This training manual has been developed to guide Teacher Trainers/etutors in training teachers to integrate ICT tools in their teaching and learning process. The design of manual is aligned to the National Curriculum which outlines the learning objectives for example, knowledge and understanding, skills and attitudes the teachers need to be equipped with in preparation for integrating ICTs in schools. The training manual is arranged into sessions and each session has a topic, session objectives, content, and activities. For example, in the introduction, the manual contains the resources, methodologies, and assessment. There are references such as open education resources which are free and other links that the master trainers can refer to for additional information.

The Advanced Certificate and the Advanced Diploma in Applications of ICT in Libraries permit library staff to obtain accreditation for their skills in the use of ICT. Anyone can make use of the materials and assessment is available in variety of modes, including distance learning.

An handbook about the basics of the use of computer and ICT in 14 modules written in easy to read and to understand language: a useful tool for adult learners with low literacy skills (people with learning disability, migrants, elderly people) who want to learn about how to use the computer and internet. The manual can be used as teaching material by the educators who are planning to organize an ICT class for their users, but it could also be used as a step by step guide by the learners independently.

Below are listed the 14 modules that compose the handbook:

1. Turn on/off computers – Mouse and keyboard 2. Desktop: move files, create and delete folders 3. Accessibility features – Keyboard shortcuts 4. USB memory 5. Microsoft Word 6. Video Editor 7. Digital safety 8. Google Chrome 9. Google Maps 10. YouTube 11. Gmail 12. Facebook and Messenger 13. Pixlr X 14. Curriculum Vitae Europass

The manual is available even in Italian, Estonian, Lithuanian, Potuguese, Spanish and Polish language.

The Manual “Basics of the use of computer and ICT” has been created as a result of the Erasmus+ project Accessible Information Material.

A concept paper written for the South Asian Ministerial Forum (SAMF) “Translating ICT-in-Education Policies into Action - up to 2015 and beyond”, 11 -12 February 2013, New Delhi, India

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.

In this unit we will study the national policies on ICT in Education and ask you to design, modify and/or implement classroom practices that support these policies. To be able to do this, we need to be able to answer these questions: 'Do you currently understand why the Department of Education has identified the use of ICT as an important component of our teaching?' and 'What are the challenges of using ICT in our teaching?

It is evident that information and communication technologies (ICT) have transformed our lives and reshaped the nature of everyday activities and contemporary times are often called the 'information age' or the 'knowledge society'.. E-learning is the unifying term to describe the fields of online learning, web-based training and technology-delivered instruction. In E-learning environments learners interact with learning materials, their instructors and other learners from various locations and often at various times using network technologies.

The guidelines for trainers "Easy to understand approach and management of ict training sessions" contains practal and methodological suggestions about how to organize and deliver easy to understand training courses for people with low literacy skills (people with learning disability, elderly, migrants etc.) on the topic of ICT.

It is based on the use of the easy to read and to understand user manual about the basics of ICT "Basics of the use of computer and ICT".

The reader will learn how to deliver high quality accessible workshops on a wide range of ICT topics, including both introductory workshops (i.e., how to turn on and off computers, how to use mouse and keyboard) and more advanced ones (how to edit a video and write a CV online), using an easy to understand approach.

First, readers will be introduced to the general methodology and guidelines for using the handbook, while the following chapters will go into more details, providing the specific guidelines for the development of each module of the handbook. Each learning module includes a description of the objectives, a suggested methodology, an activity summary, and criteria for evaluating the activity. This enables step-by-step guidance through each activity and, as a result, the successful completion of each workshop. At the end of these guidelines, you will find a chapter about self-assessment, an important step for learners’ self-evaluation in your ICT training: learners will be able to assess their knowledge via the self-assessment activities suggested.

Aims:to integrate formal and non-formal learning through different subjects (math, science, literacy, art, handicraft, English,music), promoting the use of ICT,  integrating students theoretical skills with practical ones,  achieving better results in basic subjects,  developing the skills of teamwork 

Aims:to integrate formal and non-formal learning through different subjects (math, science, literacy, art, handicraft, English)promoting the use of ICTintegrating students`  theoretical skills with practical onesachieving better results  in basic subjectsdeveloping the skills of teamwork

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'.

The histories of information, communication, and computing technologies have attracted attention from scholars across a variety of disciplines. This course introduces students to prominent voices in these topics across fields. Alongside readings introducing students to this broad scholarly terrain, the course offers guidance in research and writing for publication based on the reality that PhD candidates on the job market need to be published authors, and that every term paper has the potential to be a journal article. We work towards publication by reading widely-cited scholarly histories both for their content and for what they can tell us about scholarly craft.

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.

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.

By the end of this unit you should be able to demonstrate how existing and planned national policies related to ICT impact classroom practises and vice versa.

The aim of this unit is that upon completion, teachers will be able to integrate ICT into the learning environment and manage the use of supplementary ICT resources with individuals and small groups.

The aim of this unit is that upon completion, teachers will be able to locate and use resources that help to provide professional development opportunities.

The empowerment of women in the context of knowledge society is understood as building the ability and skills. Those ability and skills of women to gain their insight of action and issues in the internal and external environment which influence them and to build their capacity to get involved and voices their concern in the process of internal and external environment and make informed decision in a effective and better way .It entails building up of capacities of women to overcome social and institutions barriers and strengthening their participation in the economic and political process for an overall improvement in their qualities of lives.
The world is in the midst of a knowledge revolution , where entire society tends to becoming " knowledge society " which complement by opening up of entire new spectrum in the areas of communication technology . Recent development in the field of communication technology in indeed of revolutionary in nature.