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Appendix I

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DATE PREPARED: July 2017

DATE REVISED: _____________

Ministry of EducationICT in Education

POLICY

Acknowledgement

Development of the ICT in Education Policy 2016 – 2020 involved the collective participation and contributions of a wide cross-section of internal and external stakeholders. Internally, consultations were held with officers representing all Divisions of the Ministry of Education. An iterative process was utilised and policies were honed to reflect the purpose and intent of the Ministry with respect to the appropriate, ethical, effective and sustainable use of ICT in schools. The development also incorporated the views gleaned from focus groups and review panels. In order to capture the views of the wider educational community, the draft policy was sent to key external stakeholders for comment and input.

Gerard PhillipCurriculum Officer (ICT)Curriculum Planning and Development Division

© Copyright 2017. All rights reserved.Government of the Republic of Trinidad and Tobago

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Message

Mr. Anthony Garcia Honorable Minister of EducationMinistry of Education

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Message

Dr. Lovell Francis Honorable Minister of StateMinistry of Education

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ForewordIt is with great pleasure that I present the Information and Communication Technology in Education Policy to the national education community. Current and emerging innovations in ICT, including ubiquitous access to the Internet, the pervasive usage of social media, the advent of ‘smart’ devices and increased pedagogical application of ICT in teaching and learning in the classroom necessitate a review of existing ICT in Education policies. This document reflects the strategic policies of the Ministry of Education as it seeks to provide overarching direction and guidance to all Ministry of Education staff, students, parents and related stakeholders on the use of ICT at all levels, inclusive of our administrative offices, tertiary, secondary and primary schools as well as in our early childhood care and education centres.

The ICT in Education Policy represents one significant pillar of the Ministry of Education’s holistic 5-Star ICT in Education Programme which also includes a strategic governance structure, curriculum reform, teacher training for effective ICT-infusion in curriculum implementation and the enhancement of ICT infrastructure in offices and schools.

A wide cross-section of internal and external expertise was engaged in the development of this document, including consultations with officers representing all Divisions of the Ministry of Education and advice from several expert stakeholders in the wider national community. These stakeholders included the National Parent Teacher Association, the Trinidad and Tobago Unified Teachers Association, the Accreditation Council of Trinidad and Tobago, the University of Trinidad and Tobago, Microsoft Trinidad and Tobago Limited, the Trinidad and Tobago National Commission for UNESCO and the National Information and Communication Technology Company Limited (iGovTT). On behalf of the Ministry of Education, I extend sincere thanks to all contributors.

This Policy provides guidance to all stakeholders in education as the Ministry of Education seeks to enhance teaching and learning through ICT-integration methodologies in schools as well as to increase efficiency and delivery of services at its various offices. Compliance should be actualised through the development of operational policies that must be aligned to the Ministry’s strategic ICT in Education Policy and the National School Code of Conduct, and be in congruence with the principles articulated in the School-Based Management initiative.

Mr. Harrilal Seecharan

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Chief Education OfficerMinistry of Education

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Table of ContentsMessage............................................................................................................................................i

Message...........................................................................................................................................ii

Foreword........................................................................................................................................iii

Table of Contents............................................................................................................................iv

Abbreviations..................................................................................................................................vi

Introduction......................................................................................................................................1

1.1 Purpose and Scope.................................................................................................................4

1.3 Structure of the Document.....................................................................................................4

2.1 The National Context for the ICT in Education Policy.........................................................5

3.1 The Strategic Direction of ICT in Education.........................................................................7

3.1.1 Information and Communication Technology in Education MoE Vision and Mission.......7

4.1 5-Star ICT in Education Programme......................................................................................9

4.1.1 Governance Structure...........................................................................................................10

5.1 Desired Impact and Outcomes.............................................................................................16

6.1 Critical Success Factors………………………………………………………………… …14

7.1 ICT in Education – Guiding Principles................................................................................19

8.1 Policy Development Process................................................................................................20

8.1.1 Relevant Legislation.............................................................................................................20

8.1.2 Related Documents.............................................................................................................21

8.2 Limitations of the Policy......................................................................................................21

8.3 Compliance...........................................................................................................................22

8.4 Monitoring and Evaluation...................................................................................................22

8.5 Review and Approval for Changes......................................................................................22

9.1 The Policy Framework.........................................................................................................23

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10. The Policies..........................................................................................................................25

10.1 Framework Dimension 1 - Connecting with the World.......................................................25

10.2 Framework Dimension II - Interacting with Each Other.....................................................31

10.3 Framework Dimension III – Teaching and Learning with ICT...........................................38

10.4 Framework Dimension IV – Capacity Building with ICT...................................................43

11.1 School Operational ICT Policy – a sample development template......................................55

12.1 Applying Lessons Learned...................................................................................................67

13.1 Summary..............................................................................................................................67

Appendices....................................................................................................................................68

Appendix I – Definition of Terms.................................................................................................68

Appendix II – List of Supporting Operational Policies.................................................................70

Appendix III – Governance Structure............................................................................................71

Appendix IV – Overview of Pedagogy in the Industrial versus Information Age........................72

Appendix VI – Document Revision Log.......................................................................................74

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AbbreviationsCEO Chief Education Officer

CD Compact Disc

CIO Chief Information Officer

DVD Digital Video Disc

EA Enterprise Architecture

eCAL eConnect and Learn Programme

ECCE Early Childhood Care and Education

EDPM Electronic Document Preparation and Management

e-Forms Electronic Forms

e-Learning Electronic Learning

FAQs Frequently Asked Questions

FLOSS Free/Libre Open Source Software

FY Fiscal Year

GCR Global Competitiveness Report

GIS Geographic Information Systems

GITR Global Information Technology Report

GoRTT The Government of the Republic of Trinidad and Tobago

ICT Information and Communication Technology

IM Instant Messaging

IP Intellectual Property

KPIs Key Performance Indicators

LAN Local Area Networks

Mbps megabit per second

M-Learning Mobile Learning

MMS Multimedia Message Service

MoE Ministry of Education

NALIS The National Library and Information System Authority

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NGOs Non-Governmental Organizations

OAS Organization of American States

PC Personal Computer

PDA Personal Digital Assistant

PPP Public Private Partnership

PS Permanent Secretary

PSIP Public Sector Investment Program

QoS Quality of Service

R&D Research and Development

SMS Short Message Service

SSO Single Sign-On

TELE Technology Enabled Learning Environment

T&T Trinidad and Tobago

UK United Kingdom

UN United Nations

UNESCO United Nations Educational, Scientific and Cultural Organization

USA United States of America

UWI The University of the West Indies

VoIP Voice over Internet Protocol

WAN Wide Area Network

WEF World Economic Forum

WiFi Wireless Internet

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IntroductionToday, the education system is required to deliver on increasingly demanding objectives. Internationally, countries have responded to these challenges in different ways and at varying levels to enable students to adapt to change, inspire creativity and innovation, and enhance their ability to apply knowledge and competencies to solve problems. Information and Communication Technology is critical to this developmental evolution and clearly articulated policy directives are imperative. The onus rests on the Ministry of Education to develop and enunciate policy directives at the strategic level, providing overarching guidance on Information and Communication Technology (ICT) usage to all stakeholders in the education sector.

The role of national policy in Education is to define the education system’s governing principles […] Policies help establish priorities, which then determine how the system is organized, managed, funded, programmed, and sustained.1

Alain Martin, in his work; “Vision in Five – From Mission and Policies to a Balanced Portfolio of Goals” articulates the difference between strategic and operational policies as follows -:

"Strategic policies in the public sector guide decision-makers in crafting programs, selecting projects or initiatives, or addressing issues to fulfil their mission, and provide a coherent framework for future directions in sustainable ways that advance good governance (transparency, equity, ethics, and participatory democracy). They spell out how conflicting goals and priorities should be balanced." (Martin, 38)

"Operational policies are the instruments by which organizations rationalize and continuously improve the work they do through available knowledge and technology. This family of policies includes decision structures, methods, standards, and systems that yield high performance [...]. While strategic policies deal with the substance of what you are about, operational policies deal with the process of getting the job done."2 (Martin, 41)

This distinction must be kept at the fore as readers make their way through this document. The Information and Communication Technology (ICT) policies stated in this document represent the strategic intent of the Ministry of Education (MoE) with respect to ICT in Education. They embody a forward thinking stance, which takes into consideration not only what currently

1 Dixon, Bruce and Einhorn, Susan, A Policy Agenda for a 21st-Century Education (June 30, 2014). Available at SSRN: http://ssrn.com/abstract=24607032 Martin, Alain, Vision in Five – From Mission and Policies to a Balanced Portfolio of Goals (2010). Available at: http://www.executive.org/bibliography/policy.pdf

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pertains in terms of education administration and teaching and learning; but also present a bold step towards a more agile and innovative approach to how education is perceived and delivered.

The value and strength of this Policy rests on its foundations which have been cast in progressive leadership, best practice and prevailing research. It is intended to provide a source of reference to all stakeholders, especially school administrators, on several pertinent ICT issues that impact the lives of all members of the education community. Every effort was made to ensure that the policies developed reflect objective thought, grounded in sound philosophical underpinnings for real-life practical application.

Information and Communication Technology3 refers to the diverse set of tools and resources used to communicate, create, disseminate, store and manage information. These include computers, mobile devices, the Internet and other satellite communication devices, radio, television, telephones, and audio visual equipment which can be deployed for realizing the goals of teaching and learning and enhancing access to resources, building of capacity, as well as the management of the educational system. ICT also encompasses all hardware devices connected to computers, software applications and interactive digital content, web-based content repositories, interactive forums, learning management systems, and management information systems.

As information and communication technologies continue to transform education systems globally, the ICT in Education Policy will provide clarity of purpose and underscore the Ministry of Education’s commitment to the full integration of ICT into pedagogical methodologies in the nation’s classrooms as well as in the Ministry’s administrative offices.

Going forward, the will to make things happen must reverberate among all administrators and teachers. The Ministry of Education will strive to close the gap between the requirements of the system as expressed by its policy-makers, and the way these requirements are understood by stakeholders, and implemented in schools. The Ministry of Education will work to ensure that its ICT in Education Policy is implemented effectively.

Although robust strategic policy is necessary, it is however, not sufficient. Through the Ministry of Education’s School-Based Management Plan and schools’ enactment of operational ICT policies, congruity and adherence to the tenets of the strategic policies are expected at the level of offices and schools. Principals and administrators are asked to refer to the National School

3 Information and Communication Technology (ICT) refers to all technologies used for processing information and communicating. It includes desktop computers, digital audio devices, digital cameras, digital microscopes, electronic whiteboards, Internet, laptops, scanners, smart phones, software, video cameras, et cetera. Refer to Appendix 1- Definition of Terms for further details.

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Code of Conduct (May, 2009) for guidance in the development of operational policies and attendant consequences for non-compliance.

Inevitably, focused and meaningful actions must be taken in support of policy enactment as schools evolve and mature in terms of their understanding and usage of ICT. Key actions should ensure that:

leading-practice curriculum in support of ICT in Education is implemented, and that the supporting teacher training and professional development is provided;

priority is placed on the procurement and implementation of ICT, equipment, facilities, tools and services;

the various stakeholders responsible for ICT in Education see each other as essential partners and are committed and motivated to achieve stated student-centred goals;

an integrated strategy for technical support and maintenance is implemented;

ethical standards are adhered to in the use of ICT throughout the education system and that students are adequately sensitised and guided on the proper use of ICT;

ICT is fully implemented as a component of School Based Management.

The ICT in Education Policy therefore, is a crucial pillar in support of the Ministry of Education’s efforts to meet the challenges of 21st century teaching and learning even as it strives to be more responsive to the needs of ‘digital natives4’, Generation Z5 learners who are predisposed to interaction with ‘smart’ digital devices in technology-enhanced learning environments.

4 a person born or brought up during the age of digital technology and very familiar with computers and the Internet from an early age. Digital Natives, Digital Immigrants, Marc Prensky, 2001.5 Members of Generation Z are typically thought of as being born after the year 2000, comfortable with technology, and interacting on social media websites for a significant portion of their socialising.

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https://en.wikipedia.org/wiki/Social_media

https://en.wikipedia.org/wiki/Technology

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1.1 Purpose and Scope

Hereinafter, the term “Policy” refers to the total collection of ICT in Education policies presented in this document. The reader will note that the term “Policy” and the term “the policies” are used interchangeably.

This Policy is national in scope. It aims to put forward the Ministry of Education’s governing principles with respect to the interconnected domains of ICT integrated curricula, pedagogy, and learning; as well as ICT infrastructure, management systems and tools. The Policy will apply to all Ministry of Education staff, students, parents, and other relevant stakeholders affiliated with Government owned and Government assisted early childhood, primary, secondary, post-secondary, private, tertiary and special purpose schools and related institutions.

The ICT in Education Policy shall formally take effect from the date of its approval by Cabinet.

1.3 Structure of the Document

The document begins by outlining the context and strategic direction of ICT in education. Desired impact and outcomes are then discussed followed by a rationale for choosing the ICT in Education conceptual framework. This is followed by the governance structure, which is critical for the management, implementation, monitoring and evaluation of all ICT projects and initiatives. A discourse on the policy development process precedes the dimensions of the policy framework and the expansion of the policies. This is indicated in the chart below.

