Ict Teacher Prof Dev Prog Course Outline April 2019

Ministry of Education
ICT TEACHER PROFESSIONAL DEVELOPMENT PROGRAMME

LEVEL II – KNOWLEDGE DEEPENING
Integrating ICT into Teaching and Learning Methodologies
COURSE OUTLINE
UNESCO CFT Topics
Understanding ICT in
Policy Understanding
Education
ICT I Complex Productivity Tools I
ICT II Complex Productivity Tools II
Assessment Technology-Enhanced Assessment
Pedagogy I Curriculum & Pedagogy
Pedagogy II Differentiated Instruction
Teacher Professional
Complex Internet Tools
Learning
Gerard Phillip
Curriculum Specialist
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 teachers’ acquisition of skills and competencies for effective integration of ICT into
teaching and learning methodologies;
2) develop an appreciation of the utility of technology-enhanced assessment and provide teachers

with the tools to incorporate e-testing into their assessment strategies;
3) nurture professional learning communities among faculty, where mutual support and
scaffolding of knowledge can lead to productive, pedagogical use of technology.
RATIONALE
In order to be effective and relevant to today’s learners, teachers must embrace technology-enhanced
learning (TEL) to meet students at their point of interest. Additionally, teachers must take cognizance
of the peculiar learning styles and multiple intelligences of today’s youths who are ‘digital natives1’
and Generation Z2 learners, predisposed to interaction and learning with the aid of ‘smart’ digital
devices.
Teachers must therefore be empowered with the competence and confidence to match strides with
students who are already utilizing digital technologies for many aspects of their daily lives, including
recreation, entertainment and leisure. The overarching objective must be the acquisition of skills to
effectively incorporate ICT into their teaching and learning methodologies and indeed, into all aspects
of their work, including the use of productivity tools to support didactic delivery, automate routine
tasks, maintain student records and generate reports. There must also be a desire for mastery of various
digital approaches for use in curriculum delivery, communication, collaboration, technology-enhanced
assessment and project-based differentiated learning.
1 a person born or brought up during the age of digital technology and very familiar with computers and the Internet from an
early age. Digital Natives, Digital Immigrants, Marc Prensky, 2001.
2 Members of Generation Z are typically thought of as being born after the year 2000, comfortable with technology, and
interacting on social media sites for a significant portion of their socialising.

ICT Teacher Professional Development Programme Course Outline ©Gerard Phillip 2019 1|Page
ICT Teacher Professional Development Programmes must also seek to bring about a virtual
reformation in the minds of teachers towards the ubiquitous use of ICT in education. Teachers must
be empowered and enthused to do things differently, to innovate, create and change the way they teach.
This requires a commitment to reform their classrooms, the school community and ultimately the entire
education system by merging the use of technology with sound pedagogical practice.
The use of computers and other digital devices facilitate students’ acquisition of 21st century literacy,
learning and life skills3, inclusive of critical thinking, problem solving, communication and
collaboration skills. They must be viewed as essential tools for the transformation from traditional
approaches towards ICT-integrated curriculum implementation.
A seamless progression along the continuum of teaching and learning culminates with assessment.
Teachers must be fully cognizant with the efficacy of
assessment for learning. Technology-Enhanced
Assessment (TEA) must be seen as an essential digital
tool for both formative and summative assessment.
Many TEA applications are available which provide
real-time feedback and concise, exhaustive metrics of
students’ performance. With the imminent introduction
of e-testing for CSEC and CAPE examinations by the
Caribbean Examinations Council (CXC), the need for
teachers to become au courant with TEA and the e-
testing paradigm is critical.
In order to effectively integrate ICT into teaching and learning strategies in the nation’s classrooms,
computers and other digital devices must be made available for use by teachers and students.
Secondary schools were the beneficiaries of over 13,000 laptop computers, which were distributed
during the period August-September 2018. The onus rests upon teachers to optimize the use of these
computers by implementing pedagogically sound technology-enhanced teaching and learning
methodologies. To realize this goal however, all teachers must be provided with access to professional
development programmes that empower them to retool themselves with the requisite ICT skills to
make effective and productive use of the laptops and to successfully meet the challenges of technology-
enhanced e-learning and e-testing environments.
Old Paradigm
It is argued that the pervasive view of the learning process emerged out of the factory model of
education at the turn of the 20th century, which was effective in preparing large numbers of individuals
with skills needed for low-skilled positions in industry and agriculture. The concept of classrooms with
20-30 students arranged in rows towards a black/whiteboard was created for standardized, didactic
instruction. This traditional, teacher-centered approach places the teacher in the front of the classroom
as the expert and exclusive dispenser of knowledge – the sage on the stage. It is largely a 'broadcast’
model of teaching and learning where the teacher serves as the virtual repository of information.
3Learning Skills (critical thinking, creative thinking, collaborating and communicating),

