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Nepal Open University

Manbhawan, Lalitpur

Faculty of Social Sciences and Education

One-year Bachelor of Education (B.Ed.): First Semester

Course Title: ICT in Education

Course code: Ed.105

Credit: 3

Course introduction

“ICT in Education” course comprises of basic understanding of various information and communication technology
tools, literacies such as information, communication, media, digital and ICT, how to integrate ICT into education
and use various ICT tools in teaching and learning, how to design ICT pedagogy and intervene the traditional
pedagogy to develop modern learning strategies with the use of various ICT tools. This course provides
undergraduate students with opportunities for experiencing digital technology in their planning of teaching and
delivery of lessons in the classroom. Learners throughout this course can develop a broader concept of educational
technologies by associating the knowledge and practice of ICT tools.

Course objectives:

This course will enable undergraduate students to:

 demonstrate their understanding of educational technologies including ICT tools;

 design their ICT pedagogy by employing various ICT tools;
 use various ICT tools in teaching and learning activities;
 explain the benefits of wise use of internet facilities and risks associated with internet access.

Units Specific Objectives Contents Hours

I Unit I: Basics of e-learning 9
 Define and explain educational  Literacies: information, communication, 3
technology and ICT. media, digital and ICT
 Demonstrate ability to use various  Educational technologies and ICT tools
educational technologies and ICT
tools.
 Elaborate the timeline review of i) History and developing trends of 3
educational technology and ICT educational technology
 Illustrate Web 2.0 tools and their ii) Technology in education
features including MOOC. iii) Scope of educational technology
 Illustrate flipped, blended and
 Web 2.0 features, massive online open-
ubiquitous learning and their
content (MOOC), flipped learning,
implications.
blended learning e-learning, m-learning
 Search and safely use content-related
and ubiquitous learning
online resources, apps and software.
 Learning apps, contents, subjects 3
i) Search engines and searching
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strategies
ii) Techniques to find and safely use of
subject-related online resources, Apps
and Software
II Unit II: ICT in instructional design 21
 Interpret ICT integration models in  SAMR Model for ICT integration in 3
education: SAMR and TPACK education and TPACK model for
 Create different instructional design educational design
for classroom practices by using i) Digital devices and ICT tools in
digital devices and applications. instructional planning and delivery of
 Design ICT pedagogy by using lessons
digital games ii) Digital games: Mathematics, Science 3
 Create, develop, animate and share and Language
audio, visual and audiovisual iii) PowerPoint designing and use for 3
documents by using ICT tools teaching (Creating presentation,
inserting pictures, charts, audio, video,
formatting presentation, layout,
animation, slide transition), and
recording (office Mix)
iv) Google Apps for different purposes
(Google Docs, Sheets, Slides,
Classroom, Drawing, etc.)
v) Use of software, apps and online 6
resources (Mathematics, language,
Science and Social Studies) in
preparing presentation and dynamic
learning materials
vi) Recording devices: Audio and video 6
recorder and editing tools (Audacity,
lightworks, Debut Video Capture
Software or Camtasia, etc)
III Unit III: ICT, Teacher and Society 9
 Exhibit the social learning and  Social learning and blending of ICT tools
blended ICT tools  Family, school and work
 Create, participate, coordinate,  Virtual learning environment: online
collaborate and cooperate with learning communities (OLC)
diverse learning environments and  Subject-specific ICT pedagogy: design, use
communities. and experience
 Develop and implement the subject-  Policies on ICT integration in education:
related pedagogical design by using i) Major ICT-related policies and
attempts of ICT integration in school
ICT tools.
curriculum of Nepal.
 Review the major policies and ii) International practices of ICT in
practices of ICT integration in the teacher professional development and
school education of Nepal. education
 Explore international practices of
ICT in education
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IV Unit IV: Teacher efficacy in using ICT 9