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Purpose and Scope

National Context for ICT

in Education

Strategic Direction of ICT

in Education

Desired Impact and Outcomes

Conceptual Framework

Governance Arrangement

Policy Development

Process

ICT in Education - Guiding Principles

ICT in Education Policies

Diagram 1: Structure of the document.

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2.1 The National Context for the ICT in Education Policy

Gone are the days when a country could rely on the cumulative effect of fragmented and ad hoc undertakings for the sustainable development of a thriving nation. National development in the modern era calls for an integrated, cross-functional, and global approach, in order to achieve country competitiveness and sustainable prosperity. The Government of the Republic of Trinidad and Tobago (GoRTT) has shown keen awareness of this reality, and has sought to underpin overarching National Development Policy with critical sub-components, such as Information and Communication Technology (ICT) Policies.

ICT has revolutionised virtually all aspects of life and work. Students who do not possess ICT skills6 will not be able to participate fully in the economic, social and cultural life around them. Further, schools are called upon to address the challenges posed by the advent of ICT and the Internet, including the integrity of their digital footprint as they navigate the maze of social media, violations of privacy, computer fraud and online bullying7, to name but a few.

In this new paradigm, where knowledge is among the most lucrative commodities, effectively schooling the next generation of workers is a prerequisite for remaining viable as a nation. In particular, there must be concerted effort towards the development of a labour force that possesses essential critical thinking and problem solving skills – persons who can efficiently communicate and collaborate while utilising contemporary technologies to access, organise, and evaluate information towards timely decision-making.

With more and more technology options, there are also more avenues to improve administration, enrich the curriculum, and enhance teaching methodologies in support of better student outcomes. This Policy reinforces the Ministry of Education’s unrelenting desire to improve educational opportunities and advance learning by establishing the guidelines for the proper, effective and sustainable use of ICT.

With the abovementioned stated goals in mind, the Ministry of Education will also take into account issues such as unequal access to technology due to socio-economic disparities and 6 21st Century skills refer to the set of abilities that students need to develop in order to succeed in the Information Age. The Partnership for 21st Century Skills lists three types: (i) learning Skills (critical thinking, creative thinking, collaborating and communicating), (ii) Literacy Skills (information literacy, media literacy, technology literacy), and (iii) Life Skills (flexibility, initiative, social skills, productivity and leadership).

7 OECD (2015) Students, Computers and Learning: Making the Connection, PISA, OECD Publishing.

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special needs among students; and will mitigate against these inequities, ultimately seeking the elimination of such disparities across the education system as a whole.

The Ministry acknowledges that learning through the effective use of ICT must extend beyond the boundaries of the classroom. There can be little doubt that to participate in true anytime, anywhere learning, including access to open, distance and blended learning methodologies, students must be able to connect to online resources from locations outside of the school compound. With this awareness, the Ministry of Education wholeheartedly supports and encourages initiatives that will expand broadband Internet access and concomitant infrastructure in all schools and offices.

Several research findings suggest that desktop/laptop/tablet computers and other digital devices afford tremendous benefits to students and the school community at large. ICT can be used to enhance students’ critical thinking and problem solving skills and enable the development of communication and collaboration skills, allowing for greater adaptive and interactive learning. When ICT is used in value-adding ways, and is tailored to students’ learning styles and multiple intelligences, it empowers teachers to exercise pedagogical flexibility, realising deeper student understanding and engagement. In addition, research evidence also shows that the effective use of ICT in the classroom redounds to improved student behaviour in classrooms, increased proficiency and decreased dropout rates, especially among economically disadvantaged students.

The Ministry of Education’s stake in ICT in Education is high. Consequently, the Ministry will seek approaches that are sustainable, scalable and adaptable, and which build and utilise infrastructure and technology to the benefit of the nation’s children. Looking further ahead, the objective will be to integrate ICT in value-adding ways through proper planning, preparation, and project management, informed by clearly articulated and implemented strategic policies.

The bedrock upon which ICT in Education rests must therefore incorporate the curriculum as well as the evolving nature of the digital technology environment. In addition, since ICT in Education impacts all education stakeholders, solid communications and feedback mechanisms will be established to safeguard against ‘reinventing the wheel’, wastage, silos, and unnecessary duplication. To this end, the Ministry’s ICT in Education initiatives will systematically replace outdated and outmoded practices that are no longer relevant or efficient and will implement systems that cater to the requirements of 21st century learners and ICT-enabled administrative office environments and services.

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3.1 The Strategic Direction of ICT in Education

3.1.1 Information and Communication Technology in Education MoE Vision and Mission

The Policies are built around the MoE’s vision and mission. A vision that is internalised is fertile ground for high levels of commitment and mobilisation. Moreover, a shared vision sets the stage for collective action, and fosters the much needed unity required to withstand the ‘change fatigue’ that inevitably comes from embarking on a complex undertaking such as educational transformation.

3.1.2 The National ICT in Education Vision -:

To provide 21st century technology-enabled learning environments that integrate information and communication technologies (ICTs) into administration and teaching and learning experiences for:

Greater creativity and innovation

Augmented critical thinking, problem solving, and decision making skills

Enhanced digital citizenship and life skills acquisition

Higher levels of student engagement and well-being

Greater usage of ‘best-practice’ tools and techniques

Enhanced communication, collaboration, and seamless information flow

Technology optimisation and effective systems implementation

This vision is aligned to the overarching mission of the Ministry of Education:

3.1.3 Mission of the Ministry of Education

To educate and develop children who are -:

Able to fulfil their full potential

Healthy and growing normally

Academically balanced

Well-adjusted socially and culturally, and

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Emotionally mature and happy

Given that “the student” is at the centre of the Ministry’s mandate, the Ministry of Education must proactively respond to the changing student requirements, which have resulted from the digital revolution. In brief, since students are evolving, educational practices must evolve as well. However, making the transition from traditional instruction (which is teacher-centred) to ICT enabled instruction (which ideally should support student-centred learning) necessitates a rethinking of the ways schools implement teaching methodologies and define learning objectives.

Provided that a primary objective is to prepare students for the knowledge-intensive economies of today and the future, ICT in Education must go beyond learning about technology. Improved education service delivery will leverage ICT to support the full range of students’ learning styles to facilitate and widen their access to knowledge, as well as the quality of their learning.

The Ministry of Education therefore, aims to provide the teacher training, guidance and supporting mechanisms that will allow schools to take advantage of new technologies to the greatest extent possible. Over time, the Ministry anticipates that the system will comprise a cadre of highly competent teachers and administrators who are well equipped to harness ICTs to motivate students to be self-directed learners who can take responsibility for their own learning.

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4.1 5-Star ICT in Education Programme

Global technological and economic developments have placed great demands on education systems in developing countries to keep step with the ever-changing paradigm that attends teaching and learning in the developed world. Internationally, countries have responded to these challenges in different ways and at varying levels to enable their students to adapt to change, inspire creativity and innovation, and enhance their ability to apply knowledge and solve problems. Information and Communication Technology8 is critical to this developmental evolution and policies and strategies have been developed to encourage and support the integration of ICTs into teaching and learning methodologies.

Cognizant of the factors that adversely affected the execution of ICT initiatives, a more integrated and structured approach to ICT implementation in the education system was developed in order to provide effective, sustainable utilisation of computers and other ICT devices in the nation’s schools. Not only must ICT influence teaching and learning in our nation’s schools, but it must also have a significant impact in linking the Ministry of Education’s satellite offices and other entities with each other through increased connectivity and communication systems. Improvement in the organization’s data flow will redound to enhanced connectivity, increase communication and collaboration and facilitate real-time collection and analysis of information, ultimately allowing for strategic policy development and informed, data-driven decision-making.

The Five-Star ICT in Education Programme comprises:

an ICT in Education Policy and Strategic Action Plan

a governance structure for the management and coordination of all ICT initiatives

enhanced ICT infrastructure and digital devices in schools

training and professional development of teachers and administrators

curriculum reform

8 Information and Communication Technology (ICT) refers to all technologies used for processing information and communicating. It includes desktop/laptop/tablet computers, digital audio devices, digital cameras, digital microscopes, electronic whiteboards, Internet, scanners, smart phones, software, video cameras, et cetera.

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4.1.1 ICT in Education Policy

Current innovations in ICT, including ubiquitous access to the Internet, the pervasive presence and usage of social media, the advent of ‘smart’ devices and the increased pedagogical application of ICT in teaching and learning in the classroom necessitate a review of existing ICT in Education policies. In response to this imperative the Ministry of Education (MOE) has developed an ICT in Education Policy (this document). Several policies were developed that will prescribe the parameters that guide ICT usage. These include cyber-bullying, social media, mobile learning and bring your own device (BYOD) policies. The ICT in Education Policy was developed through an iterative process which comprised strategic assessment, leading best practice research, and input from internal stakeholders. It was informed by several documents, including the National ICT Plan 2014-2018 (smarTT), the National ICT Plan 2017 – 2021 ‘fastforward II’, the World Summit on the Information Society (WSIS) Vision for Beyond 2015, and the Millennium Development Goals (MDGs) post-2015 Development Agenda.

4.1.2 Governance Structure

A governance structure determines the entities that oversee, guide and monitor a given process or group of processes. Sound governance is required for the effectiveness and long-term sustainability of any complex change and transformation initiative. The establishment of an ICT in Education governance structure that comprises dedicated personnel at the administrative level of the Ministry of Education through to the level of the school is integral to the effective and sustainable implementation of the 5-Star ICT in Education Programme. The ICT in Education Steering Committee and Technical Team will promote and support the execution of ICT initiatives at all levels of the education system. The ICT in Education governance arrangement include the following -:

4.1.3 ICT Steering Committee

The Ministry of Education shall establish an ICT in Education Steering Committee which will provide executive sponsorship, promote accountability, ensure coherence, and track progress of ICT initiatives. Specific responsibilities include -:

Serving as the approving body for all strategic ICT policies, plans and projects

Providing input on appropriate prioritisation and resource allocation

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Advocating for the desired ICT in Education outcomes

Ensuring that the requirements of stakeholders are addressed

Ensuring adherence to approved action plans

Overseeing progress in relation to strategic imperatives.

The ICT Steering Committee comprises the Minister of Education (Chair), the Minister of State in the Ministry of Education, the Permanent Secretary, the Chief Education Officer, the Deputy Permanent Secretary responsible for ICT, the Director of Curriculum Planning and Development, the Director of School Supervision and Management, the Director of Human Resources, the Manager, ICT Division, the Head of the Teaching and Teacher Development Unit, and the Lead, ICT in Education Technical Team.

4.1.4 ICT in Education Technical Team

The ICT in Education Technical Team will be directed by an ICT in Education Lead who will be dedicated full-time to provide overall management, coordination and evaluation of all ICT programs and projects at the ECCE, primary, and secondary levels. The team comprises representatives from the Curriculum Planning and Development Division, the ICT Division, Teaching and Teacher Development Unit, the Division of Schools Supervision and Management; Programme, Projects, Planning and Management Unit, the Monitoring and Evaluation Unit; the Early Childhood Care and Education Division and the Student Support Services Division. Specific responsibilities of the Team include -:

Formulating and/or recommending policies, standards and guidelines on the use of ICT in education and administration.

Spearheading the selection of appropriate ICT resources and learning tools.

Evaluating ICT programs and project proposals to ensure conformity with the ICT in Education Action Plan.

Tracking the distribution, utilization and technical performance of ICT resources.

Formulation and design of ICT programs and projects.

Monitoring the activities and progress of schools’ ICT in Education Committees

Monitoring and evaluating the extent and impact of ICT integration in curriculum implementation.

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Establishing and maintaining strong working relationships with government agencies, non-government organizations and private sector partners in support of the successful implementation of ICT in Education programs and projects.

4.1.5 School ICT in Education Committees

The Schools’ ICT in Education Committees will initiate the planning and implementation of school ICT projects that must be in alignment with the Ministry’s ICT in Education Policy. The Schools’ ICT Committees will comprise the School Supervisor, the Principal, a Curriculum Officer, the Vice Principal, Heads of Department, the Computer Science/IT Teacher, the Technology Coordinator, and the IT Technician. Specific responsibilities include -:

Leading the formulation of the school’s ICT in Education Action Plan and submitting same to the ICT in Education Technical Team for approval.

Developing the schools’ operational ICT in Education Policies to operationalise the Ministry of Education’s strategic ICT in Education Policy.

Ensuring that the inventory of ICT assets and resources at the schools are appropriately utilised, monitored, and maintained.

Ensuring effective implementation of ICT projects within the schools and tracking the utilization of resources.

Assessing the impact of ICT programmes on school performance.

Determining standards for ICT-integration in curriculum implementation at the level of the school.

Assessing the school’s readiness for electronic assessment and e-testing.

(Appendix III refers)

4.1.6 Teacher Training Teachers must be provided with appropriate professional development and competencies to effectively incorporate ICT into teaching and learning activities. The Ministry of Education has developed an ICT Professional Development Strategy for Teachers. The vision of that strategy is to develop a coherent and sustainable approach to teacher ICT professional development so that, through effective pedagogy and integration of ICT, learners are able to become globally competitive knowledge workers.

