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For this assessment I decided to implement the Bring Your Own Device policy (BYOD) in teaching a form 2 History class. The broad topic is Ancient Greece. The objectives of this specific lesson include the following:
1. Students are to locate the  modern territories that previously were part of ancient Greece.
2. Students are to present information on different aspects of modern day Greece to get a sense of the society today (geography and climate, economic activities, politics/political system, famous sites, religion, food).
Implementing the BYOD policy students would be told the day before the class to bring with them an electronic device (cellphone, tablet/ipad, laptop) for the following day of class.  On the day of the class, students would be divided into groups of 4 with each group being assigned a specific aspect of modern Greece that they are to research. Using these devices, each group would be asked to find 3 reputable sources from the internet from which they would gather their data on the assigned area. After data has been obtained, each group will be required to use Microsoft Power Point to create a presentation of their findings including the use of pictures and text. Each group will then present the Power Point Presentation.

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Module 1 - Understanding ICT in Education (Policy Understanding)

In all institutions, members are guided by rules or codes of conduct that govern action. The education system and the school as an institution is no different, as major stakeholders need to be provided with relevant policies that act as the guiding instruction. Thus the education policies regarding the use and integration of ICT in education are necessary codes to govern the application of such technology. As a Catholic board school, we have already instituted the integration of ICT in the teaching practices of staff, abiding by our school's policies that have been established by the board alongside those previously instituted by the Ministry of Education. However, these 3 policies (BYOD, Mobile and Inclusiveness and Equity Policies) give us a more formal code to which we can integrate ICT in the classrooms. While for the most part, the policies as outlined by the Ministry are in keeping with the global and technological realities of today's world, its practicality in some regard can be challenged, especially in light of the socio-economic situation facing the government and citizens (parents) at large. The policies can be praised for its attempt at bringing teachers to the level of their 21st century learners who are all 'plugged' in some way or the other. These policies sort to offer support for the teacher who attempts to detach from traditional modes of teaching to attract the interest of his/her visual/audio/kinesthetic learner through the tools that they use best and as such the policies are commendable. However, much has to be put in place, in terms of infrastructure, devices, technical staff etc, before the worth of such policies can be seen.

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Module 7- Organisation and Administration (Collaborative Workspaces)

The 7 week ICT Teacher Professional Development Programme exposed me to new ICT tools while refreshing my use of others that I already integrate in my teaching practice. Of first note to me were the ICT policies that will now officially guide my integration of ICT in my teaching strategies. Having proper guidelines to regulate my ICT application in the classroom will better inform my practice.

Alongside a better understanding of policy, the ICT Programme allowed me to become acquainted with and trained in applications such as Edmodo and Prezi, e-testing strategies like Kahoot and Quizlet, all of which I have already begun to implement in my classes. I especially like Quizlet as it allows you to input questions/data and offers a multiplicity of assessment formats/types (MCQ, cards, match, short answer questions) without the teacher having to manipulate the questions in that particular format.

Apart from the actual ICT tools, the Programme 'fast tracked' participants' faculty email accounts, giving us access to the Microsoft 365 suite, which has proven quite useful as an online version of the Office suite and all other programmes made available through the faculty accounts.

The Programme facilitator Meera Rampersad, delivered the content in a very areal and authentic manner. She was accommodating the the different needs of the teachers within the group and offered suitable and relevant examples that pertained to the specific curriculum group. Although I was not within the curriculum area, she made all attempts to ensure I was not left out and included examples relevant to my area of teaching. For that I was very grateful.

I believe however, that the workshop attempted to present too many ICT tools in too short of a time. More time could have been spent on a few important programmes/applications rather that attempting to expose participants to such a wide array with such limited in class tutelage.  Probably for future workshops the module can be designed where a few of the most important ICT could be focused on, so that these could be better understood, practiced and mastered by participants in the class.

All in all however, the programme was an enlightening and refreshing one and I intend to truly make use of all that was learnt during the 7 weeks.

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Module 3 - Curriculum and Assessment (impact of electronic assessment)
Electronic assessments have the potential to be of significant value to both students and teachers, especially as we attempt to integrate technology on all spectrums of learning for our 21st century students. However, its widespread applicability is challenged by the limited resources and infrastructure that are necessary to facilitate its use in the classroom.

In spite of these difficulties, technology enhanced assessments cam offer students and interactive digital forum through which they can monitor their own understanding of concepts and gauge their performance. These electronic alternatives to paper-based testing are often fun and engaging, especially for students who are visual/auditory learners. They provide a basis to examine whether learning and mastery of skills are being achieved, but because they are digital means, students' interest and attention are conned in, in ways that traditional paper-based assessments do not engender.

