Course Title: ICT
in Education
Course No.: Ed. 431 Nature of course: Theoretical +
Practical
Level: B.Ed. Credit Hour: 3 hours (2T+1P)
Semester: Third Teaching Hour: 80hours (32+48)
1.
Course Introduction
ICTs
integrated education system is pervasive in school education and higher
education in 21st century. Professional teachers need to know about how ICTs
are integrated in education system from educational administration to the
classroom level and build necessary competencies to use ICT tools in their
teaching, learning management and evaluation purposes. This course thus is
designed for the students in Bachelor Degree in education aimed to impart both
the knowledge of the use of ICTs in education and professional competencies
envisaged to be necessary for a 21st century school teachers. This course
furthermore has addressed the ICT professional standards set by different
organizations and Nepal's own standards as promulgated by the Ministry of
Education Nepal. This course is mainly a practical course that the students
have to learn things being in action - project works, laboratory works and
assignments. Besides there are some theoretical discussion on the use of ICTs
theory, philosophy and historical development of ICTs in education.
2.
General Objectives
a. Introduces
the meaning of ICTs in education and practices in school education
b. Provides
competence in using ICT tools in classroom teaching and learning
c. Acquaint
to the different learning management system and able to use them in teaching
and learning management
d. Impart
brief ideas on the historical development and innovation of ICTs use in the
field of education
3.
Course Outlines
|
Specific Objectives
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Contents
|
|
·
Explain the difference of ICT and ICT education in
terms of aims, contents and practices.
·
Sketch the historical development of ICT and ICT in
education in the world.
·
Describe the policy and practices of ICT in
education among different countries.
·
Compare the ICT policy and practice in Nepalese
education.
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Unit I: ICT and
ICT Education(6)
·
Meaning of ICT and ICT education
·
The beginning of ICTs in education
·
ICT use in education in different countries a review
(some developed and developing countries)
·
ICT in education in Nepal: ICT policy and programs
in Nepal (one-laptop per child, virtual schools, ICT integration in courses,
Computer courses etc)
|
|
·
Explain a relation between theories of learning and
use of ICT in teaching different subjects in schools
·
Describe the implication of learning theories in
making different educational software and tools that are used in education.
·
Illustrate and explain how ICTs use can enhance
actionable, engaged and interactive learning environment.
·
Examine the position of traditional learning
theories in relation to theories of networking of learning.
|
Unit 2: Learning
theories and educational software/ICT tools (6)
·
Behaviourism, cognitivism and constructivism in
students' learning and in developing educational software
·
ICT use for actionable, engaged and interactive
learning
·
Learning through networking - alternative view of
learning
|
|
·
State the inclusion of ICTs in school curriculum in
different subjects.
·
Explain the needs of ICT competencies for a teachers
based on different professional standards
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Unit 3: ICTs in
Curriculum and Professional Standards (4 )
·
Review of the curriculum framework and professional
standards of teachers in relation to ICT use for different subjects
·
ICT competencies in different professional standards
(eg UNESCO, OECD, EU) and NCED Nepal.
|
|
·
To
enhanced the skill to operate the operating system
·
To handle ICT devices and
use them in learning facilitation
·
To handle the mobile
computing devices and applications.
|
Unit 4: Operation
of Computer System and Hardware for
Professional work(8)
·
Working with operating system (Desktop, file and
folder management, user account and password protection).
·
Computer hardware and their installation for use (printer,
digital camera, scanner, projector, flash
drive etc)
·
Use of Mobile
computing and Applications
|
|
·
Design power points for different purpose of presentation
for different subjects and issues
·
Design spreadsheet as per needs of the tasks
·
Use spreadsheet to enter students' progress scores
and compute for analysis and interpretation of the results.
