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CURRICULUM GUIDE FOR ICT INTEGRATION IN EDUCATION

A harmonized curriculum for Integration of ICT in Teaching and Learning for the purpose of the rollout of the National Laptops Project

FOREWORD

he Teachers Service Commission is committed to providing professional development to all teachers in the teaching service. As a result a technical team was constituted to develop a harmonized ICT curriculum in preparedness for the Jubilee Laptop project launch. This curriculum was developed out of a felt need to equip learners with modern ICT skills which is in line with one of

the flagship projects in Kenya vision 2030.

Integration of Information Communications Technology in the learning and teaching situations is also well covered in various policy frameworks and specifically in Sessional Paper number 14 of 2012 that states in part: “The Government recognizes that an ICT literate workforce is the foundation on which Kenya can acquire the status of a knowledge economy by 2030.” Against this background, the Government shall make education the natural platform for equipping the nation with ICT skills in order to create dynamic and sustainable economic growth. To this end, the Ministry has continued to supply ICT equipment, content and training of teachers on ICT. Additionally, an interactive e-learning aims at mainstreaming ICT as a tool for teaching and learning”

ICT is a major vehicle for teaching and learning from the earliest years. It is at a very young age that learners begin to acquire digital skills which they increasingly use to explore and exploit the world of information and to craft that into knowledge. ICT facilitates the opportunity for more student- centred teaching, more self-learning and more peer teaching. It also provides greater opportunity for teacher-to-teacher, and student-to-student communication and collaboration and access to the worldwide web and the suggested teaching/learning resources contained therein.

The Jubilee Government’s decision to avail laptops to primary school children conforms to this policy and therefore it is laudable.

The way teachers and pupils interact with the curriculum in schools has been forced to change because of the dramatic developments ushered in by technology. Internet and social media have in one way or other affected the dynamics of learning and teaching and it is important that teachers master the situations created by these developments. Added to this challenge is the anticipated introduction of laptops in the public primary schools through the Government Programme.

Primary Schools Teacher capacity building is key to successful implementation of this program. It is for this reason that in accordance with TSC Act 2012, the Teachers Service Commission has embarked on capacity building of teachers and education managers to effectively lead in the utilization of ICT tools in education.

To guide the training, will be this harmonized curriculum structure, whose compilation was headed by the Commission as we drew on the resourcefulness of the technical expertise from Ministry of Education, British Council, Microsoft, Kenya Institute of Curriculum Development, Intel, Kenya Literature Bureau, Technology Partners, Jomo Kenyatta University of Agriculture and Technology and UNESCO.

The training will be aligned to the three phases in which the Government will be rolling out the laptop project. The first phase starts in this August 2013 and will target 18,825 teachers from 6,275 public primary schools. Phase two will be effected in 2014 to train 21,138 teachers from 7,046 schools, with a similar number of teachers being trained in the final phase in 2015.

It is expected that the training will cascade down to the rest of the teachers in all schools for ease of adaptation and innovation in the classroom, for all teachers that handle children in schools.

It is the Commission’s plan to have all or most of the teachers trained in the integration of ICT in education by 2016. Thereafter, all teachers entering the teaching profession will be expected to have taken as a unit of study at college, the integration of ICT in education. In this regard this manual will be available for use by teacher training colleges.

GABRIEL LENGOIBONI,CBS SECRETARY /CHIEF EXECUTIVE, TEACHERS SERVICE COMMISSION

ACKNOWLEDGMENT

his guide was developed through a collective undertaking by TSC and other stakeholders. Special thanks go to the KICD officers who validated the guide. TSC wishes to thank the drafting team

for their unparallel input and the following partners for their invaluable contribution towards the successful development of this guide. In a special way, TSC wishes to recognise Ministry of Education (ICT4E, KEMI, NI3C), British Council, Microsoft, Kenya Institute of Curriculum Development (KICD), Kenya Literature Bureau (KLB), Jomo Kenyatta University of Agriculture and Technology (JKUAT), Technology Partners, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and World Vision for their invaluable support and contribution towards the development of this guide.

GABRIEL LENGOIBONI,CBS SECRETARY /CHIEF EXECUTIVE, TEACHERS SERVICE COMMISSION

Microsoft Teach with Technology

icrosoft Partners in Learning offers a range of professional development programs to bridge the gap between technology skills and innovative teaching. It reaches beyond traditional software training to provide a scaffold that helps educators of all skill levels on their learning journey. Partners in Learning gives educators the knowledge they need to impart 21st century skills to their students

and deliver exceptional student outcomes.

The Microsoft Teaching with Technology Curriculum helps educators move beyond learning technology tools to develop a deeper understanding of how technology integration can enhance the teaching and learning experience, give their students 21st-century skills, and save them time. Teaching with Technology includes a self-assessment to identify learning gaps, eLearning content to help fill those gaps, summative assessments, and a range of learning activities and tutorials to help extend the learning and to encourage educators to apply their new knowledge in the classroom with their students.

