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ICT in Education

Teacher Supporting group S.M.O

Authors:

Jagroep Rishie

Naraindeth Seopershad

Manisha Seopershad

ICT in Education

Teacher Supporting group S.M.O

School : Instituut voor de Opleiding van Leraren (IOL)

Lector : Padhu Sheshaiyer

Faculty Mentors : Rosario Daniella

Andy Plak

Bachelor study : ICT in Education

Module : 17 / Project report- Cohort - 1

Students : Jagroep Rishie

Naraindeth Seopershad

Manisha Seopershad

School year : 2016-2017

Date : July 13, 2017 - 3rd revision

Preface

In the framework of the completion of module 17 of Cohort 3, we have been instructed by our

professor, Mr. Padhu Sehsaiyer to conduct project and write a project report. This final project

report is submitted in partial fulfillment of the ICT for Education Bachelor's Degree Program

from the Advanced Teachers Training College and the International Institute for Education and

Development.

In a group of three final year ICT students we have chosen the subject “Teachers Support at

SMO”. SMO is a Pre Secondary school which in Dutch stands for “Schakel Middelbaar

Onderwijs” where most students come from an economically weak environment. Most students

come from LBGO (80%) and have a weak language control of Dutch language. This works

through the other subjects, which means that the students work poorly for the subjects. ICT

support could mean upgrading and self-regulation for both teachers and students.

The reason why we chose this subject is because of the need for the upgrade and the cooperation

from the teachers to increase the education level of the students through using applications of

ICT tools in which the internet and the new teaching methods facilitate the lessons and

Visualizes.

We thank everyone who has contributed to this research and report, especially Professor Padhu

Sehsaiyer and the group of the SMO's teachers.

We wish all the readers a lot of reading pleasure.

Paramaribo, Suriname

July 13, 2017

Contents

Preface............................................................................................................................................. 3

Introduction ..................................................................................................................................... 6

Problem Identification ................................................................................................................ 7

Why it is this project appropriate or relevant for Suriname........................................................ 7

Project planning .............................................................................................................................. 9

Big Idea of the project................................................................................................................. 9

Project background research ......................................................................................................... 10

Driving questions on this topic ................................................................................................. 10

The teachers .............................................................................................................................. 11

The students .............................................................................................................................. 13

The society ................................................................................................................................ 14

Equipping ICT Classroom ........................................................................................................ 14

Closing the GAP ........................................................................................................................... 16

Scope of the project .................................................................................................................. 16

Project launch, sequence of activities and benchmarks ............................................................ 16

The sessions .............................................................................................................................. 17

Milestones and timeline for this project. ................................................................................... 18

Identify the tasks and activities and resource/materials needed ............................................... 19

Project design and execution ........................................................................................................ 23

The Process ............................................................................................................................... 23

The Execution ........................................................................................................................... 25

The Product ............................................................................................................................... 26

Conclusion and future work(s)...................................................................................................... 30

Acknowledgements ....................................................................................................................... 31

References ..................................................................................................................................... 32

Introduction

There is a lot of Information about ICT available on the Internet and other media sources.

Authorities and schools always study and seek opportunities to keep people informed of the pros

and cons of this subject. Through the use of ICT, learning processes can be better differentiated

and tailored to differences in situation, opportunities and opportunities of different target groups.

The study material can be differentiated according to the interest, the different level of

knowledge and the learning rhythm of the students.

Zooming in on to the ICT in education than clearly ICT is the tool which gives students and

teachers the opportunity to exchange information, learn foreign languages, and meet other

cultures without physically moving. We can learn about ICT (how does ICT work and what can

you do with it?), We can learn by using ICT as a support and we can learn through ICT (ICT as

an independent learning tool that can do educational activities now being done by teachers,

fellow students, textbooks and manuals).

