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.

A unit of study for teachers to consider some of the challenges raised by adopting a PBL approach, and how these can be overcome.
The objective is to look at ways of dealing with the challenges and fears of PBL projects.

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 engaging lesson plan, designed for primary school students, lasts 1 hour and 40 minutes. It introduces the Great Depression and explores its impact on women's roles. It incorporates interactive visual aids, group activities, and creative tasks that will keep you actively engaged throughout the lesson, making your learning experience more enjoyable and memorable.Also, you will find a comprehensive lesson plan tailored for high school students that spans 1 hour and 40 minutes, offering a unique opportunity to delve deeper into the Great Depression and its impact on women's roles in the workforce. This in-depth exploration will challenge you to think critically and develop a nuanced understanding of this significant historical period. It employs advanced visual aids, collaborative discussions, vocabulary activities, and creative tasks to engage and challenge older learners. The lesson commences with an interactive visual analysis activity, prompting students to examine historical images and speculate about the depicted scenarios critically. Through guided discussions, students contribute their insights, gradually building a nuanced understanding of the historical context surrounding the Great Depression.

This is a unit of study whose competency is to Manage student project-based learning activities in a technology-enhanced environment to support collaboration.

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, learning, administration and professional development. Simple strategies to use ICT to support traditional teaching strategies will be introduced.

By the end of this unit teachers should be able to:

Deepening knowledge 3- (d) Designing unit plans and classroom activities so that students engage in reasoning, discussion and use of key concepts of the subject matter while collaborating with peers in understanding, representing and solving complex real-life problems as well as considering solutions to these problems and communicating regarding it.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 3- (د) تصميم خطط الوحدة وأنشطة الفصل الدراسي بحيث يشارك الطلاب في التفكير المنطقي والمناقشة واستخدام المفاهيم الأساسية للموضوع أثناء التعاون مع أقرانهم في فهم وتمثيل وحل مشاكل الحياة الواقعية المعقدة بالإضافة إلى التفكير في الحلول لهذه المشاكل والتواصل بشأنها.

By the end of this unit teachers should be able to:

Deepening knowledge 3. (a) Demonstrate how ICTs and collaborative project-based learning can support students' thinking and social interaction; Students come to understand the basic concepts, processes, and skills of the subject and use them to solve life's problems realism.

Deepening knowledge 3- (b) Identifying or preparing complex problems prevailing in real life and working to structure them in a way that integrates the basic concepts of the subject matter in the problems and is a basis for students' projects.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 3. (أ) توضيح كيف يمكن لتكنولوجيا المعلومات والاتصالات والتعلم التعاوني القائم على المشاريع أن يدعم تفكير الطلاب وتفاعلهم الاجتماعي ؛ يتعرف الطلاب على المفاهيم والعمليات والمهارات الأساسية للموضوع ويستخدمونها لحل مشاكل الحياة الواقعية.

تعميق المعرفة 3- (ب) تحديد أو إعداد المشكلات المعقدة السائدة في الحياة الواقعية والعمل على هيكلتها بطريقة تدمج المفاهيم الأساسية للموضوع في المشكلات وتكون أساسًا لمشاريع الطلاب.

A unit of study where teachers will help learners complete a tutorial, brainstorm a list of possible project ideas for a PBL project that includes gathering, processing and presenting information.
The purpose of this practical is to provide participants with clear directions so that they can design such a project.

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.

A unit of study to introduce in-service teachers to Constructivist teaching methods. Teachers will look at a particular manifestation of the theory, Constructionism, or more specifically, Project-based Learning.

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 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

KICTCFT: Teachers can plan and are aware of the practicality of designing Project Based Learning opportunities. Specific Objectives: On completion of this unit you should be to, 1] Identify and describe ICT tools that support Project Based Learning, and 2] Describe how to structure real-world problems into a project design.

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.

The aim of this unit is that upon completion, teachers will be able to explain basic ICT concepts, use and demonstrate the use of Microsoft Word.

A unit of study for teachers to provide participants with clear directions so that they can continue to design a PBL project.

The aim of this unit is that upon completion, teachers will be able to manage the learners' project-based (PBL) activities in a technology-enhanced environment to support collaboration.