Trainer Guide for Course 7:

Deepen educational experiences with the 21CLD ICT for

learning dimension

Objectives

1. Determine why it’s important for learners to use ICT to support knowledge construction
2. Define ICT for learning
3. Explore the 21CLD ICT for Learning rubric and decision tree
4. Examine Microsoft tools that help learners use ICT in transformative ways
5. Design learning activities that focus on ICT for learning

Resources for this module

 Learn course: Deepen educational experiences with the 21CLD ICT for learning dimension
 21CLD OneNote Notebook
 Preparation for this module

Target audience

 K-12 educators

Timing

 120 minutes (2 hours)

Two weeks prior

 Secure the location for the training

 Prior to the training, invite participants to the training via email

One week prior

 Optional: Send a reminder email about the training

 Ensure your location has projection, sound, and Internet connectivity

Day of training

 Arrive early to set up for the presentation and test Internet, projection, and sound

 Arrange the room for small group discussions. Organize educators by grade, division, or content area, or mix them
as you see fit
Invitation email

SUBJECT: Transform educational experiences with the 21CLD ICT for Learning dimension

DATE: [INSERT DATE, TIME HERE, PLACE, DURATION]

Hi, educators!

I’m so excited for our next 21st century learning design session focused on the use of ICT for Learning dimension. This time,
we’ll be:

 Exploring the dimension

 Examining the rubric by coding some anchor lessons, and
 Evaluating our own learning activities according to the rubric

Preparation

 If possible, please arrive approximately 15 minutes before the scheduled start time
 Bring your lesson plan book and/or the learning activity plans you selected at our first session

Have questions about this professional development opportunity? Don’t hesitate to reach out to me.

See you soon!

[xxxx]
Reminder email

SUBJECT: Transform educational experiences with the 21CLD ICT for Learning dimension

DATE: [INSERT DATE, TIME HERE, PLACE, DURATION]

Hi, educators!

This is just a friendly reminder that our 21st century learning design session on the use of ICT for learning is coming up!

I look forward to exploring with you how we can use 21st century learning design to incorporate the ICT for Learning
dimension into a learning activity!

Preparation

 If possible, please arrive approximately 15 minutes before the scheduled start time
 Bring your lesson plan book and/or the learning activity plans you selected at our first session

Have questions about this training session? Don’t hesitate to reach out to me.

See you soon!

[xxxx]

Timing Suggested talking points Presenter action

15 min prior   Do:

Greet participants as they arrive.

Access the Deepen educational experiences with

the 21CLD ICT for learning dimension course so

you can get to the videos quickly.

Access the 21CLD OneNote notebook and display

the first page. 

1 min Say:

Welcome! I’m so excited to be here with you today!

Thank you for taking time out of your day to join us and

participate in this session.

(Acknowledge the organization sponsoring the event.)

1 min Say:  

Today, we’ll be exploring the ICT for Learning rubric. This

rubric highlights the need to use ICT to transform learning

 experiences and to create and design new information and
ICT products.

5 mins Say: Do:

Let's start with a quick check-in. How do your learners

currently use ICT in your class?

(Give participants time to respond.) 

Give participants time to respond to the prompt.

Say:

Thank you all for sharing! 

1 min Say:

Digital technologies have transformed how we live and

work. We live in a connected world with ready access to vast
 
amounts of digital information and
experiences. Adopting new advances in technology has

become essential to living and working in today's

globalized, knowledge-based economies. To succeed in the

modern workplace, we need skills to intelligently use digital

 technologies to: 

 Consume information and ideas, and

 Design and create new information and ideas

A broad palette of digital tools allows us to engage and

innovate in ways that weren’t possible before. Additionally,

these digital technologies allow us to connect and build

relationships with a wider network of people, helping us to

understand our world in a deeper and more

meaningful way. And it’s only by engaging with and

challenging each other do we truly begin to understand

ourselves and the world we live in.

1 min Say:

Young people already habitually use digital technologies

outside of class. While digital technologies are becoming

increasingly common in learning

environments, learners often only use them to present or
consume information.

But these technologies are capable of so much more. Using a

wide range of digital technologies, we must design learning
 experiences that help young people develop the skills to:

 Evaluate and analyze information and ideas, and 

 Design and create new information and ideas  

1 min Say:

Many educational systems refer to digital technologies as

Information and Communication Technologies (ICT). ICT

encompasses a wide range of available digital tools—both

hardware and software. 

Hardware includes computers and related electronic

devices such as tablets and notebooks, smartphones,

electronic whiteboards, and camcorders.