Literacy Skills (information literacy, media literacy, technology literacy), and
Life and Career Skills (flexibility, initiative, social skills, productivity and leadership).
New Paradigm
The innovative use of information and communication technologies in education propose a movement
away from the didactic, teacher-centered model. The successful integration of ICT in curriculum
implementation will depend on the ability of teachers to structure the learning environment in new
ways, merging new technologies with reformed pedagogies to support student-centered, technology-
driven classrooms. This, in turn, will support and encourage differentiated instruction in collaborative
learning environments where students have the opportunity to develop solutions to real-world
problems. The learning styles and multiple intelligences of students will be addressed as teachers use
ICT-integrated teaching strategies, blended learning, project-based approaches and interactive on-line
sessions, allowing learners to discover their own knowledge and learn at their own pace.
Infrastructure
The ICT-integrated teaching and learning paradigm requires supporting infrastructure. Adequate and
appropriate supporting ICT infrastructure, inclusive of desktop/laptop computers, Internet service,
wireless connectivity and bandwidth are essential for the actualization of meaningful ICT integration
in schools. Other imperatives include greater support through assigned IT Technical Officers,
implementation of an ICT in Education policy, the distribution of additional laptop computers to
schools and the training of teachers to implement technology-enhanced methodologies.
SPTM In-Service Training Model

The ICT Teacher Professional Development Programme scheduling is based on the Seecharan-Phillip
In-Service Training Model (SPTM), developed by Harrilal Seecharan and Gerard Phillip, Chief
Education Officer and Curriculum Specialist respectively, of the Ministry of Education. It was
developed in response to the challenges faced by administrators, teachers and programme facilitators
when in-service training programmes are conducted for periods that exceed two-days in duration.
Educational planners have grappled with the dilemma posed when training programmes are offered to
members of staff. On the one hand, continuous training and retooling for acquisition of knowledge
and upgrade of competencies are desired outcomes for the improvement of instructional practice. On
the other hand, the disruption caused by the absence of several teachers on any given day poses several
administrative problems.
Training sessions/workshops that extend for several days inadvertently deny teachers the opportunity
for face-to-face instruction with their specific groups/classes of students for the duration of the
programme when called out of their respective schools to a centralized venue. In addition, teachers’
extended absence from school can cause severe disruption to schools, placing additional strain on
administrators as they seek to reallocate personnel to serve as substitute teachers.
In an effort to achieve stated objectives in the shortest possible time, several facilitators have sought
to condense their programmes into one or two-day duration. Both teachers and administrators, who
cite the brevity of the delivery and the inordinate haste to deliver a body of content, have often
called the effectiveness of these abbreviated sessions into question. Additionally, it’s widely
acknowledged that the acquisition of new skills is a process, and training should ideally be
done such that trainees can fully digest, and put into practice, one set of competencies before
moving on to the next.
How the SPTM works

The SPTM enables any number of teachers in a school to attend in-service training at designated venues
with minimum disruption to the school community. The model caters for schools with 5-Day as well
as 6-Day timetables. Training sessions can be conducted each day of the week, however, each teacher
selected will attend a session one day per week for the duration of the programme. Teachers are
scheduled to attend sessions on different days of each week, effectively ensuring that he/she does not
miss a particular group of students repeatedly each week. The training may extend for any duration of
weeks, depending on the body of objectives and content prescribed in a programme. Participants
selected for training must each be assigned to a specific group based on a stated grouping criteria.
In the instance of the ICT Teacher Professional Development Programme, principals select twelve
teachers, placed into three groups, four teachers per group. Sessions are conducted simultaneously in
each education district. Thus, as illustrated in the following schedules, on each day of training, sessions
convene simultaneously in each education district.
SPTM – Group Schedule
SPTM Schedule
Benefits/ Outcomes of the SPTM
 The period between sessions allows ample time for participants to assimilate learning.
 The period between sessions can be utilized for blended learning, facilitating multiple
teaching and learning modalities.
 Self-paced learning reduces stress, increases satisfaction and boosts information retention.
 Training of participants can be executed without disruption to the organization as no more
than three/four participants will be attending training from any school/ organization on any
given day
 Learning communities can be formed and supported as participants meet (face-to-face as
well as online) to collaborate and share experiences.
 Training can take place at a measured pace, (once per week) taking into consideration the
myriad responsibilities of teachers/ participants.
 Teachers will not miss the same group of students/ class continuously each day or each
week.
 Teachers have ample time to plan exercises for their students, knowing beforehand the dates
when they will be away from school each week.
UNESCO ICT Competency Framework for Teachers (CFT)
The UNESCO ICT Competency Framework for Teachers (CFT) outlines the six fundamental aspects
of a teacher’s work. These areas are considered essential to a teacher’s everyday activities, inclusive
of curriculum implementation. The CFT conforms to UNESCO’s 2030 Agenda for Sustainable
Development that articulates the Sustainable Development Goals 2015–2030 with specific reference
to SDG4 – to ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.
Research conducted among teachers in secondary schools in Trinidad and Tobago (2015) indicated
that over forty-one percent (41%) of respondents had skills and competencies consistent with Level I
(Technology Literacy) of the UNESCO ICT Competency Framework. This informed a restructuring
of the CFT to address the knowledge, skills and attitudes consistent with the current requirements of
the education system in Trinidad and Tobago at this time.
A select team that comprised teachers from various subject disciplines and all of whom possessed
considerable knowledge and experience in the use of ICT in teaching and learning subsequently
undertook a comprehensive restructuring of the UNESCO ICT CFT. The product of that restructuring
is reflected in the framework that follows and the subsequent detailed course outline.
ICT Teacher Professional Development Programme

