course outline ict in education

EDUC6038 ICT in Education

Description.

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Learning outcomes

Assessment items, contact hours, course outline, course handbook.

Provides an introduction to the main usage of ICT in education. It is designed to introduce students to the various types of ICT usage frameworks, and examine the ways in which ICT can be used to support and extend student learning. Attention is also given to the integration of theory and practice, in particular, the application of research findings to ICT usage in education.

Availability 2024 Course Timetables

• Semester 1 - 2024

On successful completion of the course students will be able to:

1. Gain a broad overview of the use of ICT;

2. Understand the place of ICT in modern educational contexts; and

3. Apply Instructional design models in relation to ICT to educational contexts.

The following list indicates indicative course content:Frameworks for Understanding ICT in Education; ICT Focused Curriculum, Pedagogy & Assessment ; Authentic Learning; History of ICT in Education; The Digital Education Revolution; Motivation and Learning; Technology and Engagement; Introduction to Instructional Design Models.

Written Assignment: Essays/Written Assignments

Online Learning Activity: Online Projects

Project: Projects

Semester 1 - 2024 - Online

Integrated learning session-2.

• Online 2 hour(s) per week(s) for 13 week(s) starting in week 1
• Equivalent of 2 hours per week for Weblearn students.
• EDUC6038 - Semester 1, 2024 (All) (PDF, 522.1 KB)

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

Related information

• Information and communication technologies (ICT)

Digital learning and transformation of education

Digital technologies have evolved from stand-alone projects to networks of tools and programmes that connect people and things across the world, and help address personal and global challenges. Digital innovation has demonstrated powers to complement, enrich and transform education, and has the potential to speed up progress towards Sustainable Development Goal 4 (SDG 4) for education and transform modes of provision of universal access to learning. It can enhance the quality and relevance of learning, strengthen inclusion, and improve education administration and governance. In times of crises, distance learning can mitigate the effects of education disruption and school closures.

What you need to know about digital learning and transformation of education

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or 63%of the world’s population, were using the Internet in 2021

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ICT in Education

The ICT in Education module sets out essential concepts and skills required to start engaging in the pedagogically effective use of ICT to support and enhance teaching, learning and assessment in the classroom.

Technology brings many potential benefits to education, but it must be used appropriately. Teachers need to use their own experience as educators to make informed decisions about how best to integrate technology. The ICT in Education module helps teachers to make these decisions, allowing them to introduce technology into their teaching practice in a way that enhances outcomes for students.

Develop the skills and knowledge needed to use ICT resources in a learning environment

Module overview, learning outcomes.

On completion of this module the candidate will be able to:

• Understand the key concepts and benefits of using ICT to support and enhance teaching, learning and assessment in the classroom.
• Outline considerations for planning an ICT-enhanced lesson.
• Understand safety, security and well-being considerations when using ICT in education.
• Outline ICT resources that can be used to support and enhance teaching, learning and assessment.
• Understand how to source and evaluate ICT resources to support and enhance teaching, learning and assessment.
• Outline key features of classroom technologies.
• Use key features of a learning platform.

Why certify with ICDL?

• ICDL certification is internationally recognised by employers and institutions.
• ICDL modules are developed with input from computer users, subject matter experts, and practising professionals from all over the world.
• The regularly updated syllabus content reflects day-to-day tasks and responsibilities typical of job roles.
• ICDL modules focus on skills acquisition as well as an understanding of concepts.
• ICDL syllabus content is vendor-independent so that skills and knowledge are transferable.
• ICDL has rigorous Quality Assurance Standards (QAS) and regular quality audits are conducted internally and externally.

The detailed syllabus for the ICT in Education module is publicly available, so that there is complete clarity about what is covered.

The syllabus document, which sets out the specific skills and knowledge that you will learn and against which you will be certified, can be downloaded here.

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ICT tools can offer a range of benefits to education due to their ability to make information exchange easier, faster and cheaper. In particular, ICT can potentially make education more accessible, improve the quality of education and provide a tool for more effective and efficient management in education. This course aims at equipping teachers at different levels of training with the theoretical and practical application of ICT in teaching, learning and educational management.

Course Objectives This course unit is meant to enable learners to

• Explain the key concepts and principles of ICT in Education, 
• Explain the role and limitation of ICT in teaching, learning and educational management
• Outline the different hardware and software, their use and misuse in education
• Acquire skills in designing and use of relevant and appropriate Instructional Media
• Demonstrate an understanding of how to use different types of Instructional Media
• Determine appropriate pedagogies for use with different Instructional Media

Expected Learning Outcomes

• Graduate teachers who can effectively use different ICTs to enhance teaching, learning and educational management
• Graduate teachers who can make informed decisions on how, when and when not to integrate ICT in education

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ICT in Primary Education: Transforming children's learning across the curriculum

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Course details.

