ICT CFT Toolkit
ICT CFT Toolkit Collection Resources (9)
This is a manual that shows the curriculum coverage of the Rwanda ICT Essentials for Teachers Course. It provides the course structure, the specific competencies, and provides a suggested facilitation process
This toolkit contains a set of resources used to introduce Information and Communication Technology (ICT) into Teacher Education. The utility of these resources span from creating an ICT in Education strategy, collecting education data, considering approaches to advocacy, designing curriculum to materials development and provides a set of open materials that could be used for training new or in service teachers.
Since 1999, with the launching of the Information Technology Master Plan by the then Information Technology Commission, the Ministry of Education has made considerable investments, in collaboration with local and international partners, at the level of both government and private, in various aspects of the integration of Information Communications Technology in education and training and its institutionalisation within the Ministry. Whilst much has been accomplished through these initiatives, we recognise that considerable challenges remain.
This Policy reaffirms the engagements that government, through the Ministry of Education and its public and private partners at national and international levels, share to ensure that our young people have improved access to affordable opportunities presented by the information age, to better assist them in acquiring important ICT-related competencies for personal and national development.
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.
An orientation course for the rwandan ICT Essentials for Teachers Course that includes a baseline survey required to ascertain e-readiness of the participants.
The ICT CFT Version 3 takes into account the Agenda 2030 for Sustainable Development, and is designed to preserve those competencies that remain relevant and to frame them within the current advances in technologies and the changing demands of life and work. For example, open educational resources (OER) are now numerous and beneficial and have therefore been included; furthermore, inclusive education is also addressed in the ICT CFT Version 3, in line with the key SDG principle of “leaving no one behind”.
The ICT CFT Version 3 is intended to inform teacher-training policies and programmes to strengthen the use of ICT in Education. Its target audience is teacher-training personnel, educational experts, policy-makers, teacher support personnel and other professional development providers. The ICT CFT assumes a working knowledge of the benefits of ICT in Education, and encourages contextualization and adaptation of teacher professional development as relevant.
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
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.