EDTK 2030 - Sem 1 - 2020 - 2021 - RS PDF

EDTK 2030: Information and Communication Technologies in Education.
Academic Year 2020/2021, Semester 1
The University of the West Indies

OPEN CAMPUS
EDTK 2030: Information and Communication
Technologies in Education
COURSE GUIDE
FOR STUDENTS
Semester 1: 2020/2021
Welcome to the Semester 1 session of teaching and learning in EDTK2030: Information and
Communication Technologies in Education. I am Dr. Rehana Seepersad, your Course Coordinator.
As you know, open and constant communication is critical to success in the online learning environment.
I therefore urge you to ensure that you play your part to develop and maintain a very interactive
relationship with your e-tutor. This will prove to be a rigorous course with a lot of new material and
online tools being used; so you must plan your time wisely – allocate a minimum of 4 to 6 hours of work
each week.
We will be using an extensive array of technologies in this course, including the tools and resources
included in our learning platform – this includes blogs, blackboard collaborate, online portfolio, polls,
planning tools, etc. We will also be maximizing your reach toward free online tools – remember the more
you learn, the more you are poised to teach your own students – be prepared for an exciting adventure
ahead!
I can be reached via email at rehana.seepersad@open.uwi.edu. I can also be contacted by telephone at

954-638-3150 (in cases of emergency). Email is preferred, as I will respond promptly. I may also be
contacted via skype: rehana.seepersad or WhatsApp.
NOTE – the email tool does not allow direct replies, so if you need a response, please cc yourself
whenever you send an email, so that your tutor, or I have your email address to respond. If any item needs
an IMMEDIATE response, you MUST reach out via email or WhatsApp. DO NOT use the tutor/student
exchange.
Thank you for your commitment as your tutors and I work together to make EDTK2030 a meaningful
learning experience.
Dr. Rehana Seepersad

rehana.seepersad@open.uwi.edu
Sept 2020
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EDTK 2030: Information and Communication Technologies in Education. Academic Year 2020/2021, Semester 1
CONTENTS PAGE
GENERAL INFORMATION 4
INTRODUCTION 5
Purpose of this Guide 5
Course Coordinator’s Expectations 5
Plagiarism Policy 6
Netiquette and Course Behaviour 6
Course Orientation 7
COURSE OUTLINE 7
Course Description 7
Course Competencies 8
Course Objectives 8
Course Topics 9
Teaching Methods 9
Course Delivery 10
ASSESSMENT 11
Formative Assessments 11
Assessment Design 12
UWI GPA and Marking Scheme 13
RESOURCES 14
Required 14
Highly Recommended 14
ACADEMIC CALENDAR 15
COURSEWORK ACTIVITIES 16
Graded Assignment Descriptions and Guidelines 17
Course Activities and Guidelines 17-23
DETAILED COURSE DELIVERY SCHEDULE 24-25
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REPORTING ACADEMIC PROBLEMS
If you encounter academic problems use this chart to guide you in reporting them:
UWI REGULATIONS REGARDING DISSATISFACTION WITH

EXAMINATION RESULTS
A student who is dissatisfied with the results of his/ her examination should report his/ her
dissatisfaction in writing to the Assistant Registrar, Assessment, Awards and Records (Not to
the CC or eTutor). Students should read their Student Handbook on the regulations and
procedure related to requesting (a) Remark; or (b) Review/Go Through.
Note that for a ‘Review’, only students who have failed a course may request to go through his/
her script with the Examiner.
A ‘Remark’ shall not apply to coursework which counts for 60% or less of the total assessment
of the course and when such coursework consists of more than one piece, none of which
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individually exceeds 40% of the total assessment provided; that where a single piece of
coursework counts for more than 40%, re-marking shall be allowed for that piece.
GENERAL INFORMATION
Course Code: EDTK 2030
Course Title: Information and Communication Technologies in
Education
Course Bachelor of Education
Discipline:
Credits: 3
Prerequisite/s: None
Corequisite: None
Academic Year: 2020/2021 (Semester 1)
Course Dr. Rehana Seepersad
Coordinator:
Course eTutors:
Some important information to keep in mind:

1. Your picture uploaded on the Learning Exchange must conform to the following – a profile of just your face;
a close-up image that allows you to be recognized
2. The Department in the Open Campus (OC) ultimately responsible for the delivery of this course is: The
Programme Delivery Department. View the OC Web Site for information on your Programme:
http://www.open.uwi.edu/
3. There are different avenues available to you as a student to receive support. The avenue you take is dependent
on your particular need. View the QUICKLINKs in your course for Frequently Asked Questions (FAQs)
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INTRODUCTION
Purpose of this Guide
This Course Guide provides you with a road map to each component of the course. The course is
described and the objectives outlined. Each topic and the accompanying schedule of delivery
communicating what will be explored each week is delineated. The design of the overall assessment
of the course is clearly presented to assist you in understanding the expectations and also to enable
you to establish a plan of action to successfully manage the course. The assignments in each unit are
described, accompanied by the marks awarded, a rubric detailing how the marks are allocated and the
expected date of submission. This course guide then, is the document which serves as your reference,
detailing all you need to know regarding the structure of the course.
Course Coordinator’s Role:

The Course Coordinator provides academic leadership for a particular course. As the academic
leader the Course Coordinator is accountable for maintaining the quality assurance and academic
standards in the course according to University guidelines. Working with the respective
specialists available in the Programme Delivery Department of the Open Campus, the Course
Coordinator is responsible for interpreting and implementing the curriculum of a course as
determined by an approved Course Outline. During the academic term, the Course Coordinator
supervises the e-Tutors during the implementation of the course delivery, and serves as the 1st
examiner of the course.
Course eTutor’s Role:

