monitoring & evaluation strategy for the rwandan ict...

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

1 2

Ministry of EducationRepublic of Rwanda

UNESCO-Korean Republic Funds-in-Trust (KFIT) Project: ICT Transforming

Education in Africa

Monitoring & Evaluation Strategy for the Rwandan ICT Essentials for Teachers Course

April 2017



Education in Africa

Monitoring & Evaluation Strategy for theRwandan ICT Essentials for Teachers Course

April 2017

MINISTRY OF EDUCATION

REPUBLIC OF RWANDA

Contents

Introduction ........................................................................................................................................1

Guiding Principles of the ICT Essentials for Teachers Course .........................................................1

Evaluation Questions ......................................................................................................................2

A] Evaluation Strategy.........................................................................................................................3

The ICT Essentials Assessment Strategy .........................................................................................3

Additional Data Collection Initiatives..............................................................................................3

Overview of the Research Questions and Instruments ..................................................................4

B] Monitoring......................................................................................................................................5

Pilot Monitoring Team ....................................................................................................................5

Permanent Monitoring Team .........................................................................................................5

C] Reporting ........................................................................................................................................6

Appendix A: Assessment Criteria for Specific ICT Essentials Units .....................................................7

Unit 1: Effects of ICT related policy on the classroom and vice versa ............................................7

Unit 2: Hardware.............................................................................................................................7

Unit 3: Troubleshooting ICT problems............................................................................................8

Unit 4: The Educational Internet.....................................................................................................8

Unit 5: Word Processing .................................................................................................................9

Unit 6: Email and Social Media .....................................................................................................10

Unit 7: Graphics Software .............................................................................................................11

Unit 8: Record keeping (Spreadsheets) ........................................................................................11

Unit 9: Manage ICT for PBL ...........................................................................................................12

Unit 10: ICT for different Physical Environments..........................................................................12

Unit 11: ICT to support Traditional Pedagogy...............................................................................13

Unit 12: ICT to support the Curriculum.........................................................................................14

Unit 13: ICT to Support Assessment .............................................................................................14

Unit 14: ICT for Professional Development ...................................................................................15

Appendix B: Pre, Interim and Post Course Proficiency Questionnaire .............................................19

Appendix C: e-Tutor Reports.............................................................................................................20

Appendix D: Post Workshop and Online Course Survey...................................................................21

Post Workshop Questionnaire......................................................................................................21

Post Online Component Survey ....................................................................................................22

Appendix E: 6 Month Follow-Up Survey ...........................................................................................24

16

17

18

18

19

21

la science et la Culture1 2



Education in Africa

Monitoring & Evaluation Strategy for the Rwandan ICT Essentials for Teachers Course

April 2017



Education in Africa

Monitoring & Evaluation Strategy for theRwandan ICT Essentials for Teachers Course

April 2017

MINISTRY OF EDUCATION

REPUBLIC OF RWANDA

Contents

Introduction ........................................................................................................................................1

Guiding Principles of the ICT Essentials for Teachers Course .........................................................1

Evaluation Questions ......................................................................................................................2

A] Evaluation Strategy.........................................................................................................................3

The ICT Essentials Assessment Strategy .........................................................................................3

Additional Data Collection Initiatives..............................................................................................3

Overview of the Research Questions and Instruments ..................................................................4

B] Monitoring......................................................................................................................................5

Pilot Monitoring Team ....................................................................................................................5

Permanent Monitoring Team .........................................................................................................5

C] Reporting ........................................................................................................................................6

Appendix A: Assessment Criteria for Specific ICT Essentials Units .....................................................7

Unit 1: Effects of ICT related policy on the classroom and vice versa ............................................7

Unit 2: Hardware.............................................................................................................................7

Unit 3: Troubleshooting ICT problems............................................................................................8

Unit 4: The Educational Internet.....................................................................................................8

Unit 5: Word Processing .................................................................................................................9

Unit 6: Email and Social Media .....................................................................................................10

Unit 7: Graphics Software .............................................................................................................11

Unit 8: Record keeping (Spreadsheets) ........................................................................................11

Unit 9: Manage ICT for PBL ...........................................................................................................12

Unit 10: ICT for different Physical Environments..........................................................................12

Unit 11: ICT to support Traditional Pedagogy...............................................................................13

Unit 12: ICT to support the Curriculum.........................................................................................14

Unit 13: ICT to Support Assessment .............................................................................................14

Unit 14: ICT for Professional Development ...................................................................................15

Appendix B: Pre, Interim and Post Course Proficiency Questionnaire .............................................19

Appendix C: e-Tutor Reports.............................................................................................................20

Appendix D: Post Workshop and Online Course Survey...................................................................21

Post Workshop Questionnaire......................................................................................................21

Post Online Component Survey ....................................................................................................22

Appendix E: 6 Month Follow-Up Survey ...........................................................................................24

16

17

18

18

19

21

la science et la Culture

17.1%

10.3% 9.3%8.6%

50.2%

0.7%

Internet Users in the World by Regions - March 25,2017

Source Internet World Stats - www.internetworldstats.com/stats himBasis: 3,731,973,423Internet Users on March 31, 2017Copyright@2017, Miniwotts Marketing group

Asia 50.2%

Europe 17.1%Lat Am / Carib 10.3%Africa 9.3%

North America 8.6%Middle East 3.8%Oceania /Australia 0.7%

0.7%

la science et la Culture

http://www.internetworldstats.com/stats

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

ii

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

1

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

2

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

3

5

• be able to integrate ICT into teaching and learning, school administration and use ICT forcontinuous professional development;

• use ICT skills in attainment of curriculum learning objectives;• uses ICT to access learning resources and promote research;• use technology-based learning project and problem solving learning skills;• be ICT literate and use ICT pedagogy in teaching and learning for promoting creativity and

innovation.

Below is a proposed Evaluation and Monitoring strategy to approach these questions

A] Evaluation Strategy

The course can be evaluated by collecting data in the following ways:

The ICT Essentials Assessment Strategy

Based on the idea that the ICT Essentials for Teachers course is competency based, it has an assessment strategy where 80% of the participant’s grade is drawn from their portfolio of evidence and 20% from the end of course examination.

