Prepared by Dr. Fred Mednick: Ver.

VI_22 September

Course Staffing and Descriptions

ICT in Education Program: Suriname
Course descriptions are updated often and can be found at the ICT in Education
website: http://needtoknow.org/courses and on the course platform Canvas. All
course descriptions below are subject to change at the professors discretion. In
October, 2017, the Handbook will also be updated and available online at:
http://needtoknow.org/handbook

Course Staffing
COHORT 3 (first-year students) January, 2017

Module 1-2: Karen Triquet, Wim Mees, and Erick Moertabat

Module 3-4: Koen dePryck and Erick Moertabat
Module 5: Padhu Seshaiyer and Daniela Rosario
Module 6: Fred Mednick and Andy Plak

COHORT 2, classes begin November, 2016

Module 7: Cathryn Bennett and Daniela Rossario

Module 8: Patrick Van Damme and Andy Plak
Module 9: Padhu Seshaiyer and Jerry Oldenstam
Module 10: Olten van Genderen and Andy Plak
Module 11: Koen dePryck and Erick Moertabat
Module 12: Tom Vanwing and Wim Mees

COHORT 1, classes begin November, 2016

Module 13:
Module 14:
Module 15:
Module 16:
Module 17:
Module 18:

Andy Plak and Vladena Baetge Jahn

Juany Roman and Daniela Rossario
Wim Mees and Karen Triquet
Bieke Abelshausen and Randy van Zichem
Padhu Seshaiyer
Fred Mednick and Andy Plak

COHORT 1 STUDENTS: please see the description of your internship and lesson plan
requirements under Year 3: Ready, Set, Teach!

Prepared by Dr. Fred Mednick: Ver. VI_22 September

Course Descriptions

Year 1: High Tech, High-Touch, High-Teach

OBJECTIVES
High-Tech = the ability of ICTs to multiply teacher effectiveness and accelerate efficiency.
High Touch = the importance of hands-on learning in a supportive environment.
High-Teach = a focus on student achievement and successful classrooms

Demonstrate efficiency and effectiveness for educators through ICT

Show how ICTs help develop higher order thinking skills among learners
Engage in 21st century collaborative problem-solving and group projects
Launch e-Portfolios to document teaching excellence and impacts

Prepare for practice teaching in Year 2

These two modules shall be combined for Cohort 3, which begins in January, 2017

Module 1: E-Learning Platform

This course introduces 21st Century skills required for ICT-enhanced classroom efficiency and
effectiveness. We will begin by ensuring access to the course platform, provided by Canvas.
Then, the six modules of this course center around concepts such as comfort with ICTs, blogs,
websites, ICT-enhanced collaboration, problem-solving, and student-centered learning. We will
work in groups to provide hands-on demonstrations of what these concepts mean in the
classroom. We will discuss and create e-Portfolios so that students can chart their professional
growth and demonstrate competence in skills throughout the degree program.

Module 2: ICT-Enhanced 21st Century Learning

We will explore ICT tools designed to enhance brain-storming strategies, collaboration,
creativity, affinity mapping, and design thinking. Technology activities will enhance skill levels
of teachers by focusing attention on how and when to use particular tools to meet particular
needs in the classrooms. Students will work on projects that they can use in the classroom so
that they are familiar with what their students will experience.

Module 3: Personalized and Self-Regulated Learning

This module centers around ICT-facilitated habits of mind, communication, active learning,
extended learning opportunities. student-centered learning, authentic assessment, and inquirybased learning. We will review scenarios from Suriname to determine the degree to which
these concepts can be put in place in classrooms.

Module 4: ICT Examples of Student Learning

This module asks essential questions about how ICTs and 21st century pedagogies can, indeed,
result in enhanced student learning. We will explore examples of research from around the
world and determine how they might fit the context of Suriname. We will work through vetted
resources from TACCLE2.eu for STEM, language instruction, and other key competencies. This
module sets us up for work in Year 2, where the focus will be on subject-matter mastery, based
upon the expectations of Surinames national educational goals.

Prepared by Dr. Fred Mednick: Ver. VI_22 September

Module 5: Problem-Solving and Simulation

This modules focus on problem solving and simulation helps emerging and working teachers
expand their capacity to transform their classrooms into active learning laboratories. It begins
with more brainstorming techniques, then moves into the Japanese iterative process of Lesson
Study, in which students work in groups to plan, teach, reflect, and share their work. From
there, students take a lesson into the community so that they can demonstrate the capacity for
learning outside, as well as inside, the classroom.