It maps to a number of globally recognized teaching standards, including the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT), Technology Literacy Approach, and ISTE NETS for Teachers.

Teaching with Technology helps build both the skills and the ability to apply those skills to perform a particular job or task. Along with the global community of educators found on the Partners in Learning Network, Teaching with Technology provides six key components for effective competency- based professional development:

• A common set of competency standards defined by role or educational goal
• Methods for identifying learning gaps
• Help filling competency gaps with a rich and varied set of aligned resources, such as job shadowing, classes, workshops, and online learning
• Assessments, observation, or portfolio work that help verify improved educator competencies
• Peer support or mentoring to help educators carry forward ICT use to the classroom
• Ongoing refinement of educator competency materials

Microsoft would work with Teachers Service Commission on an arrangement of how teachers who take this course of Teach with Technology can eventually obtain a universal certificate that is globally accepted known as Microsoft Certified Educator (MCE). For the teachers that already have basic ICT knowledge or skills are encouraged to go online at begin taking the course. In the framework being worked on, TSC will recognize this certificate as part of the Teacher Professional Development.

www.pil-network.com/pd/curriculum/twt

Mark East | Education General Manager Microsoft EMEA & ASIA

Contents

Foreword……………………………………………………………………………………………………………….. iii

Acknowledgment…………………………………………………………………………………………………….. v

Microsoft Teach with Technology……………………………………………………………………………… vi

Preamble……………………………………………………………………………………………………………… viii

National Goals of Education…………………………………………………………………………………….. ix

Objectives of ICT Implementers Curriculum……………………………………………………………… x

Course Structure……………………………………………………………………………………………………. xi

PHASE I……………………………………………………………………………………………………. 1

• EDUCATION LEADERS TRAINING……………………………………………………………. 1
  • Module Unit Summary and Time Allocation……………………………………………. 1
  • Managing and Leading Change…………………………………………………………. 4
  • Leading Effective Teaching and Innovative Learning through ICT……….. 5
  • The ICT Vision, Policy & Implementation Plan…………………………………… 6
  • Building Effective ICT Teams………………………………………………………… 8
  • Key Stakeholders involvement in ICT Integration………………………………. 9
  • Resource Mobilization and Sustainability………………………………………. 10

PHASE II………………………………………………………………………………………………… 11

• BASIC ICT SKILLS, INTERNET USE, MAINTENANCE, SAFETY, SECURITY AND ETHICS………………………………………………………………………………………………….. 11
  • Introduction to ICT…………………………………………………………………… 12
  • ICT Devices and Use……………………………………………………………………. 14
  • Introduction to Operating Systems………………………………………………. 15

2.3.10 Application Programs……………………………………………………………… 16

2.3.20 Word Processing…………………………………………………………………… 17

2.3.10 Spreadsheets………………………………………………………………………… 18

2.3.13 Presentation Programs……………………………………………………………. 19

2.3.50 Interactive Data Journals Programs……………………………………………. 20

2.3.60 Accessibility Tools………………………………………………………………….. 21

• Internet Access and Use……………………………………………………………. 22
• Basic Support and Maintenance………………………………………………….. 23
• Safety, Security and Ethics…………………………………………………………. 24

PHASE III……………………………………………………………………………………………….. 25

• ICT INTEGRATION IN TEACHING AND LEARNING………………………………………… 25
  • Change Management……………………………………………………………….. 28
  • Steps towards ICT Integration……………………………………………………… 30
  • Instructional Practice……………………………………………………………….. 31
  • Content Knowledge and Curriculum Support………………………………………… 32
  • Continuous Lifelong Learning…………………………………………………………. 33
  • 21^ST Century Skills……………………………………………………………………. 34
  • Collaboration………………………………………………………………………….. 35
  • Problem Solving……………………………………………………………………… 36
  • Communication……………………………………………………………………….. 37
  • Creativity and Innovation…………………………………………………………… 39
  • Self-regulation & Initiative………………………………………………………….. 40
  • ICT Skills……………………………………………………………………………….. 41

Preamble

his curriculum guide has been developed to assist the education implementers to integrate ICTs in primary education. The guide outlines the competencies, skills and attitudes to be developed

in preparation for integrating ICTs in schools.

The curriculum guide is organized in three parts namely; Education leaders’training, ICTs in Education and ICT integration in teaching and learning.

Education leaders’ training targets Education managers who include, County Directors of Education, District Education Officers, Quality Assurance Officers, Head Teachers and TAC Tutors. ICTs in Education and ICT integration in teaching and learning targets teachers. It is envisaged that at the end of the training, all the trainees will adapt contemporary technology and apply it in their day to day suggested teaching/learning activities.

NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism and promote national
2. Promote social, economic, technological and industrial needs for national
   • Social needs: Prepare children for the changes in attitudes and relationships which are necessary for the smooth process of a rapidly developing modern economy.
   • Economic needs: Produce citizens with skills, knowledge, expertise and personal qualities that are required to support a growing economy.
   • Technological and industrial needs: Provide the learners with the necessary skills and attitudes for industrial development.
3. Promote individual development and self-
4. Promote sound moral and religious
5. Promote social equality and
6. Promote respect for and development of Kenya’s rich and varied
7. Promote international consciousness and foster positive attitude towards other
8. Promote positive attitudes towards good health and environmental

OBJECTIVES OF ICT IMPLEMENTERS CURRICULUM

By the end of the training, the participant should be able to:

1. Apply change management strategies in embracing ICTs in their
2. Facilitate and inspire innovative learning and
3. Create and manage an effective ICT integrated learning
4. Engage in monitoring and evaluation of ongoing ICT integration
5. Appreciate the role ICTs play in day to day
6. Sustain virtual collaborations with peers on educational
7. Engage in professional development and model ethical

COURSE STRUCTURE

MODULE

SUB MODULE COMPETENCIES SPECIFIC OBJECTIVES CONTENT

ACTIVITIES RESOURCES ASSESSMENT

                EDUCATION LEADERS TRAINING

             MODULE UNIT SUMMARY AND TIME ALLOCATION

                  MANAGING AND LEADING CHANGE

                      Competencies

At the end of the sub module unit, the trainee should have the ability to:

• Lead effective and innovative teaching and
• Manage changes brought about by technological
• Create a school vision for ICT integration in teaching and
• Understand educational policies and trends that affect the school and shape stakeholders
• Accept change and new
• Formulate and build a shared vision with others .
• Implement plans consistent with the long term interests of the school in a global

                      Specific Objectives

By the end of this sub-module unit the trainee should be able to:

• Describe the various changes brought about by information communication technology in human
• Explain the changing role of the teacher and the
• Discuss the role of the head teacher as a change agent in the
• Discuss factors leading to resistance to use of ICTs in teaching and
• Explain how the school head can overcome resistance to use of ICTs in teaching and
• Explain the role of effective communication in the change
• Explain how the school leader can help the teachers deal with the phases of the change

                      Content

• Technological changes brought about by ICT in human
• The changing roles of the teacher and the
• The role of the head teacher as a change
• Factors leading to resistance to use of ICTs in teaching and
• Overcoming resistance to use of ICTs in teaching and
• Phases of the change

Activities

• Class
• Focus group
• Practical
• Interactive
• Question and
• Role play

Resources

• Video
• White

• Flip
• Marker
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Oral

             LEADING EFFECTIVE TEACHING AND INNOVATIVE LEARNING THROUGH ICT

              Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Lead effective and innovative teaching and
• Communicate effectively the need for paradigm shift in teaching and
• Acquire effective instructional supervisory
• Formulate and implement strategies for effective use of technology in teaching and

Theory

• Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

• Explain the concept of ICT integration
• Describe the benefits of ICT integration in teaching and learning
• Explain the role of ICTs in the acquisition of the 21st century
• Discuss the role of the school head in facilitating ICT integration in teaching and

              Content

• The concept of ICT
• Benefits of ICT in teaching and
• The role of ICTs in the acquisition of the 21st century
• Role of the school head in facilitating ICT integration in teaching and
• Assessment of ICT integrated

Practical

• Specific objectives

By the end of the sub-module unit the trainee should be able to:

• Develop an ICT integrated
• Demonstrate how ICTs can facilitate the acquisition of 21st century

                      Content

• Use of ICTs in the acquisition of 21^st century skills of:
  • collaboration;
  • communication;
  • Self regulation and initiative;
  • problem solving;
  • ICT skills and
  • Creativity and
• Developing an ICT integrated
• Assessment of an ICT integrated

Activities

• Class
• Interactive
• Focus group
• Practical
• Question and

Resources

• Reference
• Flip
• Marker
• White
• LCD
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Oral

                  THE ICT VISION, POLICY & IMPLEMENTATION PLAN

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Create an ICT
• Create an ICT
• Communicate ICT
• Communicate ICT
• Develop implementation

Theory

• Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

• Describe the process of developing a school ICT Vision in tandem with the school
• Develop and share the ICT
• Demonstrate the basic ICT
• Discuss strategies of organizing staff to participate in the ICT implementation in
• Discuss factors to consider in identifying potential development partners for ICT
• Plan an ICT training programme for

                      Content

• Development of an ICT vision
• Development of a school ICT policy to include
  • Access,
  • Security (physical, Data),
  • Software,
  • Maintenance,
  • Capacity building,
• Basic ICT
• Implementation of ICT usage in
• Factors to consider when identifying partners in ICT
• Planning a training programme for
• Strategies of organizing staff to participate in the ICT implementation in

