Uploaded by Conlan King

ICT Technician Curriculum Final Draft

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THE ICT
TECHNICIAN
CURRICULUM
Name: Conlan King
Student No.:
Institute: The National Institute for
Professional Advancement
Program: TVITT
Course: TTCD01 - Curriculum Development
Instructor: V. Cunningham
Developed: June 4, 2019
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Acknowledgement
The ICT Technician Curriculum was developed with the help of the MIC Institute of Technology
instructional team and fellow educators at the National Institute for Professional Advancement in Sint
Maarten, Dutch WI.
With each individual level of dedication, feedback, involvement and contribution, this document
was able to accomplish its goals in a limited time frame. Though each contribution varied from individual
to individual, everyone played a momentous role in the development of the curriculum.
I would also like to express significant recognition to the following organizations and/or individuals
for the opportunity provided and their significant contributions to this curriculum document:
Organizations

The National Institute for Professional Advancement School Board (Sint Maarten)

MIC Institute of Technology (Trinidad & Tobago)
Individuals

Victoria Cunningham, Instructor (MIC TVITT)

Carlos Monsanto, ICT Instructor (NIPA)

Sergio Blomont, Executive Director (NIPA)

Peggy-Ann Dros, Chairman of the Board of Directors (NIPA)
Lastly, but most importantly, to my family for their patience, love and encouragement throughout
this project development. Thank you.
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Abstract
The National Institute for Professional Advancement (NIPA) is a technical vocational institute that
offers advanced vocational education for students who want to further their education after secondary
schools and adults already in the workforce. At NIPA, programs (such as the ICT Technician program)
are tailored to the needs and interests of the labor market and the wider St. Maarten community. NIPA is
the only government-recognized institute for advanced vocational and technical education in St. Maarten.
This curriculum guide is intended for use in the ICT Technician program to train students to
troubleshoot and service computers, perform related administrative support and customer service tasks.
This curriculum outlines the expected outcomes as well as the supported resources, strategies and
capacity required to accommodate this type of educational program. This document also highlights the
use of modern software technology and hardware tools as an aid to enhance teaching and learning of
computer servicing, networking and hardware fundamentals. As a result, the main emphasis of this
curriculum document is to enhance student learning, and develop their skills and abilities in the field of
computer technology.
The fundamental purpose of the ICT Technician Curriculum is to ensure that all students experience
a quality education appropriate to their needs in an ever changing world. At NIPA the ICT Technician
programming represents a broad aspect of learning opportunities that focuses on the fundamental
computer hardware and software techniques along with professional skills and attitudes required for the
21st century.
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Table of Contents
Acknowledgement ................................................................................................................................... 1
Abstract ................................................................................................................................................... 2
Table of Contents .................................................................................................................................... 3
Part 1 – Setting the Stage ....................................................................................................................... 5
1.1 Introduction..................................................................................................................................... 5
1.2 Rationale ......................................................................................................................................... 5
1.3 Curriculum Structure ...................................................................................................................... 6
1.4 Aim ................................................................................................................................................. 7
1.5 Goals ............................................................................................................................................... 7
1.6 Core Objectives .............................................................................................................................. 7
1.7 Unit Objectives/Lesson Objective .................................................................................................. 8
Once a student has successfully completed this program, the student will be able to: ........................ 8
1.8 Curriculum Scope ........................................................................................................................... 9
1.9 Curriculum Scale .......................................................................................................................... 10
1.10 Curriculum Capacity ................................................................................................................... 12
1.11 Prerequisite Knowledge .............................................................................................................. 12
1.12 Background Knowledge ............................................................................................................. 13
Part 2 – Conceptual Groundings ......................................................................................................... 14
2.1 Philosophical Foundations ............................................................................................................ 14
2.2 Psychological Foundations ........................................................................................................... 15
2.3 Sociological Foundations.............................................................................................................. 15
2.4 Economical Foundations .............................................................................................................. 16
2.5 Historical Models Considered ...................................................................................................... 17
2.6 Curriculum Emphasis ................................................................................................................... 17
2.7 Curriculum Content Knowledge ................................................................................................... 18
2.8 Transferrable Skills ....................................................................................................................... 18
2.9 Curriculum Diversity .................................................................................................................... 18
2.10 Inclusion ..................................................................................................................................... 19
Part 3 - Curriculum Methodology & Resources ................................................................................ 20
3.1 Strategies to Support Reading ...................................................................................................... 20
3.2 Curriculum Title ........................................................................................................................... 21
3.3 Teaching Method .......................................................................................................................... 21
3.4 Instructional Tools / Aids / Strategies .......................................................................................... 22
3.5 Textbooks Relevant to Curriculum ............................................................................................... 22
3.6 Websites Relevant to Curriculum ................................................................................................. 23
3.7 Assessment Strategy ..................................................................................................................... 23
3.8 Teaching Tools (Use of Technology) ........................................................................................... 24
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Part 4 – Implementation & Evaluation .............................................................................................. 25
4.1 Curriculum Implementation.......................................................................................................... 25
4.2 Techniques for Curriculum Evaluation ........................................................................................ 26
4.3 Curriculum Success Criteria ......................................................................................................... 26
4.4 Conclusion .................................................................................................................................... 27
Part 5 – References & Appendices ...................................................................................................... 28
5.1 References..................................................................................................................................... 28
5.2 Appendices ................................................................................................................................... 29
5.3 Lesson Plans: ................................................................................................................................ 33
5.4 Reflection ...................................................................................................................................... 35
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Part 1 – Setting the Stage
1.1 Introduction
This curriculum is designed to produce skilled and competent technicians in the dynamic field of
ICT (Information and Communication Technology), who are equipped with the expert knowledge, skills
and attitudes of computer hardware, software, networking and information technology required for
employment in a rapidly growing technological era.
This competency based curriculum is focused on the computer hardware and servicing field
requirements. The skills and knowledge included in this curriculum will be successful to deliver the
national and regional ICT needs as well as the required expectations in the international field of ICT.
This curriculum adapts five (5) core pillars of learning and development through inquiry, creativity,
communication, ethical principles and operational practice. These collective 21st century skills serve as