The eTutor is the primary academic interface with the learners and is ultimately responsible for
delivering our programmes to Open Campus students. An eTutor is assigned a group of students
within a course and is supervised by the Course Coordinator. The facilitator has the
responsibility of ensuring a student is aware of the requirements of the course and must be
responsive to student queries for clarification. The successful facilitator approaches the
responsibility with a learner centered attitude, openly engaging participation in course activities
and promoting engagement with the group to create a community of learning. The eTutor is not a
lecturer, but rather someone who collaboratively builds learning, inspires curiosity, respects
student input, fairly evaluates learners and provides meaningful feedback that leads to growth.
Course Coordinator’s Expectations: PLEASE READ CAREFULLY
The Course Coordinator’s expectations for EDTK2030: Information and Communication

Technologies in Education are that you the students aim to achieve the objectives of the course,
and demonstrate this commitment by managing your personal and professional demands in a
manner that will allow you to do justice to the course. My goal is to provide the guidance and
support you need as you navigate the content in this course. I will consider this course a success
if you ultimately attain new knowledge and master the subject matter contained herein.
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To be successful, it is strongly recommended that you visit the course site daily to keep abreast
of developments in the course, and to be apprised of assignments, readings, and discussion
topics. I encourage you to participate in the weekly discussions, post your positions and respond
to the postings of your colleagues in the course. Furthermore, it is expected that you will read,
research, practice using the applications in the course, and perform the activities included in each
session. In particular, you are expected to submit all assignments on time.
The course site has a statement on plagiarism. Plagiarism means taking someone else's words or
ideas, or paraphrasing someone else's words, and presenting them as your own without
authorization or acknowledgement of the source of the information. This practice is highly
unethical and also undermines your own professional ability and standards. There are software
tools that are quite effective in detecting plagiarized materials, and you are expected to
demonstrate pride in your own capacities by interpreting the source materials, using familiar
examples, and demonstrating your understanding of the ideas, while attributing credit to the
respective author. You should carefully read the Quick Link in the left column of the course for
further details. Any plagiarized work will result in zero points. Read below for the UWI policy
on plagiarism.
You are advised to obtain articles from refereed databases, such as from UWIlinc, rather than
simply pulling material from the general Internet, which may be from a dubious source.
Furthermore, you should ensure that you have access to the APA 6th Ed. Style manual when
writing, and to ensure that you adhere to the guidelines, particularly those on citing and
referencing. Refer to the file listed posted under Course Resources.
Plagiarism Policy
The practice of plagiarism is prohibited and attracts a penalty. The Open Campus has a stated
policy related to plagiarism which it expects students to understand and comply with. The Open
Campus utilizes the Turn It In software capability to recognize potential abuses of plagiarism. Please
view the details concerning plagiarism on the QuickLink in the left hand column of the course page
for the Undergraduate Student Anti-Plagiarism Policy, Office of the Board for Undergraduate
Studies. This course has ONE Turn-it-in assignment that is required.
Citation Requirements for this Course

APA Style, Version 6 Refer to https://owl.english.purdue.edu/owl/resource/560/01/ - Please use
the tools provided so that EVERY citation is correctly formatted. Marks will be deducted when
the citation and references are not correctly formatted.
Netiquette and Course Behaviour

The usual courtesies that we expect in face to face encounters will be the norm in our online
classroom. We must honour the feelings of others and the differences in opinions that will
emerge. In this course we will, to the best of our abilities, model online the best kinds of
interpersonal behaviour that we would like to see displayed by our peers. As you interact within
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the online environment there are university standards that you must adhere to when you
communicate with peers, tutors and Open Campus staff. You are expected to become familiar
with these standards in an effort to maintain respectful and cordial environment. Please view the
University Guidelines on Netiquette on the QuickLink in the left hand column of the course page
for additional information. NOTE: your tone as you interact with colleagues should be
professional; you are not expected, nor encouraged to “correct” your colleagues as though you
are the teacher in a classroom environment; that is the responsibility of the tutor or CC. While
you may respectfully disagree with colleagues’ views, they are entitled to present their cases, and
explanations, or responses, as they deem appropriate.
Course Orientation:
Please make sure you spend sufficient time during the orientation week updating yourself with
important course information on the course site. Although we will not begin until the following
week, this will help you to orient yourself and become more comfortable in the online
environment. If you are not familiar with the Learning Exchange, take this time to learn to
navigate within it and use the various tools available to you. Most of all, take this time to get to
know your peers, eTutor and Course Coordinator.
COURSE OUTLINE
Course Description
This course is designed to introduce learners to current research and practice in the use of
Information and Communication Technologies (ICT) in education and the use of ICT tools to
explore, analyze, exchange and present information and foster collaborative learning in the
context of improving the teaching and learning experience.
Learners will discuss the development of ICT and the relevant learning theories that can guide
the use of ICT in education. They will develop skills in the use of Web 2.0 applications,
including blogs, wikis, social networks, computer based multimedia and communications
technologies to facilitate instruction, higher-order thinking skills, and administration.
An important element of this course is the use of assistive technologies to increase the
capabilities of disabled persons or those who are physically impaired. Relevant regional
initiatives in ICT mediated instruction and administration will be reviewed. We will also
examine ethical, legal and social considerations in ICT-mediated education, and consider how
existing policies guide administrators.
At the end of this course educational leaders will achieve the competencies needed to facilitate
critical assessment of the tools and the integration of ICT in teaching and learning with the aim
of developing and improving cognitive, literacy, numeracy, critical and creative thinking skills,
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team work, problem solving, alignment of teaching and learning with the requirements of the
information economy and the promotion of lifelong learning.
Course Objectives
By the end of the course you will be able to:
Knowledge
1. Illustrate how computer technology, telecommunication technology and media converge to
produce Information Communications Technology (ICT).
2. Identify general principles drawn from learning theory that can guide instructional design
that incorporates ICT.
3. Describe the attributes of ICT that can be exploited for optimal instructional design.
4. Harness ICT to support a curriculum based on constructivist principles as a learning theory.
5. Assess the potential of the Internet for instruction and administration.
6. Assess the potential of Web 2.0 ICT tools to facilitate the development of higher-order
thinking skills.
7. Assess the capabilities of assistive technology available to accommodate learners with
special needs.
8. Appraise Caribbean initiatives in ICT-mediated instruction administration.
9. Develop appropriate policies to meet the threats and challenges that confront ICT mediated
instruction and administration.
Skills
1. Integrate ICT into instructional design for optimal learning.
2. Use ICT platforms (with emphasis on Web 2.0 tools) for communications, inquiries, and
social networking.
3. Use ICT to explore, analyse, and present information.
4. Design learning tasks that exploit ICT for collaborative learning.
5. Apply ICT in instructional plans designed to develop higher order skills in critical thinking,
creative thinking, and problem solving.
Attitudes
1. Demonstrate sensitivity to the ethical, legal, and social implications of using ICT in
education.
2. Recognise the potential of ICT to positively transform education.
3. Demonstrate motivation to use ICT in managing educational facilities.
4. Appreciate the importance of keeping up-to-date with developments in ICT and in
learning theory.
5. Justify the use of ICT in education.
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Course Topics
{these must be taken directly from the approved course outline – no modifications – WITHOUT
Course Review Team approval -- however modify the table/titles to reflect the structure of the
course units/modules/sessions}
The units to be covered in this course are as follows:
Unit # Session Topics Covered