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The key objectives of the ICT Professional Development Strategy for Teachers are to:

• Ensure coherent management of teacher ICT professional development• Enhance teaching and learning through ICT integration• Build capacity to design and deliver OER and professional development courseware• Improve support and recognition at institutional level• Monitor and evaluate implementation

The ICT Professional Development Plan is based on the following key principles:

1) The Strategy is committed to integration of the United Nations Educational Scientific and Cultural Organization (UNESCO) ICT Competency Standards for Teachers (CST) into the curriculum design of all courses. The UNESCO ICT Competency Framework for Teachers (CFT) creates a common core syllabus that enables teachers to integrate ICT into their teaching methodologies and extend their professional development to advance their skills in pedagogy and innovation using ICT.

2) In the design and selection of professional development courses:a) All courses will be competency-based both in design of the curriculum and in terms

of how assessment is conducted.b) Courses will include appropriate blends of face-to-face learning, in-school activities,

and use of e-learning, incorporating social networking platforms.

3) The ICT Professional Development Strategy for Teachers will construct clear learning pathways for teachers in Trinidad and Tobago to move progressively from Technology Literacy to Knowledge Deepening and Knowledge Creation through pre-service teacher training and continuing in-service professional development.

4) In-service training and professional development for teachers and educators will be facilitated through courses developed in alignment with UNESCO CST. The Ministry will partner with tertiary institutions, including the University of the West Indies (UWI), the University of Trinidad and Tobago (UTT), the University of the Southern Caribbean (USC) and the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT), to develop and offer CST-based courses to teachers.

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ICT-infusion and pedagogy training will be provided not only to teachers but also to other stakeholders, including Principals, Vice Principals, Heads of Department, School Supervisors, Curriculum Officers and Technology Coordinators. The courses for these educators will be structured to ensure that they attain competence to provide clinical supervision and pertinent advice to teachers and the school community at large.

The ICT Professional Development Plan targets the following key audiences:

1) In-service teachers in primary and secondary schools2) School administrators (Principals, Vice-principals, Heads of Department, and Deans)3) Curriculum Officers and School Supervisors4) Technology Coordinators

4.1.7 Enhanced ICT Infrastructure

Limitations of infrastructure in support of ICT is a significant impediment to the effective utilisation of computers and other digital devices in schools. In order to facilitate the use of ICT in schools, adequate supporting ICT infrastructure must be provided. The following areas are identified and solutions proposed:

i. Provision of high Speed Internet connectivity. At present, most schools receive Internet service from one of several Internet Service Providers (ISPs), including TSTT, Columbus Communications (FLOW) and Digicel. The first stage in the ICT infrastructure upgrade of any system must be the establishment of consistent and reliable Internet service of sufficient upload and download speed to facilitate multiple user access. At present, all schools are provided with Internet service utilising a facility managed by iGovtt. Ultimately, a comprehensive connectivity solution will be provided which equips all schools with adequate bandwidth for access by the school community. To enable connectivity to the widest possible audience, wireless access points for distributed Wi-Fi connectivity will be strategically placed on the school compound to facilitate designated ‘hotspots’ in each school.

ii. Deployment of an Educational Management Information System (emis). An MIS is critical to the modernization and upgrade of data-collection and efficiency of schools and the MOE in general. It facilitates the automation of all data collection, management and reporting functions in schools and related MOE offices. It will therefore prove a timely

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ICT assistant to administrators as a sole repository for data, allowing for seamless collection, analysis and report generation.

iii. Aptus Internet devices. The Aptus Internet device is an Internet connectivity prototype produced by the Commonwealth of Learning (COL) to facilitate virtual Internet connectivity. It provides an Intranet-type access for up to forty (40) students in a virtual learning environment, allowing teachers and students to communicate with each other and access books, documents, e-books, programs and files. The Aptus server can also store thousands of books, learning material and courses, while also enabling teachers to add their own content for access by students. The Aptus will be utilised in primary schools and in selected secondary schools, especially those that are located in remote areas of the country where Internet access may be limited.

iv. Storage carts in schools for charging of laptops and other digital devices. Charging carts will be placed in schools for the charging of laptops and other digital devices.

v. Upgrade of existing computer labs in all schools. Emphasis will be placed on replacing obsolete and non-functional desktop computers and the maintenance of computer labs. The Ministry of Education will remain responsive to technology dynamism, while simultaneously ensuring that upgrades are approached in an equitable and cost-effective manner.

vi. The provision of multi-media projectors in classrooms. It is proposed that this will be a phased project with schools issued with additional projectors for use in classrooms. The multimedia projectors supplied will complement the projectors already provided to several schools.

4.1.8 Curriculum Reform

The primary objective for the provision of ICT devices in schools is for the enhancement of students’ learning experiences. The Curriculum Planning and Development Division (CPDD) has a critical role to play in the actualisation of this objective. The CPDD will design and develop the curriculum to support ICT and provide direction to teachers to implement, assess and evaluate the curriculum. In support of the expanded use of ICT in schools, at the revision of the National Secondary School Curriculum, ICT was introduced as a separate discipline and designated one of the core subjects. The curriculum will be amended to support the new paradigm for curriculum implementation which places emphasis on the use of ICT as an

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effective tool in the teaching and learning process. The curriculum must therefore lend itself to implementation with the integration of ICT.

Officers of the Division will provide multifaceted support for ICT-infusion in the implementation of all subject areas of the curriculum, including:

the production of sample lessons and lesson plans the selection of suitable, curriculum-relevant e-learning content and applications clinical supervision and support to teachers the monitoring and evaluation of ICT-infusion

Software resources play a central role in facilitating the integration of ICT into the curriculum. Teachers have identified the lack of available curriculum-relevant e-Learning digital content as one of the major issues that inhibited their use of laptops in the teaching and learning process. To address this issue, Officers of the CPDD are tasked with the selection of suitable and appropriate OER eLearning content and software that are culturally relevant and provides stimulus and motivation for greater learner engagement. The CPDD will also develop supplemental instructional guides for teachers including lesson plans that will provide guidance in the use of ICT for active and cooperative learning, as well as for technology enhanced assessment.

In collaboration with the Division of Schools Supervision and Management, officers of the Curriculum Planning and Development Division will assist with the functions of ICT Committees in all schools and help to implement and monitor the school’s ICT in Education Plan.

5.1 Desired Impact and OutcomesNotwithstanding its current championing of ICT in Education, the Ministry of Education faces a number of challenges as it seeks to realise the desired impact and outcomes. For example, the ICT in Education agenda is vulnerable to various factors, not least of which is the availability of funding for projects. Added to this, the agenda’s heavy reliance on the actions of a multitude of dispersed personnel at the MoE head office, district, and school level results in significant operational complexity. Internal factors such as bureaucratic obligations and competing demands, are also major threats to successful delivery. In order to attain the anticipated impact

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and desired outcomes in such an environment, clear lines of ownership, responsibility and accountability will be established.

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Diagram 2: Factor Relationships

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Administration Teachers Students Curriculum and Instruction

Infrastructure and Support Resources

A governance structure is implemented to manage and monitor all ICT in Education projects

An Education Management Information System (EMIS) is implemented to automate collection of data for policy and decision-making

A learning management system (LMS) is implemented in all secondary schools

Educational planning, management and school administration are ICT-enabled,

Training for teachers is designed in alignment with international ICT competency standards

Teachers are adequately trained and empowered to use ICTs in pedagogically meaningful ways

Teachers use ICT tools to store and manage student records and automate administrative functions

Teachers are committed to lifelong learning and retooling of skills

Creativity and entrepreneurship are visibly expressed

Preparedness for life is improved

Students are actively engaged and enjoying the education process

Students’ academic performance is significantly improved

Students use ICTs in a productive, responsible and ethical manner

All students attain 21st century learning, literacy and life skills

A curriculum that encourages innovation, critical thinking and self-directed learning is provided

The school curriculum is developed in conformity with international standards and best practices

Adequate digital resources are available to teachers and students for ICT integration in teaching methodologies

All schools use ICT in the classroom to support the delivery of each subject area in the curriculum

There is robust enterprise infrastructure and reliable Internet connectivity in support of schools' ICT operating environment

Classroom infrastructure is well designed, wirelessly connected and in sustainable use in support of ICT -integrated teaching and learning

Inter-school collaboration and peer support is established, allowing for meaningful interaction among all stakeholders

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Administration Teachers Students Curriculum and Instruction

Infrastructure and Support Resources

efficient and effective.

5.1.2

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Diagram 3: Desired Outcomes

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6.1 Critical Success Factors

A haphazard or piecemeal approach to incorporating ICT into the education system and automating its offices would be detrimental. Drawing on this insight, every attempt will be made to ensure that all elements of the process are integrated, and are working in tandem. The compliance with stated policies is considered essential to the realisation of this ideal.

Ultimately, the realisation of all outcomes will be predicated on the efforts of principal stakeholders. Specifically, attention will be placed on how persons are organised, motivated, and managed in support of ICT in Education. Critical success factors (CSFs) of this endeavour include:

Leadership Resolve – the leadership and members of the Steering Committee as well as the leadership and officers of the Technical Team must be fully committed to the successful and sustainable implementation of the 5 Star ICT Plan. This encapsulates the right ‘tone at the top’ that is crucial for unleashing the potential of the Ministry’s ICT in Education thrust. A fundamental component of this will be the coherence and persuasiveness of leadership rhetoric and actions taken in support of the vision and Policy.

Proactive Stakeholder Engagement – A multi-stakeholder approach to the ICT in Education Plan will be adopted, since civil society and the private sector have their role in the implementation of the Ministry of Education’s ICT programs and policies. In addition, since public perception will have a significant impact on the degree of receptivity towards ICT in Education, special attention will be given to messaging and communications.

High Levels of Internal Capacity and Capability – Sustainability must be at the heart of all ICT in Education initiatives, and this requires building of human capital with the requisite skills and knowledge. It also involves providing the incentives that can promote increased productivity.

Effective Performance Management – performance optimisation is about achieving the desired outcomes and benefits within agreed timeframes. Establishing a results oriented culture that emphasizes ownership and accountability at all levels is paramount.

Eradicating Silos – sharing information, knowledge and expertise creates organisational power, which is manifested in strengthened processes and translates into successful transformation. By contrast, territorialism and duplication of effort undermine productivity and waste resources.

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The Ministry of Education will take a decisive departure from the “silo mentality” to one of inclusive cohesiveness for the success of ICT in Education initiatives.

7.1 ICT in Education – Guiding Principles

ICT-based innovations provide great opportunity for the education system and the Ministry of Education acknowledges its responsibility to put the requisite building blocks in place to capitalize on the potential benefits. The ICT in Education policies are informed by the following perspectives:

o ICT is an enabler – no technology can fix bad educational philosophy or compensate for bad practice. Decisions about the use of ICTs are not based on a desire to introduce ICTs per se, but on specific objectives, such as improving the quality of classroom instruction.

o ICT is a feasible conduit to deliver education to those unable to participate in the formal education system.

o ICT is one of the pillars on which the philosophy of lifelong learning can be established.

o ICT makes “anytime, anywhere” instruction possible. For example, online course materials may be accessed 24 hours a day, 7 days a week and distance learning allows teachers and students to interact from separate locations.

o ICT supports student-centred pedagogy and instructional innovation – through the effective use of technology teachers can adapt instruction to suit students’ unique learning styles and multiple intelligences, thereby increasing learner motivation and engagement.

o If designed and implemented properly, ICT enabled education empowers students to be active and independent learners.

o ICTs must be incorporated into the education system in value-adding ways, and not solely based on technology trends and fads.

o “How” technology is being used is more important than “which” technology is being used.

o Teachers’ use of ICT is affected by their attitudes towards ICT, their ICT competencies and their access to ICT tools and training.

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o Proactive stakeholder engagement and participation must underpin all ICT in Education initiatives.

o Private sector partnerships must be leveraged to the fullest extent to reduce the financial burden associated with large scale technology implementation.

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8.1 Policy Development Process

The policies associated with each dimension of the ICT in Education framework were formulated in alignment with the strategic direction of the Ministry of Education, consistent with the 5-Star ICT in Education Plan. They govern the Ministry’s ICT in Education Agenda as it relates to processes as well as practices. Policies were developed through an iterative process which comprised an upfront strategic assessment, leading practice research, input from senior officers of the Ministry, as well as external stakeholder consultations.

8.1.1 Relevant Legislation

This Policy is guided by the Education Act, Chap 39:01 of the Laws of the Republic of Trinidad and Tobago-:

Section 3 states that:

“The powers conferred on the Minister by this Act shall be exercised so as to ensure—

(a) the promotion of the education of the people of Trinidad and Tobago, and the establishment of institutions devoted to that purpose by means of which he shall thereby contribute towards the development of the human resources, physical, mental, moral and spiritual of the community;

(b) the establishment of a system of education designed to provide adequately for the planning and development of an educational service related to the changing needs of the community;

(c) the effective execution of the education policy of the Government.”

