MINISTRY OF EDUCATION

Transcription

1 MINISTRY OF EDUCATION SYLLABUS FOR INTEGRATED MEDIA AND TECHNOLOGY EDUCATION CORE SUBJECT in the BASIC EDUCATION TEACHER DIPLOMA (BETD) NOVEMBER 2006 NIED, Okahandja 1

2 Ministry of Basic Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia NIED, Ministry of Education, 2006 ISBN: Printed by NIED Website: Publication date: November,

3 TABLE OF CONTENTS 1 Introduction Rationale Aims 2 4 Terms and Definitions Core Subjects Topics Summary BETD Professional Themes. 8 7 Subject Themes and Topics. 8 8 Syllabus content, Objectives and competencies Assessment Covering of Professional Themes/Competencies Through the Core Subjects Appendix Resources - Reference Books for Integrated media and Technology Education 19 3

4 1. INTRODUCTION The Core Block consists of a core of all subjects, which are compulsory to all students over three years of study. The Core Subjects are Arts in culture (terms 1-9), Education Theory and Practice (terms 1-9), English Communication Skills (terms 1-9), Human Movement Education (terms 1-9) and Integrated Media and Technology Education (terms 1-9). The total credit points, over the three years of study, for each subject are: Education Theory and Practice English Communication Skills Arts in Culture Human Movement Education Integrated Media and Technology Education 30 credits 8 credits 6 credits 6 credits 6 credits Integrated Media and Technology Education is a Core Subject in the BETD and is offered to all student teachers for three years (terms 1-9). The other The Core Subjects are Arts in Culture (terms 1-9), Education Theory and Practice (terms 1-9), English Communication Skills (terms 1-9), Human Movement Education (terms 1-9). Integrated Media and Technology Education (IMTE) aims to equip future teachers with the knowledge, skills and attitudes they need for their studies at college and preparing them for their roles as teachers in the Namibian Education system. IMTE will pay a supportive role to all subjects by equipping students with the information and technological literacy skills they need and competencies to integrate technologies in the teaching and learning processes. NOTE: It is suggested that there should not be a textbook requirement for this course, but rather that students be required to purchase a memory stick for saving assignments. 2. RATIONALE Integrated Media and Technology Education equips future teachers with the basic knowledge, skills and attitudes needed to integrate media and information and communication technologies (ICT) in instruction and assessment. Students will learn how to infuse information (library) and technological literacy skills into the basic education curriculum in order to achieve the Vision 2030 goals set for their learners. Students will also learn how to effectively use media and technology to engage learners and enhance pedagogy as well as meet the needs of learners from diverse social classes, gender, race, ethnicity, language, age and special needs. In addition, students will explore the use of technology for their own professional development. Syllabus for IMTE Core Subject in the BETD 1

5 This course is based on the ICT Integration in Education Standards, which expect that teachers will be able to: Operate ICT applications in an education context Design and deliver lessons using ICT applications Assess and evaluate learning using ICT applications Apply ICTs to engage in continuous professional development in an education context Use ICTs for learners with special needs Comply with social, ethical and legal requirements of ICT use in an education context The implications of these principles are embedded in the content area, objectives and competencies of the syllabus. 3. AIMS The core subjects aim at developing the skills, knowledge and attitudes and promote professionalism. ARTS IN CULTURE aims to: Advance the student teacher's knowledge of the ways in which the Arts influences and are influenced by society and the environment. And thus, to foster the values of culture, especially those of the Namibian people and others. Develop students ability to explore, express create and to aesthetic appreciation Encourage appreciation of Arts for all student teachers Provide student teachers with skills to present lessons in other subjects with a creative approach, using elements from various art components, in order to satisfy the creative and expressive needs of their learners. INTEGRATED MEDIA AND TECHNOLOGY EDUCATION (IMTE) aims to: Equip future teachers with the information and technological literacy skills needed to effectively use media and technology in their teaching as well as prepare their learners for productive contributors to Namibia s knowledge based economy. EDUCATION THEORY AND PRACTICE aims to: Familiarise the student with various teaching and learning principles and approaches. To equip the student with knowledge and insight regarding the "how: and the "why" of teaching and learning so that they can transfer this knowledge and these skills to concrete teaching and learning that is interesting, stimulating, meaningful and productive. Syllabus for IMTE Core Subject in the BETD 2

