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.

In this study unit, teachers must have the skills and knowledge to create and manage complex projects, collaborate with other teachers, and make use of networks to access information, colleagues and outside experts in supporting their own professional learning.

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.

Developing a course, and associated materials, to support professional development can often be a costly enterprise. Designers and developers need to consider curriculum design, materials development, quality assurance, platform customisation and evaluation. Following this process step by step is often protracted and costly. The ADDIE model of instructional design, a popular and often cited ideal approach to creating courseware, suggests that analysis of needs, courseware design and development, implementation and course evaluation is required by any entity bent on creating effective courses.

In contrast to this mindset, however, there is evidence that a collaborative-shared approach to instructional design challenges the ADDIE model’s assumption that each step needs to be done in-house. Since 2011, several Teacher ICT Integration professional development initiatives around the globe have demonstrated that burdens in both design and development phases can be shared, shortening the time required to design courses and develop the accompanying resources. This approach also is more cost effective than typical ventures.

A Course curriculum developed for teachers with visual and hearing impairments, using UNESCO ICT-CFT and OERs

The latest version of the UNESCI ICT Competency Framework for Teachers published in 2018

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.