Covered
Unit 0 Week 1 Introduction/Orientation/Expectations
Unit 1 Week 2 Development and characteristics of ICT
Unit 2 Week 3 Learning theory relevant to ICT in education
Unit 3 Week 4 Use of the Internet and the World Wide Web in education
Unit 4 Week 5 The use of Web 2.0 tools in education
Unit 4 Week 5 The use of Web 2.0 tools in education

continued continued
Unit 5 Week 6 Development of higher-order thinking skills with ICT
Unit 5 Week 7 Development of higher-order thinking skills with ICT

continued continued
Unit 6 Week 8 Assistive technologies in education
Unit 7 Week 9 Regional initiatives for ICT in education
Unit 7 Week 10 Regional initiatives for ICT in education

continued continued
Unit 8 Week 11 Policy development to legal, moral and ethical issues when
using ICT in schools. ALL DUE WORK MUST BE
SUBMITTED BY Dec as the course ends.
NA Week 12 Wrap Up/Evaluation
Teaching Methods:
This online course will be delivered asynchronously and synchronously, using the following
online tools:
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1) Synchronous: This means we will all use these tools at the same exact date and time - the
use of BbC for scheduled sessions, the use of Skype or other tools for individual sessions or
meetings.
2) Asynchronous tools:- This means we will use these tools at our own convenience, and as
we do so, we must allocate time for unexpected emergencies, so we complete assignments
and tasks on schedule – these tools include discussion forums, blogs and/or other online
course activities.
Learners will draw on their work-based as well as online experience. Coursework will use
learner-centered strategies focused on application of authentic tasks. The following teaching
strategies will be employed to promote individual and group-based learning:
• Independent and/or group activities/projects
• Case studies, presentations and development of an ICT portfolio
• Responding to scenarios
• Discussions – forum, chat, journals, web-based seminars
• Critiquing selected readings, and/or peer review
• Research using reliable Web resources
• Tutor-led presentations
• Collaborative learning activities
• Individual assignments
The main course material will be delivered from an online course package comprising Units and
Readings. Learners will refer to the course Units and readings before engaging in online group
discussions, as these will help students to further understand and interrogate the issues raised
within the units of instruction.
Course Delivery
This course will be delivered over 13 weeks using the following strategies:
The main course material will be delivered in a course package comprising Units and Readings.
Each week you will be provided with guidance on particular topics to focus on, but you must
also be prepared to independently work through all the of your course material.
• You will be expected to participate in your online groups with your e-tutor.
• Please log in frequently to check the Course Coordinator’s announcements, the Facilitator
student forum and the unit discussion forum. It is recommended you log in daily and spend at
least 1 hour in the course; you must complete the course readings weekly, and all
assignments on time. You will therefore need to spend additional time each week for over 2-
5 hours in order to complete high quality assignments.
• You are expected to participate substantively in each week’s discussion as your responses
and interactions with colleagues are counted toward your overall points. Course participation
points will be deducted for lack of participation in weekly assignments.
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• Discussion topics will be available on the course site by 7.00 pm on the Sunday of the course
week.
• There will be 4 BbC Sessions scheduled for this course. Of these, 2 will be conducted by the
Course Coordinator, and 2 will be held with your e-Tutor. During the first session, the
Course Coordinator will address any queries on course assessment or any other issues
pertaining to the schedule of the course. During these interactive sessions, you will be
required to share your knowledge on the weekly discussions, and to highlight findings from
your assignments. We will also discuss the challenges that anyone is encountering.
FORMATIVE ASSESSMENTS There will be course assessments as follows:

Assignment Details Points
Assignment 1 Affordances & constraints 10
Assignment 2 ICT based Learning task (OR) 20
ICT introduction plan
Assignment 3 ICT website 20
Research Assignment upload – online research 20
assignment
Four graded Graded discussion forums, blogs or journals require that 5 marks each
discussions, blogs you present your thoughtful responses; including - 20 total
or journals opinions substantiated by reason or a rationale for your
stance; online research and peer interaction. Blackboard
Collaborate will also be used in discussions.
Weekly Participation in weekly discussions will be quantified 10
discussions/ toward the end of the course. You are required to
participation collaborate with your peers in a thoughtful and
informative manner weekly.
TOTAL 100
Note that marks for discussions will be awarded on the basis of relevance and appropriate
use of relevant literature. Merely recalling information is insufficient.
Requirement: Students are required to submit a Coursework Accountability Statement this is

