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.

The in-service teacher training programme was developed and adapted to UNESCO ICT Competency Framework for Teachers (CFT Version 3) and built by adapting and supplementing existing Open Educational Resources (OER). UNESCO ICT CFT consists of 18 competencies organized according to the six aspects of teachers’ professional practice, over three levels of teachers’ pedagogical use of ICT. The underlying idea is that teachers who have competencies to use ICT in their professional practice will deliver quality education and ultimately be able to effectively guide the development of students’ ICT competencies. Rwanda in-service teacher training programme focuses on competencies to integrate the appropriate ICT tools in a classroom setting and bring new experiences to Rwandan schools so that students and teachers have more exposure to an environment that grants them access to more valuable information. The in-service teacher training programme is designed to empower Rwandan school teachers to use ICT as an educational tool to enhance their teaching and learning.

The Commonwealth Certificate for Teacher ICT Integration ( CCTI )has been developed to improve
teachers’ experience teaching in the classroom using a range of information and communication
technologies (ICT) appropriately, and increase school manager’s involvement in the ICT
implementation process in the school. It challenges school managers and teachers to constantly
reflect on what they do in their school and classrooms and how ICT can be integrated into their
evolving management and teaching styles.

Information and Communication Technology (ICT) use is increasing all over the world. ICTs make our lives easier and can be used as tools to teach, learn, communicate and to store and retrieve information. ICTs greatly increase the possibilities of what can be taught and how it can be taught. Because of this, it is important to understand how to use ICT to your advantage in the classroom. In this unit you will learn about the different types of ICTs such as smartphones, laptops and desktop computers and how best to make use of them in your teaching.

Before completing this unit you will have been provided with face-to-face training on using the laptop provided to you by the Gauteng Department of Education. This unit will provide you with a quick overview on where you can locate the lesson plans and teaching resources that have been pre-loaded onto your laptop.

You already have SMART Board installed at your school and now you must learn how to use SMART Board. In this part of the self-study guide you will learn how to download SMART Notebook software and understand the basic features of the software.

Now that you have covered the basics of how to use the SMART Notebook you will now have an opportunity to work with the SMART Notebook side tabs.

Assessment is an essential process that provides information about what learners know and can do. Assessment allows teachers to make recommendations for future learning interventions. Assessment is the ongoing process of gathering, analysing and interpreting, using and reflecting on evidence to make informed and consistent judgements to improve future learning.

In this unit you will learn about the different types of diagnostic assessment tools, when best to make use of them in your teaching and how ICT can benefit them.

This is a unit of study whose competency is selecting ICT resources to support curriculum outcomes. The objective for teachers is to make the best use of ICT in order to enhance teaching and learning.

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 whose competency is to demonstrate how various ICT can be used to support the teaching of the curriculum. The objectives are:
Identify and understand the use of ICT  to support the curriculum and improve assessment and select digital resources to support curriculum and assessment and evaluate digital resources to support curriculum and assessment, develop ICT based learning activities/ exercises. 
Appreciate the support of digital resources and ICT based learning activities/ exercises in curriculum and assessment.

This is a unit of study whose competency is to demonstrate how various ICT can be used in the curriculum and be used to improve assessment. The objectives are: Identify and understand the use of ICT to improve assessment and appreciate the support of digital tools to support assessment. Select digital resources and tools to support assessment.

This course is designed to provide teachers with the skills and competencies needed to both incorporate information and communications technology (ICT) in their teaching as well as to use it for their professional development.

The course covers a wide range of thematic areas, from basic computer use and maintenance (including hardware, software, applications and troubleshooting) through to internet, email, and social media in the educational context. Through the course, teachers will develop the skills to understand, evaluate and operationalize ICT within the context of related national educational policies, integrate ICT in education from a pedagogical perspective, manage learners’ project-based learning (PBL) activities in a technology-enhanced environment and even integrate ICT into the curriculum.

The aim of this unit is that upon completion, teachers will be able to demonstrate how various ICT can be used to support the teaching of the curriculum.

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.

This unit of study investigates how ICT can support the curriculum and the delivery of skills necessary to function in the 21st century.

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

Technology Literacy 2- (a) Matching a specific set of curriculum standards to a specific set of computer programs and applications and demonstrating how those standards are supported by those applications.

Deepening knowledge 2- (a) Identifying the main concepts and processes in the field of specialization of teachers, clarifying the function and purpose of the tools for the subject and how these tools can support students’ understanding of these main processes and concepts and their application in real life away from the classroom studying.

نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

محو الأمية التكنولوجية 2- (أ) مطابقة مجموعة محددة من معايير المناهج مع مجموعة محددة من برامج وتطبيقات الكمبيوتر وإظهار كيفية دعم هذه المعايير بواسطة تلك التطبيقات.

تعميق المعرفة 2- (أ) تحديد المفاهيم والعمليات الرئيسية في مجال تخصص المعلمين ، وتوضيح وظيفة والغرض من أدوات الموضوع وكيف يمكن لهذه الأدوات أن تدعم فهم الطلاب لهذه العمليات والمفاهيم الرئيسية وتطبيقها في الحياة الواقعية بعيدًا عن الدراسة في الفصل الدراسي.

KICTCFT - The teacher must have deep knowledge of their subject's syllabus and the ability to apply it flexibly using ICT tools and resources. Specific Objectives: By the end of the unit you should be able to, 1] Access digital resources and use them to support learning 2] Evaluate a selection of digital teaching and learning resources in line with the set curriculum standards, 3] Use ICT Tools to develop lesson plans that align the digital resources to the teaching and learning goals as articulated in the set curriculum standards.

KICTCFT: The teacher to develop and apply knowledge of rubrics in assessing the syllabus. Specific Objectives: By the end of this unit you should be able to 1] Create rubrics and 2] Use rubrics in assessing the syllabus.

UNESCO’s Framework emphasizes that it is not enough for teachers to have ICT competencies and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problemsolving, creative learners through using ICT so they will be eff ective citizens and members of the workforce. The Framework therefore addresses all aspects of a teacher’s work:

Understanding ICT in Education
Curriculum and Assessment
Pedagogy
ICT
Organisation & Administration
Teacher Professional Learing

The Framework is arranged in three diff erent approaches to teaching (three successive stages of a teacher’s development). The first is Technology Literacy, enabling students to use ICT in order to learn more effi ciently. The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems. The third is Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfi lling and prosperous societies.