a foundation to support active and problem based learning strategies in the curriculum that can empower
the learner to be successful beyond the classroom.
Today’s learners must recognize that learning and relearning can occur outside classrooms
and schools throughout their lives. It is likely that these learners will require an introduction to learning
options available to them now and in the near future. Fostering this commitment to lifelong learning will
ensure that learners remain open to new developments and opportunities as they arise. Students need to
be prepared to live and work in the 21st Century. (Scott & Cynthia, 2015).
1.2 Rationale
Information and Communication Technology (ICT) is an emerging field in the technology and
engineering industry. In many corners of the world, from developing to developed countries, emphasis
has been given to the request for ICT. Globally, there are presently many jobs waiting to be filled and
opportunities for employment are increasing yearly. According to economic predictions, it will virtually
be impossible to fill all the positions needed in the technology field.
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Another factor that affects salary is the geographical location that one lives in. In the Caribbean
region (Sint Maarten), ICT industry salaries are well above the minimum wage, whereas in the developed
countries, salaries within the same fields are much higher, nevertheless one should consider the cost of
living, lifestyle and population rates before choosing to migrate to these developed countries.
Nevertheless, the ICT industries are the new destination of economic growth.
Currently technology is becoming the central focus of our everyday lives. Studying to become an
ICT Technician at NIPA helps our students develop skills that are required in both current and future
jobs in the modern and digital world that we are currently living in.
1.3 Curriculum Structure
The curriculum structure comprises 10 modules. The recommended classroom/laboratory delivery
time is 950 hours with an internship period of 450 hours, totaling approximately 1400 hours. Delivery
of the course can therefore be full time, 5 days a week, for a total of about 9 months which is divided
into three semesters. Other models of delivery time, including part-time and evening delivery can be
considered, however the program should not overlap one calendar year or school year. The full structure
of the curriculum can be seen below in Appendix A.
Appendix A: Course Structure of Computer Operator
Module #
Modules
Class Hours
T/P
OTJ
Total
1
Computer Fundamentals
95
45
140
2
Professionalism and Communication in the Workplace
45
25
70
3
Occupational Safety Procedures
95
45
140
4
Computer System Assembly & Maintenance
195
65
260
5
Software Installation & Troubleshooting
195
65
260
6
Network Fundamentals
45
45
90
7
Basic Network Troubleshooting
95
45
140
8
Troubleshooting PC-related Problems
95
45
140
9
Computer Internet & Information Security
45
25
70
10
Entrepreneurship Development
45
45
90
950
450
1400
Total Hours:
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1.4 Aim
The aim of the ICT Technician program is to produce expert technicians in the dynamic field of
computers equipped with the technical skills and knowledge to succeed in the rapidly growing
Information and Communication Technology (ICT) sector.
1.5 Goals
After the completion of this program, the graduates will be enabled to:
1. Prepare competent technical human resources that would provide ICT services to both public and
private sectors organizations as required.
2. Prepare such ICT technicians who are able to develop a working knowledge and skills of
computer hardware and software technology.
3. Prepare an ICT technical workforce who will demonstrate positive attitude and respect for the
profession and socio-cultural values, whilst adhering to industry safety standards and
precautions.
4. Formulate solutions to resolve computer related problems encountered by local organizations
and public entities without the dependence on technical foreign employment
5. Create self-employment initiatives and opportunities in the field of ICT
1.6 Core Objectives
This curriculum has following core objectives:
1. Recognize all the components which makes up a computer system hardware, software and
network
2. Construct ICT solutions by selecting appropriate ICT technologies, generating ideas, planning,
monitoring and evaluation
3. Apply ICT knowledge and creativity to create new solutions
4. Become aware of ethical, legal, responsible and safe use of ICT in the workplace
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5. Operate a range of current and emerging ICT to support and enhance learning
1.7 Unit Objectives/Lesson Objective
Once a student has successfully completed this program, the student will be able to:
Module Title & Objective
M1: Computer Fundamentals
This Module will enable the learners
to become familiar with basic
computer including development
history and understand the basics
components of computers.
Lesson Units
Lesson Objectives
LU-1: Introduction to Information
Technology
At the end of this module, the
learner will get all preliminary
information of hardware
components which will be the
prerequisite of next module.
LU-2: Introduction to Computer Hardware
LU-3: Introduction to Computer Software
LU-1: Workplace Hazards
M2: Occupational Safety Procedures
LU-2: Safe use of Electrical Components
This Module will enable the learners
to become aware of workplace safety
hazards in the field of ICT and how to
apply the best safety precautions.
M3: Computer System Assembly &
Maintenance
In continuation of first two module of
hardware component introduction and
safety procedures computer
assembling will be covered. This will
enable the learner to get complete
information computer configuration
activities.
M4: Software Installation &
Troubleshooting
This Module is about how to install
computer Software, devices drivers as
well as configuration of peripheral
devices.
M5: Network Fundamentals
LU-3: Fire hazards and firefighting
techniques in electrical equipment
LU-1: Determination of computer
requirement with respect to specification
LU-2: Assemble the computer
After completing this course the
learner will be able to know the
damages to human due to electric
shocks, fire hazards etc. and
precautions to be taken in
handling computer equipment.
At the end of this module, the
learner will learn how to assemble
the computer according customer
requirements in a real
environments.
LU-3: Configure and install
operating system and
applications
LU-4:Test and inspection with
respect to the configured
computer
LU1- PC Boot Process DOS Function and
file system
LU2- Windows 8/10 Architecture
At the end of this module, the
learner will be able to install all
types of software, install and
configure all types of peripheral
devices.
LU3- Disk Management Procedure &
Utilities
LU5- Operating System Installations,
Procedures, Booting Procedures
LU6- Windows Configurations & Adding
Device Drivers
LU1-Introduction to Computer Networks
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At the end of this module, the
learner will learn how to install
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This Module is about to performing
setting and configuration according to
networking preferences.
M6: Basic Network Troubleshooting
This module will help the students to
understand the troubleshooting
methods of connectivity, Window 8,
10 and Window Server 2008.
M7: Troubleshooting PC-related
Problems
This Module is about to how to
diagnose, repair and maintain the
computer according to the standards.
M8: Computer Internet &
Information Security
This Module is about to perform
internet and email configuration
according to the requirements.
M9: Professionalism and
Communication in the Workplace
This Module intends to impart basic
communication knowledge and skill
to confidently speak and write in
English language so as to build good
relationships clients and colleagues,
and to deliver an effective
presentation in English.
M10: Entrepreneurship Development
This Module intends to develop the
knowledge and skills and
understanding to develop a new
business.
LU2- Cabling and Characteristics
LU3- Installing and Configuring
an NIC, Access Points, Router, Servers
LU-1 Connectivity issues
LU-2 Window 8, 10 network interface
troubleshooting methods
LU-3 Window Server 2008 trouble
shooting methods
LU1- Diagnose faults and identify the repairs
necessary
LU2- necessary backups for the security of
customer data before repairs
and configure networking devices
setting and applications.
At the end of this module, the
learner will learn how to install
and troubleshoot networking
connectivity issues.
At the end of this module, the
learner will learn how properly
diagnose computer problems and
test computer for required
operation and standards.
LU3-Perform repairs to rectify Faults
LU4- Check computer for performance
LU1- Introduction to Internet and Online
Safety
LU2- Install and Configure Internet Settings
and Connectivity
LU1- English Fundamentals
LU2- Business Communication
LU3 – Professionalism and Ethics
LU-1 Identify business opportunities in the
field of Computer (ICT).
LU-2 Develop structure of the new
Computer Business
At the end of this module, the
learner will be able to configure
the internet and email settings for
the customer.
At the end of this module, the
learner will have the knowledge
and skill to speak and write in
English language and apply the
best professional attitudes
required for use in everyday life.
At the end of this module, the
learner will be able to effectively
find opportunities and establish a
structured business in computing.
LU-3 Communicate new computer business
to the customers
1.8 Curriculum Scope
This curriculum places emphasis on a competency-based performance approach. The emphasis is
derived from the expected behaviors and attitudes that form the necessary expectations in ICT
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Technician field. These skills range from computer repairs to the knowledge of troubleshooting computer
systems and networking components.
The first semester focuses on the professional development (Workplace Safety and Professional
Communication) and basic technical modules of computer hardware and software; the second and third
semester focuses on general technical subject modules including On-the-Job Training (OJT) session
within the ICT field in the form of an internship program assignment. Additionally, the third semester
places emphases on the applicable skills, knowledge and attitudes required to function in the ICT
workplace environment and develop entrepreneurial skills.
1.9 Curriculum Scale
The group size of this curriculum program will be a maximum 24 students in one batch, provided
all necessary resources to practice the tasks/competencies as specified in this curriculum. Due to lab
sizes, safety precautions, limitations in resources and to provide better classroom management, practical
sessions should accommodate half the amount (12 students) at a time:
The Instructor to Students Ratio:

For theory classes: 1 (instructor): 24 (students)

For practical classes (for hands-on lab activities): 1 (instructor): 12 (students)
The Institute should be equipped or prepared to execute the curriculum by providing the following:
Physical Facilities:
Theoretical classrooms environments should have area of 12 square feet per student whilst the
laboratories should be at least of 30 square feet per students. All classrooms and laboratory should be
well lit and ventilated. These spaces should be well equipped, spacious and furnished with modern
facilities and equipment such as power/network outlets, air compressor stations, and workbenches. See
Appendix B for current laboratory layout.
Resources Required:
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
Student Stations & Hand Tools: Workbenches, with laptop PC’s, Computer Repair Tools
(Screw Driver Sets, Anti-Static Safety Equipment, Diagnostic Equipment for testing
computer components, Cabling Hand Tools)

Management Stations: Main workstation with classroom network management console

Network Requirements: Network connections, switches, sever (+management software) for
the development of a Local Area Network (LAN) on a subdomain or Virtual LAN.

Other Equipment: Includes printers, scanners, cameras, projectors and headsets. Each piece
of equipment should be carefully considered, as this adversely affect the budget of the lab
and its ability to run the program smoothly. See Appendix G for even more detailed
equipment/item list.
Laboratory Layout
Computers should be spaced approximately 90 cm apart - this is to ensure that students are not
cramped in the classroom, particularly when students are sharing workstations. Tables should be
approximately 70 cm high. A U-Shaped layout is recommended. (See Appendix A & B.) All Labs should
have a whiteboard with projector but NOT a blackboard as chalk dust causes damage to computers.
Appendix C. Laboratory Layout for Practical Hands-on Activities
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Appendix D. U-shaped Layout for Theoretical Class Sessions.
1.10 Curriculum Capacity
The instructor should satisfy either of the following minimum requirements:

Bachelors in related field of Technology/Computer Science or equivalent.

Certified IT Support Technician/Network Administrator with work experience in the field of
ICT for minimum 2-3 years if educational qualification is a diploma.

Good communicative and instructional skills are expected.