As ICT students we have conducted a quick assessment regarding the use of ICT in education at

the SMO. During the process of the assessments we have been informed that the teachers have

received a new curriculum of programs which will help each teacher improve their skills in the

usage of ICT in Education. The level of knowledge and the willingness of the teachers is also

researched by conducting interviews and observations.

For this we also have launched a page on Facebook under the name: “Project Teachers Club

Suriname” with the intention to help teachers or lecturers who would like to optimize their

communication lessons and to handle ICTs in Education in a better way. The purpose of

Facebook page is to provide teachers a platform from where they can upgrade themselves by

applying self-regulation.

The outcome of the quick assessments, interviews and the use of the Facebook page platform

resulted in that the use of ICT in education is not on an advanced level where it should be. We

have also seen that the curriculum which is outlined to improve the ICT skills, is also not enough

and that more attention and guidance is required to upgrade these skills.

Problem Identification

There is a certain Gap between the teachers and the usage of ICT for implementation of the

lessons for the students on this school. This indicates that there is a strong need for an ICT

platform to guide teachers to keep themselves up to date with the technology that is needed for

daily use at school which optimizes the way of teaching.

Why it is this project appropriate or relevant for Suriname

Suriname is now in a phase where the attention for education is growing. A lot of schools are

optimizing in the way of teaching and also introducing a lot of programs. A good example would

be this ICT in Education study program itself, from which we are a part of. It is the first program

which is being introduced in Suriname because of the requirement for it.

Now having identified that the call for an ICT platform is present only confirms the answer why

such a project is relevant for Suriname. This could mean that the outcome of this project may

give the answer in how these problems may be resolved. However, there are restrictions in going

after a full solution based on the current situation of Suriname regarding this topic;

1. Surinam's child has a lead in technology, especially ICT. The generation of students now are

more familiar with the use of smartphones, tablets, computers and ICT, then the previous

generation. This requires much more attention from the teacher to help improve the level of

knowledge of the child. This can be very useful for the teachers to apply them in their class.

2. On the fact financial crisis on what Suriname is running through, it is not recommended to

organize training session for the teachers with payment. This can be done during school

hours where the teachers are triggered to train themselves. This can be organized as a

workshop or stimulate colleagues in the break.

This challenges the project even more by the situation that the students are on a more advanced

level of new technologies and that there is a lack of financial resources to close the gap of the

teachers regarding the level of ICT in Education.

This indicates that this project must be conducted during the regular school hours so that no

additional cost will be made. Also the optimizing of the technology solutions must found during

these sessions.

An example; as a team we go to school at the break and we confront the teachers to play a

question answer game about general topic made in kahoot. We are going to have played after

evaluating how the teachers have experienced these. There will be

Initiated a discussion. The teachers are going to brainstorm how to apply them in their lesson.

Preconditions

The preconditions outlined for this project:

1. There shouldn’t be extra cost associated within this project.

2. The teachers should have an upgrade on their way of the use of ICT in Education.

3. Attention and guidance is required during the ICT skills update process.

Project goals

The project goals which are set out for this project:

1. We would like to identify the issues why the teachers can’t use ICT’s.

2. Looking for solutions for these teachers

3. Upgrading teachers in using new methods of ICT tools.

4. Increasing the education level of the students through using applications of ICT tools.

5. To bring a change in the didactical form of the schools.

Project planning

In this chapter the idea of the project is explained and the steps which are undertaken in

resolving what needs to be researched is also described.

Big Idea of the project

The big idea of this project is to close or minimize the gap of the ICT efficiency of the teachers

so that the can optimize the way of teaching. By doing so there will also be improvement in the

curriculum for the ICT in education. ICT tools can help increase the education level for the

teachers and the students. It provides new teaching methods which facilitate the lessons in an

efficient way and it has a more visual way of transferring information which proves to be

effective.

