Module & Unit Title Objectives

1 Understanding ICT in Education (Link ICT with National Policy)

Pre service teachers should be able to

describe the Internet and the World Wide
Web, elaborate on their uses, describe
1 Internet Navigation
how a browser
works and use a URL to access a website.
(TL.4.e)

Pre service teachers should be able to

identify key characteristics of classroom
National ICT policy and its impact on
2 practices and specify how these
education characteristics serve to implement
policies. (TL.1.a)

Pre-service teachers are able describe and

demonstrate the basic tasks and uses of
3 Report on Policy Impact word processors, such as text entry,
editing text, formatting text and printing
(TL.4.b)

2 Curriculum & Assessment (Meaningful integration of ICT into the subject)

Pre service teachers should be able to

match specific curriculum standards to
particular software packages and
1 Curriculum Standards
computer applications and describe how
these standards are supported by these
applications. (TL.2.a)

Pre-service teachers should be able to use

2 Internet Search Engines
a search engine (TL.4.f)

Pre-service teachers evaluate and select

3 Assessment Tools
ICT assessment resources (2.2)
 Pre-service teachers can set up a record
4 Student Records keeping system using a school wide
system (2.3)

Pre-service teachers should be able to use

networked record keeping software to
5 Classroom Records
take attendance, submit grades, and
maintain student records. (TL.4.j)

3 Pedagogy (ICT should support good teaching & Learning practice)

Pre-service teachers should be able to

describe how didactic teaching and ICT
Strategies for Intergrating ICT into
1 can be used to support students’
Teaching
acquisition of school subject matter
knowledge. (TL.3.a)

Pre-service teachers should be able to

describe and demonstrate the purpose
2 Powerpoint for Pedagogues and basic features of presentation
software and other
digital resources. (TL.4.c)

Pre-service teachers should be able to

incorporate appropriate ICT activities into
Startegies for Intergrating ICT into
3 lesson plans so as to support students’
Learning
acquisition of school subject matter
knowledge. (TL.3.b)

Pre-service teachers should be able to use

Graphic tools to enhance teaching
4 presentation software and digital
and learning
resources to support instruction. (TL.3.c)

ICT (Basic ICT Competencies)

This module's units have been dispersed into the modules 1, 2, 3, 5 & 6 in order to provide
4 Organisation & Administration (Organisation of ICT resources to ensure equitable access)

Pre-service teachers should be able to

Learning Activities for a Computer integrate the use of a computer laboratory
1
Laboratory Environment into
ongoing teaching activities (TL.5.a)

Pre-service teachers should be able to

manage the use of supplemental ICT
Management of the Use of ICT in a resources with individuals and small
2
Classroom Environment groups of students in the regular
classroom so as not to disrupt other
instructional activities in the class. (TL.5.b)

5 Teacher professional Development (Teachers should use ICT to enhance their own growth and improve productivity)

Pre-service teachers should be able to use

1 Teacher Productivity Strategies ICT to enhance their own productivity
(TL.6.a)

2 Use of ICT to Support Life Long

Pre-service teachers use ICT to support
Learning their own professional growth (6.2)

Pre-service teachers should be able to

Safety Issues in Digital
3 Environments identify and manage internet safety issues
(TL.6.c)

Assessment

Totals
 TECHNOLOGY LITERACY
Notional Hour
Contact Session

Teaching and Learning Strategies - With

Proposed Content
Proposed activities

Tutorials
Lecture
Students practice opening the browser software,
ensuring they are connected and then typing in
Basic Internet navigation using URL 0.5
various URLs. They also learn to analyse a URL
for domain information.

Students navigate to http://www.ict4d.gov.gy/

and download a copy of the ICT4D Guyana
National Strategy document. Review
Policy familiarisation 1
independently and then in tutorial groups
brainstorm classroom practices that would
support the documents directives.

