The process of integrating ICT in education is rarely a simple and linear one – overlaps are often noted, with some elements operating in parallel, in partnership and cyclically. The sequence of steps varies from one activity or situation to the next and must take context into account in order to be effective. The process is thus necessarily incremental and relies on clearly defined objectives to succeed in improving the efficiency of ICT use in education. This module presents major themes to assist educators in better integrating ICT with their teaching and particularly allowing them to offer higher quality education programs to Science and especially Mathematics students. An introduction to the general theories and principals of ICT integration in teaching and learning process is presented, and further developed into specific learning objectives adapted to the use of ICT in Mathematics teaching.
Using technology provides many opportunities to enable learning but also it brings with it expectations for a new role for teachers and for learners. Why is that important? Teachers need two skills beyond their subject knowledge:
1) ICT skills and comfort with technology tools, and
2) Pedagogical practice aligned with meaningful student-centred learning.
This module integrates these two components together and this dynamism must be reflected in the planning, conduct and validation of your teaching and learning practice. This module is not designed for programmers or IT-specialists, but it is intended for you and for any student teacher/educator who has some basic knowledge of digital environments and who is interested in engaging or engaging learners in learning with ICT.
The module introduces students to criteria of effective assessment and strategies to construct a test. It aims at enabling the students to understand and critique measurement and evaluation, principles and concepts of the different types of measurement and educational evaluation, to describe the different roles of measurement and evaluation and the contemporary practices in evaluation in light of current research and professional experience. It also aims at enabling students integrate assessment into learning process, to be able to plan and conduct evaluation and testing on the basis of sound principles and practices and to understand the interconnections between/among curriculum, goals, objectives, measurement and evaluation.
The aim of this module is to provide post-graduate students with knowledge, skills and attitudes in statistical analysis that can be applied in educational research. The content of the module includes theories and educational applications of: Basic concepts in statistics; Techniques of collecting, depicting, tabulating and exploring data; Measures of central tendency and dispersion; Correlation; Regression; Estimation; hypothesis testing; ANOVA and ANCOVA; Analysis of categorical and non-categorical data.
The module aims to equip students with competencies in developing a reasoned evaluation of published educational research, to different types of research, research methods and techniques that are used in educational research, writing research proposal. The module further aims to prepare students to conduct high quality research using various approaches including qualitative, quantitative, single-case design, mixed methods, action research, and discipline-based research.