To realize this idea a Facebook page is created which serves as a platform for the teachers. We as

ICT students will manage this site and guide the teachers in developing ICT skills to implement

this in their way of teaching. Teachers will receive applications and also online support through

this platform. Teachers can access the platform easily to get the information they need. This

requires a bit of curiosity from the side of the teachers.

In the process of making this idea work a background research is required which will support in

finding answers of this project goals. This is described in the following chapter.

Project background research

In this chapter several influences and aspects are researched and related with the topic of the big

idea.

Driving questions on this topic

1. How are ICTs actually being used in education?

According to our survey 75% of the teachers are using smartphones. The most they use internet

for social apps like Facebook and Whats-app. During classes they don’t allow student to use their

smartphones. Once a while the students get a task to search a topic on internet and write a paper

of it. 32

It is generally believed that ICTs can empower teachers and learners, promote change and foster

the development of ‘21st century skills, but data to support these beliefs are still limited. There is

widespread belief that ICTs can and will empower teachers and learners, transforming teaching

and learning processes from being highly teacher-dominated to student-centered, and that this

transformation will result in increased learning gains for students, creating and allowing for

opportunities for learners to develop their creativity, problem-solving abilities, informational

reasoning skills, communication skills, and other higher-order thinking skills. However, there are

currently very limited, unequivocally compelling data to support this belief.

2. What do we know about the impact of ICTs on student learning?

ICTs are very rarely seen as central to the overall learning process. ICTs are generally not

considered central to the teaching and learning process. Many ICT in education initiatives seek

to place ICTs as central to teaching and learning.

3. What do we know about the impact of ICTs on student motivation and engagement

for learning?

An enduring problem: putting technology before education. One of the enduring difficulties of

technology use in education is that educational planners and technology advocates think of the

technology first and then investigate the educational applications of this technology only later.

Impact on student achievement

1. The positive impact of ICT use in education has not been proven In general, and despite

thousands of impact studies, the impact of ICT use on student achievement remains

difficult to measure and open to much reasonable debate.

2. Positive impact more likely when linked to pedagogy It is believed that specific uses of

ICT can have positive effects on student achievement when ICTs are used appropriately

to complement a teacher’s existing pedagogical philosophies.

3. Computer Aided Instruction’ has been seen to slightly improve student performance on

multiple choice, standardized testing in some areas

Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-

study or tutorials on PCs, has been shown to slightly improve student test scores on some

reading and math skills, although whether such improvement correlates to real

improvement in student learning is debatable.

4. ICTs are used differently in different school subjects. Uses of ICTs for simulations and

modeling in science and math have been shown to be effective, as have word processing

and communication software (e-mail) in the development of student language and

communication skills.

The teachers

In order to identify the issues regarding why the teachers can’t use ICT in a proper way of

teaching, a teachers audit assessment is performed at the SMO over 70 people. This was

conducted for the teachers of the morning, afternoon and night shift. The results are shown

below;

Table of teacher’s interview

The top three yes positions on the teachers

1. Are you willing to use ICT tools to take care of your lesson better and more easily?

100%; this confirms that the teachers are curious and willing to implement ICT in their

way of teaching.

2. Does your school have access to the internet?

85%; this confirms that the internet facilities are available, but every classroom must

have internet available which isn’t the case now.

3. Do you have an email address? / Would you like to use an online platform to upgrade

yourself?

80%; this confirms that the teachers require the use for ICT.

# Questions

YES NO

1 Do you know how to work with a computer / laptop? 65% 35%

2 Do you have a smarphone? 75% 25%

3 Do you have an email address? 80% 20%

4 Does your school have access to the internet? 85% 15%

5 Do you use the internet during your class? 15% 85%

6Have you ever given your students homework to get the

information from the internet?40% 60%

7Are you willing to use ICT tools to take care of your lesson

better and more easily?100% 0%

8Are you connected to one or another course / course where

ICT classes are taken care of?70% 30%

9 Can the students use a smartphone / tablet during your class? 40% 60%

10 Would you like to use an online platform to upgrade yourself? 80% 20%

Answers

The top three no positions on the teachers

1. Do you use the internet during your class?

85%; this confirms that ICT is not used during class sessions.