Practical

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Develop and communicate an ICT Vision in tandem with the school vision
• Develop and communicate a school ICT policy

                      Content

• Development of ICT vision
• Development of an ICT policy

Activities

• Discussion
• Interactive Lecture
• Practical tasks

Resources

• Reference
• Links to relevant online
• UNESCO ICT-enhanced teacher standards for Africa (ICTeTSA).
• Badiliko Facilitators’ Manual (Session 3 page 54 to 67).
• National ICT
• ISO 27000(1-6).
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Oral

                  BUILDING EFFECTIVE ICT TEAMS

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Develop effective ICT teams .
• Resolve conflicts in
• Empower and motivate team

                      Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

• Describe the process of team
• Discuss strategies of conflict management within a
• Discuss factors contributing to ICT teams

                      Content

• Team development
• Strategies of conflict management within a
• Factors contributing to ICT team
  • Delegation of Power,
  • Empowering others
  • Developing Others

Activities

• Interactive

Resources

• Reference
• UNESCO ICT-enhanced teacher standards for Africa (ICTeTSA).
• Badiliko Facilitators’ Manual (Session 3 page 70).
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Oral

          KEY STAKEHOLDERS INVOLVEMENT IN ICT INTEGRATION

              Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Identify the key
• Determine the role of various
• Engage the stakeholders in ICT

              Specific Objectives

By the end of the sub-module unit, the trainee should have the ability to:

• Assess the qualities of key
• Identify the role of various
• Identify ways of engaging the stakeholders in ICT

              Content

• Qualities of key
• Roles of
• Ways of engaging the stakeholders in ICT

Activities

• Questions and
• Field

Resources

• Reference
• Resource
• Journals .

• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Training

Assessment methods

• Assignments
• Oral assessment

                  RESOURCE MOBILIZATION AND SUSTAINABILITY

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Mobilize Resources for ICT
• Create strategies for sustainability of ICT integration

                      Specific Objectives

By the end of the sub-module unit, the trainee should have the ability to:

• Describe resource mobilization skills .
• Determine strategies for sustaining ICT integration

                      Content

• Mobilization skills:
  • Sourcing of
  • Networking /
• Strategies for sustaining ICT integration

Activities

• Case
• Field

Resources

• FHI 360 Sustainability
• Reference
• Resource
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Assignment (Case study).

                BASIC ICT SKILLS, INTERNET USE, MAINTENANCE, SAFETY, SECURITY AND ETHICS

                  INTRODUCTION TO ICT

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Apply ICT skills in :
  • Daily life and school environment
  • Personal and professional development

Theory

• Specific Objectives

By the end of the sub-module unit the trainee should be able to:

• Define key ICT
• Outline the history of computing relevant to
• Describe the applications of ICT in personal life and school
• State the benefits of ICT in personal life and school

                      Content

• Definition of key ICT
• History of
• Applications of ICT in personal life and school

Activities

• Interactive lectures
• Discussions
• Question and answer

Resources

• CEMASTEA manual on ICT integration in Teaching and Learning(online collaboration).
• Ministry of education Manual On ICT Integration in Teaching and learning(Internet Use).
• elimika.ac.ke, www.elimuportal.net , www.mwalimukenya.org
• tsc.go.ke , www.teachersonline.go.ke
• kie.ac.ke , www.britishcouncil.org/schoolsonline.
• http://www.convinceandconvert.com/social-media-tools
• Partner in learning network pil-network.com
• Preloaded content, offline,
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Practical

• Specific Objectives

By the end of the sub-module unit the trainee should be able to:

(a) Apply ICT skills to enhance the roles of a teacher.

                     Content

The roles of ICT in enhancing:

• Class
• Teaching and
• Assessment and
• Communication and

Activities

• Interactive
• Practical
• Session

Resources

• elimika.ac.ke .
• Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm.
• Digital Literacy   Curriculum-              http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx.
• CEMASTEA

• MoE Manual on ICT integration in teaching and
• Intel
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment Methods

• Practical
• Oral

                  ICT DEVICES AND USE

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Determine appropriate devices for ICT integration in teaching and
• Use common ICT devices in teaching and

                      Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Identify ICT devices that can be integrated in teaching and
• Describe parts of ICT hardware
• Determine appropriate devices for specific teaching and learning
• Use ICT devices in teaching and

                      Content

• ICT hardware
• Parts of ICT hardware
• Appropriate ICT devices for teaching and
  • Conventional
  • PWD-Persons With Disabilities .
• Integration of ICT devices in teaching and

Activities

• Session
• Interactive
• Practical

Resources

• Internet
• ICT Hardware

• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment Methods

• Practical
• Oral

          INTRODUCTION TO OPERATING SYSTEMS

              Competencies

At the end of the sub module unit, the trainee should have the ability to:

• Determine appropriate operating system for teaching and
• Manage teaching and learning content /hardware using an operating

Theory

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Identify the basic components of an operating
• Explain the common functions of an operating

              Content

•        Types of operating systems.