Further, Section 4 (2) elaborates that:

In addition to the several duties imposed on the Minister by this Act, the Minister shall be responsible for—

(a) devising a system of education calculated as far as possible to ensure that educational and vocational abilities, aptitudes and interests of the children find adequate expression and opportunity for development;

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(b) conducting schools and establishing, managing, maintaining and assisting schools in accordance with Regulations to be made by him from time to time;

8.1.2 Related Documents

The Policy also takes into account the following policies and plans.

SmartTT National ICT Plan 2014-2018 and National ICT Plan 2017 – 2021 ‘fastforward II’

o The smarTT programs in support of ICT in Education include: “computers and connectivity for all”, m-learning, developing an ICT training framework, integrating human capital development/education/training with industry needs, creating digital content for use at all levels of education, establishing ICT awards and incentive schemes, increased and affordable ICT education and training towards digital inclusion.

The World Summit on the Information Society (WSIS) Vision for WSIS Beyond 2015

o WSIS targets for education, to be achieved by 2015, include: “to connect universities, colleges, secondary schools and primary schools with ICT; and to adapt all primary and secondary school curricula to meet the challenges of the Information Society.”

The Millennium Development Goals (MDGs) post-2015 Development Agenda and the Sustainable Development Goals 2015 – 2030

o The goals include: “Promoting inclusive and sustainable economic growth, employment and decent work for all” and “Building resilient infrastructure, promoting sustainable industrialization and fostering innovation” and “Ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all” (SDG4). ICTs play a critical role in the achievement of these objectives.

The Partnership for 21st Century Learning’

o Development of 21st century skills inclusive of learning, literacy and life skills.

8.2 Limitations of the Policy

As mentioned above, the policies presented in this document are strategic and not operational in nature. They define the Ministry’s intent with respect to ICT in Education; however, they are not

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http://una-gp.org/clancyt/files/goals/goal4.pdf

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designed to control the implementation of processes or to regulate day-to-day activities. The Ministry of Education, through the School-Based Management Plan and schools’ ICT in Education Committees, will develop policies tailored at the operational level to address and regulate day-to-day enforcement and compliance.

8.3 Compliance

The Ministry of Education will put the appropriate internal controls in place to foster compliance with the policies articulated in this document. This will be actioned through the ICT in Education Steering Committee and the ICT in Education Technical Team. The ICT in Education Technical Team will oversee a system of accountability actioned through the Division of School Supervision and Management and the Curriculum Planning and Development Division. This is designed to ensure that the directives put forward in this Policy are adhered to. In addition, schools’ ICT operational policies must conform to the Ministry’s policies as enunciated herein. A sample operational policy template can be found on page 55 of this document.

8.4 Monitoring and EvaluationIn order to determine whether the Ministry of Education is reaching its ICT in Education targets and that there is effective implementation of the ICT in Education policies, all stakeholders will be required to identify performance measures to monitor and evaluate progress on an ongoing basis. The Ministry will carefully select measures that are meaningful and clearly correlated to the objectives that it seeks to achieve, with finite performance indicators identified. All monitoring and evaluation exercises will be conducted under the guidance of the Monitoring and Evaluation Unit of the Ministry of Education. Every effort will be made to ensure that monitoring and evaluation exercises are:

Relevant and cost effective. Accurate data is essential to support evidence-based decision-making. A balance will be struck between the cost of collecting the data and its usefulness.

Linked to performance. Any change in the measure should reflect a change in performance, rather than suggesting a change unrelated to performance (e.g. through demand, or perhaps simply reflecting a different way of classifying activities).

8.5 Review and Approval for Changes

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Given the dynamism of the technology landscape, the Policy will be reviewed at least once every two years to ensure that it remains up-to-date and relevant.

A Revision Log will be used to track changes to the document (Appendix VI refers). Changes to policies, and/or additions, and/or deletions to the contents of this document must be approved by the ICT in Education Steering Committee and the Chief Education Officer of the Ministry of Education.

9.1 The Policy Framework

The Policy Framework focuses on five (5) core dimensions of ICT usage and implementation in the education sector;

(i) Connecting with the World,

(ii) Interacting with Each Other,

(iii) Teaching and Learning with ICT,

(iv) Capacity Building with ICT, and

(v) Managing with ICT.

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Connecting with the World

Interacting with Each

Other

Teaching and Learning with

ICT

Capacity Building with

ICT

Managing with ICT

Diagram 4: Policy Framework Dimensions

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The dimensions of the framework are consistent with real-world application of ICT. As users perform various ICT-related tasks at offices and in classrooms, they invariably would traverse one or more of the dimensions and be impacted by the policies that inform and guide their specific operations and interactions.

The specific policies in support of ICT in Education are articulated as follows -:

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Table 1.0 – ICT in Education Policies Categorized by the Dimensions of the Framework

Connecting with the World

Interacting with Each Other

Teaching and Learning with ICT

Capacity Building with ICT

Managing with ICT

Availability and Connectivity Policy Social Media Policy ICT Integration in

Pedagogy PolicyTeacher Training and Development Policy

Education Management Systems Policy

Inclusiveness and Equity Policy Cyber-Bullying Policy Flexible Delivery

PolicyContinuous Improvement Policy

Learning Management Systems Policy

Bring Your Own Device (BYOD) Policy Data Privacy Policy Mobile Learning

Policy

Open Educational Resources (OER) Policy

ICT Asset Management Policy

Mobile Phone (Cellular Phone) Policy Data Security Policy Game-based Learning

Policy

Technology Enabled Learning Environments Policy

Value for Money ICT Procurement Policy

Green Computing Policy

Responsible Use Policy

Open and Distance Education Policy

Free/Libre/Open Source Software Policy

Fit-for-Purpose ICT Policy

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10. The Policies

10.1 Framework Dimension 1 - Connecting with the World

o 10.1.1 Availability and Connectivity Policy

The potential to leverage the optimal impact of ICT in classrooms as well as in satellite offices of the MoE is heavily reliant on, but not restricted to, access to the Internet. Internet services, provided by Internet Service Providers (ISPs) enable access to online products, applications and services in real-time. The availability of this service is dependent on several factors, including cost and the presence of Internet infrastructure from ISPs in the communities where schools and satellite offices of the MoE are located. A critical component of the Ministry’s Internet availability agenda will be the provision of adequate bandwidth to schools and offices. All avenues will be explored to mitigate the cost of Internet service to satellite offices and schools, especially those located in rural and disadvantaged communities.

Internet service must also be suitably hardwired (Ethernet) or wirelessly networked (WiFi) to facilitate connectivity to computers and other digital devices. The MoE’s long-term goal is to equip all classrooms with real-time connection to the Internet. Mindful that some of our schools occupy extensive acreage with several dispersed buildings, the short to medium-term goal is to have designated classrooms and ‘blocks’ rendered ‘connected areas’ or ‘hotspots’ for the provision of Internet services. The requirements of e-testing must also be factored in when determining the areas to be provided with connectivity to the Internet. The ‘connected areas’ will be determined by the Principals of the respective schools in collaboration with the school’s ICT Committee, with guidance and authorization from the ICT Division of the Ministry.

Schools must consider the provision of Internet services and accompanying connectivity as integral to the overall ICT development of the institution and an essential facilitator for accessing additional online resources for teachers, students as well as administrative staff. Notwithstanding this position, schools must not be wholly dependent on real-time Internet connectivity in order to make use of desktop and laptop computers in schools. Teachers and administrators must explore several off-line options to ensure that the use of laptops and other digital devices are optimised.

The Ministry of Education will -:

(i) Provide technical assistance to public schools towards upgrade of ICT infrastructure.

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(ii) Assist towards the provision of high-speed Internet services to its Head Office, satellite offices and all public schools.

(iii) Encourage the involvement and assistance of corporate partners, community organizations, schools’ alumni associations and parent teachers associations towards the provision of additional Internet bandwidth and attendant Internet-supporting infrastructure and devices to schools.

(iv) Provide technical support personnel in all schools.

(v) Provide infrastructure to effect wireless access hotspots in schools, honing the available bandwidth in specific ‘connected areas’ or ‘hotspot’ blocks/buildings to maximize connectivity.

(vi) Ensure that the requisite systems redundancy and disaster recovery procedures are in place to protect sensitive school data and IT resources.

(vii) Institute measures to block harmful, malicious and pornographic Internet traffic.

(viii) Reserves the right to scan laptops and other digital devices on the school’s premises and respond appropriately to prevent recurrence of infraction.

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o 10.1.2 Inclusiveness and Equity Policy

The Ministry of Education subscribes to the global commitment of inclusive education at all levels of the education system. The Ministry reaffirms its position that all students shall have equal rights and access to ICT devices, instruction and opportunities, and recognises and supports the diverse needs of all students. Universal access will take into consideration not only students’ socio-economic status, but the inherent learning challenges of differently abled students.

Students from Low-Income, Rural, and Other Marginalized Communities


(i) Make every effort to provide students from financially or socially disadvantaged circumstances access to devices via either school computer lab facilities or school laptop initiatives.

(ii) Make available to schools, devices that provide virtual access to Internet services

(iii) Implement a curriculum which is relevant to all students, including students from financially, socially or geographically disadvantaged circumstances.

Students with Special Needs


(i) Provide assistive technology software and tools (e.g. screen readers, Braille printers, learning material in alternate formats etc.) to ensure adequate access to students with disabilities.

(ii) Provide professional development opportunities for teachers on the use of assistive technologies in teaching and learning.

(iii) Engage the ICT in Education Technical Team to work in tandem with the Student Support Services Division, Curriculum Division, Division of School Supervision and Management, and the ICT Division to provide sustainable solutions with respect to the procurement and use of assistive technologies for students with special needs.

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o 10.1.3 Bring Your Own Device (BYOD) Policy

The Ministry of Education will continue to provide laptops, desktops and other digital devices for use by students and teachers in the nation’s schools. As technology devices become increasingly affordable, however, an increasing number of parents and guardians provide personal laptops, tablets, mobile phones and other digital devices for their children who attend school. The increasing pervasiveness of student-owed technology devices provides an opportunity to officially welcome and incorporate these devices into the school environment. The ‘bring your own device’ (BYOD) policy permits students to bring their personal electronic devices, including laptop computers and tablets, to school for educational purposes. Schools must institute appropriate security and management protocols before students are invited to bring their devices to school. BYOD policies are implemented at several education institutions regionally and internationally. Most tertiary institutions and examining bodies in the Caribbean region support BYOD policies. It enables students to attempt ICT-related tasks, including online e-testing, on their personal devices while at school.


(i) Allow students to bring their own personal electronic devices to school for educational purposes. These devices include but are not restricted to laptop computers, tablets, iPads, digital cameras and smartphones.

(ii) Assist schools in the provision of security measures, including surveillance systems that will facilitate an environment in which staff and students can provide for the security of students’ personal devices at schools.

(iii) Set out guidelines for the acceptable and ethical use of staff and student-owed devices on the school compound. Parents and guardians must assent to these guidelines before students’ personal devices can be brought to school.

(iv) Proactively assess and militate against the potential risks associated with connecting student-owned devices to the school’s ICT network and infrastructure.

(v) Provide the technical support needed to allow staff and student-owed devices to be utilised safely and appropriately.

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(vi) Assist schools in the provision of adequate bandwidth, Wi-Fi connectivity, power outlets, and storage/charging facilities to meet the demands of additional personal digital devices in schools.

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o 10.1.4 Mobile Phone (Cellular Phone) Policy

Consistent with an ever-growing trend in several countries, including the Caribbean, mobile phones (cellular phones, mobile hand-held electronic communication devices (MHCD)) are virtually ubiquitous in Trinidad and Tobago, especially among young persons. Students as well as teachers have developed a dependence on mobile phones for information, communication, entertainment and leisure. The Ministry of Education acknowledges that many students attending schools possess personal mobile phones. The Ministry of Education also takes cognizance of the fact that mobile smartphones perform many other functions apart from their core function of making and receiving telephone calls.

Of note to the Ministry is the sense of security felt by parents and guardians when they provide their charges with mobile phones. Parents and guardians believe that cell phones address their safety concerns by enabling them to communicate with their children. Research has shown however, that mobile phones can prove to be negative distractors in the school environment. In addition, mobile phones can readily exploit breaches in the school’s WiFi connectivity, placing addition strain on the available bandwidth intended for productive classroom activities and administrative communication engagements. Of major significance is the fact that virtually all modern mobile phones have digital camera capability, allowing for still picture as well as video capture. Students have abused the facility in myriad instances, taking pictures and videos of incidents on the school compound and uploading them to social media platforms on the Internet.

Despite these concerns, the Ministry of Education is convinced that mobile phones can and should be used to enhance student outcomes through effective interaction between teachers and learners in schools. The use of smartphones is supported as a learning tool in schools provided they are employed towards productive teaching and learning experiences.


1) Endorse the use of MHECD in schools, when such use supports effective curriculum delivery and/or education administration.

2) Require that mobile phones be used on the school compound only under the supervision of a teacher/administrator in a productive teaching and learning environment

3) Require that students be debarred from using mobile phones during class time unless authorized and supervised by a teacher.

4) Insist that mobile phones be switched off upon entering the school compound.