Software includes everything from web browsers and

multimedia creation tools to engineering applications, social

media, and collaborative editing platforms.

1 min Say:

ICT is a powerful tool for promoting and supporting all 21st

century skill dimensions. For example, ICT helps learners to: 

  Collaborate in ways that weren’t possible before, and 
 Communicate through new mediums of expression 

1 min Say:

In this rubric, though, we will only focus on the integration of

ICT for Learning with two other 21CLD dimensions:

Knowledge Construction and Real-

World Problem Solving and Innovation.

When incorporating ICT in learning activities, educators must

consider whether learners will use ICT in meaningful ways to:  

 Solve complex problems, 

 Construct knowledge, or 

 Design knowledge-based products  

ICT is essential to building lifelong learning. Educators

must therefore balance the use of technology to

not only consume information but also to design and

create it in their learning activities.

3 mins Say: Do:

Now, I will play the overview video for the ICT for learning
 dimension. Play the Introduction to ICT for learning video.

(Play the Introduction to ICT for learning video.)

1 min Say:

The ICT for Learning rubric examines whether learners use

ICT in activities.

In stronger activities, the use of ICT supports knowledge

construction.

In the strongest activities, learners use ICT

to design knowledge-based products.  

5 mins Say: Do:

Let’s all go to the OneNote notebook and review the ICT for

learning rubric together.

To get to the notebook, open your web browser and type

aka.ms/21CLDnotebook into the address bar. This will take

you directly to the 21CLD notebook.

(Give participants a few minutes to access the 21CLD notebook Give participants time to access the 21CLD

and locate the self-regulation rubric page.) notebook and locate the ICT for learning rubric
 page.

2 mins Say:

The ICT for Learning rubric captures the big ideas of ICT

for learning and is a useful framework when designing

activities to develop learners’ ICT skills. The levels of ICT for

learning range from 1 to 5:

1: Learners do not have the opportunity to use ICT for this

learning activity.

2: Learners use ICT to learn or practice basic skills or

reproduce information. They are not constructing

knowledge. 

3: Learners use ICT to support knowledge construction but

they could construct the same knowledge without using ICT.

4: Learners use ICT to support knowledge construction and

the ICT is required for constructing this knowledge. But

learners do not create an ICT product for authentic users.

5: Learners use ICT to support knowledge construction and

the ICT is required for constructing this knowledge. And
 learners do create an ICT product for authentic users.

1 min Say: Do:

Now, let’s switch over to the ICT for Learning Decision Tree
page in the OneNote notebook.
Give participants a minute to locate the ICT for

(Give participants a minute to locate the self-regulation learning decision tree page.
decision tree page.)

2 mins Say:

The ICT for Learning decision tree poses four questions

educators must answer when designing activities that use ICT

for learning: 

 The first question it asks is if learners have the

opportunity to use ICT in the learning activity. If the

answer to this question is “no”, then the learning

activity is coded as a one.

 If learners do have the opportunity to use ICT in the

learning activity, then the answer to the first question

is “yes”.
 We then move to the second question: Does ICT
support learners' knowledge construction? If the

answer is “no”, the learning activity is coded as a two.

 If learners have the opportunity to use ICT in the

learning activity, the answer to the second question is

“yes”. We then move to the third question: Is ICT

required for constructing this knowledge? If the

answer is “no”, then the learning activity is coded as a

three.

 If ICT is required for constructing knowledge, then the

answer to the third question is “yes”. We then move to

the fourth question: Are learners designers of an ICT

product? If the answer is “no”, then the learning

activity is coded as a four.

 However, if the answer is “yes” because learners create

an ICT product for authentic users, then the learning

activity is coded as a five.

4 mins Say: Do:

Let’s pause to check in. Does anyone have questions about

 the rubric or decision tree?

(Give participants time to ask questions.) Answer any questions that arise.

Say:

Wonderful! Now, let’s examine each level of the rubric.

1 min Say:

The first question asks Do learners have the opportunity

to use ICT? 

Learners have the opportunity to use ICT if they must use

it or have the choice to use it to complete an activity. ICT use

occurs when learners use ICT directly to complete all or part

of the learning activity. Learners must have control over the

ICT use themselves. 

While ICT in teaching is a powerful tool for communicating

complex ideas to learners, it’s irrelevant to this rubric

which focuses on learners’ use of ICT.

