ICT Skills for Teaching and Learning

Following the lecturer’s introduction, students will introduce themselves and participate in a game titled “I Would Rather.” In this activity, they will choose between two given options and explain the reasons for their choices.

Lecturer introduces the module and provides an overview of the learning outcomes, assessment methods, and general class rules.

Students will work in pairs to discuss and post on Padlet what they hope to learn from this module.

The lecturer presents how ICT supports teacher readiness and explains the historical context using slides, visuals, and short video clips. Students can access supporting materials on Moodle and may share questions in the consultation forum for the week.

Students work in groups to discuss the current role of ICT in education and present their findings to the class. Key points are documented collaboratively in a shared Google Doc.

Students complete a questionnaire about their background, prior experiences, and learning goals. This activity enables the lecturer to understand the students better. Submissions will be made via Moodle.

Students will research how ICT has influenced teaching and learning practices in recent years, using credible sources such as articles, reports, or case studies. Each student will share their findings in the discussion forum either as a written post (not exceeding 300 words), a visual presentation (e.g., infographic or slide), or an audio recording (up to 3 minutes). Students are required to review and respond to at least two peers’ contributions, offering constructive feedback or connecting ideas to practical examples in education.

The quiz assesses understanding of key milestones in educational technology, the evolution from analog to digital tools, and the role of ICT in supporting 21st-century learning, global trends, and inclusive, engaging teaching.

Lecturer introduces digital literacy and frameworks (JISC, UNESCO, DigCompEdu) using slides, infographics, and short video clips. Students can view content in multiple formats and take notes in their preferred mode.

Students discuss the difference between digital skills vs digital literacy in small breakout rooms. Each group summarizes key points in a shared Google Doc. 

In pairs, students explore tasks like navigating search engines, using cloud storage, and creating a productivity app document. Share screenshots or reflections in the forum.

Students work in pairs to design a mini lesson plan incorporating digital literacy (slides, visuals, or text) and submit it to Moodle, with the lecturer providing guidance during the activity.

Quick online quiz to check understanding of frameworks and digital skills.

Students read the provided article on digital literacy and post their key takeaways in the forum, using text, audio, or infographics. They are required to reply to at least two peers, sharing reflections or connecting ideas.

Article: 

Tinmaz, H., Lee, YT., Fanea-Ivanovici, M. et al. A systematic review on digital literacy. Smart Learn. Environ. 9, 21 (2022). https://doi.org/10.1186/s40561-022-00204-y

Students select one or more schools and write a report analyzing the use of ICT in those schools. They also select two commonly used digital tools in the selected schools and identify their strengths, weaknesses, challenges, and provide recommendations.

In pairs, students will choose a digital tool related to their subject area (e.g., GeoGebra, Scratch, Canva) and explore its application in teaching and learning. Prior to the class session, each pair will prepare a brief demonstration highlighting the tool’s main features and classroom use. They will then present their demonstration during class.

Lecturer introduces TPACK & SAMR models, constructivist/connectivist approaches and constructive alignment using slides, short videos, and infographics. Students can access captions, transcripts, and visuals.

In pairs, students will demonstrate the selected tool, highlighting its application within their chosen subject area. They will respond to questions and receive feedback from both peers and the lecturer.

Students will collaborate in groups to examine a short classroom scenario and determine how ICT tools can enhance teaching and learning. They will identify appropriate tools, describe their potential impact, and outline possible challenges along with solutions. Key strategies should be documented collaboratively in a shared Google Doc, with reference to the Maldives National Curriculum Framework for guidance. Groups will then present their findings to the class, receiving feedback from both peers and the lecturer.

Students will complete an online quiz to assess their understanding of TPACK, the SAMR model, constructivist and connectivist approaches, and constructive alignment.

Students will review the Maldives National Curriculum Framework and examine how technology is integrated across different learning areas. They will write a short summary (300 words) explaining examples of ICT integration, highlighting how digital tools support teaching, learning, and assessment in various subjects. Students will submit their summaries to a discussion forum and are encouraged to comment on at least two peers’ submissions to compare insights and approaches.