Portfolio (80%)

The portfolio is made up of 14 assignments, one per unit of study. The portfolio assignments are designed to provide evidence that a participant has achieved a specific ICT Essentials competency. The portfolio items range from lesson plans, videos of teachers performing in class, teaching aids, policy recommendations to school management etc. These items are marked by the course’s e-tutors and stored in the Moodle platform. To see these assignments and a proposed set of marking criteria to determine mastery of each competence, see Appendix A.

Examination (20%)

In the final week of the ICT Essentials course a final summative assessment, an exit examination, is held online. This 1 hour examination written on the Moodle platform is open to the participants for a week. The examination is used to test understanding of the theory that backs many of the competencies. Most of the examination questions are marked automatically by the platform but essay and paragraph questions need to be marked by the e-tutors.

Additional Data Collection Initiatives

Additional data sources include:

1. A Baseline, Interim and Post Course Proficiency Questionnaire

A short baseline survey will be completed as part of the teacher orientation that takes place on the first day of the ICT Essentials workshop. The same test will be completed at the end of the face-to-face workshop as an Interim survey and finally on completion of the exit examination in week 7 after the online component of the course. The survey will hopefully show increasing levels of perceived competence from the participants. (See Appendix B for the data collection instrument.)

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

4

6

2. An Analysis of e-Tutor Reports

The online facilitators have been tasked with drafting a report after each unit has been facilitated online, particularly units 10-14. They will report on the challenges they, and the participants. These challenges might range from course design issues to technical problems. (See Appendix C for the data collection instrument.)

3. Post Workshop and Online Course Feedback

A questionnaire will be completed by participants and facilitators to assess the effectiveness of the course materials and activities as used in the workshop (Units 1-9) and again at the end of the online component of the training and activities Units 10-14). The participant recommendations will inform revision of the course and its facilitation strategy. (See Appendix D for the survey)

4. Moodle User Data

User statistics drawn from the learning management system will be used to corroborate data collected in the proficiency surveys, e-tutor reports and the post workshop and online course feedback sessions.

5. Six Month Follow-up Survey and Classroom Observations

This online survey, supplemented by several classroom observations, will be coordinated six months after completion of the course. The purpose will be to ascertain if any of the competencies have been assimilated into teaching practice. The observations will be used to ascertain if the survey respondent’s perceptions are backed up by observable practice. These visits can also be used to collect video evidence of exemplary classroom practice and can be used as materials for the revised ICT Essentials course.

(See Appendix E for the Post 6 Months Follow-up Survey)

Overview of the Research Questions and Instruments

These instruments will help collect data to answer the original research questions

Evaluation Question Instrument(s) To what extent is the ICT Essentials for Teachers course successful in providing skills to integrate ICT into their lessons?

Baseline, Interim and Post Course Surveys Post Workshop and online Course Feedback Survey 6 Month follow up Survey

Is a blended learning methodology appropriate for training Rwanda Teachers new to technology?

Post Workshop and Online Course Surveys e-Tutor Reports Moodle User Data

Does the ICT Essentials facilitation strategy provide effective support to the teachers?

Post Workshop and Online Course Survey e-Tutor Reports

How might the ICT Essentials course be improved prior to wider roll out?

Post Workshop and Course Surveys e-Tutor Reports Moodle User Data

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

5

7 8

6 month follow up survey To what extent is the ICT Essentials for Teachers course truly; • competency-based;• contextually relevant;• inquiry-based;• activity-based;• Flexible;• Blended;• facilitated.

Post Workshop and Online Course Surveys e-Tutor Reports Moodle User Data 6 month follow up survey

B] Monitoring

Pilot Monitoring Team

During the pilot the following organisations will form the monitoring team:

• UNESCO East Africa HQ (Mr Jaco du Toit - Remote monitoring only)• UNESCO Satellite Office – Kigali (Mr Peter Wallet)• UNESCO contracted consultant (Mr Andrew Moore – Neil Butcher & Associates)• Rwanda Education Board (Ms Diane Sengati)• Rwanda Education Board (Mr Vincent Nyirigira)

Representatives for the above institutions will be in attendance for the workshop and then monitor remotely during the online component of the course.

Permanent Monitoring Team

However, for the roll out of the course to a wider audience it will be possible to make this team smaller and hopefully include observers from outside the direct project. It is proposed the monitoring team consist of;

• Rwanda Education Board – Mr Vincent Nyirigira & Ms Diane Sengati• University of Rwanda – (Ideally, Prof. Evode Mukame – Learning Technologies or

representatives from his department).

Useful tools to support monitoring the Course are two WhatsApp groups that will run parallel to the course activities. One will be a dedicated channel for facilitator communication while the second will be set up to encourage teacher-to-teacher and facilitator interactions, specifically around course content, activities and administration. Being connected to both groups will provide monitors with real time information as to the experiences of both stakeholder groups and provide immediate alerts should issues be raised. Monitors must be enrolled into these groups.

There are four main formal opportunities for tacking stock and reflecting on progress and collecting reflections from stakeholders and ascertaining progress;

• After the first week, on completion of the workshop phase of the course. Evaluation toolswill elicit feedback from both teachers and facilitators so monitors should review the data atthis juncture

• In week 2 during the 1st e-Tutor’s meeting;• In week 4 during the 2nd e-Tutors meeting;

• In week 6 during the 3rd e-Tutors reporting prior to the commencement of the final unit andexamination;

• Access to the Moodle user statistics are available always and monitors should check the datafrom time to time to ascertain attendance and progress.

Should potential barriers to success be identified by monitors either at the e-tutor meetings or within the WhatsApp groups the following personnel should be informed:

• The ICT Essentials Course Co-ordinator for strategic issues:o Ms Diane Sengati Director of Capacity Development and Management Training,

Rwanda Education Board [email protected]• The ICT Essentials Course Administrator for Moodle permissions, changes of participant’s e-

mail, broken links, missing documents in the course.o Mr Vincent Nyirigira [email protected] ando Mr Gilbert Iragena [email protected]

• ICT Essentials Lead Facilitators for issues to do with teacher support, absenteeism, negativebehaviour by participants, application for extensions etc.

o Unit 10 – Mr Joseph Mugaboo Unit 11 – Mr Jean de la Paixo Unit 12 – Mr Vedaste Uwishemao Unit 13 – Mr Gilbert Iragenao Unit 14 – Mr Herbert Ngamijeo Examination – Mr Vincent Nyirigira

C] Reporting

A final report should be generated to provide an analysis of the data collected using the above interventions and identify lessons learned. The report will provide a set of recommendations to improve the course in terms of the materials development, the training of online facilitators, the effectiveness of participant support, and the effectiveness of the platform.