·
Use appropriate software in designing learning
materials, lessons and project work/assignment for the students
|
Unit 5: Application
competency for Teaching learning
(26)
·
Working with word processor software for teaching
learning (Text formatting, page setting, table and object insert, review and
citation on documentation)
·
Designing and use of spread sheet for teaching and
recording of the students' performance (worksheet and workbook, cell
referencing, functions and formula, Inserting charts, Case: Analyze the
students' achievement score)
·
Power point designing and use for teaching (Creating
presentation, inserting pictures, charts, audio, video, formatting
presentation, layout, animation, slide transition)
·
Use of software relevant to particular subject (math,
language, science, social study) in preparing presentation and dynamic
learning materials
|
|
·
Create emails and use it for communication using
full features in email.
·
Identify simple connectivity problem of internet and
solve or refer to the technical person.
·
List out the useful e-resources and database for
school education and more.
·
Use ICT gadgets for creating contents for learning
(audio, video, text etc)
·
Use of multimedia in teaching and learning
|
Unit 6:
Communication tools, multi-media and their use in teaching and learning (20 )
·
Use of Internet and email
·
Search engine and social media
·
Use of cloud computing tools to share documents (eg
google drive, skype etc)
·
Searching database and e-resources available freely
in online and school system database.
·
Proper use of e-resources for enhancing professional
capacity and for students' learning
·
Educational Mobile Application
·
Recording Audio, Video,
·
Create Video Clips, movie
maker-Software, simple video editing
·
Multimedia and its use (text,
image, animation, audio and video) in teaching and learning
|
|
Explain the
cyber security laws and issues
Use ICTs with
full ethical consideration
Create awareness
programme for students in security, ethics and use and misuse of ICTs
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Unit 7: Security
and Ethical Consideration in ICT use(6 )
·
Computer protection form virus
·
Cyber security and Cyber Crime
·
Ethics in using digital documents, ICT use and
communication
·
Use and misuse of ICTs
|
|
Design
and present ICT based projects appropriate for students in different subjects
in school education
Conduct
seminar on the basis of the projects
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Unit 8: Project
Work on Using ICTs(4 )
Students from
the respective fields of their specialization will work on projects assigned
by the course teacher (both individual and group project). Each student need
to involve in at least 10 projects.
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4.
Instructional Techniques
The instructional techniques for this
course are divided into two groups.
First group consists of general instructional techniques applicable to
most of the units. The second group consists of specific instructional
techniques applicable to particular units.
4.1
General Techniques
Reading
materials will be provided to students in each unit. Lecture, Discussion, use
of multi-media projector, brain storming are used in all units.
4.2 Specific Instructional Techniques
Demonstration and production of workshop are essential
instructional technique for all units in this course during teaching learning
process.
Specifically, The units 4 , 5 , 6 , 7 are for practical workshop sessions in
ICT laboratory. The products created through the workshop will be demonstrated
through seminars and presentationin class. The other units will need lecture,
discussion, demonstration, small assignments for writing essays etc.
5. Evaluation
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Internal
Assessment
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External
Practical Exam/Viva
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Semester
Examination
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Total
Marks
|
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40 Points
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20 Points
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40 Points
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100 Points
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Note: Students must pass separately in
internal assessment, external practical exam and semester examination.
5.1 Internal Evaluation (40 Points)
Internal evaluation will be conducted by subject teacher based on
following criteria:
1)
Class Attendance 5 points
2)
Learning activities and class
performance
5 points
3)
First assignment (written assignment) 10 points
4)
Second assignment (Case
Study/project work with presentation) 10 points
5)
Terminal Examination
10 Points
|
|
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Total 40 points
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5.2 Semester
Examination (40 Points)
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Examination Division, Dean
office will conduct final examination at the end of semester.
1) Objective question (Multiple choice 10 questions x 1mark) 10 Points
2) Subjective answer questions
(6 questions x 5 marks)
30 Points
|
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Total
40 points
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5.3
External Practical
Exam/Viva (20 Points)
Examination Division, Dean
Office will conduct final practical examination at the end of semester.
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