• Open
• Licensed .
• GUI-Graphical User
• Command

• Functions of operating

Practical

2.3.03 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

(a) Manage files and folders using an operating systems.

2.3.04 Content

•        Managing files and folders.

• User interface
• Creating folders and

Activities

• Practical
• Class

Resources

• Online
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Practical
• Session

                  APPLICATION PROGRAMS

                     Competencies

At the end of the sub module unit, the trainee should have the ability to:

• Determine appropriate application programs for teaching and
• Perform basic tasks using application programs for teaching and

Theory

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Identify the basic features of applications
• Determine applications programs for specific teaching and learning

                      Content

• Basic features of applications
• Application programs for specific teaching and learning

Activities

• Practical
• Class
• Question and

Resources

• Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm

• Training
• Working
• Running application
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Oral
• Practical

2.3.20 Word Processing

2.3.22 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Load and use word
• Edit and format
• Manipulate tables and
• Use basic functions and
• Print a word

2.3.23 Content

• Getting started in word
• Basic functions and
• Editing and formatting
• Printing a word
• Tables and

Activities

• Practical
• Question and

Resources

• Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm
• Digital Literacy   Curriculum-              http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx
• Training
• Working
• Running word
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Practical
• Oral

                      Spreadsheets

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Identify the components of a
• Manipulating numeric
• Generate output
• Print a

                      Content

• Components of a
• Numeric data in spreadsheets
• Output
• Print a

Activities

• Practical

Resources

• Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm
• Digital Literacy   Curriculum-              http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx
• Working
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Running

Assessment methods

• Practical
• Oral

                      Presentation programs

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Identify the basic components of a presentation
• Determine the uses of components of a presentation
• Create a
• Print a

                      Content

• Components of a presentation
• uses of components of a presentation
• Creating a
  • Master
  • Text .
• Printing
  • Slides per
  • Speaker’s

Activities

• Practical
• Question and

Resources

• Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm
• Digital Literacy   Curriculum-              http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Functional
• Running presentation
• Screen

Assessment methods

• Practical
• Class

2.3.50 Interactive Data Journals programs

2.3.52 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Identify the basic components of a data journal program
• Use components to manipulate data in journal
• Create an e-diary using a data journal
• Share data through data journal

2.3.53 Content

• Basic components of a data journal
• Functions of a data journal’s
• Creating an e-
• Sharing

Activities

• Practical
• Class
• Question and

Resources

• Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm
• Digital Literacy   Curriculum-              http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Working
• Running data journal
• Screen

Assessment methods

• Practical
• Class

              Competencies

At the end of the sub-module unit the trainee should have the competence to:

• Customize a system to make it accessible to people with special
• Adapt teaching materials for use in a customized system for learners with special needs.

              Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Customize a system to make it more accessible to learners with special
• Adapt teaching materials to make them more accessible to all

              Content

• Customizing a
  • Ease of access
• Adapting teaching and learning

Activities

• Practical
• Question and

Resources

• Accessibility
• Accessibility
• Working
• Running operating
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Practical
• Oral
• Session s

                  INTERNET ACCESS AND USE

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Determine online resources appropriate to teaching and
• Utilize online tools for teaching and
• Share online teaching and learning

                      Specific Objectives

• Identify online Resources for use in teaching and
• Access online Resources for use in teaching and
• Develop online integrated teaching and learning
• Share online teaching and learning

                      Content

• The
• Online
• Networking and

Activities

• Practical
• Session

Resources

• CEMASTEA manual on ICT integration in Teaching and Learning(online collaboration).
• Ministry of education Manual On ICT Integration in Teaching and learning(Internet Use).
• Intel teach Module 2 (Internet use).
• (www.elimika.ac.ke, elimuportal.net, www.mwalimukenya.org).
• tsc.go.ke , www.teachersonline.go.ke
• kie.ac.ke , www.britishcouncil.org/schoolsonline.
• http://www.convinceandconvert.com/social-media-tools
• Partner in learning network pil-network.com
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Preloaded content, offline,
• Working
• Internet
• Running

Assessment Methods

• Practical
• Presentation

              Competence

At the end of the sub module unit, the trainee should have the ability to:

• Troubleshoot the computer
• Support other ICT systems

              Specific Objectives

By the end of the sub- module unit the trainee should be able to:

• Identify basic ICT
• Solve basic ICT
• Provide support to ICT

              Content

• Basic

Activities

• Practical

Resources

• Trouble shooting
• Working
• Bootable
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment Methods

• Practical
• Oral

2.5.05 Content

• Troubleshooting or carrying first line maintenance of ICT

Activities

• Practical

Resources

• Manufacturers websites g. www.microsoft.com, www.oracle.com
• Equipment user and technical
• Installation
• System