 Elaborate the classroom, instructional  Classroom management efficacy: Student
and engagement efficacy in using behaviour, class size and digital
ICT. technology
 Articulate cybersecurity and ethics in  Instructional efficacy: Digital skills and
using ICT. teaching with digital technology
 Engagement efficacy: emotional,
behavioural and cognitive engagement
 Cybersecurity and ethical consideration in
ICT application
Total Hours 48
References
Gamble, N., Easingwood, N., & ebrary, I. (2000). ICT and literacy: information and communications technology,
media, reading and writing. London: Continuum.
Hall, D. (2010). The ICT handbook for primary teachers: a guide for students and professionals. London; New
York: Routledge.
Kress, G. (2003). Literacy in the new media age: Routledge.
Lee, M., & Winzenried, A. (2009). The use of instructional technology in schools: lessons to be learned.
Camberwell, Vic: ACER Press.
Lemke, C. (2002). enGauge 21st Century Skills: Digital Literacies for a Digital Age: The North Central Regional
Educational Laboratory and the Metiri Group.
Loxley, W., & Julien, P. (2005). Information and Communication Technologies in Education and Training in Asia
and the Pacific: Asian Development Bank.
Panigrahi, M. R. (2016). Resource Book on ICT Integrated Teacher Education: Commonwealth Education Media
Centre for Asia (CEMCA).
Rivoltella, P. C. (2008). Digital literacy: tools and methodologies for information society. Hershey, PA: IGI Pub.
Robinson, R., & Reinhart, J. (2014). Digital Thinking and Mobile Teaching: Bookboon.
Selwood, I. D., Fung, A., & O'Mahoney, C. D. (2012). Management of Education in the Information Age: The Role
of ICT (Vol. 120): Springer.
Somekh, B. (2007). Pedagogy and learning with ICT: researching the art of innovation (1st ed.). London; New
York: Routledge.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. United States: John Wiley &
Sons.
Valanides, N., & Angeli, C. (2015). Technological pedagogical content knowledge: exploring, developing, and
assessing TPCK. New York: Springer Verlag.
Vincenti, G., & Braman, J. (2011). Teaching through multi-user virtual environments: applying dynamic elements
to the modern classroom. Hershey, PA: Information Science Reference.
Waghid, Y., Waghid, F., & Waghid, Z. (2016). Educational technology and pedagogic encounters: democratic
education in potentiality (Vol. 69). Taipei, [Taiwan]; Rotterdam, Netherlands; Boston, [Massachusetts]:
Sense Publishers.

Presentations Related to the content

Unit Learning Learning
Contents (LC) Resources
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(LR)
 Literacies: information, communication, media, digital and ICT  PPT 1
 Educational technologies and ICT tools  PPT 2
i) History and developing trends of educational technology  PPT 3*
ii) Technology in education PPT 4
iii) Scope of educational technology PPT 5
 Web 2.0 features, massive online open-content (MOOC), flipped learning, blended PPT 6
learning e-learning, m-learning and ubiquitous learning MOOC
 Learning apps, contents, subjects Flipped
i) Search engines and searching strategies Learning
ii) Techniques to find and safely use of subject-related online resources, Apps and blended
Software learning
e-m-b learning
U-learning 1
&2
 SAMR Model for ICT integration in education and TPACK model for educational  Rossi &
II design Trevisan (p.
i) Digital devices and ICT tools in instructional planning and delivery of lessons 7-17)
ii)Digital games: Mathematics, Science and Language  PPT 1
iii) PowerPoint designing and use for teaching (Creating presentation, inserting pictures,  PPT 2
charts, audio, video, formatting presentation, layout, animation, slide transition), and  PPT 3*
recording (office Mix)  PPT
iv)Google Apps for different purposes (Google Docs, Sheets, Slides, Classroom, MS Word
Drawing, etc.) Excel
v)Use of software, apps and online resources (Mathematics, language, Science and PowerPoint
Social Studies) in preparing presentation and dynamic learning materials Office Mix
vi)Recording devices: Audio and video recorder and editing tools (Audacity, lightworks, Debut
Debut Video Capture Software or Camtasia, etc)
 Social learning and blending of ICT tools
III  Family, school and work  Video
 Virtual learning environment: online learning communities (OLC)  PPTs
 Subject-specific ICT pedagogy: design, use and experience International
 Policies on ICT integration in education practices
i) Major ICT-related policies and attempts of ICT integration in school curriculum of
Nepal.
ii) International practices of ICT in teacher professional development and education
 Classroom management efficacy: Student behaviour, class size and digital technology Cybersecurity
IV  Instructional efficacy: Digital skills and teaching with digital technology Ethics
 Engagement efficacy: emotional, behavioural and cognitive engagement
 Cybersecurity and ethical consideration in ICT application