Elementary ICT Curriculum for Teacher Training produced by a working party of the International Federation for Information Processing (IFIP). This book provides you with some very important guidelines on what is necessary for successful travelling across the immense variety of options brought forth with an advent of ICTs.


Full-text version [eng]


The book provides with very important guidelines on what is necessary for successful travelling across the immense variety of options brought forth with an advent of ICTs. The main point the authors never fail to remind the readers of: "Pedagogy not technology should be in the forefront when implementing ICTs into teaching and learning".

This Elementary ICT Curriculum for Teacher Training is a state-of-the-art curriculum. After reading Curriculum you may get a feeling that your wish for driving a computer across the land of ICTs has increased considerably, but is not yet fully satisfied. Do not be confused - it is quite natural for any honest twenty-first century schoolteacher.

The field of action, as the book definitely testifies, resembles not so much of a highway, or even inner-city curved streets to drive in, but rather high stormy seas where a captain is in charge of managing a ship. Hence, the cource in navigation and accompanying maritime arts seems a more adequate working metaphor than a driving licence for anyone willing to really master the craft.

CONTENTS:

  1. INTRODUCTION
  2. THE ROLE OF ICT IN SCHOOLS
      2.1The Role of Education in Society
      2.2 Role of ICT in Society and Education
      2.3 Schools of the Industrial Age
      2.4 School in a Digital Age
  3. ICT IN THE DEVELOPING NATIONS
      3.1 In the Global Imperative
      3.2 The Role of the Internet
      3.3 Some Issues to be Addressed
      3.4 Key Elements in Designing an Elementary ICT Curriculum for Teacher Training
      3.5 Some Case Studies of National ICT Programmes
        3.5.1 Republic of Mauritius
        3.5.2 Malaysia
        3.5.3 Pakistan
      3.6 Some Example Case Studies of Distance Education Involving Communications Technologies with Varying Success
  4. THE MATRIX OF COMPETENCES
      4.1 Introduction
      4.2 How to Use the Matrix
      4.3 The Matrix
        4.3.1 Adequate Technology Competence
        4.3.2 ICT Productivity Tools
        4.3.3 Teaching and Learning
        4.3.4 Assessment and Evaluation
    • NATIONAL REPORTS
        5.1 Bulgaria
        5.2 China
        5.3 Denmark
        5.4 Brasil
        5.5 Japan
    • IFIP - INTERNATIONAL FEDERATION FOR INFORMATION PROCESSING
    • IFIP TC3

Facebook comments