• Technical blogs and websites
• TSC and MOE technical service areas
• Training manual
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Practical assessment
• Oral

                  SAFETY, SECURITY AND ETHICS

                      Competencies

At the end of the sub-module unit the trainee should have the ability to:

• Determine the best practice in use of
• Create conducive environment for use of

                      Specific Objectives

By the end of the topic, the trainee should be able to:

• Identify safety procedures for using ICTs in teaching and
• Identify security measures for ICTs
• Evaluate the ethical uses of ICTs in Teaching and

                      Content

• Safety
• Security
• Ethical use of

Activities

• Class
• Practical
• Interactive
• Class

Resources

• Reference
• White
• Ethical
• Safety and security
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Practical

           ICT INTEGRATION IN TEACHING AND LEARNING

                      CHANGE MANAGEMENT

                      Competence

At the end of the sub- module unit the trainee should have the ability to:

(i)   Apply 21^st century skills in teaching and learning.

                     Specific Objectives

By the end of this sub- module unit, the trainee should be able to:

• Identify the 21st century
• Outline the change management principles in teaching and
• Discuss the change management process in teaching and
• Determine methods of monitoring and evaluation effectiveness of

Content

• 21^st century
• Principles of change
• Change management

Practical

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Apply 21^st century skills in teaching and
• Create a roadmap for

Content

• Application of 21st century in teaching and learning
• Creating a roadmap for

Activities

• Session presentations
• Practical
• Interactive
• Role
• Question and

Resources

•        Partners in learning (PIL) change management tool kit (ONE NOTE).

• MOE ICT integration in teaching and learning manual (session 2 – ICT and the changing role of the teacher).
• INTEL TEACH getting started (module 12 – Accepting Change).
• BADILIKO facilitators’ manual (session 1- Managing change).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Training
• ICT devices g. Mobile phones, radio, TV.
• Flip
• Marker
• Data

Assessment Method

• Written
• Active
• Use of assessment

                  STEPS TOWARDS ICT INTEGRATION

                Competence

At the end of the sub- module the trainee should have the ability to:

(i)   Integrate ICTs in teaching and learning.

Theory

• Specific Objectives

By the end of the sub- module, the trainee should be able to:

• Identify ICT tools for teaching and
• Explain ICT integration and its importance in teaching and
• Identify effective ICT approaches in teaching and
• Discuss how ICTs can be integrated in teaching and

Content

• ICT
• Importance of ICT
• ICT tools for teaching and
• Integration of ICTs in teaching and

Practical

3.1.01 Specific Objectives

By the end of the sub- module, the trainee should be able to:

• Identify areas for ICT integration in teaching and
• Create an integrated

Content

• Topical areas in the curriculum suitable for ICT
• Integrated

Activities

• Practical
• Interactive
• Question and

Resources

• Partners in learning (PIL) change management tool kit (ONE NOTE)
• MOE ICT integration in teaching and learning manual (session 2 – ICT and the changing role of the teacher).
• INTEL TEACH getting started (module 12 – Accepting Change).
• BADILIKO facilitators’ manual (session 1- Managing change).
• Teacher handbook/ guides (support).
• ICT devices g. Mobile phones, radio, TV.
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Flip
• Marker
• Data
• Working

Assessment Method

• Written
• Active
• use of assessment

             INSTRUCTIONAL PRACTICE

Competence

At the end of the sub-module unit the trainee should have the ability to;

• Apply relevant innovative approaches in teaching and

Specific Objectives

By the end of the sub-module unit, the trainee should be able to;

• Plan and organize for a 21st century skills classroom
• Prepare and facilitate a learner-centred ICT integrated
• Manage an ICT classroom (a 21st century classroom environment).

Content

• Planning and organizing a 21st century classroom
• Characteristics of a 21st century classroom
• Learner-centered ICT integrated
• Management of ICT classroom

Activities

• Interactive
• Discussions

Resources

• ICT integration
• Training
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Oral
• Practical

                  CONTENT KNOWLEDGE AND CURRICULUM SUPPORT

Competence

At the end of the sub-module unit, the trainee should have the ability to:

(i)   Effectively integrate technology in teaching and learning.

Specific Objectives

By the end of the sub-module unit, the trainee should be able to;

(i)  Integrate technology in the teaching/ learning process.