2. Have you ever given your students homework to get the information from the internet?

60%; this confirms that the students are not well motivated to do internet research for

school projects.

3. Can the students use a smartphone / tablet during your class?

60%; this confirms that there are restrictions regarding the use of electronic devices

during the class sessions.

The students

ICTs motivate teachers and students. There appears to be general consensus that both teachers

and students feel ICT use greatly contributes to student motivation for learning. Access outside

of school affects user confidence. Students who use a computer at home also use them in school

more frequently and with more confidence than pupils who have no home access.

Models for successfully integrating ICT use in school and after school hours are still emerging.

There are few successful models for the integration of student computer use at home or in other

'informal settings' outside of school facilities with use in school.

The students of the SMO show the following remarks regarding the use of ICT;

A positive attitude towards ICT and are willing to use ICT to support them in learning.

Use ICT in a safe, responsible and efficient way.

Being able to practice independently in an ICT-supported learning environment.

Being able to learn independently in an ICT-supported learning environment.

Can use ICT to create creative ideas creatively.

Can search, process and store digital information for their purpose with the help of ICT.

Can use ICT when proposing information to others.

Can use ICT to communicate in a safe, responsible and efficient manner.

The society

Society demands education that takes into account the possibilities of ICT from various channels

in society, education is being asked to take into account the possibilities of ICT in education.

Society evolves into a knowledge society in which dealing with ICT has become an important

basic competence. As ICT becomes more integrated into society, it becomes increasingly

possible to use ICT as a prerequisite for self-functioning. Education will therefore have to pay

attention to knowledge, insights, skills and attitudes around ICT.

The substantive content of the ICT goals is based on the following principles:

● Society demands education that takes into account the possibilities of ICT

● Including ICT in the final goals must help counteract odds

● ICT offers opportunities to change and improve the education and learning process

● The formulation of final objectives / development goals for ICT should take account of

the extracurricular context

● Government policy stimulation policies must lead to school efforts

● The school itself has the responsibility to make the possibilities of ICT in the classroom,

in its own vision and policy framework

● ICT usage can only be effective if the degree of integration is sufficiently high

● Acquiring ICT competencies promotes participation in society and the labor market.

Equipping ICT Classroom

Problem Identification:

ICT is a main subject at this school. This school had a ICT room which only contained office

furniture. No computers, no air-conditioning, no network and broadband connectivity was

available. The students were using their smartphone/ tablet or laptops for the ICT class. There

were a lot students in between who couldn’t afford those, so they were depended to visit a cyber

café or looking for another solution.

Result:

As the ICT students group we resolved this issue by having conversations with the persons in

charge of the school. The school management made efforts for receiving donations regarding a

well-equipped ICT classroom. The response came from the first lady of Suriname and she

donated twenty laptops, air conditioned room with broadband internet access.

After the realization of the well-equipped ICT classroom the ICT students launched the project

teachers support group for which also the Facebook page was created “Teachers club Suriname”.

Closing the GAP

In this chapter the aspects are described which have an impact on closing the gap of the ICT in

education. The main aspect in this is to engage the teacher to enroll in to the sessions which is

outlined to gradually improve the ICT skills of the teachers.

Scope of the project

The main focus point in this entire project is the upgrade of the ICT skills of the teachers of the

SMO with respect to the restrictions which are outlined in the beginning of this project.

Project launch, sequence of activities and benchmarks

The project launches with 2 workshops with trainee ICT teachers:

1. General topic game Kahoot for benchmarking the starting point

In this session a game is organized which includes discussions that will provide us idea’s

and experiences the teacher have of implementing the new stuff. Afterwards each teacher

will have the assignment to make a kahoot game about their own subject.