1 min Say:

In the following scenarios, learners do not have the

 opportunity to use ICT:

 Learners completing a math learning activity using

worksheets that the educator has printed 

 Learners studying cell replication by watching the

educator play a virtual simulation of the process

 The educator using Microsoft Word to

make suggestions and track changes to a learner's

writing

1 min Say:

In the following scenarios, learners do have the opportunity

to use ICT: 

 Learners completing a math learning activity using

Excel
 Learners studying cell replication using a software

simulation to explore the process

 Learners using Microsoft Word to edit their writing,

tracking their changes as they go

1 min Say:
If we answer “yes” to the first question, the next question to
consider asks: Does the ICT use support learners'

knowledge construction?

Knowledge construction occurs when learners generate ideas

and understandings that are new to them through: 

 Interpretation 

 Analysis 
 Synthesis, or  

 Evaluation

Learners’ use of ICT may support knowledge construction

either directly or indirectly. For example: 

 When learners use a computer to analyze scientific

information, ICT supports knowledge construction

directly.

 When learners search for terms related to current

events on Twitter and then analyze people's

responses offline, ICT indirectly supports knowledge

construction. The information they find on Twitter

supports their analysis, so their ICT use

supports knowledge construction.
1 min Say:

The knowledge construction supported by ICT must focus on

the learning goals of the activity. Learning to use ICT does

not qualify.

For example, learners might learn about PowerPoint as they

create a presentation for history class. However,

to support knowledge construction, the use of

PowerPoint must help learners deepen their interpretation,

analysis, synthesis, or evaluation of historical ideas. 

Evaluation of Internet resources related to the learning goals

is also knowledge construction. Activities designed to help

learners become intelligent, ethical users of the Internet

rather than passive consumers of the information support

knowledge construction.

An example of one such use is learners using the internet to

find several sources on a topic and evaluate their credibility

before selecting which information to rely on.

1 min Say:

In the following scenarios, the ICT use doesn’t support

 knowledge construction:

 Learners using Excel to add numbers together 

 Learners watching a video about how stars are

formed 

 Learners using Microsoft Whiteboard to make a list of

the characters in a novel they’re reading in literature

class
 Learners playing an Xbox driving game

 Learners using Microsoft Word to type an essay they

have written

 Learners using a collage app to create a composite

image of art works by an artist of their choice 

 Learners who have already studied triangles using a

graphing calculator to create triangles by entering

angle numbers that add up to 180 degrees

1 min Say:

In the following scenarios, the use of ICT does support

knowledge construction:

 Learners using Excel to analyze results of an

 experiment
 Learners using a computer-based simulation to

investigate how stars are formed

 Learners using Microsoft Whiteboard to create

interconnected plots and character diagrams

for a novel they’re reading in literature class

 Learners using an Xbox driving game to research and

publish the consequences of texting while driving

 Learners writing an essay on a

computer using Microsoft Word to organize and

synthesize their ideas in writing 

 Learners using a collage app to create a composite

image that reflects the style and influences of an artist

of their choice

 Learners who haven’t studied

triangles experimenting with a graphing calculator by

entering angle degrees and hypothesizing the total

number of degrees in a triangle

1 min Say:

If we answer “yes” to the second question, we then ask

ourselves: Is ICT required for constructing this

knowledge? 

ICT is required for knowledge construction

when learners complete knowledge construction activities

which would be impossible or impractical without the use of

ICT.

For example, learners may communicate with peers in

another country over a period of two weeks to research the

impact of a recent drought on their community. Mailing

physical letters would be impractical in this short time. In this

case, email enables learners to construct knowledge that they

wouldn’t be able to do without ICT. The use of email is

therefore required for constructing this knowledge.

Learners may complete many activities that require

knowledge construction without ICT. For example, learners

may find information about the beaks of a variety of bird

species with different diets and categorize different types of

beaks. If learners use the Internet for this activity, they’re

constructing knowledge. But they don’t have to use ICT. They

would be able to achieve the same learning goals without ICT

by using printed books in a library.
1 min Say:

In the following scenarios, learners do not need to use ICT to

construct knowledge:

 Learners reading the local newspaper online to

research a current event and analyze three stories

they find 

 Learners using Excel to compute totals that they will

use to analyze their data

1 min Say:

In the following scenarios, learners need ICT to

construct knowledge:

 Learners using the Internet to find newspaper articles

about a current event from three different countries

and analyzing how perspectives are similar or

different 
 Learners using a computer-based simulation to

investigate how stars are formed

1 min Say:

If we answer “yes” to the third question, the last question we

consider is: Are learners designers of an ICT product? 

Learners are considered to be designers of ICT products when

they create ICT products others may use. For example, if

learners record a podcast and post it on the Internet,

they’re designing an ICT product. The product lasts beyond

the learning activity and an outside audience may use it. 