Other qualities that should be considered for the position as an instructor should come include
patience, professionalism, communication skills, leadership, attention to detail and
organization skills.
1.11 Prerequisite Knowledge
Students enter should have or be pursuing a high school diploma or a basic technical vocational
qualification. If no diploma is provided, the student may undergo an internal assessment. However, there
are no necessary national approval or regional requirements associated with entry to this curriculum
program as long as the student is above the age of 16.
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1.12 Background Knowledge
Students are responsible in regards for their learning. Although many young pupils between the
ages of 16 to 22 make up a vast extent of the student population, students must be prepared to make a
valiant effort towards the accomplishment of their education. Students should be motivated to work and
must be able to apply themselves in this manner to achieve optimal success. Favorably, students should
demonstrate the ability to read and understand basic and complex written materials such as texts, guides,
diagrams, rules, procedures or policies; and to write simply and clearly. Although students form a diverse
population at NIPA, it is quite important for students to demonstrate or attain basic knowledge of the
English language and basic operation of computer systems.
Students should exemplify the following characteristics:

A genuine interest in ICT industry

Able to lead and work as a member of a team

Willing to maintain the high standard of standard operating procedure

Ability to work for a longer period of time in outdoor environments

Displays organizational skills, maintains flexibility and integrity

Shows a desire to learn
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Part 2 – Conceptual Groundings
2.1 Philosophical Foundations
The philosophical ideals for this curriculum is founded on:
Progressivism:
A large emphasis of this curriculum is placed on practical skills, experiences and real-world
situations and events. The instructor serves as a facilitator and guides students in their problem-solving
skills, technical projects and other learning activities. Students should develop an independent
professional attitude and self-discipline as the program progresses. Lessons should be student centered
and not too teacher focused. Trough active-learning experiences students will derive questions or
concerns that the teacher will address thus allowing students to become experimental learners and good
problem solvers. Effective teachers should provide experiences so that students can learn by doing.
The Progressive education philosophy was established in America from the mid-1920s through
the mid-1950s. John Dewey was its foremost proponent. One of his tenets was that the school should
improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared
decision making, planning of teachers with students, student-selected topics are all aspects. Books are
tools, rather than authority (Cohen, 1999).
Pragmatic (Experientialism):
As a motivator and guide, the instructor should fosters problem-solving activities and situations
that create an experiential learning environment. The lessons should focus on hands-on problem solving
activities, projects and have students work in teams to collaborate. Curriculum should bring the
disciplines together to focus on solving problems in an interdisciplinary way. Rather than passing down
organized bodies of knowledge to new learners, Pragmatists believe that learners should apply their
knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily
living and future careers (Cohen, 1999).
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2.2 Psychological Foundations
The psychological foundations of this curriculum incorporates a blended approach with use of
Behaviorism and by means of Constructivism as its core ideologies. Through this approach students use
their unique viewpoint, shaped by previous learning experiences and personal characteristics to construct
new understandings. Technology by default is constructivist in that in entails strategy, design,
troubleshooting, and evaluation. This curriculum should incorporate each individual’s prior knowledge,
skills and attitudes in the creation of authentic learning experiences. Upon observing student behaviors
(whether negative or positive), teachers can better provide reinforcements or rewards to compliment the
behavior patterns shown.
Behaviorism is often seen in contrast to constructivism. Constructivists are more likely to allow
for experimentation and exploration in the classroom and place a greater emphasis on the experience of
the learner. In contrast to behaviorists, they feel that an understanding of the brain informs teaching (On
Purpose Associates, 2011).
Focus should be placed on each student’s prior knowledge to learning and to provide the
opportunity for students to perform hands-on problem solving activities. Teachers should implement
teaching strategies to foster new understanding of facts. According to (On Purpose Associates, 2011),
Instructors tailor their teaching strategies to student responses and encourage students to analyze,
interpret, and predict information. Teachers also rely heavily on open-ended questions and promote
extensive dialogue among students.
2.3 Sociological Foundations
The island-territory of St. Maarten is considered of multi-cultural society thus impacting the
diverse classroom culture where students from different backgrounds make up the educational structure.
Therefore strong emphasis should be placed on inclusion, acceptance and appreciated diversity in the
classroom.
Students who enter this program on their own efforts, must be motivated to acquire success through
an achieved status and to finding their place within society, providing value to their community.
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As the world of ICT develops from day to day, the ICT Curriculum requires constant revision to
update it with developments in the outside world. According to (Mkandwire, 2010), “the sociological
foundation of the school curriculum affects the development of the curriculum in the sense that there are
certain factors which intervene in the curriculum development process due to cultural beliefs, societal
expectations, values, norms and traditions emanating from the background of stakeholders.”
2.4 Economical Foundations
ICT enables economic growth by broadening them reach of technologies such as high-speed
Internet, mobile broadband, and computing; expanding these technologies itself creates growth, and the
fact that technologies make it easier for people to interact and make workers more productive creates
additional benefits. (Scott, Enriquez, Bonini, Sandoval, & Brun, 2010)
It has been argued that ICT is a principal driver of economic development and social change
worldwide (Kozma, 2005). Once the ICT Technician students at NIPA acquire the competencies they
will have ample opportunity for wage-employment and self-employment through which they will
contribute in the national reduction of poverty on the island territory of St. Maarten.
Employment in this sector of the industry can involve installation and maintenance of computer
infrastructures to help prevent, identify and fix problems with hardware and software components
including servers as well as personal clientele connectivity issues. ICT Technicians earned a median
salary of $79,700 in 2016 (The Bureau of Labor Statistics, n.d.). However, salary scales on Sint Maarten
may vary depending on the amount of qualification and expertise one holds.
Another factor that affect salary is the geographical location that one lives in. In the Caribbean
region and in Sint Maarten, ICT industry salaries are usually somewhat above the minimum wage.
However in the developed countries like North America for example, salaries within the same ICT fields
are much higher. Nevertheless one should always consider the cost of living, lifestyle and population
rates before choosing to migrate to these developed countries where there might be a high amount of
employment competition. With that said, the ICT industries are the new destination of economic growth
in any part of the developing world.
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2.5 Historical Models Considered
In the 21st century, challenges in the professional world of work has had a direct impact on the
way ICT rapidly changes. ICT has been deployed in all aspect of our economic and social activities and
its complex nature calls for much needed curriculum reorientation in order to prepare the necessary
human resource for what the future job market requires both locally on Sint Maarten and internationally.
This curriculum takes this concept into consideration in order to meet global skill challenges faced in
ICT.
According to educationist and curriculum theorist, John Bobbitt in 1918, the procedures for
