Ministry of Education

ICT TEACHER PROFESSIONAL DEVELOPMENT PROGRAMME

LEVEL II – KNOWLEDGE DEEPENING

COURSE OUTLINE

UNESCO CSF Topics

Understanding ICT in
Policy Understanding
Education

ICT Complex Productivity Tools

Curriculum and
Knowledge Application
Assessment

Pedagogy I Complex Problem-Solving

Pedagogy II Differentiated Instruction

Teacher Professional
Complex Internet Tools
Learning

Organization and
Collaborative Workspaces
Administration

Gerard Phillip
Lead, ICT in Education
Ministry of Education

© 2018
 Ministry of Education
ICT Teacher Professional Development Programme
Level II – Knowledge Deepening

COURSE OUTLINE

Aims of the Programme

The ICT Teacher Professional Development Programme aims to:

1) facilitate the acquisition of skills and competencies among teachers for effective integration of
ICT into their teaching and learning methodologies;

2) develop a fundamental appreciation of the utility of technology enhanced assessment and

provide teachers with the tools to incorporate e-testing into their assessment strategies.

3) nurture learning communities among both faculty and students, where support and scaffolding
of knowledge can lead to more effective and productive use of technology.

ICT Emphasis

The programme is centered on the integration of ICT in the implementation of the curriculum. In all
subject areas, the overarching objective will be to empower teachers to integrate ICT into their teaching
and learning methodologies. Teachers will be exposed to a plethora of applications, most of which are
freely available on the Internet, which they can incorporate into their lesson plans. In addition, several
apps will be introduced to teachers for use in problem-solving, collaboration, communication and to
support project-based learning. Emphasis will also be placed on helping teachers develop competence
in the use of staple productivity tools that can be used to support didactic delivery, automate routine
tasks, produce and maintain academic records and generate reports.

All participants will be issued with Office 365 accounts, which allow them to access and download the
full suite of Office 365 applications, inclusive of O365 mail, latest version of Microsoft Office, One
Drive, SharePoint, One Note, Yammer and Flow, made possible through the Ministry’s Campus and
School Agreement (CASA) with Microsoft. Students will also be issued with student O365 accounts,
enabling them to access Microsoft Office applications.

All this must be leveraged in the context of the imminent distribution of laptops to school and the
introduction of e-testing by the Caribbean Examinations Council (CXC). Laptop computers will be
distributed to schools during the third term of the 2017/2018 academic year while e-testing is virtually
on the horizon, with the possibility of students attempting online testing in the near future.

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Educational Reform
A major focus of the ICT Teacher Professional Development Programme is a reformation of the minds
of teachers towards the use of ICT in education. Teachers must be empowered and enthused to do
things differently, innovate, create and change the way they teach. This requires a commitment to
reform not only their classrooms but the entire school community and ultimately the entire education
system. This reform, revolution even, must begin with the individual, the teacher. If the top-down
approach is perceived to be tardy then bottom-up reform, from among learning communities of trained,
enthused and empowered teachers, has the potential to be even more effective.

Old Paradigm

It is argued that the existing view of the learning process emerged out of the factory model of education
at the turn of the 20th century and was highly effective in preparing large numbers of individuals with
skills needed for low-skilled positions in industry and agriculture. The innovation of classrooms with
20-30 students was created with the concept of standardized instruction for everyone. The traditional,
teacher-centered approach to learning places the teacher as the expert and the dispenser of knowledge
to the students – the sage on the stage. It is largely a 'broadcast’ model of learning where the teacher
serves as the repository and transmitter of knowledge to the students.

Student-Centered Technology Driven

The use of new technologies in education proposes a movement away from the didactic, teacher-
centered model. The successful integration of ICT into the classroom will depend on the ability of
teachers to structure the learning environment in new ways, to merge new technologies with reformed
pedagogies, to develop active, student-centered classrooms that encourage differentiated instruction,
collaborative learning environments and problem solving. The ICT Teacher Professional Development
Programme is a critical enabling component that provides support for teachers towards the
implementation of student-centered technology-driven teaching and learning strategies.