Level II - Knowledge Deepening CFT
Knowledge
Topics
Deepening
Understanding ICT in
Policy Understanding Week 1
Education
ICT I Complex Productivity Tools I Week 2
ICT II Complex Productivity Tools II Week 3
Assessment Technology-Enhanced Assessment Week 4
Pedagogy I Curriculum & Pedagogy Week 5
Pedagogy II Differentiated Instruction Week 6
Teacher Professional
Complex Internet Tools Week 7
Learning
MODULE 1
UNDERSTANDING ICT IN EDUCATION
Policy Understanding
COURSE DESCRIPTION
The first module, Understanding ICT in Education, places focus on Policy Understanding with respect
to the use of ICT in schools. Participants will be apprised of the importance of policy and its impact
on practice in the classroom and the wider school community. Teachers must be aware of
school/education policies and be able to articulate how classroom practice is impacted by enacted
policies. Participants are also encouraged to explore national policies and discuss the impact of these
policies on the education system. Various strategic policies of the Ministry’s ICT in Education Policy
will be introduced and discussed. Participants will be engaged in formulating operational policies to
actualize the strategic (overarching) ICT policies of the Ministry.
The module also introduces participants to the Ministry’s 5-Star ICT in Education Plan and informs of
ongoing ICT initiatives. The context and overview of the ICT Teacher Professional Development
Programme will be discussed with reference to the UNESCO ICT Competency Framework for
Teachers (CFT).
Software application options for tutor/participant blended learning, collaboration, reflections, online
interaction and portfolio development will be shared.
GENERAL OBJECTIVES
On completion of this Module, participants should:
1. be aware of the Ministry’s 5-Star ICT in Education Plan;

2. understand the UNESCO ICT Competency Framework for Teachers;
3. appreciate the importance of policy formulation and implementation in the education system
as well as in the national community;
4. formulate operational ICT policies for implementation in various school contexts.
INSTRUCTIONAL STRATEGIES
1) Appraise the Ministry’s 5-Star ICT in Education Plan (GPICT)

 Present features of the 5-Star ICT in Education Plan: Governance, Policy, Infrastructure,
Curriculum Reform, Teacher Training
 discuss the impact of the 5 Star ICT Plan on schools
2) Outline the ICT Competency Framework for Teachers (CFT) with emphasis on Level II –
Knowledge Deepening
 Present overview of UNESCO CFT Programme
 Explain the process of adjusting the UNESCO ICT CSF programme to the present
curriculum used for the ICT Teacher Professional Development Programme, in
conformity to the needs of teachers in Trinidad and Tobago.
3) Discuss policies and their relation to classroom practice:

 Consider a variety of national policies (e.g. fiscal, health, sport, birth control,
religion) and school policies (e.g. school nutrition, sugary drinks, punctuality, school
uniform)
 Identify and analyze school/ classroom practices in terms of stated policies

(Including: Substantive post hierarchy, school-based management; discipline matrix;
school policies; school rules, classroom norms)
4) Critique components of the Ministry’s ICT in Education Policy:

 Strategic policies: Mobile Hand-held Communication Device (Cellular Phone)
Policy; BYOD Policy; Social Media Policy; Responsible Use Policy; Game-based
Learning Policy
 Evaluate policies in plenary session and in groups
 Propose amendments, identify omissions, propose improvements
 formulate operational policies for enactment in various school contexts
5) Discuss Programme assessment criteria – Requirements for graduation
6) Select channels for blended learning, reflections, communication, e-portfolio development:

 Including Padlet, Penzu, Microsoft Teams, Edmodo, Google Classroom
Weebly, Evernote.
ASSESSMENT
1) Groups – discuss and analyze policies:

(i) give proposals for amendment and improvement;
(ii) develop operational policies for use in respective schools
2) Individual - outline classroom practices that support named national and school policies
REFLECTION
Give your thoughts on the significance of educational policies. How does policy impact/guide your
practice?
RESOURCES
Draft 5 Star ICT in Education Plan; UNESCO ICT CFT – Knowledge Deepening
Policy Understanding; Draft National ICT Plan 2017-2021 Fast Forward II (available online)
MODULE 2
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) I
Complex Productivity Tools I
COURSE DESCRIPTION
This module places focus on teachers’ use of ICT tools to increase productivity in the classroom
through the manipulation of numeric data utilizing Spreadsheets. Teachers are invariably called upon
to manage and manipulate data related to students’ academic performance. This module provides
teachers with requisite skills to manipulate this data and acquire competencies for the automation,
generation and graphical display of student formative and summative test scores, grades and rank.
Teachers will gain competence to use spreadsheets to make calculations, organize and create charts,
sort records, track scores over time/ terms, and compare students’ progress and performance. Teachers
will also acquire skills to format and effectively present this data to Ministry officials, school
administrative staff, parents/guardians and students.
The Ministry, through the Campus and School Agreement (CASA) with Microsoft, has provided
access to Office 365 e-mail, Microsoft Office 2016 and a suite of Microsoft Office 365 applications to
all staff and students in the nation’s schools. The Module will enable participants to gain proficiency
in the use of Office 365, including Microsoft Office 2016 and related applications.
GENERAL OBJECTIVES
1) understand the role of ICT in supporting didactic delivery;
2) appreciate the utility of productivity tools for the manipulation and display of student/
school data;
3) appreciate the benefits of ICT usage in the generation of student performance reports;
4) develop skills and confidence to optimize the use of Office 365 and its suite of
applications.
1) Discuss various tasks that occupy teachers’ time during the school day.
2) Appraise the use of non-ICT (manual) resources to enhance productivity:

Including attendance register; whiteboard/chalkboard;
3) Compare the manual system of data manipulation with the automated processes through the
use of ICT tools. How can ICT resources be used to enhance productivity:
-Including attendance register, class roll book, timetable, whiteboard/chalkboard, hand-held
calculator, multi-media projector, computer, printer, Internet.
4) Utilize Spreadsheets to store, maintain and present student data/records:
 Adjust cell formats: percentage; number; decimal places.
 Simple formulae: Sum; AutoSum; Average; Max; Min.
 Sort data: Ascending/ descending to at least two levels.
 Apply filters
 Freeze pane
 Charts: column; bar; pie; line
 Format and Protect worksheet
 Excel Online – sharing data for collaboration
 Populate a spreadsheet with student performance data, e.g. scores for 10 students,
four subjects. Perform various operations e.g. total, average, min, max etc.
5) Explore the features of Microsoft Office 365

 Explore the benefits of having an O365 account (fac.edu.tt)
 Outline the features of Office 365
 Create e-mail messages
 Create and populate groups, send mail to groups
ASSESSMENT
1) Imagine being a Form teacher. Populate a spreadsheet with student performance data from
summative exams at end of term, e.g. 25 students, seven subjects. Produce various class/
student reports inclusive of charts.
2) Compare and display the academic performance of two groups of students of the same Form
level that attempted the same end of term examination. (at least 10 students per class).
REFLECTION
Give your reflections on the utility of spreadsheets. How could the use of technology
enhance your productivity and creativity?
RESOURCES
Microsoft Office (2016):

Microsoft Excel;
Microsoft Office 365
MODULE 3
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) II
Complex Productivity Tools II
COURSE DESCRIPTION
This module places focus on teachers’ use of ICT tools to increase productivity in the classroom with
emphasis being placed on Presentation and Word Processing tools. While didactic teaching (e.g.
standing in front of class, lecturing) has its place, whenever used, its practice must be supported with
technology-enhanced delivery tools. The module exposes teachers to ICT hardware and software tools
that can be used to support their didacticism.
This module builds on the competencies acquired through utilizing the productivity tool in Module 2
and empowers participants with the skills to make effective presentations that support the delivery of
curriculum content and objectives.
The module also appreciates the fact that teachers are called upon to design and create various
documents using word processing applications. Teachers produce myriad reports and documents
including schemes of work, lesson plans, letters to parents, permission slips, memos and even school
newsletters. The Module seeks to increase the word processing competencies of teachers.
GENERAL OBJECTIVES
1) understand the role of ICT in supporting didactic delivery;
2) appreciate the utility of productivity tools for the manipulation and display of student/ school
data;
3) appreciate the benefits of ICT usage in the generation of student performance reports;
4) develop skills and confidence to optimize the use of productivity tools.
1) Justify the use of visual stimuli in teaching and learning.
2) Identify components, applications and devices that support multimedia presentations.
3) Evaluate a range of presentation application options:

 Microsoft PowerPoint, PowerPoint Online, Microsoft Sway, Google Slides Prezi,
Canva, Adobe Spark, Swipe.
4) Explore features of Microsoft PowerPoint presentation application to support didactic

delivery of instruction:
 Insert text box, table, picture, screen shot, screen clipping;
 Insert hyperlinks to documents and sites;
 Insert video, audio recording, chart from Excel;
 Insert date/time, header, footer
5) Advanced Users - Explore advanced presentation features:

 Insert smart art, transitions, screen recording, dictation
6) Manipulate a document using Microsoft Word.

 Insert header, footer, footnote;
 Create Table of Contents, Update Table;
 Use Track Changes feature to collaborate on a document;
 References
7) Explore features of Microsoft Office 365

 Use Calendar to schedule events
 Utilize OneDrive to store/collaborate/share documents and files
ASSESSMENT
1) Design a presentation on a specific topic consistent with your subject area that incorporates
several features of the application.
2) It’s Parents’ Day at your school. Parents are invited to speak with subject/class teachers. Use
one or more ICT productivity tools to show a parent just how his son/daughter has performed
in five (5) subjects. Use charts to compare the student’s performance with the average
performance of the class in each of those subjects.
3) Groups collaborate on development of a document using OneDrive/ Microsoft Online /

Microsoft Word track changes.
REFLECTION
Give your perspectives on the use of presentation software in teaching and learning. How
can the features of Microsoft Office O365 impact your practice?
RESOURCES
Microsoft Office (2016):