curriculum planning should be referred to as job analysis, and should begin with the identification of the
specific activities that adults undertook in fulfilling their various occupational, citizenship, family, and
other social roles. The resulting activities were to be the objectives of the curriculum. The curriculum
itself, Bobbitt noted, was comprised of the school experiences that educators constructed to enable
students to attain these objectives. (Barry, n.d.)
This ICT Technician curriculum model is heavily influenced on the mindset of Bobbitt, whose
desire for creating a scientific curriculum was based on the way we prepare students for their future roles
in the new industrial and technological society. Today, Bobbitt’s historical model continues to have a
strong impact on educational training in the classroom because it adapts to the needs of an individual
and to the needs of the new technological society. In conclusion, people should be taught what they
would be able to use in the real world.
2.6 Curriculum Emphasis
This is a competency-based curriculum. This curriculum emphasizes on competency
performance.75% time is allotted for performance and remaining 25% time is for related technical
knowledge. So, the main focus will be on performance of the specified competencies in the curriculum.
Learning modules within this Curriculum Framework provides opportunities for students to
develop the appropriate technical, vocational and interpersonal competencies suitable for employment
and further training in ICT.
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2.7 Curriculum Content Knowledge
In order for students to successfully become expert ICT technicians, students should have a
common body of knowledge in computer repair. Becoming an ICT technician involves identifying
computer parts, learning safety procedures, and learning the logical steps in troubleshooting a computers
and networks. In addition to this, students should have basic knowledge and skills in other subject areas
such as basic arithmetic, reading comprehension, writing and good communications skills. Students
should be able to analyze, interpret and express ideas in a general manner.
2.8 Transferrable Skills
This curriculum provide students with essential knowledge, transferable skills and tools to enhance
their learning in other subject areas with the purpose of enhancing their employability when they leave
NIPA, whilst contributing to their professional development and future economic well-being. In context,
a wide range of transferable skills can be expected, such as the development of independent thinking,
creativity, planning and flexibility, adaptability to workplace environments, working along with others
and communicating effectively. This program is driven to provide students with the transferable skills
they will need to be successful in the evolving technological world.
2.9 Curriculum Diversity
The island territory of Sint Maarten unlike other regional territories reflects a diverse society of
cultures, race, ethnicity, languages, socio-economic standards, interests and values of the many persons
who reside within its community. Having over 140 nationalities residing on one island, the educational
structure at NIPA should foster the understanding of such diversity. The ICT technician curriculum
program is encouraged and committed to promoting impartiality to each member of its society by
valuing, appreciating and accommodating the multicultural facets that transcends the island to one of
exemplary tolerance trough-out the Caribbean region and the international community.
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2.10 Inclusion
The ICT Technician curriculum is designed to meet the needs and interests of all students at NIPA.
The curriculum should provide for the inclusion of the interests, beliefs, religious experiences and
languages of each student and of the many nationalities within the local and regional community.
Teachers should set suitable expectations for each student. Teachers should have greater obligation
to ensure that lessons are planned for students who may have low levels of prior achievement or come
from disadvantaged backgrounds. Teachers should also use appropriate assessments and set realistic
targets which are carefully challenging enough for students.
At NIPA, lessons should be planned in a manner to ensure that there are no barriers to students
being able to achieve their goals. This planning should cater for students who may be challenged with
some form of disability. These students may need access to specialist equipment, additional aids and
resources beyond the classroom with consideration for providing special approaches that can apply to
them within the classroom setting.
Teachers must also consider the needs of students whose first language is not English. Teachers
should plan or accommodate special teaching opportunities or programs to assist students in the
development of the English language. Student progress should be consistently monitored whilst taking
into consideration the student’s age, length of time residing in the country and previous educational
experience and ability.
Overall, teachers should make it their duty to ensure that each student has the right to an equal
opportunity and that this covers a number of social factors such as race, gender, religion, belief, sexual
orientation, disability or pregnancy. In conclusion, ICT and computing should be taught to all students,
no matter their ability. Through the instruction and training of ICT and computing, this curriculum
should provide learning opportunities that empower all students to make progress in their educational
development and to the wider society by becoming a productive citizen.
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Part 3 - Curriculum Methodology &
Resources
3.1 Strategies to Support Reading
Teachers should develop student’s spoken language, reading and writing skills, and vocabulary as
it plays a fundamental role in each subject matter. Although English is a subject within the curriculum,
English is considered the medium of instruction, therefore understanding the language provides access
to the whole curriculum. Articulacy in the English language is seen as an essential foundation for success
in the overall program.
Students should be taught to speak clearly and express their knowledge using Standard English.
Teachers should ensure that students are taught to respond in a well-structured manner when providing
descriptions and explanation. This serves as a platform for enabling students to think and organize their
thoughts for writing. For the acquisition of knowledge teachers should encourage students to read for
pleasure beyond the classroom. Students should be equipped with a library facility to encourage research
and reading outside of the classroom. Teachers should see to it that students should expand on their range
of writing by including narratives, explanations, descriptions and summaries as a part of some
assessment types. This will form a method for evaluating the progress of each student’s expression of
the English language.
(Paquet-Bélanger, 2017) found that there are many technological tools that can support students
with difficulties in reading and that the right technological tools can make a significant difference to
students who struggle with reading. Visual learning software, such as graphic organizers and mind maps,
is another indispensable tool to develop students’ reading comprehension skills. It can be used to
illustrate different text structures (narrative, descriptive, argumentative, etc.), and it helps students
identify the most important elements of the text they are reading, as well as see an overview of the entire
text (Paquet-Bélanger, 2017). Therefore the use of technology should be encouraged to support reading
comprehension.
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3.2 Curriculum Title
An ICT Technician is the person responsible for monitoring and controlling computer systems in
a company or organization. Responsibilities include computer hardware repairs, software installations,
providing technical support, maintaining computer systems, providing security to networks, detecting
system faults, and diagnosing/troubleshooting other computer related problems.
ICT Technicians typically work in range of employment fields and organizations such as schools,
offices, data centers, government agencies, etc., that involve the support or use of ICT equipment,
applications and services on the job. ICT technicians may work independently or as part of teams,
depending on the organization’s ICT requirements.
3.3 Teaching Method
The teaching and training activities have to be conducted in classrooms, laboratory/ workshops
and field visits. The teaching methods for this curriculum will be a combination of several approaches,
such as illustrated lectures, class discussions, demonstrations, simulations, guided practice, field
experiences, practical activities and projects, role-playing and independent learning situations.