For the pilot the responsibility will fall to the UNESCO consultant to generate the final M&E report while for the wider roll out of the course this responsibility will lie with the Rwandan Education Board

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

6

8

• In week 6 during the 3rd e-Tutors reporting prior to the commencement of the final unit andexamination;

• Access to the Moodle user statistics are available always and monitors should check the datafrom time to time to ascertain attendance and progress.

Should potential barriers to success be identified by monitors either at the e-tutor meetings or within the WhatsApp groups the following personnel should be informed:

• The ICT Essentials Course Co-ordinator for strategic issues:o Ms Diane Sengati Director of Capacity Development and Management Training,

Rwanda Education Board [email protected]• The ICT Essentials Course Administrator for Moodle permissions, changes of participant’s e-

mail, broken links, missing documents in the course.o Mr Vincent Nyirigira [email protected] ando Mr Gilbert Iragena [email protected]

• ICT Essentials Lead Facilitators for issues to do with teacher support, absenteeism, negativebehaviour by participants, application for extensions etc.

o Unit 10 – Mr Joseph Mugaboo Unit 11 – Mr Jean de la Paixo Unit 12 – Mr Vedaste Uwishemao Unit 13 – Mr Gilbert Iragenao Unit 14 – Mr Herbert Ngamijeo Examination – Mr Vincent Nyirigira

C] Reporting

A final report should be generated to provide an analysis of the data collected using the above interventions and identify lessons learned. The report will provide a set of recommendations to improve the course in terms of the materials development, the training of online facilitators, the effectiveness of participant support, and the effectiveness of the platform.

For the pilot the responsibility will fall to the UNESCO consultant to generate the final M&E report while for the wider roll out of the course this responsibility will lie with the Rwandan Education Board.

mailto:[email protected]



Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

7

Appendix A: Assessment Criteria for Specific ICT Essentials Units

Unit 1: Effects of ICT related policy on the classroom and vice versa

This is the first content unit and will be facilitated during the workshop. Its focus is on providing participants knowledge of the national ICT and Education policy environment.

Key Unit competency

“Explain how existing and planned national policies impact classroom practices and how classroom practices correspond to and support policies related to ICT.”

Assignment

Group Presentation: Discuss the five policies and suggest what to do to implement the ICT in Education policies first at the national level (all schools) and then how to implement the policy in your own classroom. What are the key issues and challenges in implementing ICT in Education policy.

Monitoring Rubric The following can be used to evaluate group work. Individuals will be assigned their group mark:

Is there evidence from the presentation that the group …

Not proficient (0)

Partially Proficient (1)

Proficient (2)

Effectively summarised the salient points found in the policy documentsWere able to consider what these statements mean at a national levelWere able to consider what the policy statements mean for classroom practice Were able to submit their assignment using the assignment toolDemonstrated a determination to play a positive role in Nation Building

Total out of 10 __/10

Unit 2: Hardware

This practical unit will be facilitated face to face during the workshop. Its focus is on understanding the role hardware has when integrating ICT into lessons.

Key Unit competency

“Explain basic concepts, use and demonstrate how various ICT can be used in the curriculum.”

Assignment Complete the quiz on ‘Parts of a Computer.

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

8

10

Monitoring Rubric

The following rubric can be used to evaluate group work. Individuals will be assigned their group mark:

Is there evidence from the quiz that the participant …

Not proficient (0)

Proficient (2)

Achieved a pass mark of 80%

Total out of 2 __/2

Unit 3: Troubleshooting ICT problems

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to fix minor computer issues when facilitating lessons.

Key Unit competency

“Demonstrate ability to perform basic maintenance and repair on hardware and assist in software troubleshooting.”

Assignment

In groups of 5 people reflect on the following issues:

• What are the most common maintenance issues at your school?• Identify where safety hazards might exist at school and suggest potential solutions to these

issues and problems.• Besides yourself who else at school could perform basic maintenance?

Insert your ideas onto a sticky-note. The facilitator will ask groups to cluster their response on the board.

Monitoring Rubric


Is there evidence from the workshop activities that the participant …

Not proficient (0)


Proficient (2)

Can identify basic safety precautions in environments where there are PCs? Can diagnose common PC problems? Can update the virus checking software? Knows when and how to reboot a system?

Total out of 8 __/8

Unit 4: The Educational Internet

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use the to support the teaching of the curriculum.

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

9

11 12

Key Unit competency

“Describe the functions and purposes of the Internet in the classroom and demonstrate the capacity of using Internet.”

Assignment

Use a Search Engine to locate a school Internet Safety Policy online. Finalise a one page document where you outline rules and procedures to protect students at your school. This is effectively a proposal for senior management to consider as they start to adopt computers and the Internet.

Monitoring Rubric



Not proficient (0)


Proficient (2)

Can search for examples of school Internet Safety policies using a search engine?Can extract the information to create a new document? Can upload the new document using the online submission tool?

Total out of 6

Unit 5: Word Processing

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use a word processor (MS Word).

Key Unit competency

“Explain basic ICT concepts, use and demonstrate the use of software applications (particularly Word Processor).”

Assignment

Think of a handout that you can use in class. Take the time to develop the handout in the Word processor. Make it look as professional as possible.

Monitoring Rubric The following table can be used to evaluate group work. Individuals will be assigned their group mark:


Not proficient (0)


Proficient (2)

Can perform basic editing (B, I and U, and spell and grammar checks)? Can format the document (Font size and type, margins, justification and indent)? Can insert images and/or clip art into the

document? Can use the styles? Can insert a table or create a list? Can save and print a document? Has used the technology to support the curriculum?


Unit 6: Email and Social Media

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use e-mail and social media such as WhatsApp, Twitter and a blog such as Word Press.

Key Unit competency “Demonstrate the capability of using Internet including e-mail and social media functions in classwork.”