Basic use of a Word processor: Opening Students need to write a short report on
program, orientation and basic practical strategies that could fulfil some of the 0.5
formatting. policy directives

ject)

Computer practical using online Educator

Curriculum standards. Role of technology Learning Journy online tutorials. Tutor session to
in achieving these standards look at creating lesson plans based on curriculum
guides

Search Engine Strategies: Google, Yahoo, Computer practical focuses on advanced search
Ask etc. strategies with an assignment for self study

Computer practical and self study focuses on

online tools to help assessment: Survey Monkey,
Students review online assessment tools. Quiz Star, Quandary etc. Followed by self study
tutorials at ELJ

School management/administration
systems
Simple teacher's Mark Book using
spreadsheet. Learners learn to lay out
worksheet and calculate totals and
averages
Brief introduction to didactic
methodology and then some
consideration on how ICT can support
this methodology. Examples of ICT Use to
suit various objectives.
Introduction to basics of PowerPoint
Using productivity software (e.g. Office
suite) to provide tools and strategies for
students to demonstrate learning
Using illustrative tools in MS Office
packages: PowerPoint
to the modules 1, 2, 3, 5 & 6 in order to provide ICT skills as they are needed.
Computer practical focuses on online tools to
help track student and school records. Students
go therough the steps to develop a
collaboratively generated class report
Computer tutorial designed to help learners
construct a class mark book using spreadsheet
program. Excel skills covered include basic
formatting, SUM, AVERAGE and creating
formulas to determine term marks.
Lecture on different learning theories and the
role of didacticism. Tutorial on multiple
intelligence theory and how IT can support
different leaarning preferences. Computer 1.5 1
practical and self study focuses on online ELJ
tutorials on didactic methodology and IT
support.
Computer practical looks at basic PPT skills and
then on different teaching strategies where the
teacher can use the program to supoport their
lessons.
Lecture on different strategiesthat exploit
productivity suite tools. Looks at exposition and
intereactive styles of teaching. Tutorial to help
identify ideas within the student body and
1 1
develop them further and computer practicals
and computer self study aimed at getting the
students develop such a lesson plan for their
own teaching in their own subject.
Computer practical and some self study focuses
on skills required to create charts, graphs and
multimedia in PowerPoint within the context of
didactic teaching styles.
ure equitable access)
Introduction to teaching strategies with
one computer, small cluster and
laboratory situation. Focus of unit is on
teaching in alab environment.
Teaching strategies using computers in
the classroom. (individual, small group
and whole-class)
nce their own growth and improve productivity)
Strategies to build ICT into daily routines: Students discuss how conventionalday to day
absentees, teaching records, reporting, tasks can be handled more efficiently using ICT
exam setting etc
Strategies to keep abreast of
developments in your subject as well as
in the field of teaching. Online courses,
access to journals etc.
Keeping your class safe while working
safely. Looking after the equipment.
Teaching good behaviour/ethics while
communicating online.
Introduction to teaching strategies with one
computer, small cluster and laboratory situation.
Students debate advantages and disadvantages
0.5 1
of each approach and then develop a sample
lesson plan which integrates ICT from within a
lab setting.
Students discuss ideas for integrating ICT in a
classtoom environment and identify several
teacher uses and student uses for the single
1
computer. They also compile a time-tabling
roster for creative scheduling and use of a single
computer in the classroom.
1.5
tools and reflect on sklls and knowledge needed
to develop these ICT skills.
Students are made aware of formal and informal
learning approaches to further professional
growth and understand the advantages and
1.5
disadvantages of selecting each approach.
Students analyse a case study and create a
sample professional development plan.
Lecture with case studies on Internet safety, self
study on Digital Citizenship, Tutorial on safety
1 1
hints and a prac session pulling all elements
together to develop startegy.
4.5 9.5
 Independant Computer

1
Practice
Self

0.5

2.5
Independent Self Study

1
Notional Hours

1.166
Computer Practicals

2
Contact Session
LITERACY Assessment
2

2 2

2 0.5

2 2.5

2 0.5

2 1
 1 1

1 1

1.5 0.5

1 0.5

1 1

2 26.666 4 13.5
 OER and free resources to be adapted

http://www.paclii.org/gateway/Files/Legal_Research/PacLII_Using_Internet.pdf
http://www.newbie.org/internet_explorer
http://www.scribd.com/doc/3116372/Basic-Internet-Tutorial-1
http://en.wikipedia.org/wiki/Search_engines
http://www.dartmouth.edu/~library/biomed/guides/web-search/components.html
https://eljmicrosoft.intuition.com

http://www.ict4d.gov.gy/ictstrategy/ICT4D_Strategy_FinalDraft.pdf
http://www.newbie.org/internet_explorer
http://www.basiccomputerinformation.ca/saving-dowloads/
http://www.csdms.in/gesci/Kozma_Policy_Recommendations_for_India.asp