Content

• Integration of ICT in teaching/learning process

Activities

• Interactive
• Practical
• Discussions

Resources

• Use of available Digital Content g. KICD.
• Education portals g. elimika.
• Resource Persons g. TAC tutors and ICT Champions.
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

• Practical
• Oral

             CONTINUOUS LIFELONG LEARNING

Competencies

At the end of the sub-module unit, the trainee should be able;

• Determine the role of ICTs in lifelong
• Create problem based educational projects using

Specific Objectives

By the end of the sub-module unit the trainee should be able to:

• Outline the role of ICTs in lifelong learning
• State strategies that enhance integration of ICTs in lifelong
• Develop projects that enhance lifelong learning using

Content

• Role of ICTs in lifelong
• Strategies for lifelong
• Problem based projects

Activities

• Interactive
• Designing strategies for lifelong
• Developing projects that enhance lifelong

Resources

• Partners in learning
• Intel
• British council schools online project based on learning
• Interactive radio lessons, Edu-channel, on/offline Resources (Open Distance Learning).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Resource
• Online

Assessment methods

• Project
• Oral

                  21^ST CENTURY SKILLS

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Determine the 21st century skills necessary for integration of ICTs in teaching and
• Develop strategies for using 21st century skills in teaching and

Theory

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

(a) Identify the 21st century skills at the workplace, homes and familie, schools, communities and citizen and global village.

3.6.02 Content

Skills of 21st century at: work place, homes and families, schools, communities and citizen and global village.

Practical

3.6.03 Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

(a) Design learning Activities that enhance the 21st century skills at the workplace, homes and families, schools, communities , citizen and global village.

Content

(a) Designing learning Activities that embrace 21st skills at the workplace, homes and families,                                                                                                schools, communities , citizen and global village.

Activities

• Group

Resources

• Partners in learning 21CLD learning Activity rubrics
• Websites (Elimika, Badiliko, PIL).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Badiliko
• Intel teach – getting
• Resource
• Training

Assessment methods

• Practical

          COLLABORATION

              Competencies

At the end of the sub- module unit the trainee should have the ability to:

• Design learning Activities that develop collaboration skills for the
• Collaborate with other
• Work effectively with all

Theory

• Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

• Describe the different aspects of
• Identify collaboration skills in the workplace, homes and families, school, communities , citizen and global

Content

Aspects of collaboration.

Collaborations skills in: work place, workplace, homes and families, schools, communities , citizens and global village.

Practical

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Design learning Activities that require learners/teachers to share responsibility and make substantive decisions with other people
• Design learning Activities that embed collaboration skills in the workplace, homes and families, communities, schools, citizen and global village.

Content

• Designing teacher/learner collaboration
• Designing learning Activities that embed collaboration in the workplace, homes and families, schools, communities, citizens and global village.

Activities

• Group

• Session

Resources

• Partners in learning 21CLD learning Activity rubrics
• Websites(elimika).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Resource
• Training

Assessment methods

                  PROBLEM SOLVING

                      Competencies

At the end of the sub- module unit the trainee should have the ability to:

• Design learning Activities that develop problem solving skills for the
• Develop teachers’ capacity to use different approaches that enhances problem solving skills
• Integrate problem solving skills in their teaching and learning Activities
• Solve different problems in an innovative

Theory

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Define problem
• Describe the different aspects of problem
• Identify problem solving skills in the workplace, homes and families, schools, communities , citizen and global

Content

• Meaning of problem solving
• Aspects of problem solving
• Problem solving skills at the workplace, homes and families, communities, citizens and global village, and schools

Practical

• Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

• Design learning Activities that require learners/teachers to use their problem solving
• Designing learning Activities that embed collaboration in the workplace, homes and families, schools, communities, citizens and global village.

Content

• Design a learning activity that embeds problem solving in the workplace, homes and families, schools, communities, citizens and global village.

Activities

• Group
• Session

Resources

• Partners in learning 21CLD learning Activity rubrics
• Websites (PIL. Elimika, Intel teach, badiliko).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Resource Persons
• Training

Assessment methods

          COMMUNICATION

              Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Design learning Suggested teaching/learning Activities that develop communication skills for the
• Develop teachers’ capacity to use different approaches that enhances communication
• Integrate effective communication skills in their teaching and learning Suggested teaching/learning

Theory

• Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

• Define effective
• Describe the different aspects of effective
• Identify effective communication skills in the workplace, homes and families, schools, communities, citizens and global village.

Content

• Define Effective Communication
• Aspects of Effective Communication
• Effective communication skills at the workplace, homes and families, communities, citizens and global village, and schools

Practical

• Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

• Design learning Activities that require students to communicate their own ideas regarding a concept or
• Design learning Activities that embed Effective Communication skills in the workplace, homes and families, communities, citizens and global village, and schools

                      Content

• Designing learning Activities that require students to communicate their own ideas regarding a concept or
• Designing learning Activities that embeds effective communication in the workplace, homes and families, communities, citizens and global village, and schools.

Activities

• Group

Resources

• Partners in learning 21CLD learning Activity rubrics
• Websites(Elimika, PIL, Intel).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Resource
• Training

Assessment methods

                  CREATIVITY AND INNOVATION

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

• Design Activities that develop creativity and innovative skills for
• Develop teachers’ capacity to use different approaches that enhances creativity and innovation
• Integrate creativity and innovativeness skills in their teaching and learning

Theory

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Define creativity and
• Describe the different aspects of creativity and
• Identify creativity and innovation skills in the workplace, homes and families, communities, citizens and global village, and schools.