2. Application of their own subject in kahoot; evaluating the input of the teacher

How did the students experience / what is the return / how did the teacher experience /

Encourage the teacher to use a next tool from PowerPoint and Facebook page.

The project follows ups with 12 sessions of software’s and tools that the teacher will receive in a

certain time frame. Each session is same as the project launch whereby two workshops are

organized. One at the start of each session to benchmark the topic of that session and on after

completion the workshop for evaluation.

The sessions

For the total of the 12 sessions and the launch workshop a total of 26 weeks is required for the

implementation of the upgrade.

Table of ICT sessions

Lesson No. Sessions Subject Week

1 Launch - Benchmark Kahoot 1

1 Evaluation - Outcome Kahoot 2

2 Benchmark Ms. Office words 3

2 Evaluation - Outcome Ms. Office words 4

3 Benchmark Ms. Office Powerpoint 5

3 Evaluation - Outcome Ms. Office Powerpoint 6

4 Benchmark Google drive en dropbox 7

4 Evaluation - Outcome Google drive en dropbox 8

5 Benchmark Reporting a subject 9

5 Evaluation - Outcome Reporting a subject 10

6 Benchmark Collage 11

6 Evaluation - Outcome Collage 12

7 Benchmark Blog 13

7 Evaluation - Outcome Blog 14

8 Benchmark Toondoo 15

8 Evaluation - Outcome Toondoo 16

9 Benchmark Puzzle 17

9 Evaluation - Outcome Puzzle 18

10 Benchmark Popplet 19

10 Evaluation - Outcome Popplet 20

11 Benchmark Mindmapping 21

11 Evaluation - Outcome Mindmapping 22

12 Benchmark Scamper 23

12 Evaluation - Outcome Scamper 24

13 Benchmark Ms. Office Excel 25

13 Evaluation - Outcome Ms. Office Excel 26

Milestones and timeline for this project.

The project time line is kept on an online platform named tiki0toki on which all the updates are

being done. Below a brief description of the past milestones and the prognoses for the future

milestones;

Milestones

30th November 2016; Project teacher support group meeting

As group we took The SMO as project due to lack of intelligence and attention

03 December 2016; Meeting the teachers and students at SMO

SMO is a Pre Secondary where most students come from an economically weak environment.

Most students come from LBGO (80%) and have a weak language control of Dutch language.

This works through the other subjects, which means that the students work poorly for the

subjects. ICT support could mean upgrading and self-regulation for both teachers and students.

20 December 2016; Equipping ICT Classroom at the S.M.O

Problem Identification: ICT is a main subject at this school. They had only a room with tables

and chair. No computers, no air condition, no network and broadband connectivity. The students

were using their smartphone/ tablet or laptops for the ICT class. There were a lot students in

between who couldn’t afford those, so they were depended to visit a cyber or looking for another

solution.

20 January 2017: Subproject 2 Internet connection by “The Ice Breakers II”:

The problem what we have identified is the strong need of broadband internet connection at the

secondary school.

20 February 2017 Teaching Support at SMO / Project Teachers club Suriname

Idea of this project: Through the Facebook page, Teachers can access easily to the information

they need and also available for students for research and questions.

1 April 2017 Group Collaboration

Discussing the outcomes and analyses

7 July 2017; SMO project module 17

The research will be comprehensively both explanatory and information about the entire project

will be available, which will then clarify how and where we started and where we ended.

Prognoses of time line

July 2017; Implementation of the big idea

Based on the information and the project idea the ICT student group can make proposals to the

SMO to implement this idea

February 2018; Audit the idea if results were achieved

Based on the achievements (26 weeks after implementation) a group of ICT in Education

teachers audit the idea if successful results were achieved.