NOW listed as a checkbox in the Assignment Submission window for Assignments 1, 2, 3, and
the Research Assignment. YOU ARE NOT REQUIRED TO SUBMIT AN
ACCOUNTABILITY STATEMENT WITH THE GRADED DISCUSSIONS.
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There is no final examination in this course. Instead, 100% coursework will be used for assessment.
The continuous assessments strategy is divided into formative assessments throughout the units of
the course.
NOTE: Even though the schedule of assignments for this class is rigorous as you will see in the course
delivery schedule, the work will be organized and structured so that it is manageable. The graded discussions
particularly, are designed so you engage with your peers, and fully discuss the materials presented. During
the weeks that you have no graded work, you are required to participate in on-going weekly discussions that
will be posted by the course coordinator. You can expect to effectively cover the materials if you work
consistently and adhere to the schedule.
ASSIGNMENT DESIGN – refer to course schedule for course competencies.
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Rubrics for each of the graded assignments are provided later in this document with the
Objective KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION TOTAL

Dimension
Unit Content % % % % % % %
Development Asg. 1 -Short Asg. 1 -Short Asg. 1 -Short

and answers answers answers
1
characteristics 10%
of ICT 4% 3% 3%
Learning
theory Discussion 1 Discussion 1
2 relevant to 5%
ICT in
education 3% 2%
Use of the Asg. 2 - Case Asg. 2 - Case Asg. 2 - Case
Internet and Discussion 2 Discussion 2
Study/debate Study/debate Study/debate
3 the World 25%
Wide Web in
education
3% 2% 10% 5% 5%
The use of Discussion 3 Discussion 3

4 Web 2.0 tools 5%
in education
2% 3%
Development
Research Research Research Research
of higher-
Assignment Assignment Assignment Assignment
5 order thinking 20%
skills with
ICT 5% 10% 2% 3%
Asg. 3 -
Assistive Asg. 3 - Website Asg. 3 - Website Asg. 3- Website
Website
6 technologies 20%
in education
5% 5% 5% 5%
Regional
initiatives for
7 Discussion 4 Discussion 4 Discussion 4
ICT in
education
Policy 5%
development
8 to legal, moral 3% 1% 1%
and ethical
issues
WEEKLY
PARTICIPATION 2% 2% 2% 2% 2% 10%
TOTAL 7% 18% 25% 15% 24% 11% 100%
assignment descriptions.
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UWI GPA and Marking Scheme

Assignments are marked using the following Mark Scheme. The lowest pass mark /grade is 50%
(C ).
GRADE % GRADE GRADE GRADE DESCRIPTOR

POINT
RANGE DEFINITION
A+ 90 - 4.3 Exceptional Demonstrates exceptional performance and achievement in all aspects of the course. Exceptional application of
100 theoretical and technical knowledge that demonstrates achievement of the learning outcomes. Goes beyond the
material in the course and displays exceptional aptitude in solving complex issues identified. Achieves the highest
level of critical, compelling, coherent and concise argument or solutions within the course.
A 80 – 89 4.0 Outstanding Demonstrates outstanding integration of a full range of appropriate principles, theories, evidence and techniques.
Displays innovative and/or insightful responses. Goes beyond the material with outstanding conceptualization which
is original, innovative and/or insightful. Applies outstanding critical thinking skills
A- 75 - 79 3.7 Excellent Demonstrates excellent breadth of knowledge, skills and competencies and presents these in appropriate forms using
a wide range of resources. Demonstrates excellent evidence of original thought, strong analytical and critical
abilities; excellent organizational, rhetorical and presentational skills.
B+ 70 - 74 3.3 Very Good Demonstrates evidence of very good critical and analytical thinking in most aspects of the course. Very good
knowledge that is comprehensive, accurate and relevant. Very good insight into the material and very good use of a
range of appropriate resources. Consistently applies very good theoretical and technical knowledge to achieve the
desired learning outcomes.
B 65 - 69 3.0 Good Demonstrates good knowledge, rhetorical and organizational skills. Good insight into the material and a good use of
a range of appropriate resources. Good integration of a range of principles, techniques, theories and evidence.
B- 60 - 64 2.7 Satisfactory Displays satisfactory evidence of the application of theoretical and technical knowledge to achieve the desired
learning outcomes. Demonstrates sound organisational and rhetorical skills.
C+ 55 - 59 2.3 Fair Demonstrates fair breadth and depth of knowledge of main components of the subject. Fair evidence of being able to
assemble some of the appropriate principles, theories, evidence and techniques and to apply some critical thinking.
C 50 - 54 2.0 Acceptable Demonstrates acceptable application of theoretical and technical knowledge to achieve the minimum learning
outcomes required in the course. Displays acceptable evidence of critical thinking and the ability to link theory to
application.
F1 40-49 1.7 Unsatisfactory Demonstrates unsatisfactory application of theoretical and technical knowledge and understanding of the subject.
Displays unsatisfactory ability to put theory into practice; weak theoretical and reflective insight. Unsatisfactory
critical thinking, organizational and rhetorical skills.
F2 30-39 1.3 Weak Weak overall performance with very limited knowledge and understanding of the subject. Little evidence of
theoretical and reflective insights. Weak organizational and rhetorical skills.
F3 0-29 0 Poor Overall poor or minimal evidence of knowledge and understanding of the subject. Displays little ability to put theory
into practice; lacks theoretical and reflective insights. Incomplete breadth and depth of knowledge on substantive
elements of the subject. Little or no evidence of critical engagement with the material. Responses are affected by
irrelevant sources of information, poor organizational and rhetorical skills.
RESOURCES
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REQUIRED Readings
Recommended Text/s – these may be purchased or borrowed from your local library; the
UWI library may have copies available. 
Hao Yang, H. & Chi-Yin Yuen, S. (Eds.). (2010). Collective intelligence and E-learning 2.0:
Implications of web-based communities and networking. Hershey, PA: Information Science
Reference. [Obtainable at Boone Bridge Books.com]
Recommended optional texts (ranked in order of preference):

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand
Oaks, CA: Corwin-Sage.
Berger, P. & Trexler, S. (2010). Choosing Web 2.0 tools for learning and teaching in a digital world.
Santa Barbara, CA: Libraries Unlimited.
Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, Oregon: International
Society for Technology in Education.
Media/ Technology Resources

