6. Deployment/Testing:
Much can be learned during the deployment phase. Students and teachers should work through the materials in an authentic setting to thoroughly test the assumptions of the developer(s).
7. Evaluation:
There should be an opportunity to evaluate the course before it ends. Collect student and staff feedback on how best to improve the course.
8. Revision:
A revision phase follows so that collected user feedback can inform changes to the course. Issues around curriculum revision, OER selection, the learning pathway with its activities, and assessment need to be reappraised, as does the acquisition of new digital tools.
Application of the Model in Guyana
COL, ComSec and Microsoft recently supported the development of an ICT Professional Development Strategy for Teachers in Guyana, built around the UNESCO ICT-CFT. Part of the process involved creating a set of training modules for teachers to help them move through basic technological literacy to more advanced use of technology. This was done in recognition that if ICT are to become part of how teachers teach, learners learn and school managers operate, the teacher education curricula (of both pre- and in-service teachers) should reflect the important roles that ICT might play in a typical school. Thus, at a series of meetings with the National Centre 
for Educational Resource Development (NCERD) and key players from the Guyanese education system, such as staff of Cyril Potter College of Education (CPCE) and the University of Guyana (UG), overall requirements for these modules were defined. These can be summarised as follows:
- A pre-assessment tool is required to assess whether participants have basic ICT skills to be able to participate in the first module. If not, students will be provided with a remedial training module to learn basic ICT skills (i.e., use of mouse, keyboard, etc).
- The Information Literacy module is expected to last approximately sixty to ninety hours, comprising a blend of face-to-face interaction and self study. It draws on the module designs already prepared by NCERD and CPCE, but takes into account the new course descriptions prepared for a revised teacher education programme in Guyana. Development of this module is based on the requirements of the UNESCO ICT-CFT, and to the greatest extent possible draws in existing materials to keep the course design cost-effective and globally relevant.
- The advanced Knowledge Deepening module, also based on the requirements of the UNESCO ICT-CFT, will last approximately ninety hours and comprise a blend of face-to-face interaction and self study.
Given the limits of available capacity within the relevant Guyanese structure, draft modules were developed by a consultant contracted by COL and ComSec.
