project. This analysis also
provides the information how the stakeholder can contribute to this project in order to have
success.

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Impact

Influence
What is How could the How could the
Strategy for
Stakeholder Stakeholde important to stakeholder stakeholder
engaging the
Interest r the contribute to block the
stakeholder
stakeholder? the project? project?

High

High
More control
Stakeholders Telesur Defining and Bridging the
over internet- Promote better
with business carrying out internet-cyber
Digicel based decision making
interest internet gap
technologies
High

high

Greatly They can come By not More ICT means


Stakeholders Professional
affected by up with authorizing the more computers
with s in
professional the outcome solutions Project and tools
marketing
interest
Internet
Medium

Low

providers
They can By not giving
Stakeholders Other
earn through Better facilitate their broadband More ICT means
with computer
the project the school and other the need for more
professional ore
guiding the online courses internet Internet
interest hardware
need fully facilitys
and software
suppliers
Low

Medium

The ministry
Better By not giving
Stakeholders MINOWC can Upgrade More ICT usage
equipping the the permission
with civic their teachers means better
needed to fulfil the
interest with better education system
furniture project
knowledge
High

High

Teachers
Teachers
Stakeholders have their Teachers can More ICT means
/Educator By not wanting
with civic better access guide each and better teaching
to corporate
interest to new every student standards
gadgets
Low

High

Equipping
The principles
Stakeholders Principal the school More ICT means
can look for By not
with civic means a better educational
sponsors and permissions
interest better platform
donations
standard

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Impact

Influence
What is How could the How could the
Strategy for
Stakeholder Stakeholde important to stakeholder stakeholder
engaging the
Interest r the contribute to block the
stakeholder
stakeholder? the project? project?
TAS

Low

High
(telecom Better TAS can put More ICT means
Stakeholders By not
authority teachers the needing on representing a
with civic encouraging the
Suriname) mean better agenda of the better educated
interest ministry
education ministry Country
High

Medium

Better Parents can


By not giving
Stakeholders Parents teaching give more time More ICT means
their children
with private methods to their kids better result for
extra ICT
interest means better and better their every student
education
results skills
High

Low

The society can


Stakeholders Better result look up for By not favoring More ICT means a
with private Society means better need fully poor the project ICT higher standard of
interest society level children and in education society
guide them

Following this analyses the persons and businesses identified who have a major impact and
influence are;
Internet providers; to assure the optimal internet services during these projects and
sessions
Professionals in marketing; persons who are well known and experienced with such
projects. However these persons are usually hired from external organizations which cost
a money.
Teachers/educators; to assure a continuous program regarding the upgrade of ICT.

ICT material resources


Desktop and laptop computers, sound installations, beamers, smartphones, digital board,
pointers, external hard and usb drives, printers, scanners and small offices supplies.

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ICT services
Softwares for Microsoft project installation and maintenance, tools such as kahoot, plickers,
toondoo, facebook, skype, teamviewer and google applications.

ICT related resources


Broadband internet, Wi-Fi troubleshoot, file transfers and database maintenance.

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Project design and execution
The project is outlined with the intention to have the full engagement of the teachers so that the
can interact with each other followed up by collaboration and integration from these classes to
other classes. By doing this the teachers will save unforeseen expenses and help each other in
working through the assignments.

For the first launch of the project the ICT students will do the startup and at the advanced stage
this task will be handed over to the teachers so that they can train other teachers. In this advanced
stage the teachers will be divided in groups by sessions and this will have its own team-leader,
challenger, observer and a timekeeper.

The Process
The process consist of a total of 13 sessions in which tools and technics are shared with the
teachers. Each session has a start, evaluation and an ending. Benchmarking is also one of the
focus point in order to have a continuous prepared or adjusted program. Below a scheme of the
session of the progress.

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Process of ICT session

Start

Handing over the ICT tools required for this


session

Benchmarking the level of knowledge;


Yes
Adjustment required?

No

Handing over the Assignments

Session completion document or report;

NO ICT skills upgraded

YES

Finalization of the session;


Providing feedback

Closing of the session

Overview of session process

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The Execution
The execution of the entire project (at least 26 weeks) would consist of several phases which
includes a starting and closure point. All these phases are divided in steps which needs to be
described in an execution plan. The main items which needs to be included in an execution plan
would be;
- The resources for personnel
- The ICT resources
- The requirements
- The deliverables
- The timeframe
- The way of assessments
- The way of benchmarking
- The project data and log

The execution of the sessions would be divided in smaller step;


- Step 1; Gathering the resources required to transfer the information of the session to the
teachers.
- Step 2; the teachers would be divided in teams. Every team will have to come up with
ideas for upgrading learning by using ICT tools and applying 21st century skills. This
would be done during the benchmarking of each session.
- Step 3; providing assignments to the teams
- Step 4; Guiding each team with their test during online and classroom sessions
- Step 5; Evaluating and grading the final reports or products of the sessions of the team
- Step 6: Providing the feedback and eventual extra attention to specific requests.
- Step 7: Closing the session

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The Product
The product which is produced for the SMO to upgrade the skills is a revised curriculum for the
SMO. This is outlined following the sessions.