When learners act as designers, ICT is supporting their real-

world problem solving and innovation. Learners must have an

authentic audience in mind, such as a community that

needs the information or younger children who are studying

a concept.

In their design, learners must attend to the needs and

preferences of that audience. Ideally—but not necessarily—

the intended audience will use the product. Learners who

create a product with no particular audience in

mind don’t qualify as designers.
1 min Say:

In the following scenarios, learners are not designers of an

ICT product: 

 Learners in a computer programming class creating a

smartphone app that causes the phone to

vibrate whenever the user takes a photo

 Learners using music editing software to create songs

about dinosaurs that they will post on the Internet for

general access
 Learners creating videos of their own interviews with

local community members to submit to the educator 

 Learners using the Internet to research local food

producers and write a report of their findings to

submit to the educator

1 min Say:

In the following scenarios, learners are designers of an ICT

product:

 Learning in a computer programming

class designing a smartphone app that may help

 senior citizens in their daily lives
 Learners using music editing software to create songs

to educate visitors to a children's natural history

museum about dinosaurs

 Learners creating videos of their own interviews with

community members that will air on a local television

channel program about "our community"

 Learners using the Internet to research and

communicate with local food producers and then

developing an app to help families in their community

make more local choices when buying their food

1 min Say: Do:

Now that we’ve discussed the rubric and decision tree, let’s
practice coding an anchor lesson.

Go the 21CLD OneNote notebook, and then the anchor

lesson section.

Then, select the Guerilla Marketing Campaign learning activity

page. Give participants a minute to find the learning
activity in the 21CLD notebook.
 (Give participants a minute to find the learning activity.)

15 mins Say: Do:

Now, I’ll give you 15 minutes to review this lesson. Use either
the ICT for learning rubric or decision tree and code the

lesson. Feel free to work with a colleague.

As participants review the learning activity, mill

When everyone is finished, we’ll discuss your findings.
around the room to help or answer questions.

(Give participants 15 minutes to review the lesson and code it

Set a timer for 15 minutes. If participants finish
according to the rubric/decision tree.)
early, move on to the next activity.

5 mins Say: Do:

Okay! I loved listening to your conversations!

Let’s discuss as a large group what you all observed in coding

this lesson.

Who would like to share what number you coded the lesson
and why?

Foster a collegial conversation about the anchor

(Pause for responses)
lesson.
 Say: Encourage educators to explain why they decided
on a specific code.
Did anyone code it a different number?

(Pause for responses)

3 mins Say: Do:

Thanks, everyone, for sharing your thoughts!

It’s important to understand that our analysis here is less

about getting a right answer and more about thinking

critically about the lesson and exploring the concepts of the

rubric.

Now that we’ve compared our analyses with each other’s,

let’s compare it with Becky’s.

Play the ICT for learning anchor lesson video.
(Play the ICT for learning anchor lesson video.)

15 mins Say: Do:

Now, let’s work in small groups to analyze one more anchor

lesson.

Each small group will have a different anchor lesson. You will
 review your assigned lesson and code it according to the
rubric.

You may work independently to review and code and then

discuss your analysis as a group.

Or you can work on coding the lesson together.

Once you’ve finished your group discussion, you can look at

the analysis in the notebook and compare it to your group’s

analysis.

Any questions? Okay, I will assign each group an anchor

lesson now.

(You can assign anchor lessons by counting off groups as a 1,

2, or 3. Then, assign each group as follows: Assign each group an anchor lesson.

Group 1 – Munting Munggo Give groups 15 minutes to analyze their assigned

lesson.
Group 2 – Falklands War

Group 3 – Great Train Internet

1 min Say:
 Great job, everyone!

Now, let’s explore some of the Microsoft tools that support

learners’ use of ICT for knowledge construction and design of

ICT products.

1 min Say:

Microsoft offers a variety of tools that support learners'

knowledge construction.

The Collections feature in Microsoft Edge browser allows

learners to create collections to organize research they will

analyze to construct new knowledge.

OneNote Class Notebook also allows learners to store key

concepts from their research in OneNote. With digital inking,

learners can annotate and analyze the research they collect.

As learners work in OneNote, immersive reader offers reading

and translation support.

SmartArt graphics in Word and PowerPoint support

learners' knowledge construction. Learners use the graphics

to demonstrate their understandings through interpretation,
 analysis, synthesis, and evaluation of information.