6 Educate student teachers in producing teaching and learning materials, artefacts and use them in a flexible way and adapting them to learners' reality and needs. Stimulate a reflective attitude towards teaching and learning ENGLISH COMMUNICATION SKILLS aims to: Equip students with the language proficiency needed both for their studies and for teaching through the medium of English, and to empower them to wok co-operatively and independently to continue the development of their knowledge, skills and attitudes HUMAN MOVEMENT EDUCATION aims to: Equip students with abilities to use human movement as medium, through the development of attitudes, knowledge and values related to an active and healthy lifestyle, fitness, recreation and quality of life of self and others. 4. TERMS AND DEFINITIONS Introduction An introduction of a syllabus will say something about the status of the paper; how to use it; A place for general comments; to put the reader's mind in the correct framework; to familiarize the reader with what is to follow; opening statements and background information; explanation of the subject areas. Rationale A rationale provides reasons and principles of why the subject is taught; relates the subject to a broader perspective, for example, what the role is in society; and/or the reason for the subject. Aims Long-term outcomes that you strive to achieve in a wider sense than only for assessing. Core Subject Topics Summary An overview of all topics included in the different core subjects. Objectives Specific content-based outcomes, which have been narrowed down sufficiently, so that they can be assessed. Process A set of actions performed intentionally to reach a particular result. Syllabus for IMTE Core Subject in the BETD 3

7 Theme A title that expresses the overall concept or the idea that unifies a group of topics. A main area of content to be explored, selected for its relevance and appropriateness to the intended learning experience. Thus, a theme is phrased in broader terms allowing a number of topics / subtopics to be derived from it. Syllabus for IMTE Core Subject in the BETD 4

8 Topic (s) TOPICS are comprehensive umbrella concepts that are broken up into smaller SUBTOPICS. For IMTE, these are organized around the National Professional Standards for Teachers and the Educational Theory and Practice course schedule. Topics are subject-related subdivisions of content. Within IMTE they are headings which give direction to the syllabus. A sub-unit of the theme, the units or subject components of the theme. The topic is phrased in a manner that encourages students to make linkages back to the main theme and between different topics under the theme. Learning Objectives Indicate the essential knowledge and skills students need to master. Statements that describe learning which is intended to take place in terms of subject matter/ content knowledge (knowledge, skills and attitudes), including appropriate pedagogical content knowledge. Learning objectives are to be formulated in such a way that they reflect the procedural knowledge and conceptual understanding of both subject matter/content knowledge and pedagogical content knowledge. Competencies Indicate what skills students need to demonstrate as the outcome of teaching and learning. Specific competencies listed in IMTE are suggested project-based assessments which students might later use as artefacts in a teaching portfolio (electronic or paper-based) to demonstrate their ability to meet NPST and ICT Integration in Education standards. Specific statements describing what student teachers will do in order to demonstrate that they achieved the knowledge and skills required. Competencies are written in a manner that they are assessable during and at the end of the period of learning/instruction. Task/Activity/Assignment A task, an activity, or an assignment, can be an opportunity given to student teachers to practice and or to develop skills and apply knowledge. They can also be used to assess students skills and knowledge. Skill A special ability to do something well. Professional Themes/Competencies Skills or other abilities to demonstrate what is needed and can be assessed. Syllabus for IMTE Core Subject in the BETD 5

9 Criteria Established descriptions of outcomes/expectations required from student teachers to complete tasks successfully. NPST refers to the National Professional Standards for Teachers (June, 2006, Ministry of Education). Ex. NPST 5 refers to teaching standard #5 ICTED refers to the ICT Integration for Educators standards (September 2006, ICTs in Education Steering Committee and Ministry of Education). Ex. ICTED 03-1 refers to Element #1 in ICT Integration standard #3. Syllabus for IMTE Core Subject in the BETD 6

10 5. CORE SUBJECT TOPICS SUMMARY YEAR 1 ETP AiC Definition of Concepts Learner Study (Critical Inquiry) Stages of Development (Child Dev.) Introduction to Arts in Culture Playmaking IMTE Library and ICT and media resources and applications for educational purposes. ECS From Learner to Student-teacher HME Basic Foundations Physical Fitness Basic movement Skills Health Awareness: Basic Anatomy Health Awareness: Personal Hygiene Athletics Water Activities YEAR 2 ETP Learning experiences and environments Assessment and evaluation Planning Steps of Action Research (CI) Teaching and learning process EiC Development of Teaching Skills AiC Puppetry Syllabus for IMTE Core Subject in the BETD 7