Identify any required media or technology for this course. You should have access to a PC with
a current version of Windows, and the Microsoft Office Suite. You should also have an updated
internet browser, and access to Firefox. You will need this on a daily basis, so that you can
complete your assignments on schedule.
Open Content Resources

http://uwin-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/search.do?vid=OPE
Highly Recommended Resources

(Available via UWIlinc) – you should access and download these resources before we begin the course.
Refer to the course resources section of your course for directions on how to use the online library.
Ducate, L.C., Anderson, L.L. & Moreno, N. (2011). Wading through the world of wikis: An analysis of
three wiki projects. Foreign Language Annals, 44, 495-524.
Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook "friends:" Social capital and
college students' use of online social network sites. Journal of Computer-Mediated
Communication, 12, Retrieved from: http://jcmc.indiana.edu/ vol12/issue4/ellison.html
Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer?
British Journal of Educational Technology, 41, 108-122.
Kennewell, S. (2006). Using affordances and constraints to evaluate the use of information and
communications technology in teaching and learning. Journal of Information Technology for
Teacher Education, 10, 101-116. Retrieved from: http://www.tandfonline.com/doi/abs/
10.1080/14759390100200105
Riley, N.R. & Ahlberg, M. (2004). Investigating the use of ICT-based concept mapping techniques on
creativity in literacy tasks. Journal of Computer Assisted learning, 20, 244–256
Robbins, J.K. (2011). Problem solving, reasoning, and analytical thinking in a classroom environment.
The Behaviour Analyst Today, 12, 40-47.
Trigano, P. (2006). Self-Regulated Learning in a TELE at the Université de Technologie de Compiègne:
an analysis from multiple perspectives. European Journal of Education, 41, 381-395.
Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning.
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Innovations in Education and Teaching International, 45, 411–419.

Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41, 64-
70
See bibliographies at the end of each unit. Follow hotlinks within the course materials; and any
additional materials provided by both course coordinator and eTutor.
ACADEMIC CALENDAR - Important dates to keep in mind:
COURSEWORK ACTIVITIES
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COURSE TOPICS BY WEEK (please refer to your calendar on pages 24 and

25 for the most current information)
WEEK 1 Introductions
WEEK 2 Development and Characteristics of ICT
• The emergence of ICT

• General benefits of ICT
• Use of ICT in education
• Barriers to the introduction of ICT in developing countries
• Attributes, affordances and approaches for using ICT in education
• Attributes, affordances and models that guide the use of ICT tools and devices in
instructional and administrative settings.
WEEK 3 Learning theory relevant to ICT in education

• Application of activity-based learning theories
• Application of reflection-based learning theories
• Application of social learning theories
WEEK 4 Use of the Internet in education

• Web-based learning tasks
• Basic web page design and development for educational purposes
• Evaluation of web-based instruction
WEEK 5 Use of Web 2.0 tools in education

• Educational applications for blogs
• Educational applications for wikis
• Educational applications for social networks
WEEK 6, 7 Development of higher-order skills with ICT

• Higher-order-thinking skills (HOTS)
• Developing HOTS with ICT
• Assessing HOTS among students
WEEK 8Assistive technologies in education

• Inclusiveness in education
• Physical disabilities
• Role and applications of assistive technologies
WEEK 9, 10 Regional initiatives for ICT in education

• Review of regional initiatives in ICT-mediated education.
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• Challenges to ICT-mediated education in the Caribbean

• Recommendations for ICT-mediated education in the Caribbean
WEEK 11 Policy development to meet legal, moral and ethical issues when using ICT in
schools
• Challenges that affect ICT-mediated instruction.
• Policies developed internationally to address ICT-mediated instruction.
• Review of worldwide policies related to ICT-mediated instruction.
WEEK 12 – Course Wrap Up
PLEASE BE SURE TO COMPLETE THE COURSE EVALUATION – YOUR INPUT IS

CRITICAL TO CONTINUOUS IMPROVEMENT.
Graded Assignment Descriptions, Rubrics and Guidelines
COURSEWORK ASSIGNMENTS
The following guidelines apply to all assignments:

For all assignments, you are to include an introduction, body and conclusion. Your introduction should
grab the reader's attention, set up the issue, and lead in to your thesis. Next each individual paragraph
should be focused on a single idea that supports your thesis. Begin paragraphs with topic sentences,
support assertions with evidence, and expound your ideas in the clearest, most sensible way you can. End
your writing with a suitable conclusion using some memorable thought, perhaps a quotation, or an
interesting piece of logic. All grammar, punctuation and references should be above reproach. You must
refer to the APA style guide for information on referencing styles. Note that more specific details will be
included when each assignment is posted online, however you can use the guidelines below to plan ahead.
When preparing assignments, discussions or research activities, it is expected that you will do your own
literature search through UWIlinc or reputable sources on the internet. ALL work must be well cited with
correctly formatted references (marks will be deducted for the lack of correct supporting materials).
Materials from the unit guides should NOT be the only referenced material in your work as you are
encouraged to take responsibility for your learning and to go beyond the material that we provide.
Specific assignments will be submitted using Turn-it-in – so please be attentive to this.
All students are required to attach their Coursework Accountability Statement to their papers on
submission of an assignment. This form is can be downloaded from the Quick Link found in your course
space. The accountability statement is NOT required for discussion board postings. NOTE that in all
instances you must submit your own original work.
ALL RUBRICS WILL BE ALIGNED TO THE MARKING SYSTEM DESCRIBED ABOVE;