http://wiki.answers.com/Q/What_is_the_purpose_of_a_word_processing_software
http://www.baycongroup.com/wlesson0.htm
http://office.microsoft.com/en-us/word-help/
https://www.dlsweb.rmit.edu.au/lsu/content/pdfs/2_assessmenttasks/super_report.pdf
http://www.ict4d.gov.gy/ictstrategy/ICT4D_Strategy_FinalDraft.pdf
http://www2.elc.polyu.edu.hk/CILL/reports.htm
http://www.betterwritingskills.com/Report_Writing_Sample.pdf

https://eljmicrosoft.intuition.com
https://eljmicrosoft.intuition.com
http://www.education.gov.gy/Public/Resource.aspx?cat=6
http://www.education.gov.gy/Public/Resource.aspx?cat=7

http://www.internettutorials.net/
http://www.googleguide.com/experienced_users.html
http://alex.state.al.us/lesson_view.php?id=11203

https://eljmicrosoft.intuition.com | http://www.teachertrainingvideos.com/monkey/index.html |
http://quizstar.4teachers.org/ | http://www.halfbakedsoftware.com/quandary.php
http://schooltool.org/ | http://ts-school.com

http://www.baycongroup.com/el0.htm | http://exceltutorial.info/excel_tutorial_1.htm?
PHPSESSID=5d90a14aea4c5f5884b501cc0ab5131a | http://office.microsoft.com/en-us/excel-
help/available-chart-types-HA010342187.aspx

https://eljmicrosoft.intuition.com | http://en.wikipedia.org/wiki/Constructivism_(learning_theory) |
http://en.wikipedia.org/wiki/Didactic | http://www.interaction-
design.org/encyclopedia/multiple_intelligences.html | http://literacyworks.org/mi/home.html

https://vula.uct.ac.za/access/content/group/f779dbd8-4aa3-40c0-b0dd-be10f9392469/manuals/CET
%20Powerpoint%202007%20Training%20Manual%20v1.1.pdf

http://www.interaction-design.org/encyclopedia/multiple_intelligences.html | http://literacyworks.org/mi/home.html | h

http://office.microsoft.com/en-us/powerpoint-help/add-a-chart-to-a-presentation-HA010370246.aspx |
http://www.homeandlearn.co.uk/powerpoint/powerpoint_p3s13.html |
http://www.m62.net/powerpoint-training/powerpoint-graphs/creating-graphs-in-powerpoint-2007/
http://www.ncolr.org/jiol/issues/pdf/1.1.5.pdf |
http://trop.troy.edu/~techtip/readings/labvsclassroom.htm |
http://distributedresearch.net/ultrastudents/andyroberts/term2/actionresearch/Files/labvsclass.pdf |
http://www.ericdigests.org/1995-2/isolate.htm

http://schoolnet.org.za/teach10/resources/dep/managing_ict/index.htm |
http://eduscapes.com/tap/occ1.pdf | http://eduscapes.com/tap/occ3.pdf |
http://eduscapes.com/tap/occ2.pdf |
http://www.ise.ee/kronoloogia/murphy/classroom_management.html

http://schoolnet.org.za/PILP/scenarios/index.htm | http://ec.europa.eu/education/pdf/doc254_en.pdf

http://ec.europa.eu/education/pdf/doc254_en.pdf | http://ec.europa.eu/education/pdf/doc254_en.pdf

http://www.cybersmart.gov.au/cybernetrix/resources/teacher/teacher_guide.pdf | http://ictpd-digital-
citizenship-and-copyright.wikispaces.com/Digital+Citizenship+definition |
http://www.youblisher.com/p/17496-Journey-Toward-Appropriate-Technology-Use-at-School-and-at-
Home/ | http://www.criminaljustice.state.ny.us/missing/i_safety/mediafiles/isafety_parents-v6-
072210.pdf | http://www.udel.edu/chem/white/teaching/ConceptMap.html

60.166
Suggested Unit
Content &
Activities

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3
Unit 4

Unit 5

Unit 1

Unit 2

Unit 3

Unit 4
Unit 1

Unit 2

Unit 1

Unit 2

Unit 3
 Module & Unit Title
1 Understanding ICT in Education (Link ICT with National Policy)
Advancing policy through classroom principles can be put into practice in their
1
action and the use of Technology
2 Lesson Plan to Support Policy
2 Curriculum & Assessment (Meaningful integration of ICT into the subject)
1 Subject specific tools
Objectives (UNESCO ICT CFT)
Explain and analyze the principles of using
ICT in education. Describe how these
own teaching. Analyse what issues arise in
implementing these principles and how
those issues can be addressed. (KD.1.a)
Pre Service Teachers explain and analyze
the principles of using ICT in education.
Describe how these principles can be put
into practice in their own teaching.
Analyse what issues arise in implementing
these principles and how those issues can
be addressed. (KD.1.a) 2] Student teachers
operate various open-ended software
packages appropriate to their subject
matter area, such as visualization, data
analysis, role-play simulations, and online
references. (KD.4.a)
Student teachers Identify key concepts
and processes in the subject area, describe
the function and purpose of subject-
specific tools and how they support
students’ understanding of these key
concepts and processes and their
application to the world outside the
classroom. (KD.2.a)