Theory based instruction can take the form of lectures, discussions, group activities, with
use of computer aided software.

Emphasis will be placed on the hands-on solution of problem-solving challenges as a
principal delivery method. Project based or inquiry based learning activities should be
encourages.

Activities will often encourage practical based learning by guided-practice or self-practice.

Cooperative learning and small group interaction will be encouraged.

Other teaching strategies should include debates, group discussions, and demonstrations and
On the Job Training (OJT) experience.
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3.4 Instructional Tools / Aids / Strategies
The following instructional media and materials are suggested for the effective instruction and
demonstration.

Printed media materials (assignment sheets, handouts, information sheets, procedure sheets,
performance check lists, manuals, etc.).

Non-projected media materials (models, flip chart, poster, writing board etc.).

Projected media materials (multimedia/overhead projection, slides etc.).

Audio-visual materials (short films, video recordings and clips, etc.).

Computer-based instructional materials (computer-based training software, interactive video,
online performance based lab simulations, etc.)
3.5 Textbooks Relevant to Curriculum
The following textbooks can be used to support the instructional content of this curriculum:

CompTIA A+ Guide to Managing and Troubleshooting PCs: 5th Edition by Mike Meyers.
Publishing: McGraw-Hill Education; 5th Edition (April 25, 2016). ISBN-13: 9781259589546

CompTIA A+ Certification Guide (220-901 and 220-902) by Matthew Bennett. Publishing:
Packt Publishing (September 27, 2017). ISBN-13: 978-1259589515

Computers Made Easy: From Dummy to Geek by James Bernstein. Publishing:
Independently Published (June 12, 2018). ASIN: B07DP9CH6K

Computer Basics Absolute Beginner's Guide: Windows 10 Edition by Michael Miller.
Publishing: Que Publishing; 8 edition (September 7, 2015). ISBN-13: 978-0789754516

Computer Service and Repair 4th Edition by Richard M. Roberts. Publishing: GoodheartWillcox; 4 edition (April 2, 2014). ISBN-13: 978-1619608016
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3.6 Websites Relevant to Curriculum
The following trusted websites can be used to support both teachers and students with the
curriculum content objectives:

Goodwill
Community
Foundation,
Inc.
-
Build
Essential
Skills
(https://edu.gcfglobal.org/en/)

Northstar Digital Literacy (https://www.digitalliteracyassessment.org/)

Alison Online Courses (https://alison.com/courses/core-it-skills)

Professor Messer A+ IT (https://www.youtube.com/user/professormesser)

Professor Messer IT Resource Center (https://www.professormesser.com/)
3.7 Assessment Strategy
The nature of this curriculum is driven by a more practical-based performance strategy (70%
allotted for performance while the other 30% for providing technical knowledge). A broad range of
assessment strategies (design portfolios, project work, individual and group work, presentations,
performance testing, and classroom observations etc.) will be utilized in the evaluation process.
Assessment strategies that are strongly encouraged:

Performance based assessments: use of a strong rubrics, assessment matrices, assessment
Grading Scales.

Peer-assessments, self-assessments. Project Work (individual or group project) is a great
way to assess the practical skills on a certain time period or timeline

Work samples forming a professional portfolio and learning journal.

Cognitive assessments: written/oral questioning. It allows candidates to demonstrate that
they have the knowledge and understanding of a given topic.
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To ensure that students have as many opportunities as possible, it is good practice to record where
performance criteria are included in assessments throughout the semester, for instance. See (Appendix
E) for more assessment strategies for learning.
Different students will be better at different types of assessments and it helps that they have more
than one chance to demonstrate their competence in different ways. See a sample performance criteria
assessment (see Appendix F.)
Appendix F: Performance Criteria Assessment Sheet
3.8 Teaching Tools (Use of Technology)
Implementing ICT support in the classroom can have a significant impact on the teaching practice,
particularly when ICT is utilized as a tool that supports a real transformation in the pedagogical manner.
The potential for applying technology in the classroom have broad advantages such as creating dynamic
learning environments, motivating students and creating independent learners.
In the classroom, technologies such as simple software based applications (such as word
processing and spreadsheets), online repositories and search engines, e-libraries, online simulators and
handheld/mobile devices can be used to learn. However, just having these technologies exist by
themselves will have a limited impact on student development rather it’s only when the users have a
sound understanding of how to use and apply the technology effectively that real influence occurs.
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Part 4 – Implementation & Evaluation
4.1 Curriculum Implementation
It will be the ultimate responsibility of the school’s director and management team to determine
the most effective ways of providing organizational support and monitoring the level of implementing
this curriculum. The responsibility is for the school’s management personnel to provide assistance to all
staff members in the development of their knowledge and skills necessary for the successful execution
and delivery of the curriculum’s content areas.