The lecturer presents collaboration platforms (Google Docs, Teams, Padlet) and live interaction features using slides and demonstrations. Supplementary videos are also provided for students to watch later at their own pace.

In groups, students will design a collaborative activity and select a suitable digital tool to support it. The activity will be shared with other groups, and after implementation, each group will submit a reflection explaining the activity, justifying the choice of tool, and discussing what worked well and what could be improved.

Groups are given classroom scenarios (each group will be given a different scenario) to determine which tools and features (chat, screen sharing, etc.) would enhance collaboration. They document strategies in a shared Google Doc and present their scenario and their suggestions to the class. 

Think: Students individually review an online communication scenario and consider solutions following proper etiquette and netiquette.

Pair: Students discuss their ideas with a partner, refine their solution, and agree on the best approach.

Share: Each pair posts their solution in the Moodle Interactive Activity.

Students read a short guide or article on netiquette, online safety, and digital collaboration best practices. They post a 100–150 word summary in the discussion forum and respond to at least two peers.

Online quiz to check understanding of collaboration tools, interaction features, and digital etiquette.

Students research two collaboration tools relevant to their subject, analyzing each tool’s strengths, weaknesses, and potential classroom applications. They create a brief summary of their findings, which can be submitted as text, infographic, or audio. Afterwards, students review a peer’s summary and provide structured feedback.

Discuss examples of digital content student have used or seen in educational settings. Lecturer prompts with questions like “What makes digital content engaging and inclusive?”

Lecturer demonstrates the principles of layout, design, colour theory, and accessibility, and provides practical demonstrations on using Canva, Adobe Express, and Piktochart, as well as on creating PowerPoint presentations, videos, and podcasts. 

In groups, students explore one tool (Canva, Piktochart, or Adobe Express), noting features for accessibility and design.

Lecturer explains game mechanics and differences between game-based vs gamified learning with examples. 

In groups, students explore Kahoot, Quizizz, Blooket, or Wordwall features and discuss classroom applications.

Students create a quick quiz or activity on one platform and share it with others in the forum for their feedback.

In groups, students create a mini learning activity using gamification elements such as points, badges, or levels. They arrange the steps to ensure progression and engagement, then share their activity for peer feedback and refine it based on suggestions.

Students outline a subject-based mini-game including objectives, mechanics, and rewards.

Students research 2 examples of educational games or gamified activities relevant to their subject. They analyse each example’s effectiveness, engagement, learning outcomes, and accessibility, comparing which are most successful and why. Students then present their findings in a report, infographic, or presentation and provide feedback on peers’ analyses.

The lecturer introduces key concepts, including cyber safety and privacy, legal and ethical responsibilities, and digital citizenship, using interactive polls to assess students’ understanding.

Students work in groups to discuss real-world scenarios related to online privacy, cyberbullying, copyright issues, plagiarism, and disrespectful online behaviour. Each group provides an example to illustrate each issue.

Students are provided with scenarios on online privacy, cyberbullying, copyright issues, plagiarism, and disrespectful online behaviour. In groups, they discuss and propose appropriate ways to address each situation.

Students create a short lesson plan to teach students about digital footprints, digital responsibility, and respectful online behaviour. They select a target age group, set learning objectives, and outline the lesson structure, including an introduction, core activity (discussion, quiz, or role play), and closure. Groups present their lesson plan and get feedback from lecturer and peers.

Students explore their digital footprint to understand how their online actions shape their digital identity. They search their names and profiles online, review their social media presence, and analyse the information available about them. They then write a short report reflecting on what they discovered, how it aligns with a positive digital identity, and steps to manage and improve their online presence responsibly.

After revising their lesson plan based on feedback, students develop supporting materials (videos, infographics, slides, handouts, or quizzes) for the lesson. They then share these materials on Moodle for peer review and constructive feedback.

Students share prior experience with LMS platforms and discuss benefits and challenges.

Lecturer demonstrates Moodle, Google Classroom, and Seesaw interfaces, uploading content, creating quizzes, and structuring modules. Videos are also uploaded for later references. 

In groups, students explore a selected LMS platform, noting features for course management and student engagement.

In pairs, students create a learning activity, upload it to the LMS, and receive feedback from their other peers.