Microsoft PowerPoint;
Microsoft Word
https://zapier.com/blog/best-powerpoint-alternatives/
MODULE 4
ASSESSMENT
TECHNOLOGY-ENHANCED ASSESSMENT
COURSE DESCRIPTION
This module addresses the critical area of formative and summative assessment. The widespread use
of paper-based assessment instruments in schools usually necessitates varying time lapses between
administering the test and the marking/ feedback to students. It can also prove very costly, requiring
the use of printers, toner, paper, etc. This reality must be juxtaposed with the fact that students of
today, digital natives no less, are disposed to the use of technology for many aspects of their daily
lives, including recreation, entertainment and leisure. Increasingly, educational instruction, research
and assessment are being added to this list. The Module introduces teachers to various Technology-
Enhanced Assessment (TEA) options for use in their own classrooms which facilitate immediate
feedback and comprehensive metrics that support assessment for learning.
The module also addresses the issue of e-testing and prepares students for its implementation. The
Caribbean Examinations Council (CXC) has stated its intention to phase out paper-based assessment
in favor of 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 and empower them
to better prepare their students for the imminent e-testing paradigm.
The module assumes the position that e-testing and TEA in general should not be solely linked to
CXC’s e-testing examinations. Rather, TEA must become ubiquitous in schools and be utilized
consistently and frequently in the classroom for both formative and summative assessment exercises.
GENERAL OBJECTIVES
1) promote the use of technology enhanced assessment as an alternative to paper-based testing;
2) be cognizant of the requirements for e-testing as identified by CXC;
3) appreciate the value of real-time feedback and automation afforded by electronic assessment
methods;
4) understand the concept of assessment for learning as a basic principle that should guide
practice.
1) Explore the utility of the range of subject-specific applications installed on government

issued GPICT laptop computers. (see Subject Folders Folder on laptop desktop)
 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
2) Evaluate types of assessment

 Discuss merits/demerits of paper-based formative and summative assessment
3) Scrutinize CXC’s e-testing requirements

 Outline the critical requirements for e-testing: computer; adequate Internet
bandwidth & connectivity, updated web browser, electrical supply, Safe Exam
Browser;
 Explore the Inspera platform used by CXC for e-testing;
https://inspera.atlassian.net/wiki/spaces/KB/overview
 Appraise CXC online demo e-tests; https://www..cxc.org/demo-tests/
 Critique school/ teacher/ student readiness and aptitude for e-testing.
4) Identify and use technology-enhanced assessment tools:

 Utilize applications that facilitate technology-enhanced assessment (TEA) including:
ClassMarker, Edmodo, Quizalize, Socrative, Playposit, Jotform, Quizstar;
Google Forms, Quick Key Mobile Grading.
ASSESSMENT
1) Develop an electronic test for one of your classes using a technology-enhanced assessment
app;
2) 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
1. Share your thoughts on the implementation of e-testing by CXC.

2. Share a discourse in which you are attempting to convince a colleague of the benefits and
utility of administering technology-enhanced assessment. (written or video)
RESOURCES
Inspera platform: https://inspera.atlassian.net/wiki/spaces/KB/overview
CXC demo e-tests https://www..cxc.org/demo-tests/
MODULE 5
PEDAGOGY I
Complex Problem Solving
COURSE DESCRIPTION
This module addresses various 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 with participants, ways in which ICT can impact the
delivery of the curriculum in designated subject areas.
Many teachers express the desire to integrate ICT into their practice but lack the ability to include it
effectively in their lesson planning. In order to accomplish this, teachers must develop competencies
to use appropriate and meaningful ICT-integration strategies that serve to add value to students’
learning experiences. Further, teachers must be empowered to provide instruction, structure tasks,
guide student understanding and support student collaborative projects seamlessly through the use of
ICT. In the execution of this role, teachers must have the skills to determine when, where and how to
integrate technology in teaching and learning methodologies in pedagogically meaningful ways.
The module addresses this pedagogical imperative by introducing teachers to the Substitution,
Augmentation, Modification and Redefinition (SAMR) Model which is designed to help educators
integrate technology into teaching and learning methodologies. Popularized by Dr. Ruben Puentudura,
the model seeks to help teachers transform students’ learning through meaningful integration of
technology in the classroom.
GENERAL OBJECTIVES
1) appreciate the impact of ICT in the implementation of the curriculum;
2) realise the utility of the SAMR Model in enhancing technology integration;
3) implement various ICT-influenced pedagogical approaches;
4) demonstrate pedagogically appropriate usage of ICT to enhance and transform learning

experiences.
5) Explore the impact of ICT on curriculum implementation
 Relate the use of ICT to curriculum delivery in specific subject areas;
 Discuss the ways in which ICT can support the delivery of various subject
disciplines in the curriculum.
1) Discuss how ICT is usually included into teaching and learning methodologies in schools.
 Is ICT usage necessary for students’ success in terminal examinations?

 What is the intrinsic value of ICT to students’ learning?
 Would any technology suffice?
2) Assess the SAMR Model for enhancing technology integration:
 Explain the modalities associated with the tiers of the model:
Substitution, Augmentation; Modification; Redefinition;
 Develop scenarios for implementation at each level of the SAMR model;
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:
 the student’s level of understanding of key concepts
 whether ICT was essential to the activity
 the appropriateness of the ICT selected and whether a different option might be used
in the future to improve the effectiveness
 obstacles encountered in the selected ICT and how they were addressed
 how ICT integration in the activity led to problem-solving and innovation.
REFLECTION
Give your perceptions of how ICT should be 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
classroom in the future?
Module 6
PEDAGOGY II
Differentiated Instruction
COURSE DESCRIPTION
This module prepares teachers to address students’ unique differences, learning styles and multiple
intelligences, through the use of ICT tools. Differentiated instruction is an approach to teaching in
which educators cater to students' individual differences so that all students can optimize their learning
potential. The Module helps teachers divide their time, resources, and selected technologies to
differentiate when delivering instruction to students who have various backgrounds, learning styles,
skill levels, and interests.
The ICT in Education Policy reiterates the Ministry’s commitment to equity and inclusiveness.
Teachers will be apprised of assistive technologies that help to create conducive learning environments
for all students, including those with special needs.
The module also focuses on tools that support and automate the everyday work of teachers while
facilitating differentiated instruction, inclusive of lesson planning, creating interactive lessons, and
delivering curriculum.
GENERAL OBJECTIVES
1) understand the importance of equity and inclusiveness in the delivery of instruction;
2) develop skills to meet with the challenges posed by students with special needs;
3) appreciate that students learn differently and must be taught differently;
4) demonstrate competence in a range of ICT strategies that support differentiated instruction.
1) Choose ways in which technology can be utilized to assist students with special needs:
visual, aural, physical:
 Windows accessibility, Narrator, Magnifier, Speech Recognition, Dictation.
2) Distinguish among learning styles and multiple intelligences.
3) Examine ICT tools that meet the needs of students with various learning styles and
intelligences.
 Including visual, aural, verbal, physical, logical, social
ICT Teacher Professional Development Programme Course Outline ©Gerard Phillip 2019 10 | P a g e
4) Explore solutions for implementing differentiated instruction:
Differentiated tasks; responses; support; resources
 Design lessons based on students' learning styles.

