Topics, activities, and projects will be customized around

classroom practice. We will stress practicality, problem

solving, creativity, fun, and measurable outcomes.

Associate and B.Ed Degree

in ICTs for Education
Curriculum

Year 1

Semester 1

High-Tech, High-Touch, High-Teach

M1

Computational Tools
and Management

This course focuses on ICT-enhanced classroom efficiency and effectiveness. Course design,
student records, computational applications, and templates create a sense of organization for the
teachers and provide a structure for learning. Integrated into this module will be elements of
learning itself, such as Maslows hierarchy of needs.

M2

Building 21st Century

Skills and Content
Mastery

Critical thinking and problem solving are essential skills for the 21st century. To get there, we must
ensure that students can demonstrate their abilities in a wide variety of ways, including ICTs.
Collaboration, creativity, and communication skills not only enable you to build those skills in
yourselves, but also enhance your ability to make informed decisions and learn from and with each
other. In short, your 21st century skills will enhance those of your students.

M3

Personalized & SelfRegulated Learning

ICT-enhanced self-regulated learning allows teachers to build in students the keys to self-reliance,
including study skills and self-regulation techniques that allow which learners transform their mental
abilities into academic skills so that learning is viewed as an activity that students do for
themselves.

Semester 2

Pedagogy, Problem-Solving, and Portfolios

Effective and Efficient

Pedagogy

We may be able to use ICTs to teach more efficiently, but that does not mean that our teaching is
more effective. This course will provide teachers with the competencies they need to determine
what works and what doesnt. We will base our work upon actual classroom experiences, rather
than abstract theories. Emerging teachers will be provided models and simulations so that they can
observe excellent pedagogical practices at work.

Problem Solving,
Modeling, and
Simulation

Problem solving involves seeking information, generating new knowledge, and making decisions
to address real-life challenges and then model solutions. Students must understand the academic
components of the coursework, describe any barriers to learning, explore how to overcome those
barriers. Visual representations, mind-maps, manipulatives, time-tables, diagramming and graphic
organizers will help students organize and represent their thinking. Teachers will be trained to help
students monitor their own learning, develop strategies they can use in multiple situations, and
evaluate results. Exhibitions can allow students to share their work.

M6

Your Professional
Portfolio

A professional teaching portfolio, like an artist's portfolio, shows the range of one's work.
Portfolios are also tools to reflect on the arc of one's teaching experience and growth. This course
is the key to self-understanding and the capacity to examine what you are doing, how, and why.
You will be asked to represent a challenge you have overcome using ICTs, provide
demonstrations of ICT effectiveness in the classroom, and the use of student work to demonstrate
your success. It is a key factor in your professional career because it helps build teacher
communities of practice.

Year 2

Semester 3

Assessment, Curriculum Development, and Digital Devices

M4

M5

M7

Performance Based
Assessments

This course strengthens the capacity of teachers to recognize when student leaning is taking
place and how formative assessment can support efforts at remediation. We will also explore
how students with different learning needs can participate successfully in a mainstream
environment. These two goals are introduced here and explored in depth in subsequent
courses.

M8

M9

Developing and
Extending Curriculum

Curriculum cannot be static, but dynamic. This course ensures that teachers reach the highest
standards, but have the flexibility to incorporate ICTs dynamically and creatively in their
classrooms. As Suriname rolls out its new curriculum, this is an opportunity for teachers to share
best practice. Teachers will work in curriculum teams, by grade level, so that they can strengthen
core subject-matter mastery and extend curriculum to meet local needs

Websites and Digital

Devices

We don't have to keep up with students or even be ahead of them, but we should give them the
opportunity to work within a safe and educationally productive environment. This course explores
those contemporary ICT capabilities basic to participation in a global environment, and also
explores media literacy, cyber-security, and personal safety. In addition, teachers will even be
able to customize applications to meet the needs of their specific classrooms.

Semester 4

M10

M11

M12

ICTs and
Interdisciplinary
Learning

Solving ICT Problems in

Your School

ICTs and Sustainable

Development

Reaching All Learners, Broadening Horizons

This course focuses on the integration of multidisciplinary STEAM (Science, Technology,
Engineering, Arts, and Mathematics) subjects with a special focus on diverse learners,
integrating multiple intelligences, personalized learning, and visual media.
Those taking this course can recognize our strengths and weaknesses. We must also be
prepared to be of assistance to our colleagues and must recognize the problems that may arise
as an ICT mentor in your school. We will read the research, practice scenarios, and prepare
accordingly. Elements of adult learning shall be integrated into practical applications that allow
schools to build an ICT-enabled culture.
Sustainable development is often not so much a road map but a compass. We must be
prepared with a creative mindset to achieve sustainability with what resources we have. ICTs are
a way of assessing our capacity to educate for the future. This course shows the relationship
between natural resources and national (human) resources by effectively using ICTs to create a
way of life that ensures a prosperous future.

Year 3

Semester 5

B.Ed Students Only: Field Study, Mentorship, and Data-Driven Solutions

M13

Field Study Practicum 1

Emerging teachers are given opportunities to have direct teaching experiences by observing and
working in classrooms led by master teachers. Those master teachers will be given special
recognition for their contribution to future teacher development by mentoring emerging teachers
and working to ensure they meet national standards.

M14

Data-Driven Decision
Leadership

BIG: Business, Industry, and Government always produces a massive amount of data that needs to
be organized, understood, visualized, mined, and analyzed in order to recognize patterns and help
data-driven decision making with direct relevance to educational change.

M15_e1

ICTs for Safety (Elective

Choice 1)

ICT offers new opportunities, but it also poses dangers. We will cover issues such as cyber and
identity safety; creating environments to ensure that children are physically and emotionally safe;
social networks and bullying

M15_e2

ICTs for Health (Elective

Choice 2)

Next-generation health solutions focused on Suriname. This course will provide ICTs that address
health issues teachers can recognize and integrate into their classrooms, as well as ICT that is
currently in the health system. STEM subjects associated with health range from heart monitors to
new concepts in disease prevention and healthy habits

Semester 6

M16

M17

Making an Impact from the Community to the Globe

Field Study Practicum 2

Emerging teachers are given opportunities to have direct teaching experiences by observing and
working in classrooms led by master teachers. Those master teachers will be given special
recognition for their contribution to future teacher development by mentoring emerging teachers
and working to ensure they meet national standards

ICTs and Special Topics

The combination of professional passion and practice comes together in a course in which teachers
address issues of burning importance to them and design EITHER: (1) A curriculum unit connected
to the national curriculum (2) a community project for which teachers would play a clear,
measurable result.

M18_e1

M18_e2

Teaching Without
Borders (Elective
Choice 1)

ICT-Enabled Education
Reform

Your contributions to education in Suriname shall be immense. However, teaching is a global

enterprise. This course is about teaching and learning on a global scale. You will connect to
global networks, Open Educational Resources, MOOCs (Massive Open Online Courses), and
make a contribution to teaching and learning by working with colleagues from around the
world. We will also cover topics of interest to teachers, worldwide (gender equity, education in
emergencies, the PISA exams, for example). Global NGOs will support this effort.
The required curriculum course (Module 2 in Year 2) focuses on your subjects and your
classrooms. This elective focuses on a broader view of education reform through ICTs. We will
examine curriculum and public policy; identify educational weaknesses and strengths; and make
recommendations for filling in the holes. Our work will result in the formation of an interactive
textbook and portal for the Surinamese curriculum.