Assignment

1. Read, compose, send, forward, reply and delete e-mail messages, attach documents, such asclass notes, past papers and assignment details to a message to be sent to students andcreate a group mail for your class.

2. Set up a Twitter account.3. In your blog reflect on your own use of social media platform in the classroom. How might

social media and e-mail enhance your collaboration with peers, students and parents?

Monitoring Rubric



Not proficient (0)


Proficient (2)

Can compose, send, forward, reply and delete e-mail messages? Can attach documents, such as class notes, past papers and assignment details to a message to be sent to students? Create a group mail for your class? Has set up a Twitter account? Has reflected in the blog on the use of social media platform in the classroom. How might social media and e-mail enhance collaboration in the classroom?


Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

10

11 12

Key Unit competency

“Describe the functions and purposes of the Internet in the classroom and demonstrate the capacity of using Internet.”

Assignment

Use a Search Engine to locate a school Internet Safety Policy online. Finalise a one page document where you outline rules and procedures to protect students at your school. This is effectively a proposal for senior management to consider as they start to adopt computers and the Internet.

Monitoring Rubric



Not proficient (0)


Proficient (2)

Can search for examples of school Internet Safety policies using a search engine?Can extract the information to create a new document? Can upload the new document using the online submission tool?

Total out of 6

Unit 5: Word Processing

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use a word processor (MS Word).

Key Unit competency

“Explain basic ICT concepts, use and demonstrate the use of software applications (particularly Word Processor).”

Assignment

Think of a handout that you can use in class. Take the time to develop the handout in the Word processor. Make it look as professional as possible.

Monitoring Rubric The following table can be used to evaluate group work. Individuals will be assigned their group mark:


Not proficient (0)


Proficient (2)

Can perform basic editing (B, I and U, and spell and grammar checks)? Can format the document (Font size and type, margins, justification and indent)? Can insert images and/or clip art into the

document? Can use the styles? Can insert a table or create a list? Can save and print a document? Has used the technology to support the curriculum?


Unit 6: Email and Social Media

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use e-mail and social media such as WhatsApp, Twitter and a blog such as Word Press.

Key Unit competency “Demonstrate the capability of using Internet including e-mail and social media functions in classwork.”

Assignment

1. Read, compose, send, forward, reply and delete e-mail messages, attach documents, such asclass notes, past papers and assignment details to a message to be sent to students andcreate a group mail for your class.

2. Set up a Twitter account.3. In your blog reflect on your own use of social media platform in the classroom. How might

social media and e-mail enhance your collaboration with peers, students and parents?

Monitoring Rubric



Not proficient (0)


Proficient (2)

Can compose, send, forward, reply and delete e-mail messages? Can attach documents, such as class notes, past papers and assignment details to a message to be sent to students? Create a group mail for your class? Has set up a Twitter account? Has reflected in the blog on the use of social media platform in the classroom. How might social media and e-mail enhance collaboration in the classroom?


Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

11

13 14

Unit 7: Graphics Software

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use a graphics package (MS Paint or Fresh Paint).

Key Unit competency

“Describe the purpose and basic functions of graphics software to create a simple graphic display.”

Assignment

1. Create a graphic for educational use using Paint2. Insert the graphic into a word processing unit

Monitoring Rubric



Not proficient (0)


Proficient (2)

Can create simple graphics that support class activities and the curriculum?Can export the graphic and insert into class handouts and notes?

Total out of 4 __/4

Unit 8: Record Keeping (Spreadsheets)

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use a spreadsheet (MS Excel) to keep class records.

Key Unit competency

“Use ICT to support class administration through the keeping of a digital class record system using a spreadsheet package.”

Assignment

Create a class grade book in Excel, that can be used to track student performance in tests and assignments.

Monitoring Rubric


Is there evidence from the Excel grade book that the participant …

Not proficient (0)


Proficient (2)

Can layout the spreadsheet (e.g. Class names vs. graded activities)?Can create a formula/function to find the SUM of a column/row of figures?

Can create a formula/function to fins the AVG of a column/row of figures?Can create a formula to determine the PERCENTAGE of a column/row of figures? Can print out the grade book?


Unit 9: Manage ICT for PBL

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use a design a PGL lesson that uses ICT

Key Unit competency

“Manage student project-based learning activities in a technology-enhanced environment to support collaboration”

Assignment

Produce a Project Based Learning (PBL) lesson plan using the template lesson planner available. The plan must show how ICT will be used to prepare and present PBL through a series of lessons in a classroom environment.

Monitoring Rubric


Is there evidence from the lesson plan that the participant …

Not proficient (0)


Proficient (2)

Fully understands PBL? Has designed a set of learning activities that use the PBL strategy and support the curriculum?Has envisaged how ICT can support PBL at different stages of the PBL lesson?

Total out of 6 __/6

Unit 10: ICT for Different Physical Environments

This is a purely online unit of study and will be studied after the workshop. The unit is 5 notional hours but will be facilitated over a week. This unit focuses on how ICT needs to organised differently for laboratory and classroom environments and how mobiles can be used for learning in the community.

Key Unit competency

“Identify and understand different ways to organize ICT in the school both laboratory and classroom.”

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

12

14

Can create a formula/function to fins the AVG of a column/row of figures?Can create a formula to determine the PERCENTAGE of a column/row of figures? Can print out the grade book?


Unit 9: Manage ICT for PBL

This practical unit will be facilitated face to face during the workshop. Its focus is on being able to use a design a PGL lesson that uses ICT.

Key Unit competency

“Manage student project-based learning activities in a technology-enhanced environment to support collaboration”

Assignment

Produce a Project Based Learning (PBL) lesson plan using the template lesson planner available. The plan must show how ICT will be used to prepare and present PBL through a series of lessons in a classroom environment.

Monitoring Rubric


Is there evidence from the lesson plan that the participant …

Not proficient (0)


Proficient (2)

Fully understands PBL? Has designed a set of learning activities that use the PBL strategy and support the curriculum?Has envisaged how ICT can support PBL at different stages of the PBL lesson?

Total out of 6 __/6

Unit 10: ICT for Different Physical Environments

This is a purely online unit of study and will be studied after the workshop. The unit is 5 notional hours but will be facilitated over a week. This unit focuses on how ICT needs to organised differently for laboratory and classroom environments and how mobiles can be used for learning in the community.