1 min Say:

In some instances, Microsoft tools support learners'

knowledge construction that would otherwise be impossible

or implausible:

Bing allows learners to find international newspapers,

historical documents, and other content that would be

unavailable to them if they didn’t conduct Internet research. 

The translator extension in Edge translates the content

from other countries to a learner’s native language.

Microsoft Teams calls help learners connect with people

outside class, whether an expert or peers in another location,

to broaden their perspectives and extend learning beyond

their own school.

Microsoft Forms enables learners to collect
data on individuals outside their own school.

2 mins Say:
A variety of Microsoft tools support learners when they’re
designers of ICT products:

Microsoft Video Editor helps learners create documentaries,

commercials, music videos, and other video products that

inform or persuade their chosen audience.

Microsoft Voice Recorder helps learners create podcasts. 

Microsoft PowerPoint allows learners to give dynamic live

presentations. With PowerPoint, learners can use a headset

and have real-time, automatic captions or subtitles on screen.

Additionally, with Live Presentations in PowerPoint, audience

members can see a presentation on their devices and read

live subtitles in their preferred language.

Microsoft Sway allows learners to create attractive

multimedia presentations for the web. Sway’s interactive

canvas allows learners to build a presentation with texts,

images, and videos as well as embed

Office documents or a Microsoft Form for data collection 

Microsoft Word helps learners create flyers, pamphlets, or

deliverables for their selected audience.

 Flipgrid helps learners create tutorials with the screencast
feature.

Minecraft: Education Edition allows learners to create

prototypes of their designs.

And Microsoft MakeCode Arcade allows learners to create

video games that teach a lesson, review concepts, or simply

entertain.

3 mins Say: Do:

Now, let’s see some of these tools in action!

(Play the Microsoft tools for ICT for learning video.) (Play the Microsoft tools for ICT for learning video.)

5 mins Say: Do:

Can you think of any other Microsoft tools that would Encourage discussion about the Microsoft tools

support your learners’ use of ICT for learning? that learners could use to construct knowledge or
design ICT products.
(Pause for responses.)

3 mins Say: Do:

 Great ideas, everyone!

Thanks for sharing your thoughts. All these tools would

definitely help our learners!

Now, let’s talk about how you can take what you’ve learned

here today and apply it to your own learning activity.

Before we work on our learning activity, though, let’s hear

from Chiho Nakagawa, an educator in Japan, to learn how

she incorporates ICT for Learning into a learning activity.

(Play Chiho’s video.)

Play Chiho’s video.

1 min Say:

Okay!

Let’s start by putting what we’ve learned into action. You all

selected a few learning activities to use in our sessions.

Select one of those now and evaluate it according to the ICT

for learning rubric.

Use the ICT for learning decision tree to guide the design
 of the activity.

Consider the following: 

 Does the use of ICT support knowledge construction?

 Is the use of ICT required for constructing knowledge?

 Are learners designing an ICT product for others to

use?

Determine the level of ICT for learning integration you want

in this lesson and re-design it to reach that level on the

rubric.

Though learners may already have experience using ICT, they

will need specific guidance to use it in dynamic

ways that transform learning.

Think about your learners and their experiences to date. Their

experiences must guide the learning activities we design.

Consider how your learners currently use ICT. Is it used in

more powerful ways to construct knowledge or to

design knowledge-based products? 

15 mins Say: Do:

 Take the next 15 minutes and analyze your activity according
to the rubric.

After coding the activity, consider whether you want it to

code higher. If so, modify the activity to meet your goal. If

you don’t want the activity to code higher for ICT, consider
analyzing a different learning activity that you might want to

re-design for deeper ICT integration.

Feel free to discuss your lessons with your colleagues. Some

of the best re-designs come from collaboration with other

educators and building off one another’s ideas.

Sharing your activity, its current code, and your goals with Set a timer for 15 minutes.
others is a great way to start the re-design process.
Mill around the room and answer questions or help

educators in need.

1 min Say:

Awesome job, everyone!

I have loved hearing your conversations about your learning

activities and seeing the changes you’re making to deepen

 your learners’ use of technology for learning.

4 mins Say: Do:

Before we close today, does anyone have any questions

related to the ICT for learning dimension or the 21CLD design

process?

(Pause for questions)   

Answer participants' questions.

1 min Say: Do:

Thank you for your time and attention today!

You’ve all been wonderful, and I have loved learning from

you.

If you have any questions or final thoughts, please feel free to

share them.

Share the link to the ICT for Learning course online

Be sure to go to the online course and take the quiz related
and show participants where the quiz is located.
to this course.

I’ll see you next time on xxx (indicate the next time you will
meet the group).