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Step 1: Create List of Learner Levels
Using the "ICT Policy Program Decision document - Filing Cabinet – Tool 2.2, through the form below add all the Learner Levels that the proposed program will address. ( Example: Pre-elementary, Elementary, Lower Secondary, Upper Secondary, Post Secondary, Mixed -Lifelong Learning, Mixed - Skill training, Mixed -Telecenters, etc.).
We recommend that you first complete the Print-based Form and then use it as a guide to complete the web-based forms in both steps "Create Learner Levels" and "Create Curricular Subjects" on this and the next page. The information you enter regarding curriculum units can be used as a guide in Section 2: "Determine Required ICT-Enhanced Content."
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| Create Curricular Subjects |
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Step 2: Create List of Curricular Subjects
Using the form below, add all the curriculum subjects to be treated in the proposed Program. (Examples: Algebra, geography, teacher education, language, electricity, optics, skill formation, computer literacy, etc...)
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| 2. Determine Required ICT-Enhanced Content |
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With the help of subject matter specialists and instructional design and ICT-in-education experts – when available - identify tentatively the type of ICT-enhanced content required for enhancing the teaching/learning of each curriculum unit identified above, per learners' level.
Also identify for each ICT-enhanced content item, or group of items, the modality of usage as well as the learning and instructional objectives behind the use of the ICT-enhanced content. For more information about usage modalities and objectives, click:
To enter the above information about required ICT-enhanced content and create a database, click the "Create" button below.
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| 3. Access Required ICT-Enhanced Content Database |
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The database of required ICT-enhanced content may be searched by specifying a combination of criteria. Once retrieved, a ICT-enhanced content item may be edited and resubmitted.
You can also download a partial or full list of required ICT-enhanced content by specifying Learners' Level, Curriculum Subject and Curricular Unit.
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| 4. Should ICT-Enhanced Content be Acquired, Adapted, or Created? |
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This is one of the most difficult questions to answer. Should a country acquire existing educational radio and TV programs and educational software, or should it develop new ones in accordance with its curricular and instructional framework? Acquisition saves time but not necessarily money. In most cases, a country has to buy the material or pay a licensing fee. There are also important suitability issues both from the point of view of learning objectives and acceptability of the means of communication. On the other hand, creating new materials requires sophisticated expertise, substantive time, and significant up-front financing. Depending on the number of schools using the materials, the unit utilization cost may be very high.
To deliberate on this question, the Team is guided by the decision flowchart below. It is likely that this process will result in a combination of acquired ICT-enhanced content, adapted ICT-enhanced content (when allowed), created ICT-enhanced content and web-based instructional resources.
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The output of the this tool resides in a database. You may search it by certain criteria by going back to Section 3.
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The application of this tool generates the following files:
These files are saved in the Country's Filing Cabinet. They may be accessed anytime from the Filing Cabinet or from the above list by clicking on the specific file.
If any documents have been uploaded to the Team Bookshelf, they may be accessed at anytime.
Please go back to Toolkit Map/Home to continue to the next Toolbox.
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Usage Modalities: Definitions
| Usage Modality Menu |
Description
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Integrated into Curriculum
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Integral part of the teaching/learning process
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Enrichment
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Used as a resource outside regular classroom
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Self-standing
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Used for distance education, virtual schooling, online courses, etc…
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Information Management
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Used for management of administration and/or learning systems
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Learning Objectives: Definitions
| Learning Objectives |
Description |
| Not Applicable |
The ICT-enhanced content item may be used for non-learning objectives |
| Allow the storage or display Information |
This level involves the passive hearing or viewing of stored information, individually or as a group. |
| Foster exploration of materials and ideas |
At this level the learner is engaged in the conscious pursuit of information that will lead to a better understanding of an existent issue, question or concept |
| Enable the application of understanding |
At this level, ICTs can provide a powerful tool for applying a concept or understanding to a new situation. |
| Organize materials or ideas to foster analysis |
Here ICT tools allow individuals to analyze materials or ideas by organizing them and manipulating them as a means of understanding their relationship. |
| Support evaluation and problem-solving |
This level represents the use of ICTs to support the process of evaluation. This can be done by compiling information and resources into a digital repository, developing simulations that will immerse students in an environment that will help them evaluate relevant dimensions and solve the problems that are posed, and collaborative Web-based environments that support or foster evaluation and problem-solving. |
| Facilitate constructing or designing projects |
At the highest level ICTs are used to foster the design or construction of integrating projects, whereby students must explore wide range of ideas and resources, analyze and evaluate them, and synthesize them in a project. ICTs can fully utilize the multimedia environment to support this process |
Teaching Objectives: Definitions
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Not Applicable
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The ICT-enhanced content item may be used for non-teaching objectives
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Presentation
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of a piece of information
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Demonstration
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of a concept, idea, phenomenon, law or theory
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Drill & Practice
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to achieve student competence in the application of knowledge
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Animation and simulation
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to abstract reality and offer an efficient and inexpensive environment to reach generalizations or to draw implications from a law or theory
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Research
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for professional development and preparation of lessons
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Collaboration/ communication
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on projects with other teachers in the school or in other schools in the country or elsewhere, or with scientists in the field.
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Management of Student Learning
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