Infrastructure

The Ministry is mindful that the supporting ICT infrastructure, inclusive of desktop/laptop computers,
Internet service and connectivity in schools are essential for the actualization of meaningful ICT reform
in schools. Several ICT initiatives are being implemented and will soon be realized at the level of the
school, including provision of high-speed Internet service, laptop computers and the use of Aptus
devices. The first step however, must be the training of teachers to foster their development of
competencies to utilize information and communication technology effectively in their teaching and
learning methodologies.

UNESCO ICT Competency Standard Framework – Modified

The UNESCO ICT CSF outlines the six aspects of a teacher’s work. These aspects are considered
essential in today’s educational environment for imparting 21st Century learning, literacy and life skills
to today’s learners who are predisposed to interaction with digital devices and technologies. The CSF
further conforms to UNESCO’s 2030 Agenda for Sustainable Development that articulates the
Sustainable Development Goals 2015 – 2030 with reference to SDG 4 - to ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all.

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Research conducted among teachers in secondary schools in Trinidad and Tobago (2015) indicated
that over forty-one percent (41%) of the respondents had skills and competencies consistent with Level
I - Technology Literacy of the UNESCO ICT Competency Standards Framework. This informed a
restructuring of the Framework to addresses the knowledge, skills and attitudes consistent with the
requirements of the education system in Trinidad and Tobago at this time.

A comprehensive restructuring of the UNESCO ICT CSF was subsequently undertaken. A select team
comprised of teachers from various subject disciplines and all of whom possess considerable
knowledge and experience in the use of ICT in teaching and learning, contributed to the restructuring
of the Framework.

ICT Teacher Professional Development Programme

Level II - Knowledge Deepening CSF

Knowledge
Topics
Deepening

Understanding ICT in
Policy Understanding Week 1
Education

ICT Complex Productivity Tools Week 2

Curriculum and
Knowledge Application Week 3
Assessment

Pedagogy I Complex Problem-Solving Week 4

Pedagogy II Differentiated Instruction Week 5

Teacher Professional Complex Internet Tools

Learning Week 6

Organization and
Collaborative Workspaces Week 7
Administration

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 MODULE 1

UNDERSTANDING ICT IN EDUCATION

Policy Understanding

COURSE DESCRIPTION

The module on Policy Understanding introduces participants to the importance of policy and its direct
connection and impact on classroom practices. Teachers must be aware of policies and be able to
articulate in consciously skilled ways how their classroom practices correspond to and support policy.
Further, the Module encourages participants to have an in-depth knowledge of national policies and
social priorities, and be able to design, modify and implement classroom practices that support these
policies. The Module introduces various strategic policies of the Ministry of Education with respect
to ICT usage in the nation’s schools. Participants will be engaged in articulating operational policies
to actualize the strategic intent of the national strategic policies.

The module also introduces participants to the ICT Teacher Professional Development Programme,
apprises teachers of the Ministry’s 5-Star ICT in Education Plan and informs of ongoing of ICT
initiatives. Further, the module includes an overview of the UNESCO ICT Competency Standards
Framework (CSF) and places Level II – Knowledge Deepening, in context.

GENERAL OBJECTIVES
On completion of this Module, participants should:

1. be aware of the Ministry of Education’s 5-Star ICT in Education Plan;

2. be apprised of the UNESCO ICT Competency Standards Framework for teachers;

3. appreciate the importance of policy formulation and implementation in the national

community as well as in the education system;

4. develop the ability to formulate operational policies for implementation in schools.

INSTRUCTIONAL STRATEGIES

1) Appraise the Ministry’s 5 Star ICT in Education Plan – Governance, Policy, Infrastructure,
Curriculum Reform, Teacher Training
 Presentation, discussion of impact

2) Outline the UNESCO ICT CSF for Teachers with emphasis on Level II – Knowledge
Deepening
 Presentation, Overview of Programme, discussion of value to teachers, students

3) Discuss national policies and its relation to classroom practice:

 Discussion of both national policies and common classroom practices

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  Identify and analyze participants’ classroom practices in terms of policy
 Substantive posts, discipline matrix; School policies; school rules

4) Critique the Ministry’s ICT in Education Policies: Mobile Phone Policy; BYOD Policy;
Social Media Policy; Responsible Use Policy
 Discuss the policies individually and collectively
 Propose amendments, state omissions, propose improvements
 formulate operational policies for enactment in schools

5) Chose channels for blended learning, communication, reflections; e-portfolio development:

 Including Dotstorming; Padlet; Penzu; Edmodo; Weebly; Google Sites; Today’s
Meet

ASSESSMENT

1) Groups – analyze policies (i) giving proposals for amendment and improvement, and (ii) the
development of operational policies for use in YOUR school

2) Individual - design, modify, and implement classroom practices that support named policies

REFLECTION

Give your thoughts on the significance of educational policies. How does policy guide your
practice?