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o 10.1.5 Green Computing Policy

Environmentally friendly use and subsequent disposal of electronic waste (e-waste) is now an institutionalised global trend. The objectives of green computing are to use and ultimately dispose of used and obsolete computers, servers, monitors, printers, storage devices, network and communication systems and associated digital devices safely and efficiently, causing minimal or no adverse effect on the environment. Ultimately, the green computing must significantly alleviate the level of degradation and toxicity of the environment: air, earth and water. The school must be an arbiter on behalf of the environment, inculcating environment-friendly practices to students.


(i) Promote environmentally responsible and eco-friendly use of computers and other digital resources through inclusion in teaching curriculum and other school strategies.

(ii) Manage all ICT assets, from acquisition to disposal, in a manner that conforms to sound environment protection standards.

(iii) Maximise the ‘useful life’ of ICT assets to postpone / minimize generating hazardous e-Waste.

(iv) Give favourable consideration to Information Technology (IT) vendors who possess sound e-waste management policies and practices.

(v) Advocate efficient energy-saving and environment-friendly behaviour throughout offices and schools, e.g. setting sleep mode or turning off computers when not in use and aspiring towards paperless correspondence by refraining from unnecessary/wasteful printing.

(vi) Streamline and reduce the bureaucracy associated with the disposal of obsolete and non-functional computers and related electronic devices.

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10.2 Framework Dimension II - Interacting with Each Other

o 10.2.1 Social Media Policy

Social media refers to the plethora of online communications channels dedicated to community-based input, interaction, content sharing and collaboration. It includes, but is not limited to: blogs, online discussion forums, instant messaging, podcasts, social networking sites (e.g. Twitter, Facebook, Windows Live Messenger, YouTube, Flickr, Xbox Live, Blogger, Tumblr), video conferences, virtual forums, web conferences and wikis (e.g. Wikipedia). Social media continues to have significant impact on contemporary youth through its ubiquitous use for communication, collaboration, leisure, recreation and entertainment.

A significant aspect of social media is the presence of a perennial digital footprint. Students must be advised that their statuses, messages, comments, blogs, pictures, websites visited and all other posts online leave an indelible trail. This trail of data created while using the Internet is veritably indelible. Schools must advise students of the possible log-term consequences of inappropriate and unethical posts online.

The Ministry of Education places high priority on the safety of students and acknowledges the threat and other associated risks to personal safety that social media poses, including child grooming and cyberstalking. The MoE reiterates its position that students and other users must avoid/ exercise extreme caution when divulging personal information online, especially phone numbers, addresses and financial information.

Teachers are encouraged to harness the various social media platforms as a way to communicate and collaborate with students, share educational resources, create content and promote constructive student engagement and learning. The Ministry of Education does not support the use of social media in schools and offices, except when it is used for educational purposes.


(i) Endorse the use of social media in academic and administrative settings, provided that such use supports curriculum delivery, and provided it is grounded in sound pedagogical practice.

(ii) Require that all interaction on social media be courteous, respectful, age-appropriate, non-abusive and free of dishonourable content such as racial, ethnic, sexual, religious and physical disability slurs.

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(iii) Require that parents be informed that social media is to be used by students as part of learning experiences, including assignments, classroom lessons, and collaborative projects.

(iv) Require that students receive formal guidance on the acceptable use of social media including the imperative to treat others in a respectful and considerate manner and unwavering adherence to the school’s operational policies and code of conduct.

(v) Require that all staff, when communicating with students on social media, maintain the highest professional standards. All communications must be age-appropriate and related directly to a student’s education.

(i) Require that administration bring to the awareness of users the fact that information shared through social networking apps, even if they are on private spaces, are still subject to copyright, data protection, and other relevant legislation.

(ii) Engage the Student Support Services Division of the Ministry of Education to provide advice and counselling to students who flagrantly use social media inappropriately.

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o 10.2.2 Cyberbullying Policy

Cyberbullying involves the use of electronic communication media to intimidate, torment, threaten, harass, humiliate, embarrass or otherwise target another individual using the Internet, interactive and digital technologies. It includes posting rumours, circulating embarrassing pictures or videos, making threats, as well as account/identity hijacking on cyberspace including email, text messaging and social media. It also encompasses forwarding or transmitting information and pictures that were meant to be private. Cyberbullying poses a serious threat to individuals, especially those most vulnerable. It is imperative that students are provided with protection from inappropriate, unacceptable, abusive behaviour. The Ministry of Education has a zero tolerance level on cyberbullying. It is considered a very serious offence that contributes to indiscipline and violence in schools.

The MoE, through Officers attached to the School Supervision and Management Division, Principals, Deans, School Safety Officers, as well as the ICT Division, will make every effort to identify the perpetrators of cyberbullying in schools and offices. The victims of cyberbullying, as well as the perpetrators, will be provided with counselling by officers of the Student Support Services Division. The Ministry of Education condemns cyberbullying in all its forms and advises that cyberbullying constitutes an offence in contravention of the laws of Trinidad and Tobago.


(i) Provide guidance and counselling to students on the preservation and integrity of their digital footprint

(ii) Ensure that all stakeholders, including the MoE’s administrators, teachers and students in the nation’s schools, are cognizant of the various forms of cyberbullying and what constitutes respectful and acceptable standards of communication in cyberspace.

(iii) Provide appropriate instruction to all stakeholders, including MoE’s administrative officers, teachers as well as students in the nation’s schools, on the ethical and legal implications of cyberbullying.

(iv) Adopt a ‘zero tolerance’ position on cyberbullying and mandate all schools to take disciplinary action against anyone who engages in this activity.

(v) Forbid the inappropriate use of the Ministry’s ICT assets for the purpose of cyberbullying.

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(vi) Offer support and targeted interventions to any oficer or student needing assistance with issues related to cyber-bulling.

(vii) Reserve the right to inspect any electronic device on the school compound that I suspected of being used for the purpose of cyber-bulling.

(viii) Require that incidents of cyberbullying be reported to the police and other relevant authorities.

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o 10.2.3 Data Privacy Policy

Data privacy refers to the ability an organisation or individual has to determine what data in a computer system can be shared with third parties. The Ministry of Education recognises the right of organisations and individuals to the privacy of data stored on electronic devices. Schools collect a significant amount of sensitive data. These include confidential staff records and students’ addresses, phone numbers and medical records. Data privacy concerns have come further to the fore with the advent of various technology innovations, including cloud storage and the unscrupulous marketing and sale of individuals’ personal data to business interests. The Ministry recognises the need to ensure the privacy of staff and students’ information from unauthorized access and abuse.


(i) Handle and store sensitive and confidential data in accordance with the Data Protection Act, Chap. 22:04.

(ii) Reserve the right to intercept, monitor, or record information which utilizes the Ministry’s of Education’s network assets for transmission, or is stored on its information systems.

(iii) Share information with law enforcement authorities for child protection purposes and for the purposes of a criminal investigation, in accordance with the relevant laws of the Republic of Trinidad and Tobago, namely: the Children Act, Chap. 46:01 and the Children’s Authority Act, Chap 46:10.

(iv) Share confidential student information with parents or guardians in accordance with the Freedom of Information Act, Chap. 22:02, and/or be guided by any decision made in a court of law.

(v) Make only non-sensitive information, which may be of interest to the public available in electronic formats, with the aim of promoting dissemination as a way of increasing transparency.

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o 10.2.4 Data Security PolicyThe Ministry of Education is committed to safeguarding the confidentiality, integrity and availability of all physical and electronic information assets of the head office of the MoE, satellite offices and schools. The responsibility for protecting ICT systems and information rests first with the staff of the ICT Division, followed by users who have authorized access to the system. The Ministry of Education further acknowledges the great responsibility of safeguarding students’, staff and officers’ personal data on databases, such as the education management information system. Considerable importance is placed on this obligation.


(i) Ensure the protection of personal data

(ii) Maintain a safe and secure repository of usernames, passwords and access codes where appropriate.

(iii) Ensure compliance with current national laws, regulations and guidelines pertaining to electronic information security.

(iv) Comply with requirements for confidentiality, integrity and availability for employees, students and other users.

(v) Ensure that each Information System has its own level of security based on its information classification (e.g. public, internal and restricted).

(vi) Establish controls for protecting information and information systems against theft, abuse and other forms of harm and loss.

(vii) Motivate administrators and employees to maintain the responsibility for, ownership of and knowledge about information security, in order to minimize the risk of security breaches.

(viii) Ensure the availability and reliability of the network infrastructure and the services supplied at the Ministry’s Head Office, District offices and schools

(ix) Comply with international standards for information security.

(x) Empower the ICT Division to implement security measures to militate against breaches of legal, statutory, regulatory, contract or privacy obligations.

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o 10.2.5 Responsible Use Policy

The Ministry of Education acknowledges the presence of a plethora of digital devices available and accessible to students. The Ministry of Education advocates and encourages the embrace of these devices and attendant technologies. The overarching principle must be responsible usage. The objective is to utilize ICTs to enhance teaching and learning in the nation’s schools. The Ministry is acutely aware that the innumerable benefits of ICTs are accompanied by significant risks. For example, IT systems are susceptible to hackers, viruses, and malware (software that may steal or destroy data), while individual users are exposed to various threats such as identity theft and cyber-stalking.


(i) Set appropriate guidelines for all staff, students, and approved users on the proper use of the Ministry’s network, Internet services, and other ICT resources. Examples of such guidelines include the National School Code of Conduct – Subsection: Technology and the Internet, and the Ministry of Education Handbook on the Use of Mobile Handheld Electronic Devices.

(ii) Ensure that all parents are informed about the safe use of the Internet, in order to safeguard the well-being of the nation’s children.

(iii) Require all users to be authenticated prior to connection to the Ministry’s network, in order to secure the network and its traffic.

(iv) Make every effort to put the appropriate network and Internet security measures in place to ensure that users are not unduly exposed to cyber threats.

(v) Make every effort to put the appropriate network security measures in place to protect electronic resources from unauthorized access, tampering, or misuse.

(vi) Ensure that the appropriate licences and contractual arrangements are in place for all third party educational resources and software distributed at schools and administrative sites.

(vii) Require all staff, students, and approved users to honour the contractual agreements between the Ministry and its vendors with respect to third party educational resources and software and to abide by all relevant copyright laws.

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(viii) Reserve the right to take disciplinary and/or legal action against any staff, student, or approved user who utilises Ministry ICT resources in an irresponsible or unethical manner.

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10.3 Framework Dimension III – Teaching and Learning with ICT

o 10.3.1 ICT Integration in Pedagogy Policy

A superior education system cannot exist in the absence of superior curriculum and teaching. Today’s pedagogy must foster higher-order skills such as critical thinking and problem solving, thereby laying the foundation for the transformation of learners into digital citizens who are well-equipped for the information age and knowledge economy. Ultimately, the objective is to use ICT to enhance the instructional interaction between teachers and students to achieve this end.


(i) Perform timely curriculum reviews, which factor in the pace of technology innovation, to ensure that ICT infusion in the curriculum remains relevant and appropriate.

(ii) Require that the study of ICT as a subject area be separate and apart from the use of ICT as a tool to support or enhance instructional practice across the various curriculum areas.

(iii) Provide ICT-infusion pedagogical training to teachers that are aligned to the UNESCO ICT Competency Standards for Teachers.

(iv) Provide teachers with appropriate ICT tools and resources to promote student-centred learning, inclusive of a repository of high-quality learning materials, lessons plans and model classes that can be accessed electronically/virtually.

(v) Advocate for the use of ICT in innovative ways that cater to students’ individual learning styles and multiple intelligences.

(vi) Use ICT to offer distance education services that expand the Ministry’s reach and its ability to target a wider segment of the student population.

(i) Ensure the evaluation and selection of digital learning resources which are aligned to the curriculum and conform to ‘best-practice’ standards.

(ii) Promote the development of locally produced digital content that is relevant to 21st century learners and tailored to the national context.

(vi) Invest in research and development in relation to digital resource creation.

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(vii) Give favourable consideration to local firms producing indigenous educational content.

o 10.3.2 Flexible Learning Policy

Flexible delivery allows students the flexibility to be engaged in active learning at various remote locations (school classroom, at home or other external location). It allows teachers and students to determine the mode of study that best suits their personal and learning needs. Teachers who employ flexible learning pedagogies into curriculum design and delivery empower students by offering more options for learning. The interaction of four components - technology, pedagogy, implementation strategies and organizational framework - can lead to learner-centred experiences when they are well integrated9.


(i) Encourage teachers’ use of blended learning methodologies in all schools, combining face-to-face classes with online and mobile learning methodologies.

(ii) Encourage teachers’ use of teleconferencing, incorporating the use of telephone and television systems for teacher-learner and learner-learner interaction, enabling one to many, many to one and many to many teaching and learning scenarios.

(iii) Endorse and support efforts to establish virtual communities of learning, such as virtual classrooms. e.g. ‘Classroom with electronic walls’ and teaching tele-apprenticeships.

(iv) Utilise the power of available video and audio streaming applications and media to transmit model lessons delivered by teachers from the Ministry’s offices as well as from classrooms to other classrooms throughout the nation.

9 Collis, B. & Moonen, J. (2001). Flexible learning in a digital world. Open and Distance Series. London

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(v) Acknowledge and showcase best-practices and exemplary flexible learning methodologies.