2 Subject specific tools II
3 Developing Rubics
Word Processor Tables to Create
4 (KD.4.a) and student teachers develop and
Rubrics
3 Pedagogy (ICT should support good teaching & Learning practice)
Introduction to Project Based
1 social interaction, as students come to
Learning (PBL)
Student teachers Operate various open-
ended software packages appropriate to
their subject matter area, such as
visualization, data analysis, role-play
simulations, and online references.
(KD.4.a)
Student teachers develop and apply
knowledge-and performance-based
rubrics that allow teachers to assess
students’ understanding of key subject
matter concepts, skills, and processes.
(KD.2.b)
Student teachers Operate various open-
ended software packages appropriate to
their subject matter area, such as
visualization, data analysis, role-play
simulations, and online references.
apply knowledge-and performance-based
rubrics that allow teachers to assess
students’ understanding of key subject
matter concepts, skills, and processes.
(KD.2.b)
Students teachers describe how
collaborative, project-based learning and
ICT can support student thinking and
understand key concepts, processes, and
skills in the subject matter and use them
to solve real-world problems. (KD.3.a)

2 Designing PBL
3 Cooperative & Collaborative PBL
4 Facilitating Project Work
0 ICT (Basic ICT Competencies)
This module's units have been dispersed into the modules 1, 2, 3, 5 & 6 in order to provide
4 Organisation & Administration (Organisation of ICT resources to ensure equitable access)
1 Physical Learning Environment
Student teachers identify or design
complex, real-world problems and
structure them in a way that incorporates
key subject matter concepts and serves as
the basis for student projects. (KD.3.b)
Student teachers are able to design unit
plans and classroom activities so that
students engage in reasoning with, talking
about, and using key subject matter
concepts while
they collaborate to understand, represent,
and solve complex real-world problems, as
well as to reflect on and communicate
solutions. (KD.3.d)
Student teachers should be able to
implement collaborative, project-based
unit plans and classroom activities, while
providing guidance to students towards
the successful
completion of their projects and
attainment of deep understanding of key
concepts. (KD.3.f)
Place and organize computers and other
digital resources within the classroom so
as to support and reinforce learning
activities and social interactions. (KD.5.a)
& Manage student project-based learning
activities in a technology-enhanced
environment. (KD.5.b)

2 ICT for Human Resource Planning
3 ICT as a Communication Tool
4 ICT as a Collaboration Tool
5 Teacher professional Development (Teachers should use ICT to enhance their own growth and improve productivity)
1 Life Long Learning I
2 Life Long Learning II
3 Life Long Learning III
Place and organize computers and other
digital resources within the classroom so
as to support and reinforce learning
activities and social interactions. (KD.5.a)
& Manage student project-based learning
activities in a technology-enhanced
environment. (KD.5.b)
Student teachers use ICT to communicate
with students, peers, parents and the
larger community in order to nurture
student learning. (KD.4.e)
Student teachers use the network to
support student collabortion within and
beyond the classroom (KD. 4.f)
Student teachers use ICT to access and
share resources to support their activities
and their own professional learning.
(KD.6.a.)
Student teachers use ICT to access
outside experts and learning communities
to support their activities and their own
professional learning. (KD.6.b)
Student teachers use Search Engines,
online databases and e-mail to find people
and resources for collaborative projects
(KD.4.g)
Formal Assessment

Totals

Proposed Content
National ICT policy and its impact on
education specifically curriculum
documents and how they relate to
national priorities
Word processor Skills: Intermediate
formatting, table creation
ject)
Subject curriculum and ICT tools
KNOWLEDGE DEEPENING
Notional Hour
Contact Session
Teaching and Learning Strategies - With
Proposed activities
Tutorials
Lecture
Lecture on good activity design and tied to
national context and needs. Tutorial session to
1 2
allow students concieve activities to address
policy needs.
Students need to develop a lesson plan that
could fulfil some of the policy directives. The
plan needs to be in MS Word and should 2.5
incorporate tables and other advanced
formatting
Students download the national curriculum for
their subject. Then in tutorial groups they
analyse what concepts and processes are 1
considered important. These findings are
recorded.
 Learners use a package designed for their subject
Subject specific software. and evalauate how they might use it in designing
a lesson.