RESOURCES

PowerPoint presentation – 5 Star ICT in Education Plan (supplied)

PowerPoint presentation – UNESCO ICT CSF – Knowledge Deepening (supplied)

PowerPoint presentation – Policy Understanding

Draft National ICT Plan 2017-2021 Fast Forward II (available online)

Ministry’s Draft ICT in Education Policies:

 Mobile Hand-held Electronic Devices Policy; Bring Your Own Device (BYOD)
Policy; Social Media Policy; Responsible Use Policy (supplied)

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 MODULE 2
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Complex Productivity Tools

COURSE DESCRIPTION

This Module places the focus on teachers’ use of ICT tools to increase their productivity. While
didactic teaching (standing in front of class, lecturing) has its place in the classroom, its practice must
be supported with technology-enhanced delivery methods. The module exposes teachers to ICT tools
(hardware and software) that can be used to support their didacticism. Teachers are generally called
upon to manage and manipulate lots of data related to students’ academic performance. Teachers will
also be provided with skills to automate the generation of student test/exam scores, grades, rank and
the presentation of this data to school personnel, parents and students. This module encourages
teachers to use productivity tools/ applications that are generally included in the suite of applications
on most personal computers and are invaluable for their utility.

GENERAL OBJECTIVES
On completion of this Module, participants should:

1) appreciate the utility of productivity tools for manipulating student/ school data;

2) understand the importance of supporting didactic delivery with ICT;

3) appreciate the benefits of ICT usage in the production of student performance reports;

4) develop skills and confidence to use productivity tools.

INSTRUCTIONAL STRATEGIES

1) Discuss various tasks that occupy teachers’ time during the workday.
2) Discuss how ICT and non-ICT resources can be used to enhance productivity: Including
attendance register; whiteboard/chalkboard; calculators; multi-media projector; computers;
printers; timetable; Internet

3) Practice presentation tools to support didactic delivery of instruction. Explore a range of

features for effective interactive presentations using MS PowerPoint:
 Insert tables; pictures; charts; video; audio
 Hyperlinks to various documents and sites; screen recording
 multiple-choice tests

4) Use other presentation options: Powtoon; Prezi

 Prepare a presentation that incorporates several features discussed.

5) Utilize Spreadsheets to maintain and present/submit student data/records:

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  Adjust cell formats: percentage; number; decimal places. Simple formulae: sum;
average. Sort: ascending; descending to two levels. Charts: column; bar; line.
 Populate a spreadsheet with student performance data, e.g. data for 10 students, four
subjects. Produce class/ student reports by subjects.

6) Manipulate a document using Microsoft Word.

 Layout: orientation; tables; page breaks;
 Insert: tables; smart art; charts;
 Review: track changes.

ASSESSMENT

1) Design a presentation on a specific topic consistent with your subject area that incorporates
several ICT resources.

2) It’s Parents’ Day. Use an ICT productivity tool to show a parent just how his son/daughter
has performed in seven (7) subjects when compared with the average performance of the class
in each of those subjects.

3) Use a suitable application to compare and display the academic performance of two groups of
students of the same Form level that attempted your end of term examination. (at least 10
students per class).

REFLECTION

Give your reflections on the role (sustainability?) of didactic instruction. Is it still relevant? How
would the use of technology impact how you employ didacticism in the future?

RESOURCES

Microsoft Office (2016): Excel; Word; PowerPoint.

Presentation apps: Powtoon; Prezi

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 MODULE 3
CURRICULUM AND ASSESSMENT

Knowledge Application

COURSE DESCRIPTION

This Module addresses subject-specific approaches to ICT integration in the curriculum. The marriage
among ICT, curriculum and pedagogical methodologies will be explored. Officers of the Curriculum
Planning and Development Division (CPDD) will discuss ways in which ICT can impact the delivery
of the curriculum in designated subject areas.