For the teacher, e-assessments provide real-time automatic marking which speeds up the process of grading scripts. This allows for more time to be spent by the teacher addressing problem questions and any other issues students may have faced in the exam (feedback). Electronic testing also allows for the kind of mathematical.statistical feedback that would allow teachers to gauge the performance of their students and their own teaching practice so as to adjust where necessary.

Electronic testing is not without its flaws however. Issues arise with e-testing such as the software/hardware, internet/infrastructure that would be required to effectively conduct electronic assessments in the classroom. Many schools lack the requirements for e-testing as identified by CXC and I do not foresee this improving much in the near future. This lack of necessary requirements suggests that e-testing would not be a widespread implementation but would only be to the exclusion of those schools which possess the finances and infrastructure. This perpetuates inequality in the education system privileging some over others.

Also some teachers may see the irrelevance of e-testing especially where paper 2 exams are concerned for summative assessments. These paper 2 exams, especially for subjects such as history, literature, and other modern studies, require students to write extended discourse on a topic that would still require the teacher to read through the prose, thus the automatic nature of the e-testing really only applies to multiple choice, fill in the blanks and match up activities. Teachers may then suggest what is the need for e-testing in that scenario.

For electronic assessments to be be successfully implemented, all stakeholders need to actively support the initiative with the overall aim being to improve the quality of education provided to our students in this digital age of technology. The world is at this stage and so must we, or face being left behind.

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Module 2 - Complex Productivity Tools (relevance of didactic instruction)

Didactic instruction is the style of teaching/learning that most students have been exposed to for most of their academic life as they have moved from one level of education to the next. It is what is most familiar to both students and teachers and as such, continues to be the modus operandi in the classroom, even to this day. In some regard, didactic instruction is relevant as it does cater to the type of student who learns best by lecture instruction, the chalk and talk teaching. Many students possess reading/writing intelligence so didactic teaching will be suitable for that type of learner. However, for most 21st century learners, didactic instruction kills any sort of interest a student may have in a subject or topic as it treats the child as an empty vessels when in fact students of today know quite a bit more than even their teachers do. As they are more audio/visual and kinesthetic learners, didactic instruction bores these students and can negatively impact not only their interest but their entire attitude towards learning. As such there needs to be an integration of technology in education as a means of tapping into what is of interest to these students. The technology application can be used as set inductions, closures, evaluation/assessment activities etc. which offers to some extent a greater appeal to the different learning styles. The didactic instruction can be used alongside the ict, as others may still need reinforcement of concepts etc, for which didactic instruction may prove to be useful. I believe both types of instructions are necessary to provide an all-inclusive learning experience, which is one of the proposed ICT policies of the Ministry of Education. However, it requires a degree of balance and knowledge of when and how such methods should be ustilised. It requires significant planning and cooperation among teachers within a department and even cross-departments . It is difficult for some teachers who have only used didactic instruction throughout their tenure to switch to including less traditional modes of teaching. However, it is absolutely necessary to use the tools that our students are most comfortable with or else we risk that chance of losing their interest and application to your subject area.

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Module 4 - Pedagogy I (usefulness of ICT in curriculum delivery)
In the teaching of history, multimedia, particularly videos/movies, audio and picture clips, are used to introduce topics, events or persons of importance to students. Such technology is also used to enhance the learning experience by bringing reality to topics/eras/civilisations that are for the most part in the past. History is sometimes considered by many as boring and unappealing, especially owing to the extensive reading that is required. Thus, ICT is used to expose students to History in a more fun and engaging environment.

Word processing and presentation applications are also used in History as students are often asked to write reports and present findings on particular topics so as to help them develop various skills (writing/grammar, analysis, organisation, choosing appropriate sources). They are also given charge over their own learning thus allowing them to be creative and craft presentations etc. that are most suited to their own learning. In this way ICT is an effective tool of substitution and augmentation in the delivery of the curriculum. It replaces the traditional method and goes further as it encourage creativity and the functional  improvement of skills in a more engaging  manner.

Not much e-testing is used in History however, as traditional assessment methods seem to be the constant in the field. However, from my exposure to e-assessment, applications such as Quizlet and Kahoot, can offer potential benefits to both teachers and students. For example, once the information (test items) are uploaded different types of tests can be generated (especially true for Quizlet) without having to re-write the information in a different form. More importantly, feedback is automatic. I believe I can make greater use of these ICT applications in the future as especially since CXC is intended on embarking on e-testing in a real way in the near future.