Rubic development and usage explained Lecture discusses good and poor rubric design 1

Word Processor Skills: Intermediate Learners develop a rubric template in MS Word

formatting, table creation. Introduction to
or MS Excel.
Rubistar archive

Lecture to introduce and discuss PBL role as a

Introduce Project Based Learning Theory
Constructivist teching method. Then 3 hour 1
via a discussion of constructivism
practical to unpack the concept fully.

Students have opportunity to begin the
process of designing own PBL projects
Cooperative & Collaboration strategies
within PBL.
Role of teachers in facilitation of
collbarorative project based work
to the modules 1, 2, 3, 5 & 6 in order to provide ICT skills as they are needed.
ure equitable access)
Physical organisation of computers in
learning spaces,in this instance Computer teaching and learning and design different
labs.
Intial launch of the PBL design phase during a
practical sesion then students work alone to
develop real world leading questions.
Students work through a CCTI tutorial on
cooperative and collaborative strategies for PBL
projects both in a practical setting and on their
own.
Students in a practical sesion investigate
potential challenges during implementation of
PBL as well as consider how assessment can be
incorporated. Finally students have an
opportunity for putting everything together so
that they can submit an assignment for marks.
Students discuss how a poorly physical designed
learning environment might impact the quality of
1
environments to allow learners to collaborate in
a variety of situations.
 Effective integration of ICT into a learning Tutorial to look at ICT planning issues then
environment with regards to time and practical to allow students to use Outlook to 1
human resources. create teacher's class calendar

Lecture provides information about basic

SMS, E-mail,e-Newsetters, instant communication tools and case studies. Tutorial
1 1
messanger, social networks allows students to generate concrete uses and
Practical opens up social network tools.

Students exposed to 4 (Crocodoc, Skype,

Shared folders, free communication tools, Dropbox & Twidla) online collaboration tools in
1
shared markup documents etc. tutorial and pracical settings

nce their own growth and improve productivity)

Students search for, access and share learning

Professional development courses
opportunities that support their own personal
mediated through digital channels learning goals and verify the credibility.

Personal Learning Networks, MOOCs,

Lecture on PLN. Practical looks at tools and
Twitter, Facebook groups, online ACEs 1
contacts. Self study focuses on MOOCs
etc.

Seaching for online courses, accessing

1
Open Courseware for no accrediation
KD Curriculum Examination

5 10.5
NING
Notional Hours
Contact Session Self

Independant Computer
Independent Self Study Resources to be adapted
Computer Practicals
Assessment

Practice

http://www.schoolnet.org.za
http://www.education.gov.gy/Public/Resource.aspx?cat=6.
http://www.education.gov.gy/Public/Resource.aspx?cat=7.
http://www.education.gov.gy/Public/Resource.aspx?cat=7.

2 1.5 http://www.schoolnet.org.za
http://www.education.gov.gy/Public/Resource.aspx?cat=7

http://keycompetencies.tki.org.nz/What-are-KCs
http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-
2
skills/index.aspx http://www.education.gov.gy/Public/Resource.aspx?cat=6.
http://www.education.gov.gy/Public/Resource.aspx?cat=7.
 http://www.schoolnet.org.za
http://www.education.gov.gy/Public/Resource.aspx?cat=6.
http://www.education.gov.gy/Public/Resource.aspx?cat=7.
http://www.clicknkids.com/Public/FreeTrial.php
http://disney.go.com/disneyinteractivestudios/games.html
http://gcompris.net/-en-
http://www.knowledgeadventure.com
1 4
http://www.learningcompany.com/content/tlcdigitalplatform/english/homep
age.html
http://www.questionmark.com/us/index.aspx
http://www.evalunet.com/
http://www.placespotting.com/
http://cinderella.de/tiki-index.php
http://www.mindgenius.com/

http://www.schoolnet.org.za
2
http://en.wikipedia.org/wiki/Rubric_(academic)