Key Unit competency

“Identify and understand different ways to organize ICT in the school both laboratory and classroom.”

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

13

15 16

Assignment

Create a PowerPoint presentation aimed at the school management of your school that outlines the following issues;

1. How to layout a computer room in your school. How many computers and in whatconfiguration?

2. Which type of computer access should be organised for classrooms. How many computers and how might these be used in a typical lesson?

3. Why cell phones should be incorporated into teaching and learning. Describe a lesson where mobiles add value.

Monitoring Rubric


Is there evidence from the submitted assignment that the participant …

Not proficient (0)


Proficient (2)

Can argue for a particular layout of a school computer laboratory?Can argue how computers in the classroom require a different approach to lesson design compared to a lesson in a laboratory?Can provide an educationally sound and persuasive argument for using mobiles to support teaching and learning?

Total out of 6 __/6

Unit 11: ICT to Support Traditional Pedagogy

This is a purely online unit of study and will be studied after the workshop. The unit is 4 notional hours but will be facilitated over a week. This unit focuses on how traditional pedagogy can be supported using presentation software.

Key Unit competency

“Incorporate appropriate ICT activities into lesson plans to support student acquisition of school subject matter knowledge and use presentation software and digital resources to support instruction and problem solving in the classroom.”

Assignment

Create a PowerPoint presentation that can be used in class. The presentation must cover some aspect of the curriculum and include an activity where it tasks students to use presentation software to demonstrate they have absorbed the content of your presentation.

Monitoring Rubric


Is there evidence from the PowerPoint presentation that the participant …

Not proficient (0)


Proficient (2)

Can create a basic presentation? Has used the software to teach a section of the curriculum?Has tasked students to use the software to demonstrate that they have absorbed the content of the lesson?

Total out of 6 __/6

Unit 12: ICT to Support the Curriculum

This is a purely online unit of study and will be studied after the workshop. The unit is 4 notional hours but will be facilitated over a week. This unit focuses on how ICT can help teachers find digital content to support teaching the curriculum.

Key Unit competency

“Demonstrate how various ICT can be used to support the teaching of the curriculum”

Assignment

1. Search for curriculum resources on the Internet;2. Evaluate web based resources;3. Incorporate web based resources into a lesson.

Monitoring Rubric


Is there evidence from the online activities that the participant …

Not proficient (0)


Proficient (2)

Can conduct an Internet search for digital tools and resources that could add a new dimension to the way that section of work is taught?Can evaluate the usefulness of web based resources?Can create a lesson plan that incorporates the use of the digital sources?

Total out of 6 __/6

Unit 13: ICT to Support Assessment

This is a purely online unit of study and will be studied after the workshop. The unit is 4 notional hours but will be facilitated over a week. This unit focuses on how ICT can support assessment.

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

14

15 16

Assignment

Create a PowerPoint presentation aimed at the school management of your school that outlines the following issues;

1. How to layout a computer room in your school. How many computers and in whatconfiguration?

2. Which type of computer access should be organised for classrooms. How many computers and how might these be used in a typical lesson?

3. Why cell phones should be incorporated into teaching and learning. Describe a lesson where mobiles add value.

Monitoring Rubric


Is there evidence from the submitted assignment that the participant …

Not proficient (0)


Proficient (2)

Can argue for a particular layout of a school computer laboratory?Can argue how computers in the classroom require a different approach to lesson design compared to a lesson in a laboratory?Can provide an educationally sound and persuasive argument for using mobiles to support teaching and learning?

Total out of 6 __/6

Unit 11: ICT to Support Traditional Pedagogy

This is a purely online unit of study and will be studied after the workshop. The unit is 4 notional hours but will be facilitated over a week. This unit focuses on how traditional pedagogy can be supported using presentation software.

Key Unit competency

“Incorporate appropriate ICT activities into lesson plans to support student acquisition of school subject matter knowledge and use presentation software and digital resources to support instruction and problem solving in the classroom.”

Assignment

Create a PowerPoint presentation that can be used in class. The presentation must cover some aspect of the curriculum and include an activity where it tasks students to use presentation software to demonstrate they have absorbed the content of your presentation.

Monitoring Rubric


Is there evidence from the PowerPoint presentation that the participant …

Not proficient (0)


Proficient (2)

Can create a basic presentation? Has used the software to teach a section of the curriculum?Has tasked students to use the software to demonstrate that they have absorbed the content of the lesson?

Total out of 6 __/6

Unit 12: ICT to Support the Curriculum

This is a purely online unit of study and will be studied after the workshop. The unit is 4 notional hours but will be facilitated over a week. This unit focuses on how ICT can help teachers find digital content to support teaching the curriculum.

Key Unit competency

“Demonstrate how various ICT can be used to support the teaching of the curriculum”

Assignment

1. Search for curriculum resources on the Internet;2. Evaluate web based resources;3. Incorporate web based resources into a lesson.

Monitoring Rubric


Is there evidence from the online activities that the participant …

Not proficient (0)


Proficient (2)

Can conduct an Internet search for digital tools and resources that could add a new dimension to the way that section of work is taught?Can evaluate the usefulness of web based resources?Can create a lesson plan that incorporates the use of the digital sources?

Total out of 6 __/6

Unit 13: ICT to Support Assessment

This is a purely online unit of study and will be studied after the workshop. The unit is 4 notional hours but will be facilitated over a week. This unit focuses on how ICT can support assessment.

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

15

17 18

Key Unit competency

“Demonstrate how various ICT can be used to improve assessment.”

Assignment

Complete a blog entry, “Reflect on value to your teaching of the ICT based assessment tools. In your blog consider what would be an appropriate use of the assessment tools in your subject or grade, on the different assessment techniques.”

Monitoring Rubric

Is there evidence from blog that the participant …

Not proficient (<20)

Proficient (<80)

Expert (<100)

• knows what assessment tools are available?

• Correctly identifies which tool could work for a section of the curriculum?

• Demonstrates and awareness of their own context and which tools are viable?

Total out of 2 100

Unit 14: ICT for Professional Development

This is a purely online unit of study and will be studied after the workshop. The unit is 4 notional hours, but will be facilitated over a week. This unit focuses on how teachers can enjoy lifelong professional development opportunities by linking to teacher networks and online courses.