The Module also addresses the critical area of assessment. The preponderance of paper-based
assessment instruments in schools is not only costly but is also outdated. Students of today, digital
natives no less, are disposed to the use of technology for recreation, entertainment and leisure.
Increasingly, educational instruction, research and assessment are being added to this disposition. The
module introduces teachers to various electronic assessment options for use in their own classrooms.

The Caribbean Examinations Council (CXC) has stated its intention to phase out paper-based
assessment and introduce electronic testing (e-testing) for candidates attempting CSEC and CAPE
examinations. The module will apprise teachers of the requirements for e-testing as proposed by CXC.

GENERAL OBJECTIVES
On completion of this Module, participants should:

1) appreciate the impact of ICT in the implementation of the curriculum for specific subject
areas;

2) promote the use of technology enhanced assessment as an alternative to paper-based testing;

3) be cognizant of the requirements for e-testing as identified by CXC;

4) appreciate the value of real-time feedback and automation afforded by electronic assessment
methods;

5) understand the concept of assessment for learning as a basic principle that should guide
practice.

INSTRUCTIONAL STRATEGIES

1) Explore the impact of ICT on curriculum implementation

 Relate the use of ICT to curriculum delivery in specific subject areas

 Officers of the Curriculum Planning and Development Division (CPDD) present on

the impact of ICT in the curriculum – subject disciplines

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  Discuss the ways in which ICT can support the delivery of respective subject
curricula.

2) Describe function and purpose of subject-specific applications and how they support
understanding of key concepts:
 Online searches to identify a variety of software packages that support delivery of
topics in specific subject areas

 Analyze specific packages in named subject areas and describe how they support
topics/ concepts and problem solving

3) Evaluate types of assessment -

 Discuss merits/demerits of various types of formative and summative assessment

4) Discuss CXC’s e-testing requirements

 Criticize school/ teacher/ student readiness and aptitude for e-testing.

5) Identify and use electronic testing tools: applications that facilitate technology enhanced
assessment (TEA):
 Including ClassMarker; Edmodo; Google Forms; Quick key; Quizstar; Quizalize;
Onlineexambuilder.

ASSESSMENT

1) Group – develop an e-testing instrument using selected app

2) Individual – For a specific section of a given syllabus (subject area), prepare an e-test to
assess stated objectives. Deliver the assignment to your peers for completion.

REFLECTION

Share your thoughts on ways in which widespread use of electronic assessment can impact teaching
and learning in schools.

RESOURCES

Notes on e-testing: (supplied)

Presentation on e-testing: (supplied)

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 MODULE 4
PEDAGOGY I

Complex Problem Solving

COURSE DESCRIPTION

This Module introduces participants to methodologies for meaningful integration of technology into
their practice. In this preferred, prescribed approach, teaching strategies must be student-centered and
technology-driven. This requires that teachers develop skills and competencies to introduce
appropriate and meaningful ICT tools and strategies that serve to add value to students’ learning
experiences. Further, teachers must be empowered to provide instruction in consciously skilled ways,
structure problem tasks, guide student understanding and support student collaborative projects. In the
execution of this role, teachers must have the skills to determine when, where and how to introduce
technology in pedagogically meaningful ways.

Many teachers express the desire to integrate ICT into their practice but lack the ability to include it
effectively in their lesson planning. The module addresses this pedagogical dilemma by introducing
teachers to the Substitution Augmentation Modification Redefinition (SAMR) Model. SAMR is
a model designed to help educators infuse technology into teaching and learning methodologies. The
module will therefore assist teachers with determining the level of technology integration to be used
in the classroom. Direction will be given on optimizing technology incorporation into the curriculum,
and in determining if the technology is enhancing or transforming the learning. Popularized by Dr.
Ruben Puentudura, the model transforms learning by helping teachers to integrate technology
effectively in the classroom.

GENERAL OBJECTIVES
On completion of this Module, participants should:

1) subscribe to the utility of the SAMR Model in enhancing technology integration;

2) implement various ICT-influenced pedagogical approaches;

3) demonstrate pedagogically appropriate usage of ICT to enhance and transform learning

experiences.

INSTRUCTIONAL STRATEGIES

1) Discuss how ICT is included into teaching and learning methodologies in schools.

 Is ICT necessary for students’ success in examinations?

