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and acquire specializations using innovative pedagogy and technology appropriate to the country and its
culture.
Research shows that ICTs (equipment, software, and training) are critical components of change, but
not sufficient to bring about education transformation. Together with research-driven models of
teacher preparation and development, I CTs can accelerate, scale, and measure education
transformation. One cannot drive the other. They must work in concert.
The most successful ICT-enhanced models are disruptive because they challenge traditional ways of
training teachers. No longer is learning limited to tests, but as an ongoing process. Degrees are
granted based upon competencies proven, rather than completing coursework. These new models:
Enable educators to use their classrooms as laboratories from which they can collect and
analyze research evidence and create adaptive measures to differentiate their instruction.
Provide credit for intensive, blended learning experiences rather than isolated courses so that
students can benefit from face-to-face interaction, accessibility to global experts, consistent
interaction with local mentors, and the ability work on their classroom projects.
Encourage collaboration and risk taking. Allow teachers to build communities of practice that
operate along the lines of a caf, a free library, and marketplace of ideas. The caf elicits the
power of transformational conversations between teachers in a safe atmosphere conducive to
problem solving, innovation, and subject-matter mastery. The free library leverages the social
network of the caf by offering an interactive repository of shared content and lessons, rapid
feedback loops, and a cycle of ongoing improvement. The marketplace stimulates
breakthrough thinking and the development of educational applications that meet local needs.
Encourage participatory teacher research based in research evidence gathered from their
primary and secondary classrooms. Professional development for teachers in research
methods can be integrated into the national curriculum in order to foster a spirit of curiosity and
guide innovative and collaborative projects such as science fairs and service learning.
Provide release time for teachers to participate in new professional development training
programs and to observe each others classrooms.
Support mentorship programs that ensure new teachers experience those with demonstrated
excellence in three areas: (a) content-level mastery, (b) results-driven and creative teaching
practices, and (c) their effectiveness in adult learning.
Reduce the dependence upon textbooks to transmit the national curriculum. Immune from
improvement and outdated the moment they are published, textbooks can be supplemented by
open educational resources, curated locally in a continuous improvement cycle, and shared
broadly.
Enlist and support school leaders to strengthen transition points in the education system.
Student leadership opportunities with their peers have proven successful as realistic
alternatives to life on the street for students approaching key transition points.
Examine policies regarding teachers and ensure to include all stakeholders. Pre- and inservice teacher training and other interlinked aspects should examine mechanisms for
selection, hiring, promotion and the evaluation of teachers. At the same time, these
mechanisms cannot succeed unless there is an equal commitment to a stakeholder agreement
about salaries, a classroom-based professional development structure, mentorships, and rapid
feedback loops so that the effort is a truly common enterprise.
Allow directors to adjust schedules and create homegrown, flexible solutions that allow them to
accommodate student work schedules and family obligations; provide multiple opportunities for
curriculum designers and pedagogy experts to collaborate directly with classroom teachers;
and connect after-school teachers to classroom teachers in order to share insights into how
individual students learn.
In Suriname
Mr. Milton Top, Director of the Advanced Teachers Training College (IOL)
Amin Dankerlui, MINOV Coordinator for the ICT in Education Degree Programs
Juan Pawiroredjo, MINOV Communications Coordinator for the ICT in Education Degree
Programs
Ms. Lesley Zark, Executive Director: The International Institute for Education for
Development (IIED)
Dr. Fred Mednick, Professor: Johns Hopkins University, USA; Founder: Teachers Without
Borders
Dr. Tom Vanwing, Professor: Vrije Universiteit Brussel, Belgium & Anton de Kom
Universiteit, Suriname
Mr. Olten Van Genderen, MSc: Secretary IIED, guest lecturer, Vrije Universiteit Brussel
Our Approach
Research-driven teacher professional development for the 21st century
ICT4E is no more about computers than
astronomy is about telescopes.
(Adapted from Edsger Dikkstra)
Our programs promoting the use of ICTs in education strengthen critical thinking,
collaborative problem-solving skills, and inclusion. It is our aim to reach all teachers
regardless of where they are professionally in their careers or whether they teach in the
city or in a rural area.
