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.
Teachers play a leadership role in devising a technology strategy for their school to turn it into a learning organization.
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.
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.
A unit of study of how ICT can offer a quality supplement to classroom teaching. The Objective is to learn how integrating ICT into daily learning activities can assist students learning individually or in groups.
A unit of study of the efficacy of a networked computer lab in providing an effective foundation for developing ICT capabilities. The objective is to investigate issues around setting up and teaching in a laboratory environment.
The teacher to organise the physical environment to support the needs of the syllabus and the ICT tools. Specific Objectives: On completion of this unit you will be able to: 1] Identify the pros and cons of using computer labs, 2] Use ICT effectively in a classroom setting, and 3] Use ICT in a community setting.
KICTCFT: The principal and/or head teacher to plan and manage the school's ICT policy. Specific Objectives: On completion of this unit you will be able to: 1] Identify common challenges of ICT adoption at schools, 2] Develop a comprehensive ICT plan for the school, and 3] Set feasible measures to ensure sustainability of the school's ICT.
This unit of study explores how to logistically arrange lessons and activities to include ICT tools e.g. laptops, whiteboards, TV's, smartphones and tablets. Laboratories, classrooms and remote learning will be covered.
A unit of study to introduce in-service teachers to the topic of properly arranging and managing physical resources so as to produce flexible learning environments, allowing learners to work productively as individuals or in groups.