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.

In this study unit, teachers must be able to create flexible classroom learning environments. Within these environments, teachers must be able to integrate student-centered activities and flexibly apply technology to support collaboration.

Instructional design is basically something you do every time you plan a lesson. You are designing how the instruction will take place. You consider what the objectives of the lesson are, what actions you will take, what actions your learners will take, how you will assess what your learners have learnt and in what sequence all of this is going to happen. One benefit of doing this in a physical classroom is that you can change direction whenever and however you need to based on how your learners respond.

In this unit, however, we are going to consider instructional design for the online environment, where your interaction with learners is more limited and it is harder to change things in the middle of a lesson. For this reason, your planning needs to be more careful and considered.

n Unit 44 you learned about creating your own online learning environment using a open source tool called Moodle. This unit is intended to get you started on your journey of using Moodle. We will be covering simple tasks such as how to insert content, create a quiz and use an interactive tool such as forums.

This unit is the fourth in a series of five. Module 12, that is units 50-54, is meant to be experienced in sequence as the units are designed to work together. This unit is different from the others in this series as we encourage participants to implement the learning environment they have built up in the previous units. We want to know what happens!

The objectives of this study unit is to use ICT to support class administration through the keeping of a digital class recording system using a spreadsheet package.

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.

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.

This video outlines potential ICT in Education courses that might be adapted to create a similar course for Teachers in the Philippines

The Zimbabwe ICT Essentials for Teachers Course is avaiable as an App for Android phones and tablets. The original course has been reformated to fit on screens of different sizes! The full course is available.