 What is the intrinsic value of ICT to students’ learning?
 Would any technology suffice?

2) Assess the SAMR Model for enhancing technology integration:

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  Explain the modalities associated with the tiers of the model: Substitution;
Augmentation; Modification; Redefinition

 Develop scenarios for implementation at each level of SAMR

3) Discus ways in which the use of technology at each specific level of the Model may be
desirable
 Propose specific technology use at stated stages by subject areas

4) Design ICT-integrated lessons that move students from substitution through to redefinition,
using the SAMR model as reference.

 cf. www.emmaclemens.com/using-samr-model-for-ict-integration/

ASSESSMENT

1) For a given area of a curriculum, select the concepts and processes that can be taught using
ICT. Identify the tools to be used and justify the selection. The justification should include
how ICT can promote deeper understandings at a transformational level.

2) Using the SAMR Model and given a topic/ concept, identify the use of technology at each
rung of the model, culminating with innovative modification for teaching and learning.

3) Analyze students’ outcomes from a project and their use of ICT during the project, with
specific reference to:
o the student’s level of understanding of the key concepts
o whether ICT was essential to the activity
o the appropriateness of the ICT selected and whether a diff erent option might be used in
the future to improve the effectiveness
o obstacles encountered in the selected ICT and how they were addressed
o how ICT integration in the activity might be strengthened

REFLECTION

Give your perceptions of how ICT is used in your subject area. Is there merit in using ICT for
substitution and augmentation? How do you see yourself using ICT more meaningfully in the future?

RESOURCES

Notes on Pedagogy (supplied)

SAMR Model for ICT Integration:

www.emmaclemens.com/using-samr-model-for-ict-integration/

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 Module 5

PEDAGOGY II

Differentiated Instruction

COURSE DESCRIPTION

This Module prepares teachers to use ICT tools for addressing students’ unique differences, learning
styles and multiple intelligences. Differentiated instruction is an approach to teaching in which
educators actively plan for students' individual differences so that all students can optimize their
learning potential. In a differentiated classroom, teachers divide their time, resources, and selected
technologies to differentiate when delivering instruction to students who have various backgrounds,
learning readiness, skill levels, and interests.

The ICT in Education Policy addresses the Ministry’s commitment to equity and inclusiveness.
Teachers will also be apprised of assistive technologies that help to create conducive learning
environments for students with special needs.

Additionally, the Module addresses Project Based Learning (PBL), apprising teachers of the range of
ICT tools available for communication and collaboration.

GENERAL OBJECTIVES
On completion of this Module, participants should:

1) practice equity and inclusiveness in the delivery of instruction;

2) appreciate that students learn differently and must be taught differently;

3) develop skills to meet with the challenges posed by students with special needs;

4) employ relevant knowledge, skills and competencies in determining ICT-based strategies

that address students learning styles and multiple intelligences.

INSTRUCTIONAL STRATEGIES

1) Choose ways in which technology can be utilized to assist students with special needs:
visual, aural, physical:
 Windows accessibility; Narrator; Magnifier; Speech Recognition; Cortana …
2) Distinguish among learning styles and multiple intelligences

 Learning styles: VARK: visual; aural; kinesthetic; range of MI

3) Examine ICT tools that meet the needs of various learning styles and intelligences

4) Discuss ways to differentiate instruction using technology

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 5) Examine ICT solutions for differentiated instruction with respect to:

 Project-based learning (PBL) to solve authentic, real-world problems: Sway; Flow

 Game-based Learning (GBL) strategies: Kahoot; Quizalize

 Brainstorming; mind mapping

ASSESSMENT

Develop a lesson plan to deliver a topic to a class of students. Focus on addressing any two learning
styles or multiple intelligences

REFLECTION

1) Share your perceptions on the session with particular reference to the needs of learners with special
needs? How can you, your school make a greater effort to assist such students?

2) Describe a scenario, real or imagined, where you were asked to deliver a concept/topic to a class
that comprised students of predominantly two learning styles (or intelligences). Describe the
methodology (ies) used to ensure that students understood the concept/topic.