Link to the online platform timeline for our group project:

https://www.tiki-toki.com/timeline/entry/866692/Teachers-Support-Goup-

SMO/#vars!date=2017-01-05_20:35:22

Identify the tasks and activities and resource/materials

needed

Personal and business resources

A stakeholder’s analysis is made to identify the required to launch this project. This analysis also

provides the information how the stakeholder can contribute to this project in order to have

success.

Stakeholder

Interest

Stakeholde

r

Imp

act

Influ

ence

What is

important to

the

stakeholder?

How could the

stakeholder

contribute to

the project?

How could the

stakeholder

block the

project?

Strategy for

engaging the

stakeholder

Stakeholders

with business

interest

Telesur

Digicel

Hig

h

Hig

h Defining and

carrying out

internet

More control

over internet-

based

technologies

Bridging the

internet-cyber

gap

Promote better

decision making

Stakeholders

with

professional

interest

Professional

s in

marketing

Hig

h

hig

h

Greatly

affected by

the outcome

They can come

up with

solutions

By not

authorizing the

Project

More ICT means

more computers

and tools

Stakeholders

with

professional

interest

Internet

providers

Other

computer

ore

hardware

and software

suppliers M

edium

Low

They can

earn through

the project

guiding the

need fully

Better facilitate

the school

online courses

By not giving

their broadband

and other

internet

facility’s

More ICT means

the need for more

Internet

Stakeholders

with civic

interest

MINOWC

Low

Medium

The ministry

can Upgrade

their teachers

with better

knowledge

Better

equipping the

needed

furniture

By not giving

the permission

to fulfil the

project

More ICT usage

means better

education system

Stakeholders

with civic

interest

Teachers

/Educator

High

High

Teachers

have their

better access

to new

gadgets

Teachers can

guide each and

every student

By not wanting

to corporate

More ICT means

better teaching

standards

Stakeholders

with civic

interest

Principal

Low

High

Equipping

the school

means a

better

standard

The principles

can look for

sponsors and

donations

By not

permissions

More ICT means

better educational

platform

Stakeholder

Interest

Stakeholde

r

Imp

act

Influ

ence

What is

important to

the

stakeholder?

How could the

stakeholder

contribute to

the project?

How could the

stakeholder

block the

project?

Strategy for

engaging the

stakeholder

Stakeholders

with civic

interest

TAS

(telecom

authority

Suriname)

Lo

w

Hig

h Better

teachers

mean better

education

TAS can put

the needing on

agenda of the

ministry

By not

encouraging the

ministry

More ICT means

representing a

better educated

Country

Stakeholders

with private

interest

Parents

Hig

h

Med

ium

Better

teaching

methods

means better

results

Parents can

give more time

to their kids

and better their

skills

By not giving

their children

extra ICT

education

More ICT means

better result for

every student

Stakeholders

with private

interest

Society

High

Low

Better result

means better

society level

The society can

look up for

need fully poor

children and

guide them

By not favoring

the project ICT

in education

More ICT means a

higher standard of

society

Following this analyses the persons and businesses identified who have a major impact and

influence are;

Internet providers; to assure the optimal internet services during these projects and

sessions

Professionals in marketing; persons who are well known and experienced with such

projects. However these persons are usually hired from external organizations which cost

a money.

Teachers/educators; to assure a continuous program regarding the upgrade of ICT.

ICT material resources

Desktop and laptop computers, sound installations, beamers, smartphones, digital board,

pointers, external hard and usb drives, printers, scanners and small offices supplies.

ICT services

Softwares for Microsoft project installation and maintenance, tools such as kahoot, plickers,

toondoo, facebook, skype, teamviewer and google applications.

ICT related resources

Broadband internet, Wi-Fi troubleshoot, file transfers and database maintenance.

Project design and execution

The project is outlined with the intention to have the full engagement of the teachers so that the

can interact with each other followed up by collaboration and integration from these classes to

other classes. By doing this the teachers will save unforeseen expenses and help each other in

working through the assignments.