 Group students by shared interest, topic, or ability for assignments.
 Assess students' learning using formative assessment.
 Manage the classroom to create a safe and supportive environment.
5) Explore ICT solutions (applications) to support differentiated instruction
ASSESSMENT
Develop a lesson plan on a specific topic for your students. The lesson should address students with
any two (named) learning styles or multiple intelligences.
REFLECTION
1) Share your perceptions on teaching students with special needs. How can you/ your school provide
greater assistance to such students?
2) Discuss the challenges posed to teachers and students by the use of ICT tools for differentiated
learning.
RESOURCES
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
Speech Recognition (hearing/ visually impaired): Control Panel/ Ease of Access/ Speech recognition
Dictation (physically impaired): Speech to Text. Dictation/ Start – built-in laptop mike
enabled or headphone with microphone.
Differentiation with ICT
https://www.linkedin.com/pulse/differentiation-learning-ict-michael-hilkemeijer
http://teaching.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction
MODULE 7
TEACHER PROFESSIONAL LEARNING
Complex Internet Tools
COURSE DESCRIPTION
This module introduces participants to the use of Web 2.0 digital literacy tools to enhance their
professional performance and to support their teaching. Web 2.0 tools are internet tools that allow the
teacher to create, interact and collaborate on websites that use technology beyond the static web pages
used by earlier sites, enabling users to be more interactive and collaborate with each other. The Module
allows teachers to gain competence in the use of Web 2.0 tools to augment their teaching and increase
professional collaboration.
Teachers must be able to meet the challenges faced by students and other users when using the Internet.
Suggestions and solutions for the preservation of users’ digital footprint and the maintenance of
acceptable, responsible usage standards will be discussed.
Additionally, the module addresses Project Based Learning (PBL), apprising teachers of the
indispensable use of ICT tools for communication and collaboration. CXC has articulated its group
approach to the completion of School-Based Assessment. Teachers would explore the SBA paradigm
relative to their subject areas in the context of PBL.
GENERAL OBJECTIVES
1) be au courant with mainstream Internet protocols;
2) be cognizant of skills required to utilize the Internet and Web 2.0 tools for teaching and
learning;
3) promote responsible and acceptable use of the Internet and social media, the maintenance of
integrity and preservation of one’s digital footprint;
4) appreciate the benefits of the Internet and Web 2.0 tools for communication, collaboration,
assessment and project-based learning.
1) Differentiate among Internet protocols
 http, https, IP, VoIP, Ethernet, Wi-Fi
2) Assess safety issues in digital environments including social media:
 cyber bullying, online predators, communication forums, privacy and piracy issues,
scams, spam, cookies, intellectual property rights, copyright issues
 Inappropriate content; digital citizenship; email etiquette; ethics; confidentiality of

personal data; password composition
 Merits/Demerits of social media use; digital footprint. Should schools have

Facebook accounts?
3) Explore the utility of selected Web 2.0 tools
 Including Edmodo, Evernote, Weebly, blog, wiki, podcast, Teacher tube.
4) Use Web 2.0 tools to support creativity, communication and interactive collaboration:
 Mind mapping tools: Including MindMeister, Coggle, Conceptboard

 Communication tools: Including Skype, Zoom
5) Discuss online options for Project-based learning (PBL)/ SBA development:

