Review and Revise the ICT in Education Curriculum:

Determine to what extent teacher education and professional development programmes need to be revised so that they integrate ICT into operations effectively and encourage the attainment of the perceived education benefits covered in the policy environment. Ideally, the revised curriculum should see the integration of ICT into the training of all teachers, not just those who teach subjects focussed on technology. An ideal option would be to formulate a compulsory ICT in education course that focuses on the role of ICT in education policy, curriculum, pedagogy, assessment, administration and professional development, as well as subject method.

The toolkit includes a copy of the UNESCO ICT-CFT, which helps reviewers to identify ideal competencies, and a curriculum planning template for those tasked with revising the curriculum.

Identify and Adapt Open Resources and Open Courseware:

In order to develop new teaching and learning materials to support the new curriculum cost-effectively, use existing free open resources and teaching materials and adapt these to contextualise them for local use. In some instances, materials have already been aligned to international ICT in education curricula, such as the UNESCO ICT-CFT. An open license allows repurposing of those resources that need to be adapted.

Appendix A describes a possible courseware and materials development model in full. The toolkit also contains many items that can support this activity. There are links to four existing ICT in education courses, two of which have used free and open resources and can be easily adapted. Also provided in the Guyana curriculum planning template is a list of available OER that have the potential to provide content to support the achievement of the UNESCO ICT-CFT competencies.

Develop an Advocacy Strategy:

Determine how to spread awareness of the various initiatives identified in the implementation strategy, establish communication channels between the schools, higher education institutions, district offices and ministry, and devise a reward system or incentivise educators who “buy in” to the programme vision.

The toolkit contains a sample document from Guyana which identifies the strategies the ministry advocated there. Interrogate and extract approaches as appropriate, but ensure your document responds to local conditions.

Train Pre- and In-Service Teachers to Integrate ICT into their Operations:

Set up structures so that the training of teachers can be rolled out. This would include instructor training and other initiatives at both college and faculty levels, as well as professional development courses for those teachers already working.

In the toolkit are links to full ICT in education courses for both pre- and in-service teachers that also contain facilitation notes to help with training those personnel who will be tasked with conducting this training.

Introduction
Toolkit Directory
Defining the Value Proposition
Where the Tools Come From
An Overview of Available Tools:
- ICT Competency Framework
- Surveys
- Professional Development Strategy
- Curriculum Map Template
- ICT Readiness Assessment
- Course Materials
- Advocacy Strategy
- Monitoring & Evaluation
Using the Tools
Deployment Scenarios:
- Need for Govt. Frameworks
- Need for Institution Driven Change
- Need to Ascertain Success
Conclusion
 
Appendix A:
Approach to Curriculum Revision
& Materials Development
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