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o 10.3.3 Mobile Learning Policy

Mobile learning or M-learning is defined as learning with mobile hand-held electronic communication devices (MHECD). Mobile phones (cellular phones) are rapidly becoming an alternate platform for Internet access and ICT-enabled teaching and learning in the classroom. The MOE acknowledges that a large number of students in Trinidad and Tobago, especially at the secondary and tertiary levels, are in possession of ‘smart’ mobile devices. When this high mobile penetration rate is coupled with increasingly more affordable data and Wi-Fi services, a persuasive case can be made for embracing the innovative and creative use of MHECD technology in the classroom. It is the position of the Ministry of Education that mobile phones can and should be used towards enhancing productive interaction between teachers and learners in schools.


(i) Endorse the use of MHECDs in schools, provided that such use supports effective curriculum delivery and/or education administration.

(ii) Support mobile learning in schools provided that m-learning initiatives do not exacerbate existing socio-economic disparities among students.

(iii) Support schools towards the provision of appropriate guidelines for administrators and teachers on the use of MHECDs in teaching and learning.

(iv) Implement an appropriate mix of wireless and hard-wired infrastructure that can allow for MHECD innovation.

(v) Insist on the ethical and responsible use of mobile devices, with due respect for the law, persons and property.

(vi) Insist that the use of MHECDs does not interfere or otherwise disturb the operations of the school learning activities

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o 10.3.4 Game-based Learning Policy

The Ministry of Education acknowledges the enormous potential for game-based learning experiences to impact education and training. Game-based learning is essentially a type of game play that has defined learning outcomes, facilitating self-reliance and self-determination in terms of a learner’s ability to make progress within an incrementally staged environment. Ideally, game-based learning balances subject matter with gameplay and the ability of the learner to retain and apply experiences to the real world. The use of digital game-based learning tools for actively engaging students is increasingly being incorporated into teaching and learning methodologies to counter the apathy of traditional, passive learning approaches. The educational community has widely accepted the value of digital games as a teaching tool and for reinforcing skills that prepare students for further education and careers, such as collaboration, problem solving, creativity, and communication.

Gaming is a favourite pastime activity for many millennials and generation Z learners. Harnessing the power of well-designed educational games to achieve specific learning and assessment goals can produce achieving, highly motivated learners who will enthusiastically engage with peers and apply problem-solving skills. Further, edu-game and simulation-based learning applications create interactive experiences that can motivate and actively engage students in the learning process as they explore virtual environments and simulations that look and feel familiar and relevant.


(i) Support teachers’ use of game-based learning (GBL) methodologies in classrooms.(ii) Assist teachers in sourcing curriculum-relevant and age-appropriate educational games

for use in classrooms. (iii) Support and facilitate the development of curriculum-relevant edu-games for use in

schools. (iv) Provide training for teachers towards developing competence in edu-game design.(v) Include GBL components in ICT-infusion training and professional development

training for teachers.

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o 10.3.5 Open and Distance Education Policy

The Ministry of Education endorses the implementation of open education and distance education initiatives as worthy components of the education landscape of Trinidad and Tobago. Open education, distance education and open schooling afford students of any age access to academic and other career oriented pursuits without the constraints of formal, traditional institutions, and attendant matriculation. Open and distance education, therefore, broadens opportunities for ‘out of school’ students who may not normally be able to access institution-based learning opportunities.

When fully delivered in online or blended learning formats, open education and distance education offer tremendous benefits to learners, affording access to resources, tools and practices that are free of legal, financial and technical barriers and which can be fully used, shared and adapted in the digital environment. Further, the MOE endorses the development and adoption of open educational resources (OER) which provides free access to a wide range of courses and other educational materials, effectively eliminating the dependence on costly textbooks and other proprietary learning material.

Consistent with the concept and practice of open education and distance education, the MOE also supports access to massive open online courses (MOOCs). Enrollment to MOOCs can support enrollment in greater numbers than is possible in traditional educational institutions. These online course offerings are generally accessible to ‘out of school’ students and anyone with a computer and access to the Internet.

The Ministry of Education will:

1) Endorse the implementation of open education, distance education and open school initiatives in the education system

2) Require that such initiative subscribe to the highest standards of pedagogical delivery

3) Provide administrative oversight and quality assurance systems for educators implementing open education opportunities to students

4) Require that equal access to technologies be afforded to all students enrolled in online education initiatives

5) Provide advice to users regarding the use of copyrighted materials.

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10.4 Framework Dimension IV – Capacity Building with ICT

o 10.4.1 Teacher Training Policy

The Ministry of Education is committed to providing professional and pedagogical training for all teachers and administrative staff. The Ministry is of the view that schools’ capacity to leverage the use of ICT for optimum outcomes depends not only on their ICT infrastructure and electronic resources, but also on the level of staff’s ICT competency and pedagogical teaching skills. Capacity building of teachers will be the key to the widespread infusion of ICT enabled practices in the education system. The Ministry therefore recognises the need for on-going training to build greater capacity among all staff. Teacher training for ICT integration is one of the pillars of the 5-Star ICT in Education Plan.

The Ministry does not distinguish among ICT training for teachers at the various levels of the education system. Teachers from any level, ECCE, Primary, Secondary and Tertiary, are equally invited to attend courses designed for improving teacher competencies. This notwithstanding, individual programs would place emphasis on age-appropriate applications, methods and systems.

Training programmes for ICT competence will be aligned with the UNESCO ICT Competency Standards for Teachers. Training will be designed at three (3) competency levels, namely Technology Literacy, Knowledge Deepening and Knowledge Creation, with Knowledge Creation being the highest level. The MoE seeks to have all teachers ultimately attain competency the Knowledge Creation level.

The professional development of teachers is integral to the success of the Ministry’s ICT in Education thrust. Training shall also comprise objectives and content that address teachers’ professional development, and include courses in organization and administration, curriculum and assessment.


(i) Provide for the training of all teachers towards mastery of competencies in alignment with the UNESCO ICT Competency Standards for Teachers. The standards shall indicate the ICT knowledge and skills that a teacher possesses at a given level of competence.

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(ii) Encourage teachers to attempt training programs towards the eventual attainment of competence at the Knowledge Creation level.

(iii) Determine ICT competency standards for administrators in alignment with international best practice. These standards shall indicate the appropriate ICT knowledge and skills that an administrator must possess at a given level of competence.

(iv) Ensure proactive engagement and coordination with tertiary learning institutions for the integration of ICT pedagogy courses into their programmes that prepare teachers for practice in the teaching service.

(v) Explore the options of online, face-to-face, as well as collaborative peer-to-peer knowledge transfer in order to find the most cost-effective approaches to professional development training.

(vi) Recognise the innovations of teachers who use ICT in engaging and effective ways, through the blending of teaching methodologies with appropriate ICT skills.

(vii) Conduct periodic monitoring and evaluation to determine the effectiveness of teacher training programs.

(viii) Leverage strategic partnerships with the private sector, tertiary institutions and relevant non-governmental organizations, both locally and internationally, in support of cost-effective professional development and training.

(ix) Develop an effective process for sharing current research and thought leadership as they relate to ICT in education.

(x) Require that pre-service teacher education programmes suitably orient and train teachers to integrate ICT into teaching and learning methods.

(xi) Hold consultations with tertiary institutions that offer teacher education programmes to advise on the inclusion of practical ICT integration courses, with practical assessment requirements.

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o 10.4.2 Continuous Improvement Policy

Continuous improvement is closely aligned with the Ministry of Education’s objective to inculcate lifelong learning and retooling for excellence among all levels of staff. Given that ICT competencies are considered essential life skills for living in the 21 st century, a prerequisite for labour market competitiveness and a catalyst for economic development, ICT in Education and continuous improvement must be seamlessly intertwined. The onus resides with administrators, teachers and other officers to continuously retool themselves for the changing paradigms of the workplace, including technology-enhanced classrooms. Teachers of every discipline must seek to attain functional ICT competencies and keep abreast of present and emerging technologies in order to effectively integrate ICT into their teaching and learning methodologies.


(i) Make every effort to improve Trinidad and Tobago’s rankings on international ICT-related education indices through improved teacher access to opportunities for continuous professional development.

(ii) Encourage teachers to deepen and widen their knowledge and professional skills in support of value-added ICT infused instruction.

(iii) Provide additional support for schools that are implementing innovative, self-directed ICT initiatives.

(iv) Provide training options for all staff, including non-teaching staff, to empower them with the requisite ICT skills and competencies to perform their duties effectively.

(v) Provide options for administrative staff and teachers to access refresher courses in order to keep abreast of emerging ICT skills.

(vi) Implement a comprehensive monitoring and evaluation process with appropriate and timely feedback mechanisms, which can support continuous improvement efforts and the meaningful promulgation of lessons learned.

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o 10.4.3 Open Educational Resources Policy

UNESCO defines open educational resources (OER) as “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.”10 These resources may include course content, syllabi, tests, textbooks and video/audio files. Open educational resources promote the “de-commercialization” of knowledge and the unrestricted flow of intellectual property. The Ministry of Education endorses the production of OER to augment the e-learning content available to teachers and students for teaching and learning.


(i) Support the use of open educational resources provided that these resources conform to the requirements of the approved curriculum.

(ii) Leverage high-quality open educational resources to expand the repository of electronic content available to teachers.

(iii) Encourage teachers to make use of open educational resources prudently, placing strong emphasis on the use and dissemination of academically rigorous interactive electronic content.

(iv) Implement mechanisms to protect the intellectual property rights of publishers and ICT product vendors in those cases for which electronic content has not been categorised as ‘open’.

(v) Make every effort to promote the development of indigenous digital learning resources and support research, legislative reform and other related activities geared towards Trinidad and Tobago’s meaningful contribution to the repository of open educational resources.

10 UNESCO, World Open Educational Resources (OER) Congress; Paris, June 20-22, 2012

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o 10.4.4 Technology Enabled Learning Environments Policy

The integration of ICT into teaching and learning methodologies in pedagogically meaningful ways is a significant divergence from traditional delivery models and its successful implementation will not only depend on the availability of appropriate learning resources, but also on a radical change in mind-set and attitudes. Millennials and Generation Z students, who are constituents of the ‘born digital’ generation, have legitimate expectations of access to ICT devices and tools in their learning environments. The Ministry of Education will strive to meet these expectations through the provision of adequate hardware and software in technology enhanced learning environments. The concept of the computer lab as the sole repository of computers and other electronic devices is no longer relevant. This does not negate the use and presence of computer labs in schools. The Ministry of Education is however, moving towards anytime, anywhere learning, with attendant ubiquitous presence of technology.

The Ministry will continue to provide laptop computers for use by students and teachers in the nation’s schools. Laptops will not be assigned to individual students. Rather, they will remain the property of the Ministry, assigned to respective schools. There will be equitable distribution of laptops, in direct relation to the number of students entering Form 1 in each secondary school each academic year. Teachers will be scheduled to use these laptops with their classes in technology enhanced learning environments at various locations in the school. Laptops will also be assigned to schools for use by teachers in schools. Appropriate suite of productivity and other software applications will be preloaded on laptops. Only when ICT is well integrated into these teaching and learning environments, with full consideration for the interplay between appropriate technology use, student-centred methodologies and effective classroom management, will its full potential for learning be realized.


(i) Establish state of the art, appropriate, cost effective and adequate ICT and other enabling infrastructure in all schools

(ii) Include printers, multimedia projectors, digital cameras and such other digital devices as part of the hardware infrastructure in schools.

(iii) Provide schools with high speed Internet to facilitate online communication, collaboration and access to learning resources and applications.

(iv) Implement networked Ethernet and WiFi connectivity infrastructure in all schools.

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(v) Implement appropriate change and transformation processes to support the sustainable roll-out and use of technology enabled classrooms.

(vi) Provide relevant training for teachers and administrators in ICT literacy, digital competency standards, technology enhanced assessment and classroom management practices that are essential for the effective use of technology enabled learning environments.

(vii) Support schools in their use of technology enabled learning environments appropriately and effectively by providing the requisite technical support.

(viii) Provide desktop and laptop computers and other digital ICT devices for use by students and teachers in schools.

(ix) Laptops will not be given to individual students but will remain the property of the Ministry for use in schools.

(x) Tracking devices and applications will be placed on computers to mitigate the risk of theft and abuse.

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o 10.4.5 Free/Libre and Open Source Software (FLOSS) Policy

Free /Libre and open source software implies that an unlimited number of users are licensed to use, copy, study, and manipulate the software at no cost, and that the source code is ‘open’ , allowing users the ability to share, modify and improve the design of the software. As the Ministry of Education endeavours to promote creativity and innovation, Free/Libre and Open Source Software can serve as a useful resource, allowing users access to free-unlicensed source codes for use, copy and/or modification. Free, open-source operating systems are widely utilised today, powering millions of servers, desktops, smartphones and other devices. The Ministry of Education embraces the potential of FLOSS in decreasing software application costs and in increasing stability and security.


(i) Endorse FLOSS usage across the education system as a tool for cooperative problem-solving and innovation.

(ii) Where possible, provide the systems interoperability required to support the use of FLOSS.