 Including Microsoft Teams, Sway, Edmodo, WhatsApp, Word Online, PowerPoint
Online, Google Docs.
ASSESSMENT
1) Design a lesson/ scheme of work incorporating Web 2.0 tool(s) that facilitate collaboration
towards the completion of a project.
REFLECTION
1) Discuss the challenges posed to teachers and students by the use of Web 2.0 tools for
collaboration and project-based learning.
2) For a selected web 2.0 tool, share your thoughts on its potential impact on teaching and
learning.
RESOURCES
Microsoft 0365: OneDrive; SharePoint
Web 2.0 Tools: www.mpls.k12.mn.us/uploads/web2_0tools.pdf
Web 2.0 Classroom Tools: www.oedb.org/ilibrarian/101-web-20-teaching-tools/
School Based Assessment:
https://www.cxc.org/school-based-assessment-sba/
CERTIFICATION
Conditions for the award of the Level II – Knowledge Deepening Certificate
1) A participant must attend a minimum of six (6) sessions in order to be certified.
2) All instances of absence will be reported to the principals of respective schools. Teachers will
therefore be held accountable.
3) A participant who leaves a session more than one hour before the scheduled conclusion of
the session is deemed to have missed the session.
4) A participant who is absent for two or more sessions must attend the equivalent number of
sessions at a subsequent cohort of the programme in order to be certified.
5) A participant must participate fully in the activities at each session.
6) A participant must electronically submit at least six (6) reflective pieces.
7) A participant must submit at least two (2) ICT-integrated lesson plans.
8) A participant must develop and submit a portfolio that includes all reflections, assignments
and lesson plans produced during the programme.
9) The portfolio MUST be produced and electronically submitted before a participant is allowed
to graduate.
10) A participant may be awarded the Level II Knowledge Deepening Certificate if all
requirements stated in (1-8) above are satisfied.
11) A Certificate of Participation will be awarded to participants who satisfy the attendance
requirement but do not satisfactorily complete the portfolio, inclusive off all reflections,
assignments and lesson plans.
12) Appeals and Certification Change Requests. Should a participant wish to appeal or query the
certification awarded he/she must first make the appeal/query to the Facilitator. Should the
participant not be satisfied with the outcome, the participant must request that it be escalated
to the Coordinator of the ICT Teacher Professional Development Programme in the Office of
the Chief Education Officer, Ministry of Education.
STANDARDS
1) Participant in the programme must be punctual at all sessions. Sessions begin at 8.15 a.m.
and conclude at 2.30 pm.
2) Participants are expected to have a fully charged GPICT laptop at each session. Participants
however, are free to bring/use their personal laptops if they so wish.
3) Participants are expected to be respectful, ethical, professional and courteous to each other and
to all personnel in the hosting school community.
4) Parking of vehicles on the compound of the host school is at the discretion of the Principal. In
instances where parking spaces are limited, participants are advised to explore alternative
options, such as car-pooling.
5) Participants are asked to note that while Facilitators are trained experts in technology-
integrated teaching and learning, they are secondary school teachers who, in the spirit of
supreme altruism, give of their time and expertise to the Programme. Professionalism,
courtesy and respect must be duly extended to all Facilitators.
6) Participants in the programme who happen to work/teach at the same/hosting school must
consider themselves ‘away’ from school for the day. These teachers must not leave the session
to go to teach their respective classes and then return to the session at their convenience.
Teachers who so do may be considered absent and will be asked to retake the sessions at
another cohort of the programme in order to graduate.
7) Participants are advised that the programme is, in fact, a seven-week programme. Despite
meeting one day per week, during the intervening days participants are expected to be engaged
in peer/ facilitator collaboration, blended teaching/learning and assignment completion.
8) Participants are expected to implement methodologies acquired from the programme into their
own classroom delivery. At subsequent sessions participants should share their experiences
for peer tutoring and scaffolding.
FACILITATORS
ICT TEACHER PROFESSIONAL DEVELOPMENT PROGRAMME
FOURTH COHORT
FACILITATOR SCHOOL
Amina Homeward Speyside Secondary

Anderson Nanan Princes Town 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 Trinity College East
Laura Seupersad Biche Secondary
Lee-Ann Pierre Trinity College East
Lisa Balchan St. Anthony’s College
Lydia Ashby Siparia West Secondary
Lystra Dass Gasparillo Secondary
Marsha Ragoonath Providence Girls Catholic School
Meera Rampersad Success Laventille Secondary
Meshal Maharaj Biche Secondary
Mentor Baptiste Bishops High School
Michelle Scott-Johnson Malabar Secondary
Rayad Jahoor Point Fortin East Secondary
Salma Hosein A.S.J.A. Boys’ College, Charlieville
Sandie Subero Arima North Secondary
Shane Ramdawar Siparia West Secondary
Sheldon Baker La Romaine Secondary
Shehnaz Mohammed Parvati Girls Hindu College
Terrence John Presentation College, San Fernando
DESIRED OUTCOMES
 Teachers are adequately trained and empowered to use ICTs in the teaching and learning process
as they optimize the use of digital resources for innovation and curriculum implementation;
 Teachers fully utilize computers and other digital technologies in schools such that students at all
levels in the education system are effectively engaged, enjoying the education process;
 Students are exposed to ICTs in safe and secure environments, and make use of technology in a
responsible and ethical manner;
 The use of assistive technologies is employed to ensure equity and inclusiveness even while
promoting students’ use of technology in the classroom;
 Teachers construct technology-enhanced lessons that cater to students’ varied learning styles and
multiple intelligences;
 The operational efficiency of participants is significantly improved through the use of productivity
tools, inclusive of the Office 365 suite of applications;
 The use of technology-enhanced assessment (e-testing) is employed effectively to inform teachers’

awareness of student learning;
 Teachers’ have increased proclivity, confidence and competence to incorporate ICT in teaching
and learning methodologies;
 Professional learning communities are established that foster peer to peer support and meaningful
collaboration among faculty;
 An environment that encourages innovation, critical thinking and decision-making is fostered