WORD SPECIFICATIONS AND ADDITIONAL DETAILS WILL BE POSTED WITH EACH
Page 18 of 26
ASSIGNMENT.
Assignment 1
Discuss the affordances and constraints of email as an ICT tool for learning. In your answer, be sure to
define and fully describe all terminology used, and that your work is grammatically and structurally
sound.
To earn high marks, and more importantly, to address the question completely, you must read the
CRITERIA on the left, and then provide an EXCELLENT response. Excellent means you fully address
all elements listed in the criteria column for each row of the rubric (content, relevance and analysis,
technical aspects). Be sure to read every rubric clearly, BEFORE you begin your assignments and
discussions.
RUBRIC
Criteria Excellent Good Poor
Content of the introduction, body and conclusion is 4≤ 4≤ 2≤
substantive and closely supports your thesis or topic
Relevance of discussion and literature presents an in- 3≤ 2≤ 1.5 ≤
depth analysis; and shows critical reflection
Technical aspects of citing and referencing subscribe to 3≤ 2≤ 1.5 ≤
APA 6th edition (work is professional in appearance
and grammar).
TOTAL 10-9 8-6 5-0
STUDENTS WILL BE OFFERED THE OPTION TO COMPLETE

ONE OF THE NEXT TWO ACTIVITIES TO SERVE AS ASSIGNMENT 2
Assignment 2 (option 1)
Prepare an instructional wiki for your own students (include sample lesson plan, the learning objectives,
well referenced articles about your topic of choice related to your classroom teaching, use suitable
headings, highlight some of the main features in your wiki and guidelines for how your students will use
the wiki, explanations of the safeguards you have included so users of your wiki will be aware, and how it
relates to learning theory.
RUBRIC
Functionality and justification of features used in your wiki are well 10 ≤ 8≤ 5≤
informed by the literature and support the topic or subject you are
teaching; relevance to your instructional curriculum and learning theory
is explicit; shows creativity.
Safeguards are clearly explained to enhance user understanding of why 5≤ 4≤ 2≤
safeguards are needed
Organization, grammar, and format are appropriate; ALL references are 5≤ 4≤ 2≤
correctly formatted; with in-text citations; and materials used go beyond
Page 19 of 26
the course Unit guide.
TOTAL 20-17 16-10 9-0
Assignment 2 (option 2)
Assume that you are an administrator who has received instructions to introduce ICT-mediated instruction
in your school. Prepare a well-organized plan to guide how the following issues will be addressed:
a) Justify the introduction of ICT-mediated instruction in schools.
b) Describe how you will guide the development of school-based policies to guide the initiative.
c) Describe how, and in what areas you will prepare the staff for the initiative.
d) Explain your provisions for students with physical or mental disabilities.
e) Reveal the overall provisions that you will make to monitor and evaluate the initiative.
RUBRIC
Justification for ICT mediated instruction informs the 10 ≤ 8≤ 5≤
benefits to your own students; uses suitable examples
to show understanding of ICT use.
School based and staff development policies are well 5≤ 4≤ 2≤
designed and written so that content is thorough and
understandable
Provisions for disability, monitoring and evaluation 5≤ 4≤ 2≤
are well described; and all rationales are well
presented and documented
TOTAL 20-17 16-10 9-0
SCROLL TO NEXT PAGE FOR ASSIGNMENT 3
Page 20 of 26
Assignment 3
Build a simple website using a free online service or third party. This website will display your work
from this course. It should include copies of all discussions, assignments and research you have
developed for this course. This means that you should save all work in an organized format for ease of
access to upload.
GUIDELINES FOR THIS ASSIGNMENT WILL BE POSTED AT THE START OF THE SEMESTER;
ALL STUDENTS WILL BE EXPECTED TO POST ASSIGNMENTS AS THEY ARE COMPLETED –
THE INTENT IS THAT ASSIGNMENTS WILL BE ACCURATE, AND WELL FORMATTED SO
THEY APPEAR AS PROFESSIONAL WORKS ON YOUR WEBSITE.

Content The site has a well-stated purpose The site has a clearly stated The site lacks a purpose and
(information you and theme that is carried out purpose and theme, but may theme.
post to your site) throughout the site. have one or two elements that
do not seem to be related to it.
Content All information provided Almost all the information There are several
Relevance/Creativity on the Website is accurate and all provided on the Web site is inaccuracies in the content
the requirements of the assignment accurate and all requirements of OR many of the requirements
have been met. the assignment have been met. were not met.
Layout The Web site has an exceptionally The Web pages have an The Web pages are cluttered
attractive and usable layout. It is attractive and usable layout. It looking or confusing. It is
easy to locate all important is easy to locate all important often difficult to locate
elements. White space, graphic elements. important elements.
elements and/or alignment are used
effectively to organize material.
Navigation Links for navigation are clearly Links take the reader where s/he Some needed links seem to
labeled, consistently placed and expects to go. A user rarely be missing. A user typically
take the reader where s/he expects becomes lost. feels lost.
to go.
Background Background is exceptionally Background is attractive, Background detracts from

attractive, consistent across pages, consistent across pages, adds to the readability of the site.
adds to the theme or purpose of the the theme or purpose of the site,
site, and does not detract from and does not detract from
readability. readability.
TOTAL 20-15 14-10 9-0
SCROLL TO NEXT PAGE
Page 21 of 26
Online Research – students will choose ONE of the research assignments below.
Online research assignment (option 1)

Discuss the relevance of situated cognition theory for ICT-mediated instruction.
(900-1200 words)
Online research assignment (option 2)

Justify the use of Web 2.0 tools for the development of higher-order thinking skills.
(900-1200 words)
SAMPLE RUBRIC
Quality of research strongly supports your thesis; arguments show 10 ≤ 8≤ 5≤
in depth analysis; use of suitable examples to validate importance
of the theory in relation to student learning
Interpretation and discussion is well organized; ALL aspects of 10 ≤ 8≤ 5≤
formatting and referencing are within assignment guidelines.
TOTAL 20 - 17 16 - 11 10 - 0
Graded Discussion Activities