http://www.teachervision.fen.com/teaching-methods-and-
management/rubrics/4521.html
http://office.microsoft.com/en-us/training/tables-i-create-and-format-basic-
tables-RZ001200716.aspx
http://office.microsoft.com/en-us/training/tables-ii-use-tables-to-simplify-
3 2
complex-page-layouts-RZ001230013.aspx
http://www.youtube.com/watch?v=oZPAbflFwAg
http://www.youtube.com/watch?v=k1ZzVDuh7o4&feature=related
http://www.youtube.com/watch?v=uZ9Ln5QMpfE&feature=related
http://rubistar.4teachers.org/index.php?screen=Tutorial&module=Rubistar

http://www.schoolnet.org.za/CoL/ACE/projectbased/activities/pbl.act001.ht
3
m | http://pbl-online.org/default.htm
 http://www.schoolnet.org.za/CoL/ACE/projectbased/activities/pbl.act001.ht
3 1
m

CCTI |
http://www.schoolnet.org.za/CoL/ACE/projectbased/activities/pbl.act008.ht
3 3 m|
http://www.schoolnet.org.za/CoL/ACE/projectbased/activities/pbl.act006.ht
m

CCTI |
http://www.schoolnet.org.za/CoL/ACE/projectbased/activities/pbl.act007.ht
5 3 m|
http://www.schoolnet.org.za/CoL/ACE/projectbased/activities/pbl.act005.ht
m

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?
ArticleID=531 | http://education.stateuniversity.com/pages/1834/Classroom-
Management.html |
http://peoplelearn.homestead.com/BEduc/Chapter_9.pdf |
http://www.slideshare.net/kstashuk/creating-a-positive-classroom-
1 1
environment |
http://www.brighthub.com/computing/hardware/articles/52714.aspx |
http://oit.colorado.edu/software-hardware/computer-lab-design/computer-
lab-design | http://www.ehow.com/about_6472462_computer-labs-
schools.html
 http://jc-schools.net/integrate/scheduling.html. Accessed 17/08/2011 |
www.nehs.phila.k12.pa.us/new/images/ComputerLabMgmt%20v2.ppt |
2 http://office.microsoft.com/en-us/outlook-help/manage-your-class-calendar-
with-outlook-HA001207314.aspx | http://office.microsoft.com/en-
us/outlook-help/calendar-i-outlook-calendar-basics-RZ010100073.aspx

http://www.adi.org/journal/ss05/Graham-Clay.pdf |
http://knowledgemanagement.wetpaint.com/page/ICT+collaboration+tools |
http://www.saskschools.ca/curr_content/pd21byersj/comtls.html |
2 http://en.wikipedia.org/wiki/Email | http://www.parenting-
ed.org/handout3/Parental%20Involvement/Communicating%20with
%20Teacher%20Handout.pdf |
http://urbanext.illinois.edu/succeed/communication.cfm

http://www.innovativeteachertoolkit.com/documents/skills/collaboration.pdf
| http://www.aect.org/publications/whitepapers/2010/ELI3020.pdf |
3
http://cooltoolsforschools.wikispaces.com/Collaborative+Tools |
http://sixrevisions.com/tools/15-free-tools-for-web-based-collaboration/

2 http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2prof.htm

http://www.youtube.com/watch?v=eW3gMGqcZQc |
http://www.youtube.com/watch?v=bWKdhzSAAG0&feature=related |
http://www.youtube.com/watch?v=r8avYQ5ZqM0&feature=related |
3 1 http://www.slideshare.net/weblearning/microblogging-2419870 |
http://onceateacher.wordpress.com/2009/05/05/pln-your-personal-learning-
network-made-easy/ | http://www.teachingvillage.org/2009/09/10/what-is-
a-pln-anyway/comment-page-1/ | http://teacherchallenge.edublogs.org

http://gsueds2007.pbworks.com/f/teacher+qualities+and+collaboration.pdf |
http://www.globalschoolnet.org/ | http://teachersconnecting.com/ |
http://collaborateforchange.com/2011/05/23/teachers-get-into-global-
collaborative-projects-today/ | http://eduscapes.com/tap/topic1.htm |
3
http://www.21stcenturyschools.com/Global_Collaborative_Projects.htm#Star
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Suggested Unit
Content &
Activities

Unit 1

Unit 2

Unit 1
Unit 2

Unit 3

Unit 4

Unit 1
Unit 2

Unit 3

Unit 4

Unit 1
Unit 2

Unit 3

Unit 4

Unit 1

Unit 2

Unit 3