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.

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 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 will encourage you to think of ways in which you can change your teaching style from being mostly teacher- centered (teacher talks and learners listen) to thinking of ways in which you plan your lessons and activities to involve your learners more actively in lessons.

So far in this module, we have learnt what learner-centred teaching is and why it is important that we try and teach in learner-centred ways. It is learners, after all, that need to do the learning. Therefore, it is important that we put the learner and their needs at the heart of what we are doing.

In this unit we will have a look at some ways in which technology can support our efforts in putting the learner at the heart of things as well as some general principles for designing great technology enabled learner-centric learning activities.

ICT is useful for all learners, but it is particularly valuable because it can be effectively used by learners with different abilities. This unit will teach you how to use ICT in the classroom to support students with special needs.

As teachers, we are able to use a variety of ICT tools in our classrooms. Many of us have access to computers, whiteboards, tv, tablets and cellphones. These digital resources can all be used for teaching and learning. But, how do we protect expensive technology but also serve the syllabus requirements in the best way possible? How do we organise digital resources in the classroom so we get the most to support and reinforce learning activities and social interactions?

This unit will look at these issues and policies around them.

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

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.

Uso sencillo de precio unitario, costo unitario y unidades a producir para calulcar el Margen de Contribución y otros datos derivado del ingreso de costos variables y operativos y establecer así la Utilidad en Operación.

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 intergrate the use of a computer laboratory into ongoing teacher activities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom so as to not disrupt the other instructional activities in the class.
The objective is to identify and understand different ways to organize ICT in the school, laboratory/Classroom.

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

Technological literacy 5- (a) Integrating the activity of using computer labs in teaching activities on a continuous basis.

Technology Literacy 5- (b) Work to manage the process of using complementary information and communication technology resources with individuals and small groups of students in the regular classroom so that other educational activities in the classroom are not disrupted.

Deepening knowledge 5- (a) Placing and organizing computers and other digital resources in the classroom so that learning activities and social interactions are supported and enhanced among the classroom students.

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

محو الأمية التكنولوجية 5- (أ) تكامل نشاط استخدام معامل الكمبيوتر في الأنشطة التعليمية بشكل مستمر.

محو الأمية التكنولوجية 5- (ب) العمل على إدارة عملية استخدام موارد تكنولوجيا المعلومات والاتصالات التكميلية مع الأفراد والمجموعات الصغيرة من الطلاب في الفصول الدراسية العادية حتى لا تتعطل الأنشطة التعليمية الأخرى في الفصل.

تعميق المعرفة 5- (أ) وضع وتنظيم أجهزة الكمبيوتر والموارد الرقمية الأخرى في الفصل الدراسي بحيث يتم دعم وتعزيز الأنشطة التعليمية والتفاعلات الاجتماعية بين طلاب الفصل.

A unit of study to introduce participants to the idea that the effective integration of ICT into a learning environment (classroom and computer lab) requires careful thought and planning, particularly with regards to time and human resources, and that there are many ICT tools available to the teacher to assist with this process.

This course has been developed to support the training of teachers to integrate ICT into their teaching practices. The materials, guides and activities are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT).
While the course embraces the role ICT can bring to the classroom it is also not held prisoner by the need for high end or sophisticated technology platforms. The course can be deployed in areas of limited or no connectivity via CD ROM or memory stick as most of the resources have been previously downloaded and collected. There are also web and paper based versions of the lessons and guides.
This course uses materials that are Open Education Resources (OER) or free to use for educational purposes, allowing the use and distribution, and in some instances the repurposing of the materials, at no additional cost. (See the Open License tab for more information).
But most importantly we hope the lessons are fun and engaging enough to introduce new possibilities and refresh the participant's passion for teaching and learning.