NOTE: A more detailed question on each topic will be posted on the graded discussion board so please be sure to
read those actual questions before responding. To obtain full marks you MUST respond substantively to two of your
colleagues’ posts, and integrate your real world experiences – what YOU bring to our learning space is valuable. A
VARIETY OF FORMATS WILL BE USED FOR DISCUSSIONS – SO PLEASE BE ATTENTIVE TO THE
ACTUAL GUIDELINES ONCE THESE ARE POSTED. This allows us to optimize use of all ICT features within
the course.
Discussion Topic Possible

* PLEASE REFER TO THE SCHEDULE OF ACTIVITIES FURTHER DOWN ON Points
PAGE 24-25
1. The concept of convergence as it applies to ICT 5
2. The relevance of discovery learning to ICT mediated instruction 5
3. Examination of an educational wiki site, focusing on its objectives, user 5
friendliness and inherent features.
4. (Option 1) ICT-based instruction to develop critical thinking. 5
(Option 2) Making reference to a plausible human example, explain the
relationship between impairment, disability and handicap.
Assessment criteria:
Criteria Excellent Fair
Quality of response including suitable citations/input/reference to 3 2
readings shows in depth content and analysis
Interpretation and discussion with colleagues is respectful, collegial, 2 1
learner centered, and substantive.
Page 22 of 26
eTutors and CC reserve the right to guide all discussions and postings, particularly where
the tone or approach to your colleagues may appear inappropriate or less than collegial.
This means that we ALL need to be mindful and courteous in every regard as we respond
to others’ posts.
Course Activities and Guidelines

The Blackboard Collaborate discussions will be scheduled so they do not conflict with other
engagements. Please visit http://www.open.uwi.edu/undergraduate/blackboard-collaborate-bbc-
essentials-manual for guidelines.
Below are general guidelines that can help you as you prepare your assignments; note what
constitutes exceptional or excellent work on the left of this chart VERSUS what constitutes
unsatisfactory or poor work. Aim for excellence at all times!
Criteria Exceptional - Excellent Very Good to Satisfactory Fair - Acceptable Unsatisfactory -

Poor
Key Ideas Key ideas specific to the Key ideas refer to the Key ideas are unspecific, The response does not
subject/topic are very, subject/topic; includes unclear, includes few identify key ideas
clearly stated, and well major points, includes supporting comments.
supported. some support.
Application Post connects key ideas to Post connects key ideas to Entry does not connect Vague discussion
future practice in a logical future practice with some key ideas to future without connection to
and coherent way. coherence. practice or does so future practice
minimally.
Philosophy Response includes both Response includes Response includes one Response addresses
agreements and agreements or agreement or neither agreement nor
disagreements with the disagreements only. Offers disagreement, but offers disagreement with
material. Shows penetrating ordinary insight or no insight. material. No insight is
insight. supported opinion. included.
Accuracy Conclusions and/or opinions Conclusions and/or Apparent problems with Obvious problems
are logical. Complete and opinions are mostly logical. accuracy and/or logic. with accuracy and/or
satisfactory. Few errors in logic are logic. Post is
apparent. incomplete and
unsatisfactory.
Format College-level writing is Some deviation from More than 3 grammar or Little or no
used. Proper grammar and college-level writing; spelling errors. (Entry is resemblance to
spelling displayed. The post (Entry is over or under less than … - include college-level writing
is complete and error-free. word count - include count count if applicable). OR entry is submitted
(Entry is within the if applicable). late.
prescribed word count -
include count if applicable)
Page 23 of 26
APA 6th Formatting and Style Guide

ALL WORK MUST BE CORRECTLY REFERENCED AND FORMATTED
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.citationmachine.net
Note that the UWI online library includes tools that allow you to format your citations – USE
THEM!!!!!
This course does not include any examinations – the information below is included here as
general reference.
UWI REGULATIONS REGARDING DISSATISFACTION WITH EXAMINATION

RESULTS
A student who is dissatisfied with the results of his/ her examination should report his/ her
dissatisfaction in writing to the Assistant Registrar, Assessment, Awards and Records (Not to
the CC or eTutor). Students should read their Student Handbook on the regulations and
procedure related to requesting (a) Remark; or (b) Review/Go Through.
Note that for a ‘Review’, only students who have failed a course may request to go through his/
her script with the Examiner.
A ‘Remark’ shall not apply to coursework which counts for 60% or less of the total assessment
of the course and when such coursework consists of more than one piece, none of which
individually exceeds 40% of the total assessment provided; that where a single piece of
coursework counts for more than 40%, re-marking shall be allowed for that piece.
Page 24 of 26
DETAILED COURSE DELIVERY SCHEDULE
TEACHING STRATEGY DATES AND ACTIVITIES

Wk. DATES MAIN TOPIC OBJECTIVES
Course Opens Read through all course Self-paced course review and
Sept 6 materials preparation
Orientation and -Meet with colleagues Discussion
1 Sept 6 - 12 and staff Introductions
introductions Forum (various discussion
-Develop awareness of course formats will be used each (marks for participation in
procedures weekly discussions will be
week; be attentive to your
weekly activities) posted at the end of the
course).
Unit 1 -Trace the emergence Research Assignment 1 –

2 Sept 13 to of ICT
Development Discussions due Sept 22 at midnight
19 - Demonstrate understanding of
and Activities 10 marks
characteristics attributes and affordances. Details on Portfolio (we will
-Discuss general applications
of ICT of ICT in society
begin building our websites
from this week and improve
them as time goes by)
Unit 2 -Apply activity-based Research 1st Graded Discussion due
3 Sept 20 to learning theories to
Learning Discussions Sept 15 at midnight
26 ICT-mediated instruction.
theory relevant Activities 5 marks
to ICT in - Apply reflection based
Learning theories to ICT
education mediated instruction.
Assignment 2
- Apply social learning theories due Oct 27 at midnight
to ICT mediated instruction. – 20 marks
Unit 3 -Prepare web-based Research 2nd Graded discussion due

4 Sept 27 – learning tasks
Use of the Internet Discussions October 13 at midnight
Oct 3 -Formulate design principles
in education Activities
for web based instruction. Viewing online videos 5 marks
-Evaluate web-based
instruction.
Unit 4 -Prepare learning Research 3rd Graded discussion due