11 School as an organisation Learner centred Education Learning problems and children With special needs Child development IMTE ICTs in a knowledge based economy, including social, legal and ethical considerations Media- and ICT-integrated learning experiences to help ALL learners ICTs to assess and evaluate the learning process. ECS From student to inquirer HME Physical Fitness Athletics Water Activities Organisation and administration Methodology Sports Skills Games YEAR 3 ETP Evaluation and Assessment Taking Action (CI) School as an organisation Curriculum Development Ethnical Aspects of the Teaching Profession Child development AiC Development of Teaching Skills Dance drama with masks Arts-in-Education Syllabus for IMTE Core Subject in the BETD 8

12 Counselling and Vocational Guidance IMTE Library and ICT resources for effective and caring professional educators. ECS From inquirer to reflective practitioner HME Water Activities Methodology Sports Skills Games Dance NOTE To make provision for the practical situation at the different colleges, the topics of Playmaking, Puppetry and Dance-Drama / Theatre-n-Education can be presented in any term of any year. Syllabus for IMTE Core Subject in the BETD 9

13 6. BETD PROFESSIONAL THEMES The Broad Curriculum mentions eight 'Professional Themes'. These themes have a unifying function, which integrates the whole curriculum and are the central focus around which the content of the study is organised. The overall theme/competency is the development of the knowledge, skills and attitudes of the student teacher. The purpose of the Professional Themes is developing professional knowledge, professional skills and professional attitudes in: planning for learning through themes, topics and lessons designing appropriate learning experiences organising and managing learning environments appropriately communicating the concepts of the subject/topic assessing, recording and reporting learning in the subject/topic evaluating the topic, the teaching and the learning, and making improvements developing a critical inquiry approach into one's own practice and context. 7. SUBJECT THEMES AND TOPICS Theme 1: Using information and technological literacy skills to build educational foundations Info and ICT skills to gather information and communicate on basic subject content Library orientation Library rules and procedures Care of library materials and library security Cataloguing and classification of library materials Arranging library catalogues and catalogues card, computerized card catalogues Locating various library materials Creating bibliography and reference lists Audio/Visual technologies in education Presentation software in education Digital tools to create teaching aids Evaluating educational technologies and media Word processing software Theme 2: Integrating information and technological literacy skills into instruction and assessment Information and technology literacy skills for learners Designing and developing library and ICT integrated learning Facilitating learning with library and ICT resources Assessing and evaluating learning with ICT Spreadsheet software Assistive/Adaptive technology for special needs learners Syllabus for IMTE Core Subject in the BETD 10

14 Theme 3: Using information and technological literacy skills to become an effective and caring professional educator Library and ICT resources to provide guidance, counselling and support Library and ICT resources to provide health and safety support Library and ICT resources for professional development ICTs for continual professional growth Learning Management Systems Syllabus for IMTE Core Subject in the BETD 11