• Week 1 - ICT and the 21st Century Primary School This week will enable you to be aware of the range of reasons for using ICT and to critique the strategies for developing ICT over time. You will also analyse the strengths and weakness of different decision-making mechanismsand become familiar with a wider r...
• Week 2 - How does ICT make a difference? This week will enable you to identify different dimensions of change at the school level due to the integration of ICT and to be aware of new opportunities for global participation facilitated by technology. You will also begin to understand the features invo...
• Week 3 - Pedagogical changes achievable through ICT This week will introduce the primary school teaching community and enable you to contribute to the integration of a range of effective ICT-based practices and pedagogies. In addition we aim to increase understanding of the differences in teaching and learning ...
• Week 4 - Technology opportunities This week we aim to encourage you to know different categories of ICT tools, their affordances and different criteria to be applied when selecting them. As well as be able to analyze the needs for digital content and various strategies how to get it, share, o...
• Week 5 - Inspiring examples and implementation concerns This week we hope to enable you to identify the different dimensions of implementation issues, and apply them to your own context and to become aware of problems that can be encountered in using ICT. We also wish you to share and build some solutions to these...
• Week 6 - Making ICT work This week we aim to explain the pivotal role of the teacher in the ICT-enhanced learning environments and to identify the competencies of the teacher to take up this role effectively in the ICT-enhanced learning environments. As well as explain the conditions...

Prerequisite

Instructors.

Professor Diana Laurillard Professor of Learning with Digital Technologies London Knowledge Lab, UCL Institute of Education, University of London

Coursera is a digital company offering massive open online course founded by computer teachers Andrew Ng and Daphne Koller Stanford University, located in Mountain View, California. 

Coursera works with top universities and organizations to make some of their courses available online, and offers courses in many subjects, including: physics, engineering, humanities, medicine, biology, social sciences, mathematics, business, computer science, digital marketing, data science, and other subjects.

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M.Sc. ICT Integration in Education and Instructional Design

Course Description :

The course provides ICT Integration skills in education in Kenya that has gained great impetus with the rollout of laptops for schools. Graduates will design training sessions for ICT policymakers and implementers in our country that are underpinned by effective and appropriate instructional design principles and strategies.

Minimum Entry Requirements :

• Holders of a Bachelor degree of at least Upper Second Class Honors from a recognized University.
• Holders of a Bachelor degree of at least Lower Second Class Honors from a recognized University with at least three years

2 academic years for full time basis

3 academic years for:

School-Based

16 thoughts on “ M.Sc. ICT Integration in Education and Instructional Design ”

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Am interested, kindly send me the brochure

I have applied for this course M.sc ICT Integration in Edu. & Instructional design but I was disappointed yet I have Bed Edu.Technology (Computer Studies) from University of Eldoret.. I was interested .

Charles Koech 0723645099

This is an amazing course in ICT.

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ICT in Education

• Description
• Additional Information

Information and communication technologies are currently a way for teachers to access a wide range of new pedagogy so as students learn more effectively. These technologies are also being used to enable teachers to do administrative tasks more efficiently. It is vital today for teachers to be able to use technologies in every setting in order to support any kind of teaching practice. Some of the aims of using ICT that are going to be covered in the course are:

• To teach and present ideas and content (interactive board).
• To assess pupils and teach them through material of networked areas in the system (taking responsibility over learning).
• To support teachers in keeping records and monitoring students.
• To urge teachers in constantly developing professionally through professional networks and other associations.

The course emphasizes on the importance of Information and communications technology in education through analyzing the multiple areas where it can be used, applied and adjusted.

What will I learn?

This course covers the integration of ICT in a learning and teaching context and examines different ICT models. More specifically, it covers the definitions and benefits of applets and virtual manipulatives, the impact of ICT when applied to teaching and learning, along with its affordances and associated challenges, and the influence of the internet on our lives and on the educational sector. 

Course Content

Week 1: Learning through Technology and ICT models

Week 2: Practical Applications of applets and virtual manipulative in Learning

Week 3: Online Learning, affordances and challenges of ICT applications in teaching and learning

Week 4: Internet and Society

Week 5: Final Quiz

The course consists of one multiple choice quiz carrying a weight of 100% towards the final course grade. In order to successfully complete the course and obtain your certificate you need to achieve an overall grade of 50% or above at the quiz.

Certificate

A certificate will be issued upon completion of the course. 

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