Abstract
This chapter introduced an ICT integrated planning model based on the tenets of ADDIE as a sustainable educational change instrument to assist in aligning policy intentions to school-level practice. The first section described the conceptual design process of the RRIR ICT Integration Model and its connection to ADDIE. The second section presents the steps of the Model. The third section provided an application of the model using a primary school context scenario. The fourth section outlined the evaluation of the model using focus groups, where teachers used it for a school term to understand the teachers' perceptions, where results suggested that teachers favored a practicable systematic ICT integration planning guide for ICT Integration. However, teachers had concerns about planning time, essential conditions in the school environment to accommodate ICT, and the gap between Government policy documents and what is occurring at the school level for ICT integration.
TopSituation
From a Caribbean perspective, a systematic ICT integration model can benefit educators looking to integrate ICT into their classrooms. An ICT integration model can provide a frame of reference for Caribbean educators when planning, developing, and implementing ICT-integrated instruction at the classroom level. It outlines the steps that a teacher needs to consider when integrating ICT into the classroom, such as identifying the goals and objectives of the learning outcomes, assessing the current technology infrastructure to see how it aligns with the learning objectives, and developing an implementation plan. Additionally, an ICT integration model can help Caribbean educators identify potential content challenges and develop strategies for overcoming them during instructional planning. By following an ICT integration model, Caribbean educators can ensure that their ICT integration efforts are successful and beneficial for their students while at the same time attaining alignment with the various government policies and global trends for 21st-century learning. To date, this is an area that Caribbean educational systems continuously grapple with regarding sustainability. According to COMNET (2012), the Caribbean should be focusing their “…teacher development strategies and education curriculums through deploying the UNESCO ICT CFT1 to realize the benefits of 21st-century technologies” (p1).
Key Terms in this Chapter
GORTT: Government of the Republic of Trinidad and Tobago.
Instructional Planning Model: A series of instructional steps based on instructional and learning theory that an educator can use as an example to follow or imitate how to create learning instruction.
Reflective Teacher Practitioner: A teacher that frequently evaluates their teaching practice during their career by reviewing their pedagogical practices at various periods within their professional practice for improvement.
Educational Change Process: A systematic process focused on ensuring individuals at the school level accept, adapt, and institutionalize a new educational policy at the school level.
Learning Management System: An application software that manages educational content from school policies to student information. It allows educators to create and manage learning content and monitor students' performance all in one place.
Tactile Cue: Used to give a user a way of understanding activities, people, and places through touch and/or movement.
Visual Cue: A concrete object, pictures, symbols, or written words that provide a user with information about how to do a practice, activity, behavior, or skill.
Diffusion of Innovation: A theory developed by Everett Rogers in the 1960s focused on how, why, and at what rate technology gains popularity. Rogers's theory also categorizes various types of adapters.