For the first launch of the project the ICT students will do the startup and at the advanced stage

this task will be handed over to the teachers so that they can train other teachers. In this advanced

stage the teachers will be divided in groups by sessions and this will have its own team-leader,

challenger, observer and a timekeeper.

The Process

The process consist of a total of 13 sessions in which tools and technics are shared with the

teachers. Each session has a start, evaluation and an ending. Benchmarking is also one of the

focus point in order to have a continuous prepared or adjusted program. Below a scheme of the

session of the progress.

Start

Handing over the ICT tools required for this session

Benchmarking the level of knowledge; Adjustment required?

No

Yes

Handing over the Assignments

Session completion document or report;

ICT skills upgraded

YES

NO

Finalization of the session; Providing feedback

Closing of the session

Process of ICT session

Overview of session process

The Execution

The execution of the entire project (at least 26 weeks) would consist of several phases which

includes a starting and closure point. All these phases are divided in steps which needs to be

described in an execution plan. The main items which needs to be included in an execution plan

would be;

- The resources for personnel

- The ICT resources

- The requirements

- The deliverables

- The timeframe

- The way of assessments

- The way of benchmarking

- The project data and log

The execution of the sessions would be divided in smaller step;

- Step 1; Gathering the resources required to transfer the information of the session to the

teachers.

- Step 2; the teachers would be divided in teams. Every team will have to come up with

ideas for upgrading learning by using ICT tools and applying 21st century skills. This

would be done during the benchmarking of each session.

- Step 3; providing assignments to the teams

- Step 4; Guiding each team with their test during online and classroom sessions

- Step 5; Evaluating and grading the final reports or products of the sessions of the team

- Step 6: Providing the feedback and eventual extra attention to specific requests.

- Step 7: Closing the session

The Product

The product which is produced for the SMO to upgrade the skills is a revised curriculum for the

SMO. This is outlined following the sessions.

Session 1; The Launch session with Kahoot

This is a free game-based learning platform for teachers of awesome and classroom superheroes.

- Classroom session: 180 minutes

- Online assistance: 90 minutes

- Total time frame: 2 weeks

- Requirements; internet, PC’s and beamers

- Deliverables; produce a quiz report

Session 2: MS Office Word

Word is a powerful word processing and format application, but if you want to use the

application as effectively as possible, first understand the basics




- Requirements; PC’s and beamers

- Deliverables; execute assignments in a MS words file and submit

Session 3: MS. Office PowerPoint

Microsoft PowerPoint is a Microsoft computer program that is part of Microsoft Office. It's a

package that makes it easy to make presentations that consist of multiple slides. Using a clear

format makes it easy to make beautiful, unambiguous presentations.





- Deliverables; execute assignments in a MS Powerpoint and submit

Session 4: Google drive en drop box Google Drive is a file storage and synchronization service that is created and managed by

Google. Google Drive can save documents in the cloud, share files, and edit documents with

others.




- Requirements; internet and PC’s

- Deliverables; execute assignments online

Session 5: Subject reporting

The purpose of a report is to inform someone about a specific topic or about what you have done.

In a report, the information is arranged in a logical order and it always consists of a fixed number

of components.





- Deliverables; submit a report

Session 6: Collage

A collage is an art form that uses cut-out or torn pieces of paper, which are glued with glue on

sturdy paper or on canvas





- Deliverables; submit a collage

Session7: Blog

A blog is a kind of website where new posts appear daily or weekly. You could call it a diary. In

most cases, readers can post a comment. In this way, you will start the interaction.





- Deliverables; execute assignments online

Session8: Toondoo

ToonDoo is a program used to teach, learn, entertain you, or share stories around the world in a

fun / creative way. With Toondoo, you can easily create comics and cartoons with just a few

clicks.





- Deliverables; submit a cartoon message in toondoo

Session 9: Puzzlemaker

Puzzlemaker is a puzzle generation tool for teachers, students and parents.





