The International Institute for Education for Development

2015 Handbook for Associate Degree and B.Ed

in ICTs for Education: Suriname
In partnership with The Advanced Teachers Training College (IOL)
A New Day for Suriname ...................................................................................................................... 2
ICT-Enhanced Teacher Professional Development ............................................................................. 2
Leaders and Professors in this Program .............................................................................................. 4
Our Approach ....................................................................................................................................... 5
Program Structure ................................................................................................................................ 6
Competencies ...................................................................................................................................... 7
Program Outcomes .............................................................................................................................. 9
Policies ................................................................................................................................................. 9
Grading Rubric ................................................................................................................................... 11
Course of Study Sequence and Synopsis .......................................................................................... 12
Course Descriptions at a Glance ....................................................................................................... 13
The Professional e-Portfolio ............................................................................................................... 18

Online course platform: Canvas by Instructure

Please see Need to Know for latest information about course calendars and updated policies

Handbook: ICTs in Education: January 22, 2015

A New Day for Suriname

Ensuring excellence in teaching, accelerated by ICTs
Innovative teaching and learning in the 21st century depends upon world-class professional
development, including expertise in Information and Communication Technology (ICTs). Teachers
are multipliers of education, for each teacher reaches hundreds of young people. With the proper
support, technology can help them become accelerators of social and economic development.
The positive impact of ICTs in classrooms is indisputable. Done effectively, technology-enhanced
teaching increases student achievement, school retention, higher education enrollment, civic
engagement, and improved health. The availability of open educational resources and social
networking has enabled teachers to enhance and extend textbooks. Free and low-cost tools
focused on assessment have allowed teachers to assess student progress and personalize
learning.
ICTs are particularly effective when they change professional culture by encouraging individual
teachers to reflect on their daily practice, share curriculum innovation, and plan collaboratively.
Communities of practice facilitated through social networks have enabled teachers to ask
questions and seek support without feeling stigmatized or evaluated. More attention is being paid
to how and when teachers embrace technology and how to address resistance to change. The
use of ICTs in the classroom also changes the locus of control from the teacher as sole source of
knowledge to the teacher as both a knowledge expert and facilitator of student learning. The most
effective use of ICTs in education cannot replace a teacher; rather, they help make good teachers
better.
Worldwide, students need teachers who are
skilled in creating meaningful learning and so
must, as professionals, engage in a continuous
cycle of development.

This is a program of ICTs for

education, NOT education in ICTs

Suriname is taking a bold step to spearhead a research-driven, globally collaborative ICT in

Education initiative, focusing on strengthening the professional capacity of the teaching profession
itself. ICTs are not taught in isolation, but as tools for the real task at hand: identifying, recruiting,
supporting, and developing teachers.
Permanent Secretary Robert Peneux has shown the vision it takes to transform education in
Suriname. Today, in partnership with the Advanced Teachers College, The International Institute for
Education for Development is proud to play a role in this historic new direction by connecting local
expertise with global networks, knowledge, and experience.

ICT-Enhanced Teacher Professional Development

Connecting ICTs, creativity, communities of practice, and e-portfolios
We recognize that high-performing teachers and high-achieving students share one fundamental
characteristic: an openness to change.
To nurture that sense of curiosity, these new courses and degree programs assist teachers, those who
want to become teachers, and those who want to work in technology for education to update their skills

Handbook: ICTs in Education: January 22, 2015

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.

Handbook: ICTs in Education: January 22, 2015

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.

Provide support for management and leadership in order to professionalize administration,

management, infrastructure, and research, as well as to stimulate in teachers a spirit and
culture of creativity and change, rather than fear. Programs in educational leadership are
inexpensive (when measured against the consequences of spotty educational improvement),
replicable, and scalable. Professional development should not be limited to teachers, but
extended to all who interact with them.

Leaders and Professors in this Program

Global experts, teacher professionals, and education leaders

In Suriname

Mr. Robert Peneux, Permanent Secretary, Ministry of Education and Community

Development (MINOV), 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

International Leaders and Professors

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

Mr. Wim Mees, Professor: PXL University College, Belgium

Dr. Padmanabhan Seshaiyer, Professor: George Mason University (GMU), USA;

Director: STEM Accelerator Program

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

Handbook: ICTs in Education: January 22, 2015

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.

Our focus is on cyclical growth in (a) understanding Information and Communication

Technology (ICTs) (b) connecting ICTs to curriculum, assessment, management, and
professional development, and (c) demonstrating effectiveness using ones existing (and
realistic) classroom context.

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.

Handbook: ICTs in Education: January 22, 2015

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 program is accessible through a blended-learning model customized for

Suriname. Our model includes the services of international professors who are
teaching face-to-face, online, and in webinars.

In addition to our blended learning model, there is a fieldwork/supervision component

that shall engage IOL faculty through local liaisons.

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

Laptop or desktop computer

Consistent access to the internet

Handbook: ICTs in Education: January 22, 2015

Module Requirements

Courses are divided into modules

Each module is between 4-5 weeks
Each module is approximately 40 hours (online and offline)
Within each module, there will be a face-to-face week, independent online study, and online
study plus 1-2 webinars
Successful completion of 12 modules (2 year program) earns an Associates Degree
Successful completion of 18 modules (3 year program) earns a Bachelors Degree

Online and Offline 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

Completion of individual/group assignments, graded on a 6-point scale (see grading)

Competencies demonstrated through an online portfolio

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.