Session 1; The Launch session with Kahoot


This is a free game-based learning platform for teachers of awesome and classroom superheroes.
- Classroom session: 180 minutes
- Online assistance: 90 minutes
- Total time frame: 2 weeks
- Requirements; internet, PCs and beamers
- Deliverables; produce a quiz report

Session 2: MS Office Word


Word is a powerful word processing and format application, but if you want to use the
application as effectively as possible, first understand the basics
- Classroom session: 360 minutes
- Online assistance: 0 minutes
- Total time frame: 2 weeks
- Requirements; PCs and beamers
- Deliverables; execute assignments in a MS words file and submit

Session 3: MS. Office PowerPoint


Microsoft PowerPoint is a Microsoft computer program that is part of Microsoft Office. It's a
package that makes it easy to make presentations that consist of multiple slides. Using a clear
format makes it easy to make beautiful, unambiguous presentations.
- Classroom session: 360 minutes
- Online assistance: 0 minutes
- Total time frame: 2 weeks
- Requirements; PCs and beamers
- Deliverables; execute assignments in a MS Powerpoint and submit

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Session 4: Google drive en drop box
Google Drive is a file storage and synchronization service that is created and managed by
Google. Google Drive can save documents in the cloud, share files, and edit documents with
others.
- Classroom session: 90 minutes
- Online assistance: 360 minutes
- Total time frame: 2 weeks
- Requirements; internet and PCs
- Deliverables; execute assignments online

Session 5: Subject reporting


The purpose of a report is to inform someone about a specific topic or about what you have done.
In a report, the information is arranged in a logical order and it always consists of a fixed number
of components.
- Classroom session: 420 minutes
- Online assistance: 90 minutes
- Total time frame: 2 weeks
- Requirements; internet and PCs
- Deliverables; submit a report

Session 6: Collage
A collage is an art form that uses cut-out or torn pieces of paper, which are glued with glue on
sturdy paper or on canvas
- Classroom session: 420 minutes
- Online assistance: 90 minutes
- Total time frame: 2 weeks
- Requirements; internet and PCs
- Deliverables; submit a collage

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Session7: Blog
A blog is a kind of website where new posts appear daily or weekly. You could call it a diary. In
most cases, readers can post a comment. In this way, you will start the interaction.
- Classroom session: 180 minutes
- Online assistance: 420 minutes
- Total time frame: 2 weeks
- Requirements; internet and PCs
- Deliverables; execute assignments online

Session8: Toondoo
ToonDoo is a program used to teach, learn, entertain you, or share stories around the world in a
fun / creative way. With Toondoo, you can easily create comics and cartoons with just a few
clicks.
- Classroom session: 420 minutes
- Online assistance: 90 minutes
- Total time frame: 2 weeks
- Requirements; internet and PCs
- Deliverables; submit a cartoon message in toondoo

Session 9: Puzzlemaker
Puzzlemaker is a puzzle generation tool for teachers, students and parents.
- Classroom session: 180 minutes
- Online assistance: 360 minutes
- Total time frame: 2 weeks
- Requirements; internet and PCs
- Deliverables; create an online puzzle frame

Session 10: Popplet


Popplet is an online graphic organizer. Popplet resembles a digital bulletin board, but also on a
presentation tool.
- Classroom session: 180 minutes
- Online assistance: 360 minutes
- Total time frame: 2 weeks

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- Requirements; internet and PCs
- Deliverables; create an online popplet

Session 11: Mindmapping


A mind map is a diagram composed of concepts, texts, relationships and / or pictures, arranged
in the form of a tree structure around a central theme.
- Classroom session: 600 minutes
- Online assistance: 180 minutes
- Total time frame: 2 weeks
- Requirements; internet and PCs
- Deliverables; create a mindmap for ICT

Session 12: Scamper


The Scamper method is based on a questionnaire. The brainstorming method encourages you to
ask questions that force new angles.
- Classroom session: 300 minutes
- Online assistance: 300 minutes
- Total time frame: 2 weeks
- Requirements; internet and PCs
- Deliverables; make assignments in class

Session 13: Excel


Excel is one of the programs in Microsoft Office Office Suite. It is intended as a calculation
program. This means that you can carry out calculations for a variety of different purposes.
- Classroom session: 360 minutes
- Online assistance: 0 minutes
- Total time frame: 2 weeks
- Requirements; PCs and beamers
- Deliverables; execute assignments in a MS Excel and submit.

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Conclusion and future work(s)

In the pursuit of finding methods of updating the ICT skills for the teachers of SMO, parts of the
project Idea came out. The big idea worked for the part of Equipping ICT on the SMO. The
Spanish class got a makeover and was situated now as an ICT-Spanish class. The students didnt
liked Spanish classes, but with the using of ICT tools they got motivated and the interest came
back. The students are enjoying the class.

The effectiveness from this project came from the method of gradually improving the ICT skills.
Due to the sessions of the curriculum the load of concentration was well divided in smaller
proportions. The challenges were to trigger the curiosity of the teachers and to get the attention
and willingness to use ICT tools form the 21st century which were unknown to them.

The students were engaged to be a part of this upgrade process. They were enthusiastic, all was
doing well in the class. Students were allowed to use their smartphone for the kahoot play. This
was used for evaluation of the lesson. This project gives opportunity to increase the curiosity
which reflects in thinking of more ways how to integrate ICT tools and 21st century skills in the
lesson plan.

The project can be improved by having an audit plan with an execution plan so that the quality of
the upgrade of the ICT skills remain in a great position. During this improvement the fact needs
to be considered regarding the fact that this project was partially performed within the
conditions.

This project can make an impact in Suriname, because it is budge table with low cost. Teachers
can adapt easily and upgrade them self in free time. They get support through fb messenger, also
materials available on Facebook page.

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Acknowledgements
We would like to thank the following people to make our project possible:

School management of the SMO


Ms. Denice Jaliens-Dors
Ms. Josafat
Ms. King

The Teachers of the SMO:


Ms. Jennifer Veldbloem
Ms. Wandena Chotoe
Ms. Boerleider

In general:
ICT in Education Study coordinator for giving their guidelines
Ministry of Education for giving their permission to make a project

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References
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