Module 6: E-Portfolios - Public Evidence of Professional Competence

In this module, we work on e-Portfolios in order to reflect upon the ICT in Education
journey. We review concepts around e-Portfolios, then provide evidence of learning to
date: images, stories, examples, videos, assignments. And, equally important, we set the stage
for what we need to learn about ICT-enhanced teaching and learning. We will look over
templates and find ways in which students can critique each others work, ensuring that the
skills gained in Year 1 are strengthened. This process will set the stage for students to create a
Personalized Learning Plan for their practice teaching in Year 2.

Year 2: Preparation, Practice, Performance

OBJECTIVES

A new lesson-plan format shall connect to the course of study

IOL professors will support a transition from the old to new lesson plan

Observations will inform new perspectives on actual teaching

Opportunities to develop curriculum and new lesson plans

IOL will ensure that teachers already employed shall introduce curriculum

Groups will then transform existing curriculum into 21st century lessons

Lessons shall then be presented to mentors and IOL professors

Module 7: Personalized Learning Plans

Textbooks and curriculum plans distributed by IOL

Students will practice lesson-planning through a December 8 assignment
Students will be observed by IOL inspectors, mentors, and IIED professors
A Module 7 Group Project will focus on 21st century pedagogies
Students will revise their e-Portfolios based upon new skills
All teachers are required to observe classrooms and submit observation forms
All teachers then present their lessons to mentors and IOL professors
Teachers will update their e-Portfolios with direct evidence of their skills in ICTs

Prepared by Dr. Fred Mednick: Ver. VI_22 September

Module 8: Lesson Planning and Observations

Observations in Paramaribo and Nickerie.

Personalized Learning Plans become timelines
Old and new lesson plans: transition
Preparations for peer teaching

Module 9: Special Projects in Science and Technology

Observations of classrooms using an online form

Group Project on BESTREAMING: Basic Education:

Science, Technology, Reading, Engineering, Arts and Mathematics.

Next Generation Festival will advance STEM education to inspire the next generation of
scientists and engineers and showcases exhibitors, performers, speakers, partners,
sponsors and advisors from all areas of STREAM: academic centers, government
agencies, high tech companies, museums and community organizations.

Module 10: Teach Like a Champion!

Textbooks and curriculum plans are subjected to continued review

Exercises based on: "Teach Like a Champion " by Doug Lemov, including field notes,
videos, and plug-and-play applications

Continued observations and lesson-planning

Mentorship engagement

IOL requirements begin to be met

Module 11: Practice for Peers and in Schools

Mentors shall be briefed about new lesson-plan format

Mentors shall work directly with pre-service and in-service teachers to develop lessons

Peer and mentor feedback to identify areas of strength and weakness

Teaching shall commence in an official capacity to work through IOL requirements

A final exam project developed by IOL, based upon 21st century pedagogies

Module 12: Systems Thinking and Community-Based Education

Systems thinking in class: framework and tools

The introduction of teaching and Sustainable Development Goals (SDGs)

Area-based learning and asset-based community development (ABCD)

Group assignment project to apply systems thinking to tangible problems

E-portfolio review

Teach Like a Champion: http://teachlikeachampion.com/

Prepared by Dr. Fred Mednick: Ver. VI_22 September

Year 3: Ready, Set, Teach!

OBJECTIVES
Year 3 demonstrates competencies in lesson planning, curriculum development, and ICTenabled 21st century pedagogies. Students will meet requirements in (a) student teaching for
pre-service teachers and communities of practice for employed teachers (b) theories and
practices of child development (c) Surinamese culture, and (d) community outreach
Pre-service teachers and in-service teachers shall be separated in order to attend to their specific
needs. International professors and mentors will work together in the formal evaluation of
lesson plans, along with a review of the final e-Portfolio.
An educational change project (designed in Module 13 and executed in Module 18) will
integrate all aspects of ICT-enhanced teaching practice in order to make an in-depth
contribution to curriculum and teaching in Surinames schools and communities

Module 13: Internship Requirements, Management of Education Change

IOL REQUIREMENTS for STUDENTS SEEKING A BA in ICT in EDUCATION

Those seeking a BA degree are required to complete an internship for 16 weeks,

1x per day (all day). Time-frame to be determined by IOL.

Those currently teaching will receive support from IOL in the form of an official
letter for school directors so that release time of one full day per week will be
granted throughout the period of the internship.

Students are responsible for working with IOL to make arrangements for
internships, including securing the school and working with an outside mentor
and school-based supervisor.

Successful completion of 9 formal lessons implemented in the school where

students are interning. required as a graduation requirement, and the criteria
based upon the NEW lesson plan introduced during the second year.