Key Unit competency

“Locate and use resources that help to provide professional development opportunities.”

Assignment Develop an individual personal development plan, that outlines a timeline and development options that you would like to study to continue your professional growth after the ICT Essentials course.

Monitoring Rubric


Is there evidence from the Personal Development Plan that the participant …

Not proficient (0)


Proficient (2)

Has interacted with different teacher networks? Has identified online courses they intend to take after the ICT Essentials course? Has identified a set of colleagues to network online with in the future?

Total out of 6 __/6

Appendix B: Pre, Interim and Post Course Proficiency Questionnaire

# ICT Essentials Competency: On a scale of 1 to 5 (where 1 is ‘no ability’ and 5 is ‘master practitioner’) rate your proficiency at the following skills.

Base

line

Inte

rim

Fina

l

1 I can design lessons that actualise the vison of the nation’s ICT and education policies.

2 I can identify all the following items; keyboards, monitors, power switches, power cables, printers, headphones, network cables.

3 I can carry out basic safety precautions where there are PCs and laptops.

4 I can diagnose common PC and laptop problems. 5 I can access a search engine and conduct an Internet search.6 I can protect myself and my learners from Internet hazards.7 I can perform the following basic edits: bold, italics and underline and

spell and grammar checks. 8 I can perform the following formatting: change font size and type,

adjust margins, justify and indent text. 9 I can insert images and tables into the document.

10 I can compose, send, forward, reply, attach documents and delete e-mail messages and create group mails.

11 I can incorporate social media and e-mail in lessons to improve student collaboration.

12 I can create a formula/function to find the SUM, AVG or Percentage of a column/row of figures in a spreadsheet.

13 I can design a set of learning activities that use the PBL strategy and ICT.

14 I can advise on different layouts for a school computer laboratories and classrooms.

15 I can create a basic presentation and use it to teach a section of the curriculum.

16 I can task students to use presentation software as part of the lesson. 17 I can conduct an Internet search for digital tools and resources to

support the curriculum. 18 I can evaluate the usefulness of web based resources.19 I can use ICT to support testing. 20 I can identify online Professional Development opportunities to

improve my teaching skills. 21 I can task students to use presentation software as part of the lesson.

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

16

17 18

Key Unit competency

“Demonstrate how various ICT can be used to improve assessment.”

Assignment

Complete a blog entry, “Reflect on value to your teaching of the ICT based assessment tools. In your blog consider what would be an appropriate use of the assessment tools in your subject or grade, on the different assessment techniques.”

Monitoring Rubric

Is there evidence from blog that the participant …

Not proficient (<20)

Proficient (<80)

Expert (<100)

• knows what assessment tools are available?

• Correctly identifies which tool could work for a section of the curriculum?

• Demonstrates and awareness of their own context and which tools are viable?

Total out of 2 100

Unit 14: ICT for Professional Development

This is a purely online unit of study and will be studied after the workshop. The unit is 4 notional hours, but will be facilitated over a week. This unit focuses on how teachers can enjoy lifelong professional development opportunities by linking to teacher networks and online courses.

Key Unit competency

“Locate and use resources that help to provide professional development opportunities.”

Assignment Develop an individual personal development plan, that outlines a timeline and development options that you would like to study to continue your professional growth after the ICT Essentials course.

Monitoring Rubric


Is there evidence from the Personal Development Plan that the participant …

Not proficient (0)


Proficient (2)

Has interacted with different teacher networks? Has identified online courses they intend to take after the ICT Essentials course? Has identified a set of colleagues to network online with in the future?

Total out of 6 __/6

Appendix B: Pre, Interim and Post Course Proficiency Questionnaire

# ICT Essentials Competency: On a scale of 1 to 5 (where 1 is ‘no ability’ and 5 is ‘master practitioner’) rate your proficiency at the following skills.

Base

line

Inte

rim

Fina

l

1 I can design lessons that actualise the vison of the nation’s ICT and education policies.

2 I can identify all the following items; keyboards, monitors, power switches, power cables, printers, headphones, network cables.

3 I can carry out basic safety precautions where there are PCs and laptops.

4 I can diagnose common PC and laptop problems. 5 I can access a search engine and conduct an Internet search.6 I can protect myself and my learners from Internet hazards.7 I can perform the following basic edits: bold, italics and underline and

spell and grammar checks. 8 I can perform the following formatting: change font size and type,

adjust margins, justify and indent text. 9 I can insert images and tables into the document.

10 I can compose, send, forward, reply, attach documents and delete e-mail messages and create group mails.

11 I can incorporate social media and e-mail in lessons to improve student collaboration.

12 I can create a formula/function to find the SUM, AVG or Percentage of a column/row of figures in a spreadsheet.

13 I can design a set of learning activities that use the PBL strategy and ICT.

14 I can advise on different layouts for a school computer laboratories and classrooms.

15 I can create a basic presentation and use it to teach a section of the curriculum.

16 I can task students to use presentation software as part of the lesson. 17 I can conduct an Internet search for digital tools and resources to

support the curriculum. 18 I can evaluate the usefulness of web based resources.19 I can use ICT to support testing. 20 I can identify online Professional Development opportunities to

improve my teaching skills. 21 I can task students to use presentation software as part of the lesson.

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

17

19 20

Appendix C: e-Tutor Reports

The following template should be adapted for each of the online study units and submitted to the monitoring team on completion of each online unit.

1 Units Unit 10

2 Facilitator(s) Team names

3 Unit Date(s) February 16th- March 12th 2017

4 Facilitator’s Report

The course ran unremarkably during the first few days and attendance was good. Activity in the forums in units 2 and 3 too attracted a good turnout and the discussion was lively and threw up some interesting ideas. However, it can be reported that all 4 chats were poorly attended. Reasons for this are unknown although 4 participants claimed poor connectivity.

There was an issue with the Sectional Paper 36, however, as not all participants could access the document. Investigation seems to point to the fact that it is in a PDF format and some of the smart phones cannot open that format. I suspect, but am not sure, that it is with iOS phones.

While the early part of the unit was well attended, attendance trailed off in the last few days, partly because it was the weekend but also a contingent of the class mentioned they were being sent to another district to run a workshop.