- Deliverables; create an online puzzle frame

Session 10: Popplet

Popplet is an online graphic organizer. Popplet resembles a digital bulletin board, but also on a

presentation tool.




Requirements; internet and PC’s

- Deliverables; create an online popplet

Session 11: Mindmapping

A mind map is a diagram composed of concepts, texts, relationships and / or pictures, arranged

in the form of a tree structure around a central theme.





- Deliverables; create a mindmap for ICT

Session 12: Scamper

The Scamper method is based on a questionnaire. The brainstorming method encourages you to

ask questions that force new angles.





- Deliverables; make assignments in class

Session 13: Excel

Excel is one of the programs in Microsoft Office Office Suite. It is intended as a calculation

program. This means that you can carry out calculations for a variety of different purposes.





- Deliverables; execute assignments in a MS Excel and submit.

Conclusion and future work(s)

In the pursuit of finding methods of updating the ICT skills for the teachers of SMO, parts of the

project Idea came out. The big idea worked for the part of Equipping ICT on the SMO. The

Spanish class got a makeover and was situated now as an ICT-Spanish class. The students didn’t

liked Spanish classes, but with the using of ICT tools they got motivated and the interest came

back. The students are enjoying the class.

The effectiveness from this project came from the method of gradually improving the ICT skills.

Due to the sessions of the curriculum the load of concentration was well divided in smaller

proportions. The challenges were to trigger the curiosity of the teachers and to get the attention

and willingness to use ICT tools form the 21st century which were unknown to them.

The students were engaged to be a part of this upgrade process. They were enthusiastic, all was

doing well in the class. Students were allowed to use their smartphone for the kahoot play. This

was used for evaluation of the lesson. This project gives opportunity to increase the curiosity

which reflects in thinking of more ways how to integrate ICT tools and 21st century skills in the

lesson plan.

The project can be improved by having an audit plan with an execution plan so that the quality of

the upgrade of the ICT skills remain in a great position. During this improvement the fact needs

to be considered regarding the fact that this project was partially performed within the

conditions.

This project can make an impact in Suriname, because it is budge table with low cost. Teachers

can adapt easily and upgrade them self in free time. They get support through fb messenger, also

materials available on Facebook page.

Acknowledgements

We would like to thank the following people to make our project possible:

School management of the SMO

Ms. Denice Jaliens-Dors

Ms. Josafat

Ms. King

The Teachers of the SMO:

Ms. Jennifer Veldbloem

Ms. Wandena Chotoe

Ms. Boerleider

In general:

ICT in Education Study coordinator for giving their guidelines

Ministry of Education for giving their permission to make a project

References

● https://www.google.sr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&uact=8&v

ed=0ahUKEwjtj7Oj5__UAhXEaD4KHaO8AQwQFghFMAU&url=http%3A%2F%2Fwww.

elmoglobal.com%2Fen%2Fhtml%2Fict%2F01.aspx&usg=AFQjCNE7QON0X0bI8qIFqIlTt

DMAvN-BdQ

● https://www.google.sr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&cad=rja&uact=8&

ved=0ahUKEwjtj7Oj5__UAhXEaD4KHaO8AQwQFgh4MAw&url=http%3A%2F%2Fblogs

.worldbank.org%2Fedutech%2F10-global-trends-in-ict-and-

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● http://www.infodev.org/

● https://www.google.sr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&cad=rja&uact=8&v

ed=0ahUKEwjtj7Oj5__UAhXEaD4KHaO8AQwQFghaMAg&url=http%3A%2F%2Fen.unes

co.org%2Fthemes%2Fict-education&usg=AFQjCNG3QdVUnkk7gtQsghxj-w7HS4hnxA

● https://www.google.sr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&cad=rja&uact=8&

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.worldbank.org%2Fedutech%2F10-global-trends-in-ict-and-

education&usg=AFQjCNEEQzbUYF4CeIkOLvnPgnr3jArkMg

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