4, 5 Oct 4 – Oct tasks that incorporate use of
The use of Web Discussions Nov 3 midnight
17 blogs
2.0 tools in Activities
- Prepare learning tasks that
education Online tutoring in preparation
incorporate use of wikis 5 marks
of wikis
-Prepare learning tasks that Viewing online videos
incorporate use of social
networks
Unit 5- - Examine Higher Order Research Research Assignment (will

6, 7 Oct 18 - 31
Development of Thinking Skills (HOTS) Discussions be posted in September) –
higher-order skills -Develop HOTS with ICT Activities Due Oct 27 – 20 marks
with ICT -Assess HOTS Among
Students
Page 25 of 26
Unit 6- -Demonstrate 4th Graded discussion due

8 Nov 1 to 7 understanding of the issue of
Assistive Research November 10 midnight
technologies in inclusiveness in education Discussions – 5 marks
-Discuss the range of physical
education Activities
disabilities
-Explain how inclusion in
education can be enhanced by
assistive technology
Unit 7 -Exploring initiatives for ICT- Research Assignment 3 (will be posted
9, 10 Nov 8 - 21
Regional based education in the Discussions in October – Due November
Initiatives for Caribbean.  Activities 17 - 20 marks
ICT in -Planning for the introduction (this is due early to allow time
of ICT-based education in the
Education Caribbean Session 7.3
for any troubleshooting and
-Monitoring and evaluating guidance you may need).
ICT-based education initiatives
Unit 8- -Demonstrate awareness of the Research Reminder - Assignment 3

11 Nov 22 - 28 Challenges encountered when
Policy Discussions Due Nov 17, midnight.
development to ICT-mediated education is Summary
introduced.
meet legal, moral NO LATE WORK WILL BE
- Demonstrate awareness of
and ethical issues procedures for developing
ACCEPTED (with the
when using ICT school policy for the exception of documented
in schools integration of ICT in emergencies).
education
-Assess policies developed
internationally to address
challenges encountered in ICT
mediated education
Course Wrap Up Submit all outstanding work No work will be
12 Nov 29 –
accepted past this date
Dec 5
unless to a documented
emergency.
Since this course does not have a final examination you will have this time allocated to work on your portfolio
website. ALL work must be submitted by the due dates, otherwise 2 points will be deducted for each day that your
work is late without email notification to the course coordinator AND your etutor. This applies to both discussions
and assignments.
Page 26 of 26

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EDTK 2030: Information and Communication Technologies in Education.

Academic Year 2020/2021, Semester 1

The University of the West Indies

I can be reached via email at rehana.seepersad@open.uwi.edu. I can also be contacted by telephone at

Dr. Rehana Seepersad

REPORTING ACADEMIC PROBLEMS

UWI REGULATIONS REGARDING DISSATISFACTION WITH

Some important information to keep in mind:

Course Coordinator’s Role:

Course eTutor’s Role:

Course Coordinator’s Expectations: PLEASE READ CAREFULLY

The Course Coordinator’s expectations for EDTK2030: Information and Communication

Citation Requirements for this Course

Netiquette and Course Behaviour

Unit # Session Topics Covered

Unit 0 Week 1 Introduction/Orientation/Expectations

Unit 1 Week 2 Development and characteristics of ICT

Unit 2 Week 3 Learning theory relevant to ICT in education

Unit 4 Week 5 The use of Web 2.0 tools in education

Unit 4 Week 5 The use of Web 2.0 tools in education

Unit 5 Week 6 Development of higher-order thinking skills with ICT

Unit 5 Week 7 Development of higher-order thinking skills with ICT

Unit 6 Week 8 Assistive technologies in education

Unit 7 Week 9 Regional initiatives for ICT in education

Unit 7 Week 10 Regional initiatives for ICT in education

NA Week 12 Wrap Up/Evaluation

FORMATIVE ASSESSMENTS There will be course assessments as follows:

Requirement: Students are required to submit a Coursework Accountability Statement this is

ASSIGNMENT DESIGN – refer to course schedule for course competencies.

Objective KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION TOTAL

Development Asg. 1 -Short Asg. 1 -Short Asg. 1 -Short

The use of Discussion 3 Discussion 3

UWI GPA and Marking Scheme

GRADE % GRADE GRADE GRADE DESCRIPTOR

Recommended optional texts (ranked in order of preference):

Media/ Technology Resources

Open Content Resources

Highly Recommended Resources

Innovations in Education and Teaching International, 45, 411–419.

ACADEMIC CALENDAR - Important dates to keep in mind:

COURSE TOPICS BY WEEK (please refer to your calendar on pages 24 and

WEEK 2 Development and Characteristics of ICT

• The emergence of ICT

WEEK 3 Learning theory relevant to ICT in education

WEEK 4 Use of the Internet in education

WEEK 5 Use of Web 2.0 tools in education

WEEK 6, 7 Development of higher-order skills with ICT

WEEK 8Assistive technologies in education

WEEK 9, 10 Regional initiatives for ICT in education

• Challenges to ICT-mediated education in the Caribbean

WEEK 12 – Course Wrap Up

PLEASE BE SURE TO COMPLETE THE COURSE EVALUATION – YOUR INPUT IS

Graded Assignment Descriptions, Rubrics and Guidelines

The following guidelines apply to all assignments:

ALL RUBRICS WILL BE ALIGNED TO THE MARKING SYSTEM DESCRIBED ABOVE;

STUDENTS WILL BE OFFERED THE OPTION TO COMPLETE

the course Unit guide.

TOTAL 20-17 16-10 9-0

SCROLL TO NEXT PAGE FOR ASSIGNMENT 3

Criteria Excellent Good Poor

Background Background is exceptionally Background is attractive, Background detracts from

TOTAL 20-15 14-10 9-0

SCROLL TO NEXT PAGE