15 TOPICS 8. SYLLABUS CONTENT, OBJECTIVES AND COMPETENCIES THEME 1: USING INFORMATION AND TECHNOLOGICAL LITERACY SKILLS TO BUILD EDUCATIONAL FOUNDATIONS Year 1 (taken concurrently with ETP year 1) 1. Using Info and ICT skills to gather information and communicate on basic subject content: NPST 1; ICTED 01-1, 01-2, 01-3, 01-5, 05-2 Finding subject (major) content resource books, magazines, etc. in the library (competency 1) Finding subject (major) content resource ICTs (educational software and internet sites) (competency 1) Communicating subject (major) content knowledge with audio/visual hardware (competency 2) Creating teaching aids with technology (competency 3) Communicating subject (major) content knowledge with ICTs (presentation applications (e.g. PowerPoint)) (competency 4) Accessing and evaluating appropriate educational technologies and media (software programs, web sites, videos, etc. (competency 5) Applying bibliography, referencing and citation techniques (competency 1 and 4) LEARNING OBJECTIVES The student will: Develop knowledge of: library rules and procedures for self-study purposes and guiding learners correct lending and borrowing procedures and the importance of caring for library materials the Dewey Decimal Classification System and its call numbers card catalogues and the computer-based ISIS library catalogues the location of library materials including A/V, printed, magazines, etc. Develop skills in: using different referencing and citation techniques (ex. APA, Chicago, etc.) integrating information from different sources including electronic sources retrieving information by consulting printed library catalogues or a Subject Index e.g. ERIC retrieving information presented in a variety of graphic forms. selecting, using and evaluating library resources compiling a list of references locating, selecting and using audio/visual hardware & software to create and teach subject content creating teaching tools using digital technologies such as word processing/publishing software, digital camera, scanner, etc. using presentation applications to create a multi-slide presentation and teach subject content, including formatting font and background, animations, transitions, etc. accessing and evaluating educational technology and media (ex. software and web sites) using word processing applications and formatting tables COMPETENCIES The student should be able to: 1. Use a word processing program to create appropriately organized bibliographies (organized by age appropriateness) of print, video, audio, online and electronic resources, etc. related to a chosen subject area. List should be created using a word processing program. It should be well-formatted and with correct citation format and should include educational software and educational as well as primary source internet sites. 2. Research and use audio/visual hardware to communicate and demonstrate their understanding of a chosen subject content area concept. Appropriate audio/visual hardware should be chosen, which may include video, audio tapes, overhead transparencies, radio, etc. depending on the topic presented and characteristics of the audience (age, special needs, etc.) 3. Use digital technology such as scanner, digital camera, mp3 device and computer to create teaching aids such as flashcards and posters in word processing or publishing software, create digital images, etc. 4. Research (on internet and in library) and use presentation software (ex. PowerPoint) to communicate and demonstrate their understanding of a chosen subject content area concept. Presentation should be appropriate to the special needs and ages of the audience (ex. using graphics, animations and colour schemes appropriate for the audience). Presentation should also include a slide which has a correctly cited reference list of resources student used to get information from. Present to class. 5. Evaluate an educational media, software, internet site or hardware (ex. LeapFrog) for content, learner (age, special needs, diversity, gender, etc.) appropriateness and suitability to Namibia s Learner Centered Education policy. Evaluation is formatted into an easy-to-read table created in a word processing program. Syllabus for IMTE Core Subject in the BETD 12

16 TOPICS THEME 2: INTEGRATING INFORMATION AND TECHNOLOGICAL LITERACY SKILLS INTO INSTRUCTION AND ASSESSMENT Year 2 (taken concurrently with ETP year 2 and SBS year 2) 1. Understanding the need for effective and appropriate Info and ICT literacy skills. ICTED 06-1, 06-2, 06-3 Understanding the Namibian ICT and Info literacy standards and their role in Vision2030 (competency 1) Understanding appropriate ethical, legal, social and safety usage of ICTs for teachers and learners (competency 2) 2. Designing and developing Info and ICT integrated learning. NPST 6, 7; ICTED 02-1, 02-2, 02-3, 05-2, 06-1, 06-2, 06-3 Creating lesson plans which give learners the opportunity to practice ICT and Info literacy skills and meet ICT standards (competency 3) Helping diverse learners effectively make use of technology 3. Assessing and evaluating learning with ICT. NPST 14, 15, 17; ICTED 03-1, 03-2, 03-3, 03-4 Using ICT applications to assess, record, analyse and communicate learners achievement (competency 4, 5) 4. Using ICT to manage and monitor personal and professional growth. NPST 26, 27, 28; ICTED 01-5, 04-2 tracking their grades in a spreadsheet over the three years (competency 6) LEARNING OBJECTIVES The student will: Develop knowledge of: the role of ICTs in a knowledge society, including the relevant standards and need for appropriate and effective information and technological literacy skills Develop skills in: creating ICT integrated learning experiences which support learners use of ICT skills, information gathering and communication using ICTs to facilitate learning and support ALL learners (special needs, English Language Learners, diverse learners) using ICTs appropriately and effectively managing and using available ICTs using ICTs for assessment creating and using a spreadsheet application Develop an understanding of: their role in ensuring that their learners become Syllabus for IMTE Core Subject in the BETD 13 COMPETENCIES The student should be able to: 1. Write an essay (using a word processor) which explains the need for themselves and their learners to gain effective and appropriate (ethical, legal, etc.) information and technological literacy skills. Essay should give specific references to Vision 2030 and current ICT literacy and integration standards and policy. 2. Create an Appropriate Use Policy (AUP) for learners which specifies requirements for them in terms of cyber-ethics, cyber-safety, using computer protection procedures (anti-virus software, etc.) 3. Design a technology-integrated lesson plan which requires that learners use standard ICT applications (word processing, spreadsheet or presentation software) as part of a project-based learning activity. Lesson plans should: be tied directly to specific curricular learning objectives and ICT standards for the grade and class they are doing their SBS in. be accompanied by samples of the ICT projects that students are expected to complete. include ICT and library resources to be used as well as backup/alternative resources if they are not available or working include adaptations for special needs and diverse learners (assistive technology, cultural and gender relevant technology, etc.) instructions for learners include a discussion on the safe and healthy procedures to be used with ICTs assure that learners have opportunity to learn and practice at least one standard ICT application as part of the learning activity if possible, be delivered and reflected on afterwards.(icted 02-4) 4. Create evaluation rubrics for the lesson plan using spreadsheet, word processing or online applications (ex. RubiStar). Rubric assessment items should: be tied directly to specific curricular learning objectives and ICT standards for the grade and class they are doing their SBS in. assess performance-based outcomes that result from lesson plans. include clearly written criteria for meeting, exceeding and not-meeting specific objectives give learners a tool that can be used to self-assess. 5. Create a grading spreadsheet for tallying and recording evaluation rubric scores.. Grading spreadsheet should: calculate total scores for each student for each rubric. keep a running current grade for each student (summing or averaging total scores from rubrics)