Content

• Meaning of creativity and
• Aspects of creativity and
• Creativity and innovation skills at the workplace, homes and families, communities, citizens and global village, and schools.

Practical

3.10.02 Specific Objectives

At the end of the sub- module unit, the trainee should be able to:

(a) design learning Activities that embed creativity and innovation skills in the workplace, homes and families, communities, citizens and global village, and schools.

Content

(a) Designing creative and innovative learning Activities in the workplace, homes and families, communities, citizens and global village, and schools.

Activities

• Group
• Session

Resources

• Partners in learning 21CLD learning Activity rubrics

• Websites(Elimika, PIL, Intel).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Resource
• Training

Assessment methods

• Oral

                  SELF-REGULATION & INITIATIVE

                         Competencies

At the end of the sub-module unit the trainee should have the ability to:

• Design learning Activities that develop self-regulation skills for the
• Develop teachers’ capacity to use different approaches that enhance self-regulation
• Integrate self-regulation skills in their teaching and learning

Theory

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Define self-
• Describe the different aspects of self-
• Identify Self-regulation skills in the workplace homes and families, communities, citizens and global village and

Content

• Definition of self-regulation and direction
• Aspects of self-regulation and
• Self-regulation skills at the workplace homes and families, communities, citizens, global village and

Practical

3.11.02 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Design learning Activities that require students to plan and assess their own
• Design learning Activities that embed self-regulation skills in the workplace homes and families, communities, citizens and global village, schools.

Content

• Designing learning Activities that require students to plan and assess their own
• Designing Activities that embeds self-regulation in the workplace homes and families, communities, citizens, global village and schools

Activities

• Group
• Session

Resources

• Partners in learning 21CLD learning Activity rubrics
• Websites(Elimika, PIL, Intel).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Resource

Assessment methods

• Oral tests.

3.12.0 ICT SKILLS

                      Competencies

By the end of the sub-module unit, the trainee should have the ability to:

• Design learning Activities that develop ICT skills for the
• Develop teachers’ capacity to use different approaches that enhances ICT
• Integrate ICT skills in their teaching and learning

Theory

• Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Define ICT
• Describe the different aspects of
• Identify ICT skills in the workplace homes , families, communities, citizens , global village and schools .

Content

• Definition of ICT
• Aspects of ICT

Practical

3.12.02 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

• Design learning Activities that require learners to utilize ICTs in
• Design learning Activities that embed ICT skills in the workplace, homes, families, communities, citizens, global village and schools.

Content

• Designing learning Activities that require students to utilize ICTs in
• Designing learning Activities that embed ICT in workplace ,homes and families, communities, citizens, global village and schools.

Activities

• Group
• Session

Resources

• Partners in learning 21CLD learning Activity rubrics
• Websites (elimika, PIL, Intel teach, badiliko).
• Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
• Resource
• Training

Assessment methods

• Practical

Writing Panel

NAME                                                           ORGANIZATION

1. Christopher Khaemba T S C
2. Mutuku Nguli British Council
3. Anne Njagi T S C
4. Francis Mwarucha T S C
5. Catherine Mwaura T S C
6. Elijah Gesusu T S C
7. Joyce Muchori T S C
8. David Kanyoro T S C
9. Mwirigi Kiula JKUAT
10. Brian Indimuli JKUAT
11. Kenneth Jumba KLB
12. Martin Kungania MOE
13. John Oyuga NI3C
14. Purity Kibui KEMI
15. Makoba Kizito CEMASTEA
16. Suraj Shah INTEL
17. Stephen Oduor INTEL
18. Joseph Onyango Technology Partners
19. Dennis Nyakeka World Vision
20. Joyce Rungu KICD
21. Joab Oduor KICD
22. Florence Keta KICD
23. Emily Gumba British Council
24. David Muya British Council
25. Mandhir Grewal British Council
26. Dan Otedo British Council
27. Twalib Ibrahim MODERATOR
28. Alex Nyingi MICROSOFT
29. Phil Oduor MICROSOFT
30. Hugh Moffatt British Council
31. Mark Matunga MICROSOFT

Validating Panel

NAME                                                 ORGANIZATION

1. Lydia Nzomo OGW KICD
2. John Kimotho KICD
3. Reuben Nthamburi KICD
4. Esther Gacicio KICD
5. Eunice Gachoka KICD
6. Samuel Nyaga KICD
7. Jennifer Wambugu KICD
8. Kanyi Gioko KICD
9. Joseph Wambua KICD
10. Grace Mwiti KICD
11. Martin Kagiri KICD
12. Dorothy Mwanzile KICD