among participants and ultimately in the school community.
ABOUT THE PROGRAMME
The ICT Teacher Professional Development Programme is an initiative of the Office of the Chief
Education Officer that responds to the need for greater proclivity among teachers to incorporate
technology-integrated methodologies into their curriculum implementation. It was also conceived to
address the imminent paradigm of e-testing as proposed by the Caribbean Examinations Council for
assessment of all CSEC and CAPE examinations. The programme caters to the training of teachers in
secondary schools throughout Trinidad and Tobago.
Structured along the Seecharan-Phillip Training Model (see page 4), teachers from schools in each
education district are selected by their principals for participation in each cohort. Teachers are assigned
to one of three groups, determined by subject area. A maximum of twelve (12) teachers are selected
from each school, four in each group. Each group attends training one day per week for a period of
seven (7) weeks. This approximates the duration of a full semester as participants are exposed to forty-
two (42) contact hours of face-to-face instruction in addition to online interaction.
At least three schools in each education district graciously assist the initiative by offering to host a
Group for the duration of the programme. The ICT Division assists by ensuring that Internet bandwidth
and connectivity are available for use by participants. The Division also provides for the presence of
Technical Officers at each venue. Training sessions for each Group are held simultaneously in each
District. Facilitators comprise teachers from secondary schools who have the requisite competencies
for delivering the programme.
Teachers who satisfy all the requirements for certification are awarded the Level II- Knowledge
Deepening Certificate. A Certificate of Participation is given to participants who do not meet all stated
requirements (see page 22).
The Programme welcomes its Fourth Cohort of teachers. To date, over one thousand four hundred
(1,400) teachers have participated in the programme and have graduated with the competencies to
implement the curriculum using ICT-integrated methodologies in pedagogically meaningful ways. The
programme will continue until all teachers have been exposed to the Level II-Knowledge Deepening
Competency Framework for Teachers.
All government and government-assisted secondary schools were beneficiaries of laptop computers
issued for use by students and teachers as part of the 5-Star ICT Plan. Graduates of the programme
are expected to be ICT exemplars in their respective schools, incorporating technology-enhanced
teaching and assessment strategies into their practice as they optimize the use of the laptop computers
and other digital devices.
NOTES
Gerard Phillip
Curriculum Specialist
Office of the Chief Education Officer
Education Towers
No. 5 St. Vincent Street
Port of Spain
Tel: (868) 622-2181 Ext. 2352
E-mail: Gerard.Phillip@moe.gov.tt
Website: moe.gov.tt

Ict Teacher Prof Dev Prog Course Outline April 2019

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Ministry of Education

ICT TEACHER PROFESSIONAL DEVELOPMENT PROGRAMME

Integrating ICT into Teaching and Learning Methodologies

UNESCO CFT Topics

ICT I Complex Productivity Tools I

ICT II Complex Productivity Tools II

Assessment Technology-Enhanced Assessment

Pedagogy I Curriculum & Pedagogy

Pedagogy II Differentiated Instruction

Aims of the Programme

2) develop an appreciation of the utility of technology-enhanced assessment and provide teachers

interacting on social media sites for a significant portion of their socialising.

3Learning Skills (critical thinking, creative thinking, collaborating and communicating),

SPTM In-Service Training Model

How the SPTM works

SPTM – Group Schedule

Benefits/ Outcomes of the SPTM

ICT Teacher Professional Development Programme

ICT I Complex Productivity Tools I Week 2

ICT II Complex Productivity Tools II Week 3

Assessment Technology-Enhanced Assessment Week 4

Pedagogy I Curriculum & Pedagogy Week 5

Pedagogy II Differentiated Instruction Week 6

UNDERSTANDING ICT IN EDUCATION

On completion of this Module, participants should:

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

1) Appraise the Ministry’s 5-Star ICT in Education Plan (GPICT)

3) Discuss policies and their relation to classroom practice:

 Identify and analyze school/ classroom practices in terms of stated policies

4) Critique components of the Ministry’s ICT in Education Policy:

5) Discuss Programme assessment criteria – Requirements for graduation

6) Select channels for blended learning, reflections, communication, e-portfolio development:

1) Groups – discuss and analyze policies:

Complex Productivity Tools I

On completion of this Module, participants should:

1) understand the role of ICT in supporting didactic delivery;

2) Appraise the use of non-ICT (manual) resources to enhance productivity:

5) Explore the features of Microsoft Office 365

Microsoft Office (2016):

Complex Productivity Tools II

On completion of this Module, participants should:

1) understand the role of ICT in supporting didactic delivery;

4) develop skills and confidence to optimize the use of productivity tools.

1) Justify the use of visual stimuli in teaching and learning.

2) Identify components, applications and devices that support multimedia presentations.

3) Evaluate a range of presentation application options:

4) Explore features of Microsoft PowerPoint presentation application to support didactic

5) Advanced Users - Explore advanced presentation features:

6) Manipulate a document using Microsoft Word.

7) Explore features of Microsoft Office 365

3) Groups collaborate on development of a document using OneDrive/ Microsoft Online /

Microsoft Office (2016):

On completion of this Module, participants should:

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

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

1) Explore the utility of the range of subject-specific applications installed on government

2) Evaluate types of assessment

3) Scrutinize CXC’s e-testing requirements

4) Identify and use technology-enhanced assessment tools:

1. Share your thoughts on the implementation of e-testing by CXC.

Inspera platform: https://inspera.atlassian.net/wiki/spaces/KB/overview

CXC demo e-tests https://www..cxc.org/demo-tests/

Complex Problem Solving