17 5. Accessing, organizing and using available ICT resources (competency 7) 6. Facilitating learning with Info and ICT resources. NPST 8, 9, 10, 11, 12, 13; ICTED 02-1, 02-2, 02-3, 05-2, 06-1, 06-2, 06-3 Creating a web-based, inquiry learning activity in which students work in groups to gather information and communicate with ICTs (competency 8, 9) Helping diverse learners effectively make use of technology effective 21 st century citizens, including the ethical, legal, social and safety obligations in the use of ICTs. the need for and methods of: planning, instructional design & development, learning facilitation and assessment in education calculate average or aggregated scores for each rubric assessment item for each rubric. display a graph of average or aggregated scores to help identify weaknesses and strengths in the class and/or appropriateness of activities for the learners in the lesson plan. Graph type should straightforwardly communicate this analysis. 6. Create a spreadsheet for recording their own grades from tests and assignments to track their personal progress over the three years. Hard copy can be put in their portfolio. 7. Create a resource chart (using a word processing table) of the audio/visual, visual, tactile aides and ICT resources available at their SBS school. For each resource, the chart should include information on the availability and usability for teachers in the school working order, completeness, etc. of the resource. recommended grades that resource could be used in recommended subject areas that resource could be used in ability to promote English competence usability by special needs and diverse learners recommendations for how it might be used (whole class, small group, individual, etc.) 8. Design a WebQuest which require that learners gather information from the internet and synthesize and communicate their findings. WebQuests should: be tied directly to specific curricular learning objectives and ICT standards for the grade and class they are doing their SBS in. be designed so that students are working in groups with specific assigned roles. include links to all internet sites (preferably primary source) that learners are expected to access. Sites are pre-screened by student for appropriateness for assignment and are usable by all learners. instructions for learners include a discussion on the ethical, legal, social and cyber-safety rules for internet browsing and ICT usage instructions for learners also include a discussion of appropriate group-work behaviour and computer room behaviour WebQuest task involves learners synthesizing and rewriting (in their own words, in correct English) what they have learned from the internet into a presentation, website, webblog, online newsletter, or some other form of electronic communication. a sample of the task outcome is provided for the learners to use as a model include adaptations for special needs and diverse learners (assistive technology, cultural and gender relevant technology, etc.) if possible, be delivered and reflected on afterwards.(icted 02-4) 9. Create evaluation rubrics for WebQuest using spreadsheet, word processing or online applications (ex. RubiStar). Rubric assessment items should: be tied directly to specific curricular learning objectives and ICT standards for the grade and class they are doing their SBS in. assess performance-based outcomes that result from WebQuest. include clearly written criteria for meeting, exceeding and not-meeting specific objectives give learners a tool that can be used to self-assess. Syllabus for IMTE Core Subject in the BETD 14