RESOURCES

The ICT Policy on Equity and inclusiveness

Windows Accessibility:
https://www.microsoft.com/en-us/accessibility/windows

Narrator: (hearing impaired)

Windows LogoKey + Ctrl + Enter to turn it Narrator on and off

Magnifier: (visually impaired)

Windows LogoKey + Plus key (+) on keyboard/ Logokey + Minus (-) key to reduce size

Speech Recognition (hearing/ visually impaired)

Control Panel/ Ease of Access/ Speech recognition
Cortana

Mouse Pointer
Settings/ Ease of Access/ Mouse

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 MODULE 6
TEACHER PROFESSIONAL LEARNING

Complex Internet Tools

COURSE DESCRIPTION

Module 6 introduces participants to the potential of the World Wide Web and Web 2.0 digital literacy
tools to enhance teachers’ professional performance and support their teaching. Web 2.0 tools are
internet tools that allow the teacher to create content, interact and collaborate with peers as well as
students. The Module allows teachers to gain competence in the use of Web 2.0 tools to augment their
teaching and increase professional collaboration. Teachers will explore the benefits of various tools
inclusive of Office 365 and its suite of apps.

The challenges faced by students and other users when using the Internet will be addressed, with
suggestions and solutions for the preservation of users’ digital footprint and the maintenance of
acceptable, responsible usage standards.

GENERAL OBJECTIVES
On completion of this Module, participants should:

1) appreciate the features of Office 365;

2) be aware of skills required to incorporate features of the Internet and Web 2.0 tools for
teaching and learning;

3) be familiar with the challenges posed when using the Internet and social media;

4) promote responsible us and acceptable use of Internet tools towards the maintenance of
integrity and preservation of one’s digital footprint;

5) appreciate the benefits of the Internet and Web 2.0 tools for communication, collaboration
assessment and project-based learning.

INSTRUCTIONAL STRATEGIES

1) Use technology to work with colleagues across boundaries; distance and virtual learning;
2) Discuss the Internet as a source of information, research: Usefulness; relevance; timeliness,
verification of information sources
3) Manage safety issues in digital environments including social media. Risks to users:

 Cyber bullying; appropriate information to post; predators; communication forums;

privacy and piracy issues; viruses; scams; spam; cookies; pop-ups; intellectual
property rights, copyright,

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  Inappropriate content; digital citizenship; email etiquette; ethics; legal requirements;
confidentiality of personal data; password issues

 Appropriate information to post; predators; communication forums; appropriate

email procedures and netiquette.

 Balance the dangers of Internet use with the benefits.

 Observance of ICT policies: acceptable use policy, responsible use policy, social
media policy; other relevant policies.
4) Illustrate the features of Office 365 as collaborative space:

 Efficiently use OneDrive; SharePoint; Calendar; Office suite;

5) Explore the utility of a range of Web 2.0 tools

 Including Edmodo; Wikispaces; Wikispaces Classroom; Evernote; Weebly; blog,
wiki, podcast; Teacher tube.

ASSESSMENT

1) Use a Web 2.0 tool to design a forum for collaboration with students or peers.

REFLECTION

Discuss the challenges posed to teachers by the use of Web 2.0 tools for collaboration and project-
based learning

RESOURCES

Microsoft 0365: Office 365 mail; Office 2016 suite; OneDrive; SharePoint

Web 2.0 Tools: www.mpls.k12.mn.us/uploads/web2_0tools.pdf

Web 2.0 Classroom Tools

Open Education Database: www.oedb.org/ilibrarian/101-web-20-teaching-tools/

One Drive – archive and share documents, collaborate

Edmodo – a secure place for teachers and students to share content, applications, assignments
Wikispaces – wikis are spaces to share work, ideas
Teams

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 MODULE 7

ORGANIZATION AND ADMINISTRATION

Collaborative Workspaces

COURSE DESCRIPTION

The final Module extends participants’ knowledge and skills in the use of Microsoft OneNote Class
Notebook for teacher-student collaboration. OneNote Class Notebook is an app for setting up
OneNote, which provides a platform for teachers to deliver content, work collaboratively and provide
private or public feedback to students in a structured, organized manner. The digital notebook is
designed to help teachers automate their classroom experiences and be more efficient and productive.
Lesson plans, course content, exercises, assignments can all be automatically stored and accessed from
anywhere, anytime whether online or offline.