Students complete an online quiz to assess their understanding of LMS platforms, focusing on advantages, data tracking, and accessibility features.

Students research how LMS platforms track learner data, including progress, participation, and assessment results. They analyse the benefits and implications of data tracking for teaching and learning, and submit their findings as a short report or infographic.

Students design and build a mini-course or module in an LMS (Moodle, Google Classroom, or Seesaw) incorporating gamification elements such as points, badges, levels, or conditional release to enhance learner engagement. Students share it with peers to get their feedback.

The lecturer delivers a short, interactive mini-lecture explaining the differences between formative and summative assessment, highlighting their purposes, timing, and digital applications.

Lecturer demonstrates how to create and manage quizzes using Google Forms, Socrative, and Mentimeter, highlighting features such as auto-grading, branching logic, and feedback options.

In groups, students explore the tools and create a small assessment using one of them. They then post their assessment in the forum to receive feedback from other groups.

In groups, students review the Pedagogy and Assessment Guide from the Maldives National Curriculum, focusing on its key ideas about effective teaching, learning, and assessment. They summarise the main points using either a written summary or an infographic that highlights important principles and strategies.

Students watch short videos on “Digital Feedback Strategies” and “Interactive Rubrics.” Afterwards, they post examples of effective ways to give digital feedback that enhance student motivation and learning, and respond to at least two peers’ posts in the forum.

Students research and compare at least two assessment tools (e.g., Google Forms vs. Plickers) focusing on accessibility, usability, and feedback options. Submit a short report or infographic summarizing findings.

Students select a grade level, topic, and learning outcome from the Maldives National Curriculum and design a suitable assessment plan. They identify the type of assessment (diagnostic, formative, or summative), choose an appropriate digital tool (e.g., Google Forms, Socrative, or Mentimeter), and justify their choices by explaining how the tool supports learning and how feedback will be provided to students.

Students discuss prior experiences with assistive technologies and inclusive teaching.

Lecturer demonstrates tools like screen readers, immersive readers, speech-to-text, tablets/iPads for SEN and EAL learners.

In groups, students explore a selected tool, investigating its features that support accessibility and inclusion. They then post their findings in the forum for peer feedback and discussion.

In pairs, students practice creating a simple inclusive learning activity using one assistive tool and post it to the forum for their peers to give feedback.

Students watch videos on Inclusive ICT strategies and best practices for EAL/SEN learners.

After watching the videos, students post one example of how a tool can enhance inclusion, responding to at least two peers.

Students design a lesson that integrates differentiated instruction using ICT, demonstrating how the chosen tools promote accessibility and support inclusive learning.

Lecturer demonstrates digital portfolio tools (Padlet, Wix, Google Sites) and blogging platforms, showing how to link reflections to competencies.

Students present the results of their tool exploration from the previous activity and respond to questions raised by their peers.

Students will participate in an interactive activity in which they match each tool with its corresponding features listed alongside.

Students watch short videos on effective digital portfolios, reflective blogging, and professional networking strategies.

After watching the videos, students post an example of how they would use digital portfolios or blogs for reflection or professional development in the forum and reply to at least two peers.

Students create their digital portfolio or blog, adding initial content and connecting reflections to relevant competencies and standards. They then share their portfolio/blog links with peers to receive feedback.

Students revise their portfolio or blog based on peer feedback and write a brief reflection explaining the changes they made and the rationale behind them.

The lecturer introduces AI, VR, and robotics in education through multimedia resources (slides and short videos) and gives a demonstration of how to use ChatGPT.

The lecturer introduces key trends in educational technology such as learning analytics, adaptive learning, and flipped classrooms using multimedia examples and short case studies. The session then focuses on ethical considerations, where the lecturer discusses issues like AI bias, data privacy, and screen time, encouraging students to share ideas on how teachers can promote responsible and ethical technology use in classrooms.

Students work in groups to analyse case studies related to ethical issues in educational technology, such as AI bias, data privacy, or excessive screen time. Each group identifies the ethical challenges, discusses possible solutions, and suggests how teachers can address these responsibly in classroom practice. Groups then share a brief summary of their findings with the class for comparison and discussion.

