The in-service teacher training programme was developed and adapted to UNESCO ICT …
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.
Melinda dP. Bandalaria (Ph.D) from the University of Philippines Open University (UPOU) …
Melinda dP. Bandalaria (Ph.D) from the University of Philippines Open University (UPOU) lectures on how ICT provides high levels of flexibility for learning. She also looks at collaboration, synchronous vs asynchronous learning, improved access to learning materials via OERs and MOOCs. She calls for teachers to use a 'Flipped Classroom'.
A unit of study for learners to consolidate their PowerPoint skills and …
A unit of study for learners to consolidate their PowerPoint skills and provide them with opportunities to learn how to insert graphic elements into their presentations. The objective is to learn how to integrate graphic elements into their presentations.
This is a unit of study whose competency is to Incorporate appropriate …
This is a unit of study whose competency is to Incorporate appropriate ICT activities into lesson plans so as to support student acquisition of school subject matter knowledge and use presentation software and digital resources to support instruction and problem solving in the classroom.
This course is designed to provide teachers with the skills and competencies …
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.
In this unit, we will demonstrate how technology can contribute to teaching, …
In this unit, we will demonstrate how technology can contribute to teaching, learning, administration and professional development. Simple strategies to use ICT to support traditional teaching strategies will be introduced.
This course has been developed to support the training of teachers to …
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.
The aim of this unit is that upon completion, the teachers will …
The aim of this unit is that upon completion, the teachers will be able to incorporate the use of ICT into learning and teaching processes so as to support acquisition of learning area content and skills.
A unit of study whose competency is understanding two methodologies of teaching, …
A unit of study whose competency is understanding two methodologies of teaching, Constructivism and Didacticism. Investigate how ICT supports these methodologies. The objectives are for learners to use multiple methods in their teaching and understand how ICT can be employed to support each methodology.
The unit offers an introduction to interactive teaching with and without ICT. …
The unit offers an introduction to interactive teaching with and without ICT. It introduces the idea of “plan-teach-reflect”, as well as lesson planning to include interactive activity. The unit covers the following aspects:
- What is interactive teaching? - ICTs in interactive teaching. - Effective use of ICTs, including basic use of netbooks, browser, and images / slideshows (also in OpenOffice Impress).
The aims of Unit 1 are to - understand principles of interactive teaching - with and without ICT, - see illustrations and discuss issues involved in implementing it, - think about changing one’s own practice, and - develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies.
KICTCFT: The teacher can use ICT to support traditional methods of teaching …
KICTCFT: The teacher can use ICT to support traditional methods of teaching and learning in the classroom. Specific Objectives: By the end of the unit you should be able to: 1] Identify ICT tools suitable for didactic teaching and learning, 2] Describe how didactic teaching and learning and ICT can be used to support student's acquisition of school subject matter knowledge, and 3] Incorporate appropriate ICT activities into lesson plans so as to support student's acquisition of school subject matter knowledge
Welcome to this unit on ICT to support collaboration and communication. In …
Welcome to this unit on ICT to support collaboration and communication. In this unit we will look at how we can enhance collaboration and communication in classroom teaching using various ICT tools. What tools do we usually use to communicate? Can we use the same tools to communicate in the classroom? Let us find out.
The aim of this unit is that upon completion, teachers will be …
The aim of this unit is that upon completion, teachers will be able to understand presentation software such as Microsoft PowerPoint and be able to create a presentation using this tool.
This unit of study provides an overview of how ICT can support …
This unit of study provides an overview of how ICT can support the learning process. The objective is undertstanding and implementation of a set of strategies in order to exploit ICT to enhance the learning process. Gardner’s Multiple Intelligences theory is used here to provide an opportunity for both teacher and students to use different tools to present and demonstrate content and learning in a Didactic manner.
UNESCO’s Framework emphasizes that it is not enough for teachers to have …
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.
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