Teachers will acquire competencies for the creation and delivery of interactive lessons using OneNote.
Teachers will be empowered to use the full features of this application in schools and for online
collaboration with students who may be away from school for various reasons, inclusive of illness,
school infrastructural issues and suspension. OneNote Class Notebook can be integrated with learning
management systems such as Moodle, Blackboard and Canvas.

GENERAL OBJECTIVES
On completion of this Module, participants should:

1) be able to utilize the features of OneNote;

2) develop an appreciation of simulated classroom environments utilizing the features and

services of Class Notebook;

3) demonstrate the benefits as well as challenges of successfully implementing OneNote Class

Notebook in schools.

INSTRUCTIONAL STRATEGIES

1) Acquire skill in the use of OneNote Class Notebook

2) Organize lesson plans and course content in a digital notebook
3) Create a OneNote Class Notebook to store notes, content, objectives, assignments for a
lesson on a stated topic
4) Manipulate Class Notebook for specific content

ASSESSMENT

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 1) Share a OneNote Class Notebook with your peers. Have your colleagues complete given
exercises and provide feedback.

REFLECTION

Give your thoughts on the ICT Teacher Professional Development Programme, sharing the areas you
felt were most significant in helping you to use technology in your teaching and learning strategies.

RESOURCES

One Note Class Notebook

https://www.onenote.com/classnotebook

OneNote Class Notebook Tutorials:

http://onenoteforteachers.com/en-US/Guides/Staying%20organized%20with%20OneNote

https://education.microsoft.com/courses-and-resources/courses/onenote-class-notebook

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 CERTIFICATION
Conditions for the award of the Level II – Knowledge Deepening Certificate

1) A participant in the programme must be punctual at all sessions.

2) A participant in the programme must attend all sessions.

3) A participant can be absent for no more than one session, with stated reason.

4) A participant who leaves a session more than one hour before the scheduled conclusion
is deemed to have missed the session.

5) A participant who misses two or more sessions must attend make-up sessions at another
cohort of the programme in order to be certified.

6) A participant must be fully engaged in the activities at each session.

7) A participant must complete and submit at least six (6) reflective pieces.

8) A participant must submit at least six (6) group/individual assignments.

9) A participant must maintain and ultimately submit a portfolio of work covered in the
programme as determined by the Group Facilitator.

10) There will be no written Final Exam.

STANDARDS

1) Participants are expected to be respectful, professional and courteous to each other and
to all personnel in the hosting school community.

2) Participants are asked to note that Facilitators are in fact secondary school teachers who
give of their time and expertise to the Programme. Kindly extend the same level of
respect and professional courtesy to the Facilitator.

3) Parking at the host school is at the discretion of the Principal. In the instances where
parking spaces are limited, participants are advised to explore alternative options, such
as car-pooling.

4) Unfortunately, lunch is not provided for participants of the programme. Be mindful of

this when planning for the sessions.

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 FACILITATORS
ICT TEACHER PROFESSIONAL DEVELOPMENT PROGRAMME
SECOND COHORT

Anderson Nanan Princes Town West Secondary

Annoushka Ishmael ASJA Girls’ College, Barrackpore
Beverly Vialva-Smith Holy Faith Convent, Couva
Brehaniea Wight Siparia West Secondary
Dale Dolly Trinity College, Moka
Danual Bridgemohan Matura Secondary
Derek Ramdatt Rio Claro East Secondary
Dinesh Arjoon SWAHA Hindu College
Garvin Wilson St. Augustine Secondary
Keith Laban Bishops and Trinity College East
Koreen Mohammed Fyzabad Secondary
Lee-ann Pierre Bishops and Trinity College East
Lisa Balchan St. Anthony’s College
Lystra Dass Gasparillo Secondary
Marsha Ragoonath Providence Girls Catholic School
Meera Rampersad Success Laventille Secondary
Meshal Maharaj Biche Secondary
Michelle Scott-Johnson Malabar Secondary
Murella Sambucharan Curriculum Planning and Development Division
Naressa Ganga Siparia East Secondary
Patricia Grant Marabella South Secondary
Rayad Jahoor Point Fortin East Secondary
Salma Hosein ASJA Girls College, Charlieville
Sandie Subero Arima North Secondary
Sheldon Baker La Romaine Secondary
Steve Warner PhD Waterloo Secondary
Terrence John Presentation College, San Fernando
Tisha Alleyne Scarborough Secondary
Amena Homeward Speyside High School

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