Course Contents

Weeks Topic/Field Week 1 Unit 1: Technology for teaching and learning: An examination of Pakistan’s national educational priorities Introduction of information and communication Technology Role and need of ICT in Education National Educational Policy 2009 (NEP) Week 2 • National ICT Strategy for Education in Pakistan • National Professional Standards for Teaching in Pakistan (NPSTP): Week 3 Unit 2: National Educational Technology Standards for Teachers and Students • Teachers (NETST): • UNESCO ICT Competency Framework for Teachers Week 4 National Educational Technology Standards for Students Week 5 Unit 3: Technology and active learning Week 6 Technology and learner centered instructions Week 7 Unit 4: Teaching with technology: Using technology to find and evaluate content Week 8 Developing Content’ in Distance Education for Teacher Training: Modes, Models, and Methods’ Midterm Week 9 Unit 5: Technology and instruction Integrating technology into teaching and learning Singapore’s 21st-Century Teaching Strategies: • The Power of Collaborative Learning: • Real-world Problem Solving: Designing an iPad Case: Week 10 Managing the Limited Computer Classroom’ • ‘One Computer Classroom: The Possibilities’: • One-computer classroom activity with learning stations Week 11 Unit 6: Technology and assessment Tools for Assessment: • Online rubric maker: Week 12 ‘Technology and Learning: Defining What You Want to Assess’: • ‘From Questions to Concepts’ (clickers and peer instruction): Week 13 Unit 7: Alternatives to computers and the Internet: Interactive Radio Instruction Interactive Radio Instruction Interactive Audio Instruction Week 14 Unit 8: Emerging technologies and technology trends Robotics Tablets Mobile phones Digital games Week 15 Unit 8: Emerging technologies and technology trends Flipped learning Blended learning Massively Open Online Courses (MOOCs) Optional resource (Web 2.0) Week 16: Final term exam

Course Synopsis

This course will help you, the Student Teacher, understand, use, and apply a range of information Communications Technologies (ICTs)—such as computers and the Internet, other audio and video equipment, mobile phones, and online resources and tools—as part of the teaching and learning process. During this course, you will collaborate with your peers to develop a learning activity that uses digital tools and resources to support student-centered learning. The focus of this course is to provide you with the knowledge and skills regarding how ICTs can be used to engage students in the learning process, improve understanding of content as well as instructional and assessment practices, and enhance communication and collaboration in the classroom. By ‘student’, we mean here children in primary or lower secondary grades. To attain this end, Student Teachers will design and create instructional units in which technology plays a central role and implement these units with students. The course focuses on teaching with technology. Technology in this course largely means computers/laptops, though instruction is largely similar whether a teacher is using a laptop or cell phone. As such, it looks at policy guidelines, the research on teaching and learning with technology, standards for teaching and learning with technology, and how technology can support content knowledge, instruction, assessment, and collaboration. The course also examines other non-computer technologies and looks at current technology trends.

Course Learning Outcomes

• Explain why technologies are appropriate (and not appropriate) for certain types of learning (knowledge) • Utilize a range of technologies (radio, video, computer, online tools, and others) to create, plan, and deliver instruction (application) • Model effective use of ICTs to locate, analyse, create, and evaluate information resources to support teaching and learning (application) • Engage children in using digital tools and resources as part of an authentic or collaborative learning activity (integration) • Provide a well-articulated perspective on ICTs in education informed by personal experience and critical examination of resources, curriculum, and educational practice (evaluation).