Our methodology takes into account the teachers considerable knowledge, particularly
about the local environment, and gives them some new tools to make the teaching
experience even better and to assist them in managing innovation. The curriculum is
relevant to the needs of the teachers and respects and celebrates their culture. We work
with teachers to develop and manage mentoring and support networks so that they may
develop a personal learning network, support each other, and share their work.
We also promote several ways to use non-technology approaches to support the use of
teaching tools and support student learning that is both efficient for teachers (lessonplanning, calculation of scores, etc.) and effective (engaging problem-solving curriculum
and constructivist approaches that help the teacher by removing her from the center of the
education focus and moving more toward skillful guidance and student assessment). ICTs
are only one tool (of many) designed to facilitate teaching and learning.
Please see our public website, Need to Know) for a description of individual courses and
our calendar. Artifacts from the courses will be made available to the public. Check back
often for more information.
Program Structure
Aligned with IOL concepts, focused on the classroom, and preparation for tomorrow
The ICT in Education degrees are granted by the
Advanced Teachers College
----Coursework is conducted exclusively by The
International Institute for Education for Development
As of January 12th, 2015, students enrolled in the 2-year and 3-year ICT for Education degree
programs will receive their IOL degrees exclusively through courses offered by The International
Institute for Education for Development.
While the ICT in Education is all-inclusive, course content is aligned with but does
not replicate IOLs teacher training courses. ICT in Education students shall pursue
a rigorous program that demonstrates competencies in teacher preparation and also
includes a module on Surinamese history and culture.
The evaluation of measurable teacher competencies is at the top of our list. Students in this
program will demonstrate content mastery and ICT-enhanced pedagogy based upon several
criteria summarized below:
Each students online portfolio shall include evidence of teacher effectiveness in the
classrooms where they currently teach or to which they will be assigned. I have
attached a description of portfolio components. Again, we will make certain that
concepts from your 12 courses and 7 competencies will be included
Each student must succeed in the courses we teach throughout the two and three-year
program. These courses incorporate formative assessments and rapid feedback loops
so that we can evaluate student progress at any point in time, rather than at the end of
the semester.
We have also developed a rubric by which supervisors can work with teachers in the
field and report back to us each students progress.
Technology Requirements
Module Requirements
100% attendance at IOL during face-to-face sessions with international and local professors
Online (asynchronous) readings, collaborations, and activities
4+ live video-conference sessions
Completion Requirements
Competencies
From ICT basics to educational transformation and leadership
Topics, activities, and projects are focused on classroom practice. This comprehensive program
stresses practicality, problem solving, creativity, fun, and measurable outcomes. We will use
stories and out of the seat activities to ensure engagement.
ICT Integration
Collaboration
Solving Problems
Program Outcomes
PPRAPPROACH
Integration of ICTs using pedagogical innovations to develop higher order thinking skills
among learners, even without computers or internet
Policies
Professionalism, good will, and community welfare
All students are expected to abide by the policies and expectations of the IOL. In addition, all
students are expected to abide by the policies of this course and degree program in ICTs for
Education. The following apply:
Participation
Participation and discussions are included in student grading and evaluation. The instructor will
clearly communicate expectations and grading policy in the course syllabus. Students who are
unable to participate in the online sessions for personal, professional, religious, or other reasons are
encouraged to contact me to discuss alternatives.
Grading Rubric
Competencies and implementation in the classroom
Assessment is a big part of this course. Assignments, discussions, group projects, and your portfolio
will all be graded on a 6-point grading system. Larger assignments will be weighted twice or three
times. Our scale is the following:
[6]: Exemplary: Clear incorporation of research, an extra effort to learn more, proper
acknowledgment of material other than your own, creativity, and clarity. All of this would
be worthy of sharing to educators around the world and makes a contribution to our
knowledge of teaching and learning. Mentor status.
[3]: Needs Work: Basic treatment of the ideas, but student needs to dig deeper in
order to show core competence. Subject to revision to receive credit.
[0-2]: No Credit: (a) Student uses others ideas as her/his own without attribution,
and/or (b) does not address or respect the assignment.