MODULE on MANAGEMENT of EDUCATIONAL CHANGE

Students will be expected to invent their own innovative practices and show that they can
address a community-based problem for which education can create a positive impact. This
project will be distinguished for its ICT-enhanced curriculum AND teaching practices. The
students can choose whether to focus on school-aged populations or an underserved
population, such as the elderly. The project shall be executed in Module 18.
ELEMENTS

A model that shows the process of building change, including inputs, outputs, the role
of stakeholders, and outcomes expected

An evaluation plan that will be publicly accessible

A plan that relies upon local leadership and ownership
The open and public demonstration of impacts

Prepared by Dr. Fred Mednick: Ver. VI_22 September

STAKEHOLDERS AND SUPPORT STRUCTURE

IOL professors
IIED professors
Community organizations
Parents

POSSIBLE TOPICS:

Youth: connect ICT4D at youth and after-school centers to address a specific problem
(absenteeism or multi-grade classrooms); create a curriculum and implement it

Public Health: education for water, sanitation, traffic safety, to be integrated into
classroom curriculum (science, social studies, etc.)

The Disabled: show how ICT services can identify issues, improve access; build
curriculum around best-practice research; find a place for implementation; do not

Seniors: provide a plan for how those over 60 can access ICT services to identify and
use practical services; integrate ICTs into existing services. If you create a program,
you must create the curriculum, too.

Community Participation and Assessment: establishing community priorities for

advocacy, using ICT tools for public demonstrations of the peoples voice. Create or
popularize apps that emphasize inclusion.

Curriculum Development: an active contribution to curriculum development for new

textbooks in Suriname, in partnership with the Ministry of Education.

PUBLIC POSTER PRESENTATION AND E-PORTOLIO

A poster presentation shall take place at IOL at the end of Module 18, open to teachers, school
directors, IOL faculty, the Ministry of Education, and the general public, followed by a formal
graduation ceremony, at which time a short documentary film of the program will be aired and
diplomas distributed to successful graduates. Your e-Portfolio shall include a menu item
entitled Education Change Project, along with the following sub-pages that describe:
o

Title of Project addressing the gap you want to close or the problem you want to
address, along with details about the before picture, your intervention, and the
intended outputs and outcomes

Objectives and Plan: your overarching goals of what you want to accomplish, and how
you want to go about it (be specific)

Change Model: a process that shows inputs, outputs, stakeholders, and outcomes

Evaluation: of impacts, based upon a set of models

Module 14: Adult Learning and Peer Support

Criteria for different roles of pre-service and in-service teachers

Workshops on educational leadership and the role of ICT in Education students

Principles of adult learning, essential for coaching colleagues unfamiliar with ICTs

Prepared by Dr. Fred Mednick: Ver. VI_22 September

Case studies designed to use real-life classroom examples to support those teachers

At least 4 formal lessons (IOL) requirements are to be formally observed and completed

Module 15: Textbook Revision and Contribution

This module will be devoted to tying together all of Year 1 and 2, plus the first modules of Year
3 into a textbook revision project, to be shared with the school in which pre-service students are
either conducting their student teaching and working teachers are participating in their peer
communities of practice.

Time will be allotted to work on the educational change project

Pre-service and working teachers are required to complete close to 8 of their formal
lessons

Students will be given a grade level textbook and undergo a process of curriculum
review, to be formally submitted to MINOV

Module 16: Peer Teaching for Newer Cohorts /Student Teaching

In addition to completing IOLs formal teaching requirements, ICT in Education students will
be responsible for teaching a portion of Module 10 from the Year 2 program. Time will be made
available, as well, to finalize the education change projects.

Module 17: Educational Change Project - Executed

This module is devoted to the execution of the project designed in Module 13. Planning time in
class will be devoted to all aspects of the program, from design of inputs, outputs, and
outcomes to impacts. A review committee will help in the evaluation of the education change
project, to be incorporated into ones formal e-Portfolio.

Module 18: Presentations and Completion of Student Teaching

Students will present their educational change projects to the public. Students will also be
involved in an intense counseling process with IOL professors, mentors, and IIED professors to
focus their career aspirations and to prepare pre-service teachers for their role as advisors to
other educators. All educational change projects shall be made available in digital form on this
Need to Know website and incorporated into each students e-Portfolio.
At the end of this module, the ICT in Education students shall be able to prove their excellence
as ICT-enabled teachers and shall be in a position to:

Share experiences through hands-on practice

Building and support a professional network within and beyond their schools

Make a substantial contribution to Surinames new momentum toward national

standards

Prepare to take their place as teacher leaders and ICT advocates in Surinames schools