(iii) Make no intellectual property claims to software developed by the Ministry’s staff or students as a by-product of any project which utilized FLOSS. Any such software will remain the intellectual property of the developer.

(iv) Encourage persons with requisite competence in programming and software development to source, modify and implement the use of FLOSS in schools, contingent on the advice of the Ministry’s ICT Division.

(v) Encourage collaboration among programmers and software developers in offices and schools to reduce duplication of effort and to hone individual strengths and competencies towards the modification of FLOSS.

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10.5 Framework Dimension V - Managing with ICT

o 10.5.1 Education Management Information Systems Policy

One of the major contributors to effective management and accountability in the Ministry of Education is the implementation of an Education Management Information System (EMIS). The growing complexity of the contemporary education system requires more sophisticated and automated approaches to data collection, management of data and report generation to inform timely and effective decision-making. Accurate data, collected in real-time, on-demand, or at pre-specified intervals is essential for determining strategic policies, formulating and implementing initiatives and for effective educational administration. Within this paradigm, an EMIS as a tool and repository for the data and information needs of the Ministry, is an absolute imperative for increased efficiency and effectiveness among its various schools and departments.


(i) Deploy education management software that promotes quality educational planning, and management at the national, district, and school levels.

(ii) Ensure that any Education Management Information System (EMIS) used for school administration or classroom management does not result in ‘lock-in’, and that the appropriate procedures are in place to allow for seamless data migration, if required.

(iii) Tailor any EMIS implemented to provide a single portal for collecting information from schools and offices of the Ministry of Education. The data collected from schools must facilitate research and analysis and inform decision-making at all levels of the education system.

(iv) Implement suitable business architecture, information architecture, solution architecture and technical architecture that can optimize processes and support interoperability.

(v) Provide training to all users of the EMIS, inclusive of end-users, to ensure full buy-in and sustainability thorough familiarity with the system.

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o 10.5.2 Learning Management Systems Policy

Learning Management Systems (LMS) provide the architecture for the storage and sharing of learning material in a highly collaborative environment. These systems can allow for bulletins, discussion forums, registration, scheduling, content uploading as well as downloading by users, along with learning analytics. The Ministry of Education supports the implementation of learning management systems as an effective tool for organizing and storing eLearning content and the concomitant unlimited access to these materials by students. The Ministry also supports teachers’ use of LMS to administer tests and assignments, track students’ progress and manage students’ records.


(i) Set out guidelines for the acceptable use of the Learning Management System.

(ii) Implement safeguards and responsible use guidelines to militate against abuse and inappropriate uploads to the LMS.

(iii) Honour the copyright of all licensed content that is placed on the LMS and require users to similarly honour the usage restrictions associated with copyrighted material.

(iv) Reserve the right to restrict access to the LMS to registered users only and require user authentication to safeguard against inappropriate access.

(v) Forbid the sharing of user account information with unregistered users, as this may place undue burden on the Ministry’s ICT resources.

(i) Put the appropriate data management and archiving processes in place to ensure that the content on the LMS remains relevant and suitable for the intended teaching and learning objectives.

(ii) Put the necessary enterprise architecture in place to ensure that the LMS fully supports “anytime, anywhere” access and learning.

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o 10.5.3 ICT Asset Management Policy

Effective asset management reduces the risk that the returns on technology investments are lost due to theft, destruction or misuse. The asset management policy provides the overall framework for the management of ICT equipment from procurement to disposal. Maximizing the ‘useful life’ of the Ministry’s ICT assets is an integral part of this process. To this end, the Ministry of Education’s ICT assets must be placed under continuous protective control. To meet this objective, administrators must implement and rigidly enforce oversight and control of ICT assets through a hierarchical control system, with documented, structured levels of accountability.


(i) Insist that schools and other institutions take responsibility for assets entrusted to their care.

(ii) Ensure that adequate procedures are in place to inspect, track, and account for its ICT assets, inclusive of physical locks and coded inventory tags.

(iii) Ensure that ICT assets are properly maintained in accordance with their respective maintenance requirements.

(iv) Reserve the right to access all content created, stored and sent from assets owned or managed by the Ministry of Education.

(v) Enforce strict penalties in accordance with discipline codes for intentional destruction, abuse and misuse of computers and other digital assets.

(vi) Implement the BYOD policy as a component in support of asset management.

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o 10.5.4 Value-for-Money ICT Procurement Policy

The Ministry of Education does not subscribe to value for money (VFM) as procurement at the lowest price on offer. Rather, it is predicated on sourcing and selecting the required products and/or services at an appropriate price from a reputable vendor, with consideration to quality, the cost/benefit of acquiring the goods and/or services, as well as the vendor’s track record of supplying similar goods and/or services.


(i) Make every effort to procure ICT products and services in accordance with VFM principles.

(ii) Follow the procurement guidelines set out by the relevant procurement legislation.

(iii) Consolidate ICT procurements, to the greatest extent possible, in order to reap the benefits of bulk purchasing and economies of scale.

(iv) Use the expertise of commodity specialists to achieve economies of scale where possible.

(v) Purchase ICT products with full consideration for the ‘total cost of ownership’ (inclusive of licensing, ongoing support, and servicing costs).

(vi) Embed achieving value for money through procurement in normal management practice and behaviour at all levels.

(vii) Make every effort to ensure that vendors are aware of and clearly understand the opportunities to compete for business, in accordance with the spirit of transparency and openness.

(viii) Recognise the impact of savings on quality, while seeking to ensure that best value for money is obtained.

(ix) Take cognizance of the useful life of ICT assets with a view to maximizing the returms on investment and proactively planning for replacement.

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o 10.5.5 Fit-for-Purpose ICT Policy

In many cases, the costs associated with procuring ICT infrastructure, hardware, and software are substantial. In light of this, ICT assets must be selected based on clearly understood performance parameters and be ‘fit-for-purpose’. Notably, the fast pace of technological advancements put significant pressure on the education system to remain up-to-date and buffered against obsolescence.

Infrastructure


(i) Remain responsive to technology dynamism, while simultaneously ensuring that upgrades are approached in a judicious and cost-effective manner.

(ii) Establish and implement the necessary infrastructure to facilitate the adoption and effective use of ICT. This infrastructure will fully meet the requirements of its intended purpose.

(iii) Make every effort to provide infrastructure to remote and underserved areas, while using technological solutions that are appropriate for the local environment.

(iv) Strive to optimally configure its networks to meet administrative as well as instructional needs.

(v) Give due consideration to the maintenance, life-span and eventual replacement of ICT infrastructure, to ensure that schools are appropriately outfitted.

Hardware and Software


(i) Select appropriate hardware and software, giving due consideration to the technical specifications required for effective administration, teaching and learning.

(ii) Adopt a common set of standards for hardware, systems architecture and software for use throughout its education system.

(iii) Ensure that appropriate Service Level Agreements (SLAs) are in place to maximise the usability of hardware and software.

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(iv) Ensure that firewalls and other security protocols are in place to protect individual users and network systems.

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11.1 School Operational ICT Policy11

(A development Template)

The operational school ICT policy template identifies the various issues that need to be considered and suggests sample wording.

The school ICT Policy, e.g. ‘Achievers Secondary School ICT Policy’ should be determined by the School’s ICT Committee. The composition of this Committee is stated in the Ministry’s ICT in Education Policy.

The policies stated should be operational in nature, with reference to the national School Code of Conduct and the School-Based Management Plan. The school’s unique culture and practice must also be factored in. Finally, the operational policies must be directly reflective of the policies and positions of the Ministry as outlined in the Ministry of Education ICT in Education Policy.

Before you begin you may wish to articulate the school’s overarching vision and mission for ICT usage and implementation.

Write an introduction

ICT Vision Statement ICT Mission Statement

Consider – who is the policy for?

members of staff parents and the local community students

Consider -what do we wish the policy to achieve?

To ensure that all staff understand and agree on the approach to ICT To articulate the Ministry’s ICT position on ICT in schools

11 Adapted from: http://www.education.gov.za/Portals/0/DoE%20Branches/GET/School%20Management%20and%20governance/docs/school_ICT_policy_Template.doc

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http://www.education.gov.za/Portals/0/DoE%20Branches/GET/School%20Management%20and%20governance/docs/school_ICT_policy_Template.doc

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To promote ICT integration in implementation of the curriculum To assist planning and promote development To explain the school's position to outsiders To assist stakeholders in the allocation of funds for ICT

Sample Wording

"This policy document sets out the school's aims, principles and strategies for the delivery of ICT. It will form the basis for the development of ICT in the school. This policy was developed in October, 2017 by the ICT in Education Committee of the Achievers Secondary School. It was formally adopted at a staff meeting on 1st November 2017. Reference is made to the School's Code of Conduct, the National School Code of Conduct and the Ministry of Education ICT in Education Policy. Full details of our software and hardware resources and maintenance procedures are included in this School ICT Policy document."

State the significance of Information and Communication Technology

Sample Wording

"Information and communication technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICT promotes initiative and independent learning; with pupils being able to make informed judgements about when and where to use ICT to best effect, and consider its implications for home and work both now and in the future."

Consider - what is the scope of 'information and communications technology'?

Sample wording

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"We interpret the term 'information communication technology' to include the use of any equipment which allows users to communicate or manipulate information (in the broadest sense of the word) electronically."

Outline the school's aims for ICT in Education

When deciding on the school's aims for ICT, consider internal, local and national factors.

Consider - what internal factors will influence your aims for ICT?

the school's general aims

the e-Education vision statement

the school development plan

special features of the curriculum

strengths and interests of staff

Consider - what local factors will influence your aims for ICT?

e-Testing

teacher ICT integration targets

school partnerships

intake characteristics

Special needs students

available support, additional funding

Consider - what national factors will influence your aims for ICT?

National Curriculum requirements

feedback from employers

feedback from tertiary institutions

national training targets

national assessment standards

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Sample wording

" The overall aim for Information and Communication Technology is to enrich learning for all pupils and to ensure that teachers develop confidence and competence to use ICT in the effective teaching of their subject.

Include various ICT opportunities for pupils:

Develop their ICT capability and understand the importance of information and how to select and prepare it.

Develop their skills in using hardware and software to enable them to manipulate information.

Develop their ability to apply ICT capability and ICT to support their use of language and communication.

Explore their attitudes towards ICT, its value for themselves, others and society, and their awareness of its advantages and limitations.

Develop proper ethical standards to ICT and the use of the Internet, including social media

Develop good Health and Safety attitudes and practice."

Outline the school's curriculum organization

(A description of how the school uses a schemes of work, Units, assessment methods) Consider...

How will the school deliver the National Curriculum and ICT requirements?

How is ICT capability developed through subjects or ICT lessons? How does ICT support and enrich learning across the curriculum? How does ICT contribute to cross-curricular themes?

Sample concepts

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“Individual units are used to form the basic medium term plans on which are highlighted: Responsible Use of the Internet and Social Media, etc.

Adaptations are made to ensure the plan is progressive in developing pupil capability. These are used as working documents to identify time markers, additional resource needs and to indicate whether optional activities have been undertaken.

Each teacher is challenged to accomplish their ICT scheme of work units. This scheme is integrated to ensure that delivery of ICT is linked to subjects and takes on board the statutory requirements of other national curriculum subjects. Each class is allocated access to laptops and other computers to apply the use of ICT to subject areas. A half-termly timetable is displayed within the ICT room for staff to sign up for additional time where appropriate.

Individual computers/ clients in classrooms support the development of ICT capability by enabling further development of tasks; encourage research and allow for the creative use of ICT in subjects. This must be highlighted in the ICT plan and in subject plans.

At the primary level, each class can be split into approximately three equal groups. Each group is taught the relevant skills appropriate to their ability. These sessions are delivered weekly for approximately 20 minutes. (The same one hour a week is thus spent teaching ICT to the whole class) Practise of this teaching is then planned into various lessons during the week. The contexts/activities will change for the different groups but the ICT objectives will remain the same, thus accomplishing the ICT scheme of work units. This scheme is integrated to ensure that delivery of ICT is linked to subjects and takes on board the statutory requirements of other national curriculum subjects. "

Curriculum ManagementThese are some responsibilities relating to ICT, which need to be allocated

managing the implementation of ICT arranging in-service support

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policy ensuring staff access to ICT ensuring continuity between year groups ensuring ICT progression purchasing/organising ICT resources identifying the ICT support needed by staff

reviewing the ICT policy assessment of pupils curriculum development overseeing equipment maintenance ICT integration policy and practice

Sample Wording

"The Heads of Department will facilitate the use of Information and Communication Technology

in the following ways:

By updating the policy and scheme of work;

By ordering/updating resources;

By providing sample lesson plans so that all staff are confident in how to teach their

subjects using ICT tools;

To keep staff abreast of new developments;

By taking an overview of whole school planning to ensure that opportunities occur for

pupils to develop an information and communication technology capability and that

progression is taking place;

By supporting staff in developing their own ICT competence;

By supporting staff in developing pupils' ICT capabilities;

By attending appropriate courses to update knowledge of current developments, and by

keeping links with the Lead, ICT In Education Team at the MOE for updates to ICT

issues;

By contributing to the School Improvement Plan on an annual basis;

By liaising with the IT technician if available and communication of problems

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By making sure all staff understand system for logging faults and use of Internet

services;

By monitoring the curriculum

By implementing set quotas of ICT integrated lessons per cycle for each teacher.".

