Selecting ICT resources to support curriculum outcomes
COURSE
| Course Details | Length | Time spent | Status |
|
Bringing teaching and learning to life |
This unit is about the way that 21st-century educators and students need to develop `21st-century skills`, such as critical thinking, creativity, and collaboration. ICT tools can foster the development of those skills and enhance traditional ways of teaching and learning, if used correctly.
|
Supporting teaching and learning with ICT |
25mins |
This topic demonstrates how the `best` ICT resource or tool for any given situation depends on your specific learning objective(s), the available resources and the level of skill you and your students have in using the tool. The facilitator’s emphasis is on supporting educators to match the learning objectives or outcomes with the opportunities ICT may offer to enhance that outcome.
|
Addressing challenges in ICT |
20mins |
Information Communication Technology (ICT) offers great opportunities for enhancing teaching and learning. However, some educators hesitate to integrate ICT into their teaching practices because of the challenges it can pose. This topic focuses on enabling educators to manage challenges by systematically listing and categorising them and finding creative solutions to manage them.
|
Finding the right resources |
30mins |
With so many ICT resources available, it’s important that educators are able to identify those that are reliable and appropriate. They will need to be able to plan and organize them effectively. It’s essential that they adapt ready-made resources to their specific curriculum goals to ensure that they meet the learning objectives. This topic focuses on finding and organising resources and adapting ready-made resources to meet teaching and learning requirements.
|
Evaluating ICT instructional resources |
While there are millions of resources online educators must choose those that are suitable for their students’ learning needs and the specific environment and culture in which they are working. This is likely to vary according to the specific curriculum, subject matter and the ages of the students as well as their technical skills and competence. It might involve, for example, exploring patterns in calculations using Excel, so that students focus on the general rules and not the specific sums, or using Word to explore the impact of changing adjectives systematically in a drafted descriptive text to understand the role of adjectives as a syntactic qualifier which moderates the sense of a sentence.
|
Selecting the best ICT for the learning outcome |
35mins |
This topic presents an analysis of a specific scenario and identifies suitable ICT tools that can be used by the educator and the students before, during, and after the lesson.
|
ICT to support students' individual needs |
25mins |
How do you cater to the learning needs of all your students? This topic considers how educators can use ICT tools to reach out to students with varied needs, including physical, social, or emotional and behavioural issues. It reviews how ICT tools can be used to differentiate tasks to make them more suitable for students with learning difficulties or particular needs.
|
Evaluating ICT assessment resources |
Assessment or evaluation is an integral part of teaching and learning. ICT offers educators and students many different tools to support various forms of assessment.
|
Unlock the potential of ICT-based assessment |
35mins |
This topic focuses on how educators can use some ICT tools to create effective assessment and evaluation opportunities.
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Evaluating ICT assessment resources |
30mins |
ICT significantly improves assessment approaches. This topic focuses on how ICT resources help address some of the challenges educators face when using traditional assessment methods. It considers some useful criteria for evaluating these resources.
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Optimizing assessment tools |
40mins |
ICT offers many tools that can enhance the assessment approach and experience for both educators and learners. This topic identifies ICT tools that match assessment aims at various stages of assessment. It shows how to analyse assessment data to provide meaningful information.
|
Making it easy to manage student data |
Student performance data informs educators, students, and parents, as well as schools and education authorities. Managing extensive performance data is a challenging task.
|
How will ICT make managing data easier? |
30mins |
This topic demonstrates how Information and Communication Technology (ICT) can help educators to manage the task effectively. It identifies measures that mitigate the risks associated with ICT-based data management to ensure reliability, confidentiality, and security.
|
Sharing data securely |
20mins |
Sharing performance data enables appropriate interventions by educators, school administration, or education authorities wherever necessary. This topic identifies the purpose served by sharing performance information at various levels in the education system and how it benefits the students. It also highlights the importance of ensuring privacy of data.
|
Assessment: Selecting ICT resources to support curriculum outcomes |
35mins |
The assessment aims to see how well the educators have mastered the course objectives. Educators are presented with questions covering the content from each unit. The question pool is randomised each time the assessment is attempted. A score of 80% or above on the 20 questions is needed to pass and receive a certificate of completion. Educators can take the assessment more than once. Educators can save the downloadable summaries from each unit, and may find them helpful to review before completing the assessment.