Students use AR and VR headsets to explore the technology and its potential applications in education. After the exploration, students discuss how AR and VR can enhance engagement and learning, identify possible classroom uses, and reflect on challenges such as accessibility, cost, and technical difficulties, suggesting strategies to address these issues. Groups then share their insights with the class.

Students select from a set of provided articles and videos on teachers’ responsibilities in integrating emerging technologies. They write a reflection in the discussion forum highlighting key takeaways, respond to at least one peer, and engage in discussion.

Students explore real-world examples of learning analytics, adaptive learning, and flipped classroom approaches in global or local education contexts. They then design a lesson plan incorporating one or more of these approaches. Students explain how available tools such as LMS features, analytics dashboards, or video platforms would support the lesson. Finally, they create a short podcast to present and explain their lesson plan, highlighting key features and learning strategies.

The lecturer introduces backward design, ICT integration, and Bloom’s taxonomy alignment using multimedia examples and sample lesson plans, highlighting differentiation strategies and UDL principles to support diverse learners.

In groups, students examine sample ICT-integrated lesson plans and identify how learning outcomes, instruction, assessment, and engagement are aligned with Bloom’s taxonomy and UDL principles.

Students are grouped based on their subject area to design an ICT-integrated lesson plan using backward design, incorporating differentiation strategies and UDL principles.

Groups exchange their draft ICT-integrated lesson plans with another group within the same subject area. Each group reviews the peer group’s plan, focusing on alignment with learning outcomes, Bloom’s taxonomy, ICT integration, differentiation, and UDL principles. Feedback is provided constructively, and groups refine their lesson plans based on the input received.

Explore additional resources on backward design, ICT tools, and differentiation strategies. Take notes in preferred format.

Based on their exploration of the additional resources, students post a reflection in the discussion forum highlighting their key takeaways and respond to at least one peer’s post. Students engage in ongoing discussion to compare ideas, share insights, and deepen their understanding of effective ICT-integrated lesson planning.

Students independently design an ICT-integrated lesson plan using backward design for their subject area. They incorporate learning outcomes, Bloom’s taxonomy, differentiation strategies, and UDL principles. They submit their lesson plan in the Moodle.

Students evaluate the completed lesson plan and supporting materials of another student from the same subject area. Each student reviews the peer’s plan and materials, focusing on alignment with learning outcomes, ICT integration, differentiation, and UDL principles. Constructive feedback is provided, and students refine their lesson plans and materials.

Students create any supporting materials for their lesson plan, such as slides, worksheets, multimedia resources, or interactive tools, ensuring alignment with the lesson objectives and ICT integration.

In groups, students review Maldivian and international ICT classroom case studies. They identify effective strategies, challenges faced, and propose ways to address those challenges. Groups summarize their findings in a table or short presentation and share with peers for discussion and feedback.

Students are given classroom ICT case studies and apply the TPACK and SAMR frameworks to analyse them. In groups, they map how technology was used effectively, identify areas for improvement, and reflect on strategies to enhance teaching and learning.

Students individually analyse provided Maldivian and international ICT case studies, identifying successes, challenges, TPACK components, and SAMR levels. They propose strategies to improve or replicate successes and submit their analysis.

Lecturer conducts a live interactive quiz (e.g., Kahoot, Mentimeter, or Poll Everywhere) to review key concepts and learnings from the module. Students respond in real-time, and results are discussed immediately.

Students individually set SMART goals for future ICT integration in their teaching or learning contexts.

Students reflect on and discuss their personal growth, key achievements, and challenges in ICT knowledge and confidence within subject-based groups. The group insights are then shared with the whole class for a collective discussion.

Students use a Miro board to note what they liked about the module and suggest improvements. The class then reviews and discusses all inputs to identify key recommendations for future module enhancements.

Students design a multimedia or interactive resource (e.g., video, infographic, quiz, or presentation) that can be used by the lecturer in future semesters. The resource should align with a course topic and include a short note on its purpose and how it supports learning. Peers can give constructive feedback on the resource.

Students create a portfolio summarizing their learning, reflecting on growth, and documenting future ICT goals and strategies. They submit their portfolio to Moodle as a podcast, video, or another chosen format.