18 TOPICS THEME 3: USING INFORMATION AND TECHNOLOGICAL LITERACY SKILLS TO BECOME AN EFFECTIVE AND CARING PROFESSIONAL EDUCATOR Year 3 (taken concurrently with ETP year 3 and SBS year 3. This will be offered as a hybrid course (online discussions while students are doing SBS). 1. Using ICT to manage and monitor personal and professional growth. NPST 26, 27, 28; ICTED 01-4, 04-1, 04-2, 04-3 Using a word processing program to create a professional resume (competency 1) Using the web and online discussions to find and share relevant professional development resources and reflect on SBS experiences (competency 2, 3,9) Using a spreadsheet to assess their strengths and weaknesses as an educator (competency 10) 2. Using Info and ICT resources to provide guidance, counselling and support. NPST 20, 21; ICTED 01-4, 5-01 Using the web and online discussions to find and share relevant guidance, counselling and support resources (competency 4, 5 ) 3. Using Info and ICT resources to provide health and safety support. NPST 22, 23, 24; ICTED 01-4, 5-01 Using the web and online discussions to find and share relevant health and safety resources (competency 6, 7, 8) LEARNING OBJECTIVES The student will: Develop knowledge of: ICT resources for their professional development and as lifelong learners ICT resources to help their learners develop fully in all aspects: academically, emotionally, physically and socially. Develop skills in: Finding current professional development and teacher-support resources on the internet using a learning management system. NOTE if a learning management system is unavailable, then discussions can be face-to-face but this objective (ICTED 01-4) will not be met. Develop an understanding of: the importance of using ICTs in their professional development and as lifelong learners the importance of using ICTs to stay current with resources and approaches to help their learners develop fully in all aspects: academically, emotionally, physically and socially. COMPETENCIES The student should be able to: 1. Create a well-formatted resume to be used in job-searching 2. Research in library and online and participate in an online discussion to share internet sites which assist in future teaching career and professional development opportunities 3. Research in library and online and participate in an online discussion on the guiding principles for teaching in Namibia and the impact of ICTs. Each student will post an in-depth description of the guiding principles (learner-centred, valuing diverse learners, and socially and culturally inclusive) as well as an explanation of how ICTs should be used in the classroom to facilitate and ensure that these principles are met. 4. Research in library and online and participate in an online discussion and share resources, experiences, thoughts and reflections on ways to provide educational, academic and career guidance for learners. Continue discussion during SBS 5. Research in library and online and participate in an online discussion and share resources, experiences, thoughts and reflections on ways to provide personal and social guidance for learners. Continue discussion during SBS 6. Research in library and online and participate in an online discussion and share resources, experiences, thoughts and reflections on ways to provide HIV/AIDS information and support for learners. Continue discussion during SBS 7. Research in library and online and participate in an online discussion and share resources, experiences, thoughts and reflections on ways to provide health and safety information and support for learners. Continue discussion during SBS 8. Research in library and online and participate in an online discussion and share resources, experiences, thoughts and reflections on ways to provide primary emergency care for learners. Continue discussion during SBS 9. During SBS, participate in an online discussion on teaching performance, each student will submit an in-depth reflection on a particular event that occurred in SBS. Classmates will provide constructive feedback 10. Finish the spreadsheet for recording their own grades from tests and assignments to track their personal progress over the three years. Aggregate and graph data so that they can reflect on their strengths and weaknesses. Hard copy can be put in their portfolio. Syllabus for IMTE Core Subject in the BETD 15