5 Non-Attendance The following participants did not access the unit during the facilitation period:

1. Joe Blogs (units 2-5) 2. Sarah Jane (units 2-5) 3. Jack Beanstalk (units 4-5) 4. Jackie Chan (unit 5)

e-Mail communication was sent to each of the above but no reply has been received from any of them.

6 Portfolio Results Passes: 47 No Submission: Joe Blogs and Sarah Jane Fails: Livia Seymour Person Name 1 -100% Person Name 2 – 98% Person name 3 – 96% Person name 4 – 90% Etc.

7 TechnologyIssues

The following technology problems were reported during the reporting period. A] Device problemsB] Connectivity issuesC] Platform (Moodle) problems

8 Potential sharable submissions

Flag any portfolio submissions that could be released as resources for the course

Appendix D: Post Workshop and Online Course Survey

Post Workshop Questionnaire

1. How relevant was each of the following units of study?

Unit

Very

Re

leva

nt

Rele

vant

OK

Not

ver

y re

leva

nt

Not

re

leva

nt

1 Hardware 2 Troubleshooting 3 Internet 4 Word Processing 5 e-Mail & Social Media 6 Graphics Software 7 Record Keeping (Spreadsheets) 8 Project Based Learning 9 ICT & Education Policy

2. How enjoyable were the following units?

Unit

Very

En

joya

ble

Enjo

yabl

e

OK

Not

ver

y En

joya

ble

Not

en

joya

ble


3. How effective was the facilitation team in supporting you?

Very Effective Effective OK Not Effective Useless

4. How effective was the venue, the SMART lab at Lycee Kigali?


5. How enjoyable was the catering during the workshop?

Very Enjoyable Enjoyable OK Not Enjoyable Horrible

Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

18

19 20



1 Units Unit 10











7 TechnologyIssues







Unit

Very

Re

leva

nt

Rele

vant

OK

Not

ver

y re

leva

nt

Not

re

leva

nt



Unit

Very

En

joya

ble

Enjo

yabl

e

OK

Not

ver

y En

joya

ble

Not

en

joya

ble








21 22

6. What were the highlights of the workshop? Use this space to describe what you felt wasdone well during the training.

7. Use the space below to identify what could have been done better. Identify any frustrationsyou had with the training.

8. Do you feel ready to complete your training online? Do you feel you have the skills?

I will be able to complete the

training online

I am slightly concerned about my

ability to study online

I am very concerned about my


I don’t believe I will be able to study online

I will fail

Post Online Component Survey


Unit Very

Re

leva

nt

Rele

vant

OK

Not

ver

y re

leva

nt

Not

re

leva

nt

10 ICT & the Physical Environment 11 ICT & Pedagogy 12 ICT & the Curriculum 13 ICT & Assessment 14 ICT for Professional Development


Unit

Very

En

joya

ble

Enjo

yabl

e

OK

Not

ver

y En

joya

ble

Not

en

joya

ble


3. How effective was the facilitation team in supporting you online?


4. Can you identify any benefits of studying online?

5. What were the drawbacks of studying online?

6. Was the time allocated to study each unit (1 week) enough? Please comment.

7. What were the highlights of the online component? Use this space to describe what you feltwas done well during the online training.

8. Use the space below to identify what could have been done better. Identify any frustrationsyou had with training online.

9. Do you feel ready to use the skills leant on this course, from both the workshop and theonline component, in the classroom?

I will be able to use all the skills

learnt on this course in the

classroom

I will use most of the skill


classroom

I will use a few of the skills


classroom

I will use 1 or two of the skills


classroom

I will not use any of the skill identified on this course in the classroom

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

19

19 20



1 Units Unit 10











7 TechnologyIssues







Unit

Very

Re

leva

nt

Rele

vant

OK

Not

ver

y re

leva

nt

Not

re

leva

nt



Unit

Very

En

joya

ble

Enjo

yabl

e

OK

Not

ver

y En

joya

ble

Not

en

joya

ble








21 22





training online






I will fail



Unit Very

Re

leva

nt

Rele

vant

OK

Not

ver

y re

leva

nt

Not

re

leva

nt



Unit

Very

En

joya

ble

Enjo

yabl

e

OK

Not

ver

y En

joya

ble

Not

en

joya

ble












classroom



classroom



classroom



classroom


Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

20

21 22





training online






I will fail



Unit Very

Re

leva

nt

Rele

vant

OK

Not

ver

y re

leva

nt

Not

re

leva

nt



Unit

Very

En

joya

ble

Enjo

yabl

e

OK

Not

ver

y En

joya

ble

Not

en

joya

ble












classroom



classroom



classroom



classroom


23 24

Appendix E: 6 Month Follow-Up Survey

You successfully completed the ICT Essentials for Teachers Course back in ______ (date) and we are wondering if you are implementing any of the skills and know-how you were exposed to during the course. Please complete this short questionnaire so that we can ascertain the effectiveness of the course.

1. Please rate the extent to which you have assimilated each of the 14 ICT Essentials forTeachers course competencies into your current teaching style.

ICT Essentials for Teachers Unit Competencies

Have

nev

er u

sed

the

com

pete

ncy,

an

d m

ost l

ikel

y ne

ver w

ill.

Have

nev

er u

sed

the

com

pete

ncy

but e

xpec

t to

do so

at s

ome

poin

t.

I hav

e us

ed th

e co

mpe

tenc

y bu

t do

n’t e

xpec

t to

use

it ag

ain.

I hav

e us

ed th

e co

mpe

tenc

y an

d ex

pect

to u

se it

aga

in.

I use

the

com

pete

ncy

on a

regu

lar

basis

and

hav

e as

simila

ted

it in

to

my

norm

al te

achi

ng st

yle.

