On completion of this unit participants should:

Investigate and source digital versions of the Zambian curricula documents.
Determine what role for ICT has been envisaged by the national education authority as expressed within the official curriculum
Identify sixteen 21st century skills as defined by the World Economic Forum
Integrate at least two 21st century skills into their teaching and learning.

By the end of this unit teachers should be able to:

Deepening knowledge 4. (e) Use of information and communication technology to communicate and collaborate among students, peers, parents and the larger community with a view to enriching students' learning.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 4. (هـ) استخدام تكنولوجيا المعلومات والاتصالات للتواصل والتعاون بين الطلاب والأقران وأولياء الأمور والمجتمع الأكبر بهدف إثراء تعلم الطلاب.

Dans ce cours, vous apprendrez à convertir rapidement et facilement des documents Word au dernier format EPUB 3. Les fichiers EPUB créés avec cet outil peuvent être lus sur une grande variété d'appareils et d'applications de lecture. L'outil WordToEPUB fonctionne sous Windows, mais l'EPUB créé peut être lu sur n'importe quelle plateforme technologique, y compris Windows, Android, macOS et iOS.

In this course, you will learn how to quickly and easily convert Word documents to the latest EPUB 3 format. The EPUB files created with this tool can be read on a wide variety of devices and reading apps. The WordToEPUB tool runs on Windows, but the created EPUB can be read on any technology platform, including Windows, Android, macOS and iOS.

The video explains how to convert a Word document to Braille using Duxbury with minimal effort.

The primary advantage of inclusive digital document is its ability to be comprehended by individuals who experience challenges with conventional printed materials. Such a document can be interpreted through different means like enlarged text, audio playback, or braille representation. These various formats can be accessed using devices such as smartphones, computers, MP3 players, DAISY players, or refreshable braille displays. Additionally, an accessible digital document can be transformed into a format that is suitable for variety of reading devices.

Le principal avantage d'un document numérique inclusif est sa capacité à être compris par les personnes qui rencontrent des difficultés avec les documents imprimés traditionnels. Un tel document peut être interprété par différents moyens tels que le texte agrandi, la lecture audio ou la représentation en braille. Ces différents formats sont accessibles à l'aide d'appareils tels que les smartphones, les ordinateurs, les lecteurs MP3, les lecteurs DAISY ou les afficheurs braille actualisables. En outre, un document numérique accessible peut être transformé en un format adapté à divers appareils de lecture.

This unit will give you the opportunity to learn how to use MS Word in order to edit an existing document and how to print a document once you have completed it. Throughout this lesson you will be challenged to think about ways in which you can encourage your learners to use MS Word in their classroom activities and homework assignments.

This unit is part 2 of a 2 part series. In the previous unit, we introduced the TPaCK framework and explored some of its basics. The assignment for the last unit was to play the TPaCK game which should have started to help you think about how you could apply TPaCK to your subject and classroom.

If you have not yet completed Unit 25, you should do so before starting this unit.

In this unit, we will take a much closer look at how to use TPaCK to think about the integration of technology in a number of different subjects as well as how to plan learning activities using the framework.

This unit is the second in a series of five. Module 12, that is units 50-54, is meant to be experienced in sequence as the units are designed to work together. They identify a number of issues that need to be addressed when designing a learning environment that embraces 21st Century Skills. In this unit we will look how teachers and students can design an online learning environment to interact with both class members and potentially the community.

This unit is the third in a series of five. Module 12, that is units 50-54, is meant to be experienced in sequence as the units are designed to work together. They identify a number of issues that need to be addressed when designing a learning environment that embraces 21st Century Skills. In this unit we will look how students can build an online learning environment to interact with both class members and potentially the community. Such an activity does have the potentials for students to elicit the following specific 21st Century skills:

Oral and written communication, public speaking and presenting, listening;
Leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces;
Information and communication technology (ICT) literacy, media and internet literacy, data interpretation and analysis, computer programming

This course introduces how to make accessible PowerPoint Presentations that are easy to use for everyone, including persons with disabilities.

By the end of this unit, teachers should be able to:

Knowledge deepening 4- (c) Use of tools or a creation environment to design online materials.

بنهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 4- (ج) استخدام الأدوات أو بيئة الإبداع لتصميم المواد عبر الإنترنت

En tant qu'éducateurs, il est impératif de veiller à ce que tous les élèves aient des chances égales de démontrer leurs connaissances et leurs compétences, y compris ceux qui ont des déficiences visuelles telles que la cécité et la basse vision. La création d'examens et de devoirs accessibles est essentielle pour aider ces étudiants à mettre en valeur efficacement leurs capacités. Pour aider ces élèves à naviguer dans les évaluations, vous trouverez ci-dessous quelques conseils à l'intention des enseignants.

Pourquoi se soucier de l'accessibilité de l'information ?
Les personnes handicapées peuvent rencontrer des difficultés pour lire les documents que vous avez créés. De nombreux documents contiennent des obstacles cachés qui peuvent parfois empêcher ou restreindre l'accès aux utilisateurs handicapés, en particulier aux personnes aveugles, malvoyantes, daltoniennes, souffrant de troubles de la lecture et de certaines déficiences motrices.
Les personnes handicapées utilisent les documents numériques de différentes manières. Certaines d'entre elles peuvent vouloir les faire lire à haute voix à l'aide d'un logiciel de synthèse vocale, ou les lire sur des dispositifs de braille actualisable, tandis que d'autres peuvent vouloir grossir le texte et changer la couleur du premier plan et de l'arrière-plan pour l'adapter à leur déficience visuelle. Certains de vos lecteurs peuvent utiliser le clavier pour naviguer dans vos documents, tandis que d'autres peuvent utiliser le toucher, des commandes vocales, une souris modifiée, un stylet de tête ou même la technologie de suivi des yeux.

A unit of study for participants to find, summarise, and review appropriate resources available on websites. The objective is for participants to learn how to apply the skills and knowledge developed in order to search for educational websites and summarise the services available.

The full course of the Rwanda ICT Essentials for Teachers Course. The materials covered include:
Unit 00: Orientation & Baseline Survey

Unit 01 - Hardware
'Describe and demonstrate the use of common hardware' is the competency of this unit

Unit 02 - Troubleshooting ICT
Demonstrate ability to perform basic maintenance and repair on hardware and assist in software troubleshooting.

Unit 03 - Educational Internet
Describe the functions and purposes of internet in the classroom and demonstrate the capability of using internet.

Unit 04 - Word Processing
Describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing.

Unit 05 - Record Keeping (Spreadsheets)
Use ICT to support class administration through the keeping of a digital class record system using a spreadsheet package.

Unit 06 - eMail & Social Media
Describe the functions and purposes of internet in the classroom and demonstrate the capability of using internet including e-mail, search, and social media functions in classwork.

This is a unit of study whose competency is to use ICT to support class administration through the keeping of a digital class record system using a spreadsheet package. The objective is to identify and understand different ICT tool used in the school and class administration.

The purpose of this unit of study is to provide an overview of the benefits of collaboration and some of the ICT collaboration tools that are available to teachers to facilitate collaboration.

The purpose of this unit of study is to provide an overview of some of the communication tools that are available to teachers to help improve communication and interaction with participants, fellow teachers and parents.