The 2009 ICT for Education Curriculum is designed to provide educators with the necessary skills to effectively incorporate ICT into the teaching-learning process.  The modular programme caters to the range of abilities of classroom teachers and education administrators.  Each module combines a mix of hands-on exercises and instructor-led sessions which provide practical applications of ICT to the modern classroom. Our workshops also provide a combination of online and on-site activities designed to present participants with an interactive learning experience which incorporates standards, assessment and technology integration.

Programme Description

This professional development programme in Educational Technology leads to a broad understanding of the role of modern information and communication technology in education. The programme is designed to help teachers, trainers, instructional designers, media-support personnel and other school professionals develop the knowledge, skills, and abilities needed to effectively integrate ICT into learning environments. The programme places a strong emphasis on the role of ICT in pedagogical techniques, as well as on the importance of integration of ICT in curriculum development and course design. Participants learn best practices and how to apply them in a variety of school settings from the micro to the macro level. Some of the social, ethical, legal and human issues concerning the use of computers and technology in educational practice are also examined.

While the target audience is primary and secondary educators, the programme is designed for anyone involved in delivering or administering educational programmes. Participants completing the full programme will be prepared to integrate modern educational technology into teaching or to prepare for positions as ICT coordinators or facilitators. For administrators, the programme will broaden understanding of technological and related pedagogical issues and equip them to make informed decisions in these critical areas.

Participants successfully completing this programme will:

Courses are offered at three levels.  Level 1: Foundations course caters to those with little or no ICT knowledge or those who simply want to brush up on their skills. The programme of study provides participants with information and skills necessary to plan, implement, and evaluate ICT for personal productivity and instruction.

Level 2: Integration courses build on the foundation established at Level 1, but now focus on effective pedagogical approaches to the modern ICT-rich classroom.  At this level, participants will acquire skills in developing and integrating educational technology applications in learning environments.

The Level 3: Advanced Skills courses explore further ICT integration skills while increasing ICT management and leadership skills for overseeing school-wide ICT integration and the use of new and emerging technologies and approaches in education.

These courses may be incorporated into pre-service teacher preparation programmes or form the basis of continuous in-service teacher training in Educational Technology. Courses may be customised to support existing programmes and resources. Added to this, the modular nature of the programme allows participants to combine modules to meet their specific learning objectives.

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Persons enrolling for credit must have earned a bachelor’s degree from an accredited four-year college or university.  Teachers who have a recognised Teacher’s Certificate from an approved Teacher’s College or those persons with at least three (3) years teaching experience may also apply for admission to the professional development programme.

Prior to entry into the programme, potential participants are required to complete the ICT Skills Assessment Survey, an assessment tool designed to measure the ICT skill level of educators. Skills assessed in the survey include: Basic ICT Concept; Word Processing; Spreadsheet; Database Management; Presentation Tools; Multimedia and the Internet.

The results are then compiled and analysed. The information assists schools and districts in creating an individualised approach to ICT professional development. The data can also assist in the evaluation of professional development programmes.

All courses are taught using a combination of Internet-based technologies, print, and other media to provide an effective balance of flexibility and interaction. A typical workshop series consists of one to five modules, the full series or a combination in between. Courses may be organised on a day-release or after-school basis or may be taken as part of an intensive Easter or summer programme.  A typical onsite workshop begins at 8:30 and ends at 3:30, unless otherwise noted.  Participants are given a one-hour lunch, with small breaks integrated into the schedule as needed.

Participants have up to 4 years in which to complete the full programme; they may take full courses or specific modules each year.

The ICT4Education programme takes a dynamic approach to assessment that puts the participant at the centre of the process.  Participants will have an opportunity to rate their own performance during the various courses through completion of a detailed checklist of skills (the ICT4Education Passport).  This checklist allows both participants and trainers to see at a glance what skills have been completed and where gaps still lie.

For most courses participants will also be required to submit an electronic portfolio of assignments that they find to be the best representation of their work during the course.  The portfolio is usually worth 60% of the final grade.  At levels 1 and 2 there will also be a final Internet-based quiz worth 35% of the final grade.  At level 3, 90% of the final grade may be attributed to course work.

Class participation is also an important part of all classes.  We ask that participants complete the assigned reading; come to class prepared; and contribute their thoughts during class discussions.  Five percent (5%) of the final grade is attributed to class participation at levels 1 and 2, and up to ten percent (10%) at level 3.

Successful participants will be awarded a nationally recognised Certificate of Completion.  Those participants with a final percentage of 85 or more will be awarded a Certificate of Distinction; while those with between 75 and 84 percent will receive a Certificate of Merit.  Participants gaining 65 to 74 percent will receive a Credit while those with 60 to 69 percent will receive a Pass grade. 

EQUIVALENCE

The programme of study at Levels 1 and 2 closely follows the internationally recognised International Computers Driving Licence (ICDL) and the Microsoft Office Specialist Certificate (MOS).  Participants who are interested in pursuing these certifications may do so by registering with a certified testing centre.

The objectives covered at Levels 1 and 2 also relate well with those addressed in the Technology in Education course developed by the Joint Board for Teacher Education (JBTE) as well as related courses at regional Tertiary Level Institutions (TLI).  The International Society for Technology in Education (ISTE) National Educational Technology Standards for Teachers (NETS) are also used throughout all levels.

Certificate in Educational Technology

The Certificate in Educational Technology is awarded to participants who successfully complete all three levels of the professional development programme.  A total of 15 credits are required for final certification in the programme.

To be awarded the Certificate in Education Technology participants must complete a total of 15 credits taught over 225 hours (75 units). As follows:

• Level 1: Foundations      – 3 credits (45 hours/15 units)
• Level 2: Integration         – 6 credits (90 hours/30 units)
• Level 3: Advanced Skills – 6 credits (90 hours/30 units

Credits

The 225 hours for the successful completion of the programme are equivalent to 15 credits.  As such, this course of study is consistent with the requirements stipulated in the Second Edition of the “Procedures and Guidelines for the Regional Mechanism for Accreditation, Equivalency and Articulation” (2000) for the award of a certificate.  The credit allocation is also consistent with that for similar programmes of study conducted at colleges and universities internationally.

There are three clearly identified areas of specialisation:

• Resource Development
• Technology Facilitation
• Technology Leadership

Instructors

Certified ICT4Education Instructor represent a pool of experienced former and present classroom teachers.  All trainers are competent in the use of a myriad of technology-based applications and have several years experience in programme development, adult education and technology-based delivery models. Most trainers have masters’ degrees or related postgraduate qualifications.

There is a strong emphasis on pedagogy with a focus on constructivist methodologies which place participants at the centre of the programme.  To facilitate this approach, each trainer is supported by an assistant throughout the sessions.  All trainers are certified by KWI to deliver our high-quality programme of study.