Computer Basics And ICTs for Classroom Efficiency

Basic skills to be assessed and program customized to meet student needs

Preparing and updating daily lessons, sharing ones work
Keeping records, chronicles, and archives of student work (spreadsheets)
Management of groups larger than 30 students
Basic assessment (to be covered in its own module)
Coordination and communication with parents and colleagues
Collaboration with curriculum designers, inspectors, leaders, policy-makers
Demonstration of ones learning and impact (through portfolios)

ICT Integration

Maintaining grade books

Demonstration of how can accelerate and deepen teacher knowledge
Lesson Planning
Handbook: ICTs in Education: January 22, 2015

Problem-based learning principles and Service learning principles using ICTs

Guidelines for creating learning activities and both unit and lesson plans (a way in, a
way through, a way out)
Knowledge scaffolding assisted by ICT

ICTS for Assessment

ICTs and formative assessment and easy tools

Designing lesson plans around assessments
Feedback loops using ICTs
Blogs, browsing, websites, applications, RSS, social networks, podcasting
Cybersecurity and cyberbullying
Subject-matter applications

Addressing Individual and School Needs

ICTs and multiple intelligences

ICTs and students with different learning needs, such as visualizations
Making individualized learning plans
Values to be enhanced by and demonstrated through ICTs: empathy, teamwork,
leadership, communication, negotiation, sociability, self reliance, collaboration

Collaboration

ICTs for curriculum growth and content mastery

Reviewing lesson plans to see if additions and tweaks can help
Team approach to problem-solving using mind-mapping
Using appropriate technologies i.e. finding the right tool for the job
Online learning and social networks
Activities and labs, games, interactive activities
Digital literacy and critical thinking

Solving Problems

Use problem-solving and service-learning pedagogies with adult learners

Create an assessment
Share and evaluate the project with the community
Document the project on ones portfolio

Ongoing Personal and Professional Development

Developing and maintaining ones personal/professional portfolio

Creating, sharing, reusing Open Educational Resources:
Adapting and building curriculum
Connecting ICT competencies to community development

Handbook: ICTs in Education: January 22, 2015

Program Outcomes
PPRAPPROACH

ICT-enabled teaching for greater effectiveness, efficiency, and impact

Advanced capabilities in productivity-enhancing ICT tools I the teaching-learning

context, particularly in regions that have little access to ICTs.

Demonstrated efficiency and effectiveness for educators

Integration of ICTs using pedagogical innovations to develop higher order thinking skills
among learners, even without computers or internet

The development of instructional capacities including, but not limited to:

o

Practical experiences of problem solving through technology

Practical experiences of collaboration through technology

Group discussions and roundtable tasks.

Practical integration of ICTs in the classroom

Sharing of experiences through hands-on practice, building of networks

Blending old and new technologies, online and offline

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:

Plagiarism: Your Reputation at Stake

On occasion, I will spot-check for plagiarism, but I do not want to chase after you. That is not
learning; it's policing. At the same time, your blog posts will be public. If you copy and paste others
work without proper attribution, someone will notice. Your reputation, even your job, could be at
stake. As a U.S. Supreme Court Justice Louis Brandeis famously observed, Sunlight is said to be
the best of disinfectants. Your reputation should be the driving motivator for doing ones best in this
course.

Late Work Policy

Educators are some of the busiest people in the world; I understand how the tyranny of the urgent
can play havoc with deadlines. At the same time, many assignments require collaboration, and
group work entails obligations to each other. Whether it is an individual assignment or a
collaborative project, please be reasonable, and I will be as well. Whatever the circumstance, please
inform me (and others you may be working with) so that no one is caught off guard. Excessive
lateness could result in notification of no-credit for the assignment and/or the course.

Handbook: ICTs in Education: January 22, 2015

Religious Observance Accommodation Policy

While this is an online course, religious holidays are valid reasons for exceptions to deadlines. I
simply ask that you let me know as early in the term as possible in order to ensure there is adequate
time to make up and respond to the work.

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.

Statement of Academic Continuity

Enrollment, withdrawal policies follow those of IOL.

Grounds for Dismissal from Program

As mentioned above, all students are expected to abide by the policies and expectations of the
IOL. We keep this section very clear. You are a professional in your classroom and within your
local community. You represent the very best of what it means to be a teacher and so your behavior
in speech and action honors yourself, others, and the teaching profession.
We have only THREE distinct policies, but we reserve the right to take action in order to ensure that
they are followed and that this program keeps the highest of standards. Those policies are:
1. Consistent evidence of academic dishonesty. Plagiarism, manipulation of data, an
misrepresentation of classroom applications are examples. We reserve the right to
recommend dismissal based upon our assessment that a student is not working in good faith
or actively harming our collective motivation to build a robust community of practice.
2. Anyone who strikes a child (inside or outside of class) will be immediately removed from
this program. The IOL will make its own determination of disciplinary action. We promise a
fair and impartial hearing, but reserve the right to make the final decision.
3. Anyone who engages in any type of harassment or inappropriate behavior towards
students or colleagues (online or offline) will be considered a likely candidate for removal
from this program. Here, too, we promise a fair and impartial hearing, but reserve the right
to make the final decision. The IOL will make its own determination of disciplinary action.

Handbook: ICTs in Education: January 22, 2015

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.

[4-5]: Meets Requirements: Student meets the expectations of the assignment by

using appropriate resources. The expectation is for core competency in the topics
covered.

[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.

Handbook: ICTs in Education: January 22, 2015