19 9. ASSESSMENT Assessment in the Core Block is learner-centered, criteria-referenced and therefore concerned with providing evidence of each student-teacher's progress. The student teacher's progress is measured against established criteria for personal and professional growth against two sets of criteria: professional based and subject based. Professional Based Assessment and Criteria The criteria follow the professional competencies. This set of criteria guide subject areas in their assessment. Each subject area will assess and record in the student teacher's professional profile a selection of the criteria, such that the assessment in all areas will cover the entire set of professional criteria or each student teacher. Each subject area has a specific set of content-based objectives which may be assessed in that subject. Purpose of Assessment The fundamental purposes of assessment in the Core Block are to: - establish each student teacher's progress in their professional development and development of the subject's central concepts provide feedback to the student teacher about their progress motivate the student teacher, by designing different activities linked with projects/tasks, to achieve the necessary general competencies of the teaching profession to enable them to continue successfully in the Specialisation Block. Modes of Assessment Different learning tasks will be given with assessment components integrated to them. These tasks may include projects, group assignments, individual assignments, practicals, presentations, and productions. Some assessments will also be made through specified assessment tasks such as quizzes, tests, class work, practical work, and so on. A balance of integrated learning/assessment tasks and specified assessment tasks will be maintained. The students are required to carry out the following assessment tasks: Engage in project activities while busy with each theme. Write at least one major assignment/project per term. Relationship between a learning task and an assessment task The relationship is that assessment tasks can be developed from learning tasks as the way in which one or more of the BETD competencies (other than the purpose for learning) can provide a purpose for assessment. The balance and range in the assessment tasks, needed to meet the competencies within the subject area as well as across the subjects, must provide a rich profile of student performance in terms of the BETD competencies. Formative Assessment Refers to the on-going assessment of a student's progress in working towards the achievement of the competencies and aims of the BETD, throughout the three years. The assessment information is used to monitor strengths so that they can be built upon and to identify areas with which the student needs more assistance. Syllabus for IMTE Core Subject in the BETD 16

20 Summative Assessment Refers to the assessment of a student's achievement of the professional themes and competencies at a given point of time. This is a process of summing up the student's achievement throughout a designated period of time and provides a description of a student's performance and progress against explicit criteria within a subject area, or across subject areas. Grading Complete/Incomplete will be given in English Communication Skills, Arts in Culture, Integrated Media and Technology Education and Human Movement Education. 'Distinction', 'Credit', 'Complete' and 'Incomplete' will be used by Education Theory and Practice. Syllabus for IMTE Core Subject in the BETD 17

21 10. COVERING OF PROFESSIONAL THEMES/COMPETENCIES THROUGH THE CORE SUBJECTS COMPETENCIES ECS HME ARTS ETP BIS IMTE KNOWLEDGE all three all three all three all three years years years years PLANNING T1, T4 T7 DESIGNING T2, T6 T4, T7 Y2, Y3 ORGANISING T3 T2 T6, T9 Y2, Y3 COMMUNICATING T2, T6, T7 T4, T9 T1 Y1, Y2 ASSESSING T3, T4 T5, T7 EVALUATING T1 T7 T3 CRITICAL INQUIRY T4 Y3 Syllabus for IMTE Core Subject in the BETD 18

22 11. APPENDICES APPENDIX: RESOURCES - LIST OF REFERENCE BOOKS FOR IMTE Belson, S. I. (2003). Technology for exceptional learners. Boston: Houghton Mifflin. Bessant, A. (2000). Learning to pass the European computer driving licence using office Oxford: Heinemann Educational Carroll, J., Kelly, M.G & Witherspoon, T. (2003) Multidisciplinary units for prekindergarten through grade 2: National Educational Technology Standards for Students curriculum series. Eugene, OR: International Society for Technology in Education Curtis, M., Williams, B., Norris, C., O'Leary, D. & Soloway, E. (2003). Palm handheld computers: A complete resource for classroom teachers. Eugene, OR: International Society for Technology in Education Gagne, R.,Wager, W., Golas, K. & Keller, J. (2005). Principles of instructional design, 5/E. Belmont CA: Wadsworth/Thomson Learning. Hackbarth, S., (1996). The educational technology handbook: A comprehensive guide: process and products for learning. Englewood Cliffs, NJ: Educational Technology Publications Hannah, L. (Ed) (2002). Multidisciplinary units for grades 3 5: National Educational Technology Standards for Students curriculum series. Eugene, OR: International Society for Technology in Education Harris, J. (2001). Design tools for the internet supported classroom. Englewood Cliffs, NJ: Merrill/Prentice Hall. Heinich, R., Molenda, M., Russell, J. & Smaldino, S. (2002). Instructional media and technologies for learning, 7/E. Englewood Cliffs, NJ: Merrill/Prentice Hall. Jonassen, D. H., Howland, J., Moore, J. & Marra, R. (2003). Learning to solve problems with technology: A constructivist perspective, 2/E. Englewood Cliffs, NJ: Merrill/Prentice Hall. Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking, 2/E. Englewood Cliffs, NJ: Merrill/Prentice Hall. Jonassen, D. H., Peck, K. L. & Wilson, B.G., (1999). Learning with technology: A constructivist perspective. Englewood Cliffs, NJ: Merrill/Prentice Hall. Kahn, J. (1998). Ideas and strategies for the one-computer classroom. Eugene, OR: International Society for Technology in Education Keating, M., Wiles, J. & Wood-Piazza, M., (2002). Learning webs: Curriculum journeys on the Internet. Englewood Cliffs, NJ: Merrill/Prentice Hall. Lever-Duffy, J., McDonald, J. & Mizell, A. (2004). Teaching and learning with technology. Boston: Allyn and Bacon. Lubbe, M. & Benson, S. (2005) Moving forward with technology: ICDL - the practical way. Kuilsrivier South Africa: Let s Do It Syllabus for IMTE Core Subject in the BETD 19