The successful curriculum implementation activities should consistently include the
following responsibilities:

Identifying the best instructional methods for content delivery through continuous
professional literature and personal development.

Develop and demonstrate exemplary learning environments to deliver successful lessons.

Observe and follow up with advice on the instructional procedures (how teachers are
teaching).

Support classroom action research, apply new strategies to resolve common issues faced by
the institute.

Promote overall professional staff development initiatives and workshop activities.

Regularly monitor and assess the level of the curriculum implementation.

Communicate with internal and external public/private entities regarding the curriculum
implementation changes.

Include staff, parents, students, private and public entities and the community at large in
curriculum implementation decisions.

Provision of a yearly budget and procedure for purchasing lesson resources.
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Lastly, the school board should be kept apprised of the curriculum activities, the progress of the
curriculum content goals and to provide recommendation and regulations for curriculum
implementation. In addition, Resources needed to implement this curriculum should also be considered
such as a laboratory, classrooms, a functional library, instructional materials and the necessary tools and
equipment to carry-out practical lessons.
4.2 Techniques for Curriculum Evaluation
Continuous evaluation of the students' performance is to be done by the relative instructor/teacher
in the form of monitoring students' professional portfolios (sample work done), formative and summative
competency based assessments and/or evaluations, feedback and reports from the on-the-job training
(OTJ) market through internship experience report and reflective on the job journals. In the long term,
successful job placement within the local economy or self-employment creation by students can be
considered as a form of overall successful evaluation of the curriculum.
4.3 Curriculum Success Criteria
Each unit objective within this curriculum has a specific success criteria which must not only be
knowledgeable to the teacher but also to the student. The curriculum success criteria focuses on what is
expected of students and should also motivate them to improve themselves throughout each lesson and
in extension the completion of the program. Ultimately, students should be aware of what successfully
makes them qualified to become an ICT Technician.
Students can generally determine their level of performance through their class scores, assessment
pieces and how well they perform on foundational tasks and learning units for use in an on-the-job
training setting. The student is measured on how well-prepared they are for learning and working in the
potential workplace. These expected results are derived from industry certification standards in ICT and
other relatively recognized ICT Technician programs such as the CompTIA A+ certification.
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4.4 Conclusion
Today, with more and more microcomputer-based devices entering the marketplace, there is a high
demand for professionals who can link their computer troubleshooting expertise to the basic needs
required by the society. To ensure the success in the field of ICT on Sint Maarten, a well-developed and
certified ICT Technician Curriculum must be established, maintained while continually seeking to
absorb modern technological trends and implementing effective learning strategies. This curriculum
should also focus on the knowledge, skills and attitude that the learner should have in order to
successfully become an ICT technician.
Overall, this program provides a valuable arrangement of technical and professional abilities that
are necessary to start students off in the career direction. With the necessary support and corporation of
all stakeholders, (such as teachers, students, parents, school board members and public/private society
as a whole) the ICT program will serve as a platform for the development of strong technical candidates
that are trusted and qualified to move Sint Maarten forward in the 21st century.
The term “curriculum” carries multiple meanings. To some educators, the curriculum consists of
conscious intentions commonly described in plans of study and other formal documents—a blueprint, if
you will, of what is expected or intended to take place. (The University of Texas at Austin, 2015). In
conclusion, this comprehensive ICT Technician curriculum prepares our future students to step into an
important role by combining a broad range of computer-related modules and experiences with strong
interpersonal skills and training to be successful in our society.
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Part 5 – References & Appendices
5.1 References
Barry, M. F. (n.d.). Franklin Bobbitt (1876–1956) - Social Efficiency Movement, Bobbitt's Contribution.
Retrieved from State University: http://education.stateuniversity.com/pages/1794/Bobbitt-Franklin1876-1956.html
Cohen, L. M. (1999). Section III - Philosophical Perspectives in Education. Retrieved from Orgean State
University: https://oregonstate.edu/instruct/ed416/PP2.html
Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social
development. An Interdisciplinary Journal on Humans in ICT Environments, 1(2), 117-156.
Mkandwire, S. B. (2010, OCtober 29). How the sociological foundations of school curriculum affect the
development of a curriculum. Retrieved from https://sitwe.wordpress.com/2010/10/29/how-thesociological-foundations-of-school-curriculum-affect-the-development-of-a-curriculum/
On Purpose Associates. (2011, April 14). Funderstanding: Inspiring People Who Care about Learning.
Retrieved from https://www.funderstanding.com/theory/behaviorism/
Paquet-Bélanger, N. (2017, October 3). How can technology be used to support reading comprehension?
Retrieved from [email protected]: https://www.ldatschool.ca/support-reading-comprehension-a-t-e/
Scott, B. C., Enriquez, L., Bonini, S., Sandoval, S., & Brun, N. (2010). Fostering the Economic and
Social Benefits of ICT. The Global Information Technology Report (World Economic Forum).
Scott, C. L., & Cynthia, L. S. (2015, December 15). The futures of learning 3: What kind of pedagogies
for the 21st century? Retrieved from UNESDOC: https://unesdoc.unesco.org/ark:/48223/pf0000243126
The Bureau of Labor Statistics. (n.d.). Computer Systems Administrator Overview. Retrieved from US
News & World Report: https://money.usnews.com/careers/best-jobs/network-and-computer-systemsadministrator
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5.2 Appendices
Appendix B: Current Laboratory and Classroom Layout