Access to ICT

Consider...

How is ICT equipment deployed in the school?

Is provision made for pupils to use ICT equipment outside lessons?

Are pupils able to use ICT equipment unsupervised?

Are there open-access areas such as the library?

Is the ‘Bring Your Own Device’ policy being implemented?

Are the school laptops for use by students being utilized efficiently?

Are staff able to utilize the laptops for lesson preparation and for in-class use?

Sample wording

"The school has a computer room / designated hotspot classroom/ designated area which is timetabled for laptop usage classes throughout the weekEach class base is equipped with laptop computers on trolleys, which are also linked to the main network.They are moved into adjacent areas to extend provision when the class to which they belong is working elsewhere.Laptops are linked to the computer network by wireless technology.All computers will be equipped with hard disks on which a suite of core software is installed to enable functionality when equipment is detached from the network."

Inclusion

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Consider...

How does the school ensure that all children have opportunities to use ICT according to their needs?

How does ICT help to give children with special educational needs access to the whole curriculum?

How does ICT support gifted children? How are gender issues handled?

Sample wording"All pupils, regardless of race or gender, shall have the opportunity to develop ICT capability. The school will promote equal opportunities for computer usage and fairness of distribution of ICT resources. Children with a computer at home are encouraged to use it for educational benefit and parents will be offered advice about what is appropriate.

Efforts are made to ensure that documents created at home can be transferred to a classroom computer once a teacher has been notified.

(Groupings for computer usage should generally follow the same pattern as for all lessons. It is appropriate to match pairs of equal ability, rather than have a more able ICT users always guide a less able pupil. This generally leads to passivity and dominance. However it is appropriate to plan to have peer tutors for some lessons where the objectives also enable the more able user to learn by specifically teaching).Positive images of computer use by people of both sexes will be promoted. The school recognises the advantages of the use of ICT by children with special educational needs.Using ICT can:address children's individual needsincrease access to the curriculumenhance language skillsTeachers should structure their teaching materials to match a learning difficulty. If the situation arises, the school will endeavor to purchase appropriate resources to suit the specific needs of the child."

Recording, assessment and reporting

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Consider...

How does practice with ICT reflect the school's policy on recording, assessment and reporting?

What additional demands do you take account of? Do you keep a school portfolio of work in ICT? Is the portfolio hard copy or electronic? What mechanisms are there for moderated assessments? How is technology enhanced assessment implemented, encouraged? Do teachers have an agreed format for record keeping? How are student assessments reported to parents?

Sample wording

" As the class teacher works through the scheme of work they will record progress against the short-focused tasks where appropriate and assess the children's progress in the integrated task. This assessment will be used to support teaching and learning.

Some evidence is to be kept. This may include a description of the context and an explanation of how the pupils completed the task. Photographs, discussion, saved work and printouts (if any were produced) of differing pupils work.

Monitoring and review

Consider...

How is current practice monitored to ensure that the existing ICT policy is implemented? How is ICT-integrated teaching monitored? How is planning monitored? How is marking monitored? How is ICT use monitored? How are schemes of work reviewed and developed?

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How are staff development needs identified? How and when will the School ICT policy be reviewed, and by whom?

Sample wording

" Monitoring is carried out by the principal (or member of senior management team) and the ICT coordinator, in the following ways:Informal discussion with staff and pupils

Observation of ICT displaysCollection of class ICT filesLooking at the work in their individual paper files or notebooksClassroom observation

Health and Safety/Security

Consider...

Give reference to legislation Refer to common school practice Include security of equipment Make reference to security of Internet use

Sample Wording

"Before being allowed to work in the computer suite(s) all children are made aware of the arrangements if they hear the fire alarm. A copy of the evacuation route and location of fire extinguishers can be found on the wall of the suite. Portable equipment will be checked annually and computers three-yearly under the Electricity at Work Regulation 1989.

Children will also be made aware of the correct way to sit when using the computer and the need to take regular breaks if they are to spend any length of time on computers. Computer Room Rules are also on display within the ICT room for reference along with specific rules for

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the use of Internet and E-mail. The school also has a 'Responsible Use of The Internet Policy' document.

The Health and Safety at Work Act (1 January 1993), European Directive deals with requirements for computer positioning and quality of screen. This directive is followed for all administration staff. Whilst this legislation only applies to people at work we seek to provide conditions for all children which meet these requirements.

Computers and televisions/videos are covered at night and are either stored in cupboards or taken home by staff during holiday periods. The school has an alarm system installed throughout. Each computer system has individual security against access to the management system. The files and network system are backed up regularly. The virus checker is updated regularly."

Copyright and licensing

All software loaded on school computer systems must be ;licensed and authorized.

Consider...

Is all software used in strict accordance with the licence agreement?

Use of Free, libre open source softwareImplications of personal software use; position with respect to BYOD policy

Checklist: Does your ICT policy contain:

the aims for ICT in the school

a statement defining ICT capability

information about how the ICT curriculum will be delivered

help for non-specialist colleagues (e.g. teaching and learning strategies, differentiation)

guidance on ensuring equal opportunities

position on student record-keeping,

statement on assessment, e-testing

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staff development opportunities

teacher training in ICT competencies for ICT infusion

position on Internet use

parental engagement /consent

School’s position on mobile phones/ mobile learning

how the BYOD policy will be implemented

position on the use of social media

statement on data security and privacy

statement of the school's position on copyright, data protection

information regarding maintenance/repair/viruses

the role of the IT Technician

plans for monitoring and evaluating ICT usage

date for review

The following subjects are recommended in sessions related to proper Internet usage:

a. Educators – help the students with cyber-ethics/cyber-safety lesson plans

• Cyber-wellness Programs• Cyber-wellness Challenges• Tips on Teaching• Types of Cybercrime• Software Piracy and the law• Share Resources

b. Parents – tips on guiding the children on responsible Internet use

• Information for Parents• Be Cyber-savvy• Tips on Teaching• Types of Cybercrime• Software Piracy and the Law• Protecting your Computer

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• Software Shopping Tips• Questions to Consider

c. Students/Youth – have fun on the web while learning to surf safely and responsibly

• The Risks of Piracy• Don’t Get Duped• Keep It Legal• Protect your Personal Space• The Copyright Stuff• B4U Surf, Know the Risks• Guide to Online Safety• Cyber-Ethics Code

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12.1 Applying Lessons Learned

Policies represent the prescriptive blueprints through which leadership can define the rules of engagement, set the boundaries of the control environment, communicate important roles and responsibilities, outline key organizational structures and establish baselines. They therefore serve as important tools to optimise outcomes.

However, policies are statements of intent and expectation. They cannot substitute for competency. Therefore, the Ministry of Education will place a premium on the assignment of the ‘right’ people to the ‘appropriate’ roles, while allocating suitable responsibilities to them.

The overarching objective will be to deliver value across all aspects of the ICT in Education 5-Star Programme. The Ministry will realistically assess requirements, contain spending and strive to optimize processes and activities. In addition, the Ministry will consider the changing demographics, technological advances, the needs of stakeholders and as long-term program sustainability when determining the way forward.

13.1 SummaryToo often policy makers look at the “here and now” and focus on current issues while devoting insufficient time developing the requisite in-depth understanding of what is needed to get the desired outcomes and benefits beyond the short-term. Armed with this awareness, the Ministry’ss ICT in Education Policy attempts to avoid such pitfalls by laying a sturdy foundation that will underpin its ICT in Education 5-Star Programme not just in the now, but for the future.

To the extent that the Ministry has to rely on incremental steps in order to achieve large-scale transformation, it will focus on actions that will not bring about sustainable change. An essential principle that will guide this ICT in Education endeavour is the premise that technology is a modern force for change. Effective synthesis into the education system therefore, must be predicated on the ability to tap into fit for purpose ICT resources, and incorporate financial, human and policy resources in an optimal manner.

It must be reiterated that the policies enunciated in this document are strategic and overarching. Schools and other offices must determine operational policies that are in alignment with these

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policies and in conformity with the School-Based Management Plan, the School Code of Conduct and the laws of Trinidad and Tobago.

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Appendices

Appendix I – Definition of Terms

Basic Education refers to programmes at the ECCE, primary and secondary levels of the formal education system.

Blended Learning refers to learning models that combine traditional classroom practice with e-learning approaches. For example, students in a blended class can be assigned both print-based and online materials; have online mentoring sessions with their teacher through chat or web-based training.

Competency Standards refer to the specifics of how persons should appropriately perform a work role through the application of relevant knowledge and expertise. Competencies are defined according to set performance standards.

Distance Learning refers to the provision of learning opportunities that are characterised by the separation of teacher and learner in time or place, or both time and place. This type of learning should be certified in some way by an institution or agency. (Commonwealth of Learning, 2002)

Early Childhood Care and Education (ECCE) refers to the wide range of programs aimed at the physical, cognitive and social development of children before they enter primary school.

e-Learning refers to instruction that uses an information network—the Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for course delivery, interaction and/or facilitation. Web-based learning is a subset of e-learning and refers to learning using an Internet browser.

Formal Education refers to an organised and systemic education model, which is structured and administered according to a given set of laws and governing principles and which is standardised according to an agreed curriculum.

Informal Education refers to a process of learning whereby individuals acquire knowledge, skills, and insights from daily experiences at home, at work, and during leisure.

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Information and Communication Technology (ICT) refers to the diverse set of tools and resources used to communicate, create, disseminate, store and manage information, such as computers, mobile devices, the Internet, radio, television, telephones and audio visual equipment. (UNDP, 2000)

Internet refers to the collection of networks linked together using a common protocol - a global computer network achieved through the interconnection of smaller computer networks around the world.

Learner-centred Instruction refers to an approach to learning which is based on the theory of constructivism. This theory views learning as a process in which individuals “construct” meaning based on prior knowledge and experience. For constructivists, learning must be active, contextual and social. It is best done in a group setting with the teacher as facilitator or guide.

Lifelong Learning refers to learning at all stages of life and subsumes formal, non-formal and informal learning.

LAN (Local Area Network) refers to a group of computers and network devices connected together usually within the same building.

Localization of Content refers to creating materials for students and teachers that are tailored to local requirements. Localisation takes into account not just language, but also cultural conventions and the requirements of the population.

Multi-media refer to resources in different types of formats such as audio tapes, video tapes, compact disks and DVDs.

Non-formal Education refers to any organized and systematic educational activity conducted outside the framework of the formal system.

Professional Development refers to learning and training opportunities that are offered beyond staff’s pre-service training and qualification.

Technology Integration refers to the use of technology by teachers and students as a tool to support learning objectives and enhance instruction in all subject areas of the curriculum.

Twenty-first Century Skills refers to a set of abilities students need to develop in order to succeed in the Information Age. The P21 Partnership for 21st Century Learning lists three types:

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(i) learning skills (critical thinking, creative thinking, collaborating and communicating), (ii) literacy skills (information literacy, media literacy and technology literacy) and (iii) life skills (flexibility, initiative, social skills, productivity and leadership).

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Appendix II – List of Supporting Operational Policies

Policy Name Last Updated

e-Connect and Learn (e-Cal Policy) September, 2010

Developing a School Operational ICT Policy- A sample development template July 3, 2017

ICT in Education Policy, Procedures and Guidelines Manual September, 2005

Ministry of Education Handbook on the Use of Mobile Handheld Electronic Devices January, 2007

National School Code of Conduct May, 2009

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Appendix III – Governance Structure for ICT in Education

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Appendix IV – Overview of Pedagogy in the Industrial versus Information Age

Industrial Age Information Age

Active

• Activities prescribed by teacher• Whole class instruction• Little variation in activities• Pace determined by the program

• Activities determined by learners• Small groups• Many different activities • Pace determined by learners

Collaborative• Individual• Homogenous• Everyone for him/herself

• Working in teams• Heterogeneous groups• Supporting each other

Creative• Reproductive learning• Apply known solutions to

problems

• Productive learning• Find new solutions to problems

Integrative

• No link between theory and practice

• Separate subjects • Discipline-based • Individual teachers

• Integrating theory and practice • Relations between subjects• Thematic• Teams of teachers

Evaluative • Teacher-directed• Summative

• Student-directed• Diagnostic

Source: Thijs, A., et.al. Learning the Web. Available online at http://www.decidenet.nl/Publications/Web-based-learning.pdf.

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http://www.decidenet.nl/Publications/Web-based-learning.pdf

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Appendix V – Framework for 21st Century Learning

P21's Framework for 21st Century Learning was developed to define and illustrate the skills and knowledge students need to succeed in work, life and citizenship, as well as the support systems necessary for 21st century learning outcomes. It has been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the centre of learning.

The P21 Framework represents both 21st century student outcomes (as represented by the arches of the rainbow) and support systems (as represented by the pools at the bottom).

Source: Adapted from Framework for 21st Century Learning. Available online at

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http://www.p21.org/our-work/p21-framework. Accessed on 29 November 2016

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Appendix VI – Document Revision Log

Version No.

Revision Details Revisions Requested by Approver (PS)Print Name/Signature

Revision Date

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