ICTEd_538_3rd semester
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ICT Education Theories and Practices
Course Title: ICT Education Theories and Practices Course No. ICTEd. 538 Level: M.Ed. Semester: Third 1. Course Description
Nature of the course: Theory Credit hours: 3 Teaching Hour 48
This course is meant for the students who major ICTE in M.Ed form Faculty of Education Tribhuvan University. It introduces historical and philosophical development of ICT education and the use of ICT in education in different dimensions from its origin to its development in 21st century. The students will be acquainted with the changing face of higher education in the 21st century with the introduction of ICT in education. Several issues emerging from the use of ICT in education in the field of pedagogy, learning management, learning theories, curriculum making, professional development, assessment and evaluation, and overall form of higher education as appeared in the world are included in the course. Students are expected to learn the contents working on problem base inquiry approach. This is a theoretical course however with full of projects to be completed. 2.
General Objectives Orient the students to relevant theories of ICT education Understand and analyze ICT education status in developed and developing countries. Empower the students to contribute in incorporating ICT into different subjects curriculum development Provide theoretical basis for analyzing the issues, challenges and seeking way forward in curriculum development, e-pedagogy, assessment and evaluation. Exposure on skills of ICT in designing teaching lessons in different subjects. Enhance competencies on planning professional development activities for ICT professionals Learn research base knowledge regarding ICTs based education 3. Content Elaboration Objectives
Content
Sketch the historical development of ICT and ICT Education Explain the theories of ICT education in relation to general education theories Critically examine the present status of ICT use in school and higher education Discuss on the philosophy of ICT education in its epistemology, ontology and methodology of learing.
ICTEd_538_3rd semester
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Unit I. ICT Education Philosophies and related theories 8 pds Historical Development Philosophy of ICT Education: epistemology, ontology and methodology in learning ICT education theories from the perspective of different schools of psychology : behaviourism, cognitivism and humanism, Constructivism, Connectivism, and community of practice,
ICT Education Theories and Practices
ICTEd_538_3rd semester
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Contrast the Nepalese education and other countries education in reference to planning and use of ICT for access, quality, and relevance. Develop a contrasting picture of ICT use status, issues and challenge in Nepalese higher and school education
ICT Education Theories and Practices
Unit II: ICT Education Practices in Different Countries 8 pds Present Status ICT for Education of 21st Century ICT in Nepalese Education: ICT Master Plan 2013, ICT in schools and universities Blending e-learning in conventional system Open universities with online learning Online Technical and vocational education Access to e-database and e-learning Issues and challenges of ICT base education management
Analyse different research methods used in ICT education and e-learning researches Critically examine the ideology of digital deschooling Evaluate the value of e-learning/online learning to the conventional learning system for the knowledge society Argue on the possibility of inclusive education through ICT based learning management Draw findings of different researches in ICT and e-learning as lesson learning for planning of ICT base education
Unit III. Research in e-learning and ICT Education: Some readings 11 pds Quantitative vs qualitative research in elearning and ICT education Areas of research in e-learning and ICT Education Digital technology and learning ICT and access to education ICT and technical and vocational education ICT and integration to different subjects teaching and learning ICT and development Experimental Ethnographic Simulation Survey in doing research in e-learning and ICT Education Some readings of researches in ICT education Technology and the reconstitution of schools and schooling
ICTEd_538_3rd semester
icted.org.np
ICT Education Theories and Practices
ICTEd_538_3rd semester
icted.org.np
ICT Education Theories and Practices
Reconsidering the ideology of Digital Deschooling Teaching in the knowledge society: Between technology and competence Digital Divide: Students' use of the internet and emerging forms of social inequalities e_learning and teachers' professional development
Differentiate pedagogy and andragogy Explain the differences in e-pedagogy and conventional pedagogy in reference to children and adult learning Prepare model lessons/modules blending e-pedagogy and conventional pedagogy Design programme for e-mentoring in school and university learning managment
Unit IV. Pedagogy and learning with ICT 6 pds Introduction to adult pedagogy(andragogy) e-pedagogy and conventional pedagogy blending e-pedagogy in conventional pedagogy e-learning and problem base learning: possibility and challenges of integration Use of e-learning in open and distance learning ICT enhanced learning E-mentoring in school and higher education Learning environment and technologies
Examine on teaching different subject susing ICTs Draw selected issues in using ICTs in teaching different subjects and suggest the mitigation measures.
Unit V. Issues in teaching using ICT
6 pds
Issues in design and technology teaching Issues in language teaching Issues in mathematics and science teaching Issues in social studies teaching Quality issues in (higher) education Ways forward for addressing the issues
Explain the components of ICT education professional development. Illustrate the professional competencies of ICT education teachers and ways of developing the competencies Analyse the profession development of ICT education professional based on the current theories and practiced models in teacher development/training Prepare course of teachers' professional development using e-approaches, community of practice
Unit VI. Professional Development in ICT Education 6 pds E-learning and teachers professional development Some models of ICT education Professional development ICT professional training and education Course preparation and implementation Copy rights and code of conduct for using e-resources
ICTEd_538_3rd semester
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ICT Education Theories and Practices
ICTEd_538_3rd semester
icted.org.np
ICT Education Theories and Practices
4. Instructional Strategy 4.1.1 General Instructional Techniques In general instruction shall be made on the basis of lectures, group assignment and project presentation by the students in classroom. The instruction will be made using all possible ICT devices and technology. 4.1.2 Specific Instructional Techniques The students have to go through the reading text given by the course teacher in detail based on the guidelines and project works assigned r. The course teacher will provide projects to the individual students and the students have to complete the tasks and share to other friends using web 2. technology. The interaction between students will be recorded and assessment scores will be provided. Some of the activities will be a) Assignment of writing essays on different themes and issues (individual contribution) and sharing with the friends using moodle platform for comments and suggestion and finalization of the paper for presentation. b) Online discussion with the students in different topics scheduled by the course tutor. c) Designing lessons/modules using ICTs, blended learning, problem base learning using epedagog.(group work). d) Readings and reflecting on different concepts/principles/theoreies/models through micro lecture sessions in the class by the students. e) Discussion and sharing ideas in different topics as created by the community of learners and community of practice. f) Some open-book type tests given to the students to complete in a restricted timeframe as designed by the tutor/professor and make presentation in plenary planned by the course teacher.
5. Evaluation Scheme
5.1.1 Internal Evaluation 40% Internal evaluation will be conducted by the course teacher based on the following activities. i. Attendance 5% ii. Participation in learning activities 5% iii. First assignment/mid-term exam 10% iv. Second assignment/assessment 10% v. Third assignment/assessment 10% Total 40 Points 5.1.2 External Examination (Final examination) 60% Examination Division of the Dean office, Faculty of Education will conduct final examination at the end of the semester ICTEd_538_3rd semester
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ICT Education Theories and Practices
ICTEd_538_3rd semester
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ICT Education Theories and Practices
1. Objective questions (multiple choice 10 x1) 2. Short answer question (6 question x 5 points) 3. Long answer questions (2 questions x 10 points) Total
10 points 30 points 20 points 60 points
Recommended Books Athanassios, J. (2012) .Research on e-learning and ICT in Education. New York: Springer Somekh, B .(2007) .Pedagogy and Learning with ICT. New York: Routledge Capel, S . ,Davidsion, J., Arthur,J., & Moss, J.( 2001). Issues in Teaching Using ICT: Routledge Quality Issues in ICT-base Higher Education. Routledge
ICTEd_538_3rd semester
icted.org.np
ICT Education Theories and Practices