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Appendix C: Laboratory Layout for Practical Hands-on Activities
Appendix D: U-shaped Layout for Theoretical Class Sessions.
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Appendix E: Other Assessment Strategies
Strategy
Classroom presentations
Conferences
Essays
Exhibitions/Demonstrations
Interviews
Definition
A classroom presentation is an assessment strategy that requires
students to verbalize their knowledge, select and present samples
of finished work, and organize their thoughts about a topic in
order to present a summary of their learning. It may provide the
basis for assessment upon completion of a student’s project or
essay.
A conference is a formal or informal meeting between the
teacher and a student for the purpose of exchanging information
or sharing ideas. A conference might be held to explore the
student’s thinking and suggest next steps; assess the student’s
level of understanding of a particular concept or procedure; and
review, clarify, and extend what the student has already
completed.
An essay is a writing sample in which a student constructs a
response to a question, topic, or brief statement, and supplies
supporting details or arguments. The essay allows the teacher to
assess the student's understanding and/or ability to analyze and
synthesize information.
An exhibition/demonstration is a performance in a public setting,
during which a student explains and applies a process,
procedure, etc., in concrete ways to show individual achievement
of specific skills and knowledge.
An interview is a face-to-face conversation in which teacher and
student use inquiry to share their knowledge and understanding
of a topic or problem, and can be used by the teacher to explore
the student’s thinking; assess the student’s level of understanding
of a concept or procedure; and gather information, obtain
clarification, determine positions, and probe for motivations.
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Appendix F: Performance Criteria Assessment Sheet
Appendix G: More detailed Equipment/Item List
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5.3 Lesson Plans:
Unit Alignment Activity - Making Connections
Teacher Name: Conlan King
Area of Specialization: Computer Software/Hardware
Engineer
School: The National Institute for Professional
Advancement
Class/Grade: ICT Tech.
Curriculum Aim: To produce expert technicians in the
dynamic field of ICT.
Module: Computer Fundamentals - Lesson(s): 1 to 6
Lesson Unit
LU1 - Computers
Basics
Lesson Title
Lesson Objective(s)
L1. Introduction
to Computer
1. Recognize the
importance of computer
literacy.
2. Define the term
computer and identify its
components.
1. Summarize key events
in the history of
computers
2. Discuss the different
forms and types of
computers that emerged
throughout
history/generations
3. List key players in the
history of computers
1. Determine how the
elements of an
information system
interact
2. Explain how the
computer functions
1. Consider the impact of
technology on business
today.
2. Describe how ICT
technology has already
changed the workforce,
and how might it impact
their future career
decisions?
1. Identify the basics
components of
computers
2. Identify system
requirements when
purchasing a new PC.
L2. Computer
History &
Generations
L3. Data types,
Processing
Cycle
L4. Computers in
Everyday Living
LU2Introduction to
Computer Hardware
and Software
L5. Input/output
Devices, CPU,
Memory and its
types, Storage
Devices, portable
Devices.
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Activities/Teaching and
Learning Strategy
Activities:
1. Perform a practical
demonstration
2. Be given an formative
assignment
3. Participate in group
activity
4. Observation in work
environment field
Assessment(s)
1. Class Tests
2. Student
Portfolio
3. Group Project
4. Peer
Assessments
Strategies:
1. Theory based:
Illustrated lectures,
discussions, group
activities, with use of
computer aided
software.
2. Practical based: Group
work - Project based
learning
Demonstrations,
Observations,
Simulations, Guided
& Independent
Practice.
Activities:
1. Perform a practical
demonstration
2. Be given an formative
assignment
1. Student
Portfolio
2. Performance
Based
Assessment
3. Group Project
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L6. Introduction
to system
software and
application
software.
3. Understand the
technology and
specifications used to
describe computer
components.
4. Manage
internal/external
computer devices and
components
1. Understand the
characteristics of
operating systems
2. Understand the
computer software and
types of software
3. Navigate the Windows
7, 8, and 10 interfaces.
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3. Participate in group
activity
4. Observation in work
environment field
Strategies:
1. Theory based:
Illustrated lectures,
discussions, group
activities, with use of
computer aided
software.
2. Practical based: Group
work - Project based
learning
Demonstrations,
Observations,
Simulations, Guided
& Independent
Practice.
Peer Assessments
4. Class
Assignments &
Tests
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5.4 Reflection
The aim outlined in this curriculum document should be considered as a guide for the ongoing
work in this curriculum development process, as NIPA attempts to ensure its instructional programs are
arranged on a relevant and dynamic curricula that best serves its students and the Sint Maarten
community and workforce. With the support all stakeholders such as the ministry of education,
directorship, management, teacher, parents and students, NIPA can make headway into becoming an
accredited and acknowledged center for Information and Communication Technology training
throughout the Caribbean region. This can be done through continuous research and analysis,
monitoring, management and reflection on this curriculums development process.
Overall the design process of this curriculum was one of depth and transformation, considering
the local needs and challenges within the ICT field on the island of Sint Maarten. The development of
this curriculum has allowed me to have a macro view of the local needs for the ICT professional and
allow me to develop micro objectives to produce the qualified student for these position. This
development process outlined considered both the educational aspects as well as the individual qualities
that allow each student to be successful at the institute. As I reflect on the development of this curriculum,
I am quite confident that it has the potential to build a qualified and dedicated ICT workforce needed for
the island of Sint Maarten. It’s my belief that through the approval and execution of this curriculum
document that the ICT technician program can be a success for NIPA.
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