Explain how existing and planned national policies impact classroom practices and how classroom practices correspond to and support policies related to ICT. Explain Basic ICT concepts, use and demonstrate the use of common hardware Demonstrate ability to perform basic maintenance and repair on hardware and assist in software troubleshooting. Describe the functions and purposes of Internet in the classroom and demonstrate the capability of using Internet. To explain basic ICT concepts, use and demonstrate the use of software applications (particularly Word Processor). Demonstrate the capability of using Internet including e-mail, search, and social media functions in classwork. Describe the purpose and basic functions of graphics software to create a simple graphic display. Use ICT to support class administration through the keeping of a digital class record system using a spreadsheet package. Manage student project-based learning activities in a technology-enhanced environment to support collaboration. Integrate the use of a computer laboratory into ongoing teacher activities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom to not disrupt the other instructional activities in the class. Incorporate appropriate ICT activities into lesson plans so as to support student acquisition of school subject matter knowledge and use presentation software and digital resources to support instruction and problem solving in the classroom. Demonstrate how various ICT can be used to support the teaching of the curriculum. Demonstrate how various ICT can be used in the curriculum and be used to improve assessment. Locate and use resources that help to provide professional development opportunities.

2. Are there any factors at school that work against you implementing more of what youlearned in the ICT Essentials Course?

3. Please describe in what other ways, other than acquiring the specific course objectives, didthe course prove useful to you?

4. In a short paragraph, or two, please provide an example where you have successfully used acompetency acquired during the course in your teaching, administration or professionaldevelopment. Be specific and try to identify the context you work in and the activity thatused ICT. We might want to publish your response as a case study.

5. Would you recommend the ICT Essentials course to your colleagues?

Yes Maybe No

6. Are you interested doing a different professional course using the same blended learningmethodology (Combination of face-to-face and online study)?

Yes Maybe No

If ‘YES”, what professional development course would you like to do?

Ed

ucation

In A

frica Mon

itoring

& E

valuation

Strateg

y For T

he R

wan

dan

ICT

Essen

tials For Teach

ers Cou

rse

21

23 24


You successfully completed the ICT Essentials for Teachers Course back in ______ (date) and we are wondering if you are implementing any of the skills and know-how you were exposed to during the course. Please complete this short questionnaire so that we can ascertain the effectiveness of the course.


ICT Essentials for Teachers Unit Competencies

Have

nev

er u

sed

the

com

pete

ncy,

an

d m

ost l

ikel

y ne

ver w

ill.

Have

nev

er u

sed

the

com

pete

ncy

but e

xpec

t to

do so

at s

ome

poin

t.

I hav

e us

ed th

e co

mpe

tenc

y bu

t do

n’t e

xpec

t to

use

it ag

ain.

I hav

e us

ed th

e co

mpe

tenc

y an

d ex

pect

to u

se it

aga

in.

I use

the

com

pete

ncy

on a

regu

lar

basis

and

hav

e as

simila

ted

it in

to

my

norm

al te

achi

ng st

yle.

Explain how existing and planned national policies impact classroom practices and how classroom practices correspond to and support policies related to ICT. Explain Basic ICT concepts, use and demonstrate the use of common hardware Demonstrate ability to perform basic maintenance and repair on hardware and assist in software troubleshooting. Describe the functions and purposes of Internet in the classroom and demonstrate the capability of using Internet. To explain basic ICT concepts, use and demonstrate the use of software applications (particularly Word Processor). Demonstrate the capability of using Internet including e-mail, search, and social media functions in classwork. Describe the purpose and basic functions of graphics software to create a simple graphic display. Use ICT to support class administration through the keeping of a digital class record system using a spreadsheet package. Manage student project-based learning activities in a technology-enhanced environment to support collaboration. Integrate the use of a computer laboratory into ongoing teacher activities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom to not disrupt the other instructional activities in the class. Incorporate appropriate ICT activities into lesson plans so as to support student acquisition of school subject matter knowledge and use presentation software and digital resources to support instruction and problem solving in the classroom. Demonstrate how various ICT can be used to support the teaching of the curriculum. Demonstrate how various ICT can be used in the curriculum and be used to improve assessment. Locate and use resources that help to provide professional development opportunities.





Yes Maybe No


Yes Maybe No


Ed

uca

tion

In A

fric

a M

onit

orin

g &

Eva

luat

ion

Str

ateg

y F

or T

he

Rw

and

an IC

T E

ssen

tial

s F

or T

each

ers

Cou

rse

22

23 24


You successfully completed the ICT Essentials for Teachers Course back in ______ (date) and we arewondering if you are implementing any of the skills and know-how you were exposed to during thecourse. Please complete this short questionnaire so that we can ascertain the effectiveness of thecourse.


ICT Essentials for TeachersUnit Competencies

Have

nev

er u

sed

the

com

pete

ncy,

and

mos

t lik

ely

neve

r will

.

Have

nev

er u

sed

the

com

pete

ncy

but e

xpec

tto

do so

at s

ome

poin

t.

I hav

e us

ed th

e co

mpe

tenc

y bu

tdo

n’te

xpec

t to

use

it ag

ain.

I hav

e us

ed th

e co

mpe

tenc

y an

d ex

pect

to u

se it

aga

in.

I use

the

com

pete

ncy

on a

regu

lar

basis

and

hav

e as

simila

ted

itin

tom

y no

rmal

teac

hing

styl

e.

Explain how existing and planned national policies impact classroompractices and how classroom practices correspond to and supportpolicies related to ICT.Explain Basic ICT concepts, use and demonstrate the use of common hardwareDemonstrate ability to perform basic maintenance and repair onhardware and assist in software troubleshooting.Describe the functions and purposes of Internet in the classroom and demonstrate the capability of using Internet. To explain basic ICT concepts, use and demonstrate the use ofsoftware applications (particularly Word Processor).Demonstrate the capability of using Internet including e-mail, search, and social media functions in classwork. Describe the purpose and basic functions of graphics software tocreate a simple graphic display.Use ICT to support class administration through the keeping of adigital class record system using a spreadsheet package.Manage student project-based learning activities in a technology-enhanced environment to support collaboration.Integrate the use of a computer laboratory into ongoing teacheractivities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom tonot disrupt the other instructional activities in the class.Incorporate appropriate ICT activities into lesson plans so as to support student acquisition of school subject matter knowledge anduse presentation software and digital resources to support instruction and problem solving in the classroom.Demonstrate how various ICT can be used to support the teaching ofthe curriculum.Demonstrate how various ICT can be used in the curriculum and beused to improve assessment.Locate and use resources that help to provide professional development opportunities.





Yes Maybe No


Yes Maybe No


ED/PLS/ICT

/201

7/06

monitoring & evaluation strategy for the rwandan ict...

Documents