23 Male, M. (2003). Technology for inclusion: meeting the special needs of all students (4 th ed.). Boston: Allyn and Bacon. McDowell, S & Race, P (1998) 500 Computing Tips for Trainers. London: Routledge McKenzie, W. (2002). Multiple intelligences and instructional technology: A manual for every mind. Eugene, OR: International Society for Technology in Education Moursound, D. (2002). Project-based learning using information technology, 2/E. Eugene, OR: International Society for Technology in Education International Society for Technology in Education (2000). Connecting curriculum and technology: National Educational Technology Standards for Students curriculum series. Eugene, OR International Technology in Education Association (2000). A guide to develop standardsbased k-12 technology education. Reston, VA International Technology in Education Association (2002). Technology starters guide: A standards-based guide. Reston, VA Newby, T.J., Stepich, D. A., Lehman, J.D. & Russell, J.D. (2000). Instructional technology for teaching and learning: designing instruction, integrating computers, and using media, 2/E. Englewood Cliffs, NJ: Merrill/Prentice Hall. Norton, P. & Wilburg, K. (2003). Teaching with technology - designing opportunities to learn. Belmont CA: Wadsworth/Thomson Learning. Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas, 2/E. New York, NY: Basic Books. Purcell, S.L., & Grant, D. (2002). Assistive technology solutions for IEP teams. Verona, WI: IEP Resources. Reed, P. & Lahm, E. (2004). Assessing students needs for assistive technology: A resource manual for school districts teams (4 th ed.). Oshkosh, WI, Wisconsin Assistive Technology Initiative. Reigeluth, C. (Ed.) (1999). Instructional-design theories and models, Vol. 2. Mahwah, NJ, Lawrence Erlbaum Associates, Inc. Reiser, R. & Dempsey, J. (2002). Trends and issues in instructional design and technology. Englewood Cliffs, NJ: Merrill/Prentice Hall. Roblyer, M. D. & Mills, S. C. (2003). Technology tools for teachers: A Microsoft Office tutorial. Englewood Cliffs, NJ: Merrill/Prentice Hall. Roblyer, M. D. (2003). Integrating educational technology into teaching, 3/E. Englewood Cliffs, NJ: Merrill/Prentice Hall. Valmont, W., (2003). Technology for literacy teaching and learning. New York: Houghton Mifflin Company Tiene, D. & Ingram, I., (2001) Exploring current issues in educational technology. New York: McGraw-Hill Higher Education. Williams, B. (1999) Internet for teachers, 3/E. New York: John Wiley & Sons. Syllabus for IMTE Core Subject in the BETD 20

24 Namibian-Specific Policy Documents: Republic of Namibia (2004) Namibia Vision Available online at Ministry of Education (2005). ICT Policy for Education. Available online at Ministry of Education (2006). ICT Integration for Educators Standards and Curriculum. Ministry of Education, Namibia Qualifications Authority (2006). National Professional Standards for Teachers Ministry of Education (2006) Education and Training Sector Improvement Programme (ETSIP) Websites: TECH/NA!, Namibia s ICTs in Education Initiative National Institute for Educational Development (NIED) SchoolNet Namibia teacher resources and Open Office Suite Microsoft Office Suite Partners in Learning - Syllabus for IMTE Core Subject in the BETD 21