IICD/Resources/ICT4E Facilitator Manual

INTRODUCTION
The sessions of the day focus on the ICT for education, where activities are geared towards enabling participants gain an understanding of ICT of what ICT for education is; provide feedback to the questions such as: what can ICT do for me as a teacher?; how can ICT reduce the costs for doing things that I have been doing my usual way?; how does ICT free up time for me to do other activities and how does technology enable other activities? ; will technology replace me as a teacher?

Participants will explore through discussion and sharing what changes the education system has gone through with the advent of ICT and uncover the adjustments they need to make in order to function well as teachers in a 21st century environment.

The second session will explore further ICT tools that can be deployed to aid students’ learning and increase teachers’ productivity. Through discussion, participants will discover the various ICT tools that can be deployed in teaching and learning and give the possible situations when each tool can best be used.

In the third session, participants will explore, through interactive discussions and exploration: what digital content is; the different types of digital content; the opportunities digital content offers for teaching and learning and the challenges of using digital content.

Content outline:

 * 1) Discussion of ICT and ICT for education
 * 2) Identification of benefits of ICT for education and challenges
 * 3) Discussion of characteristics of 21st century learners and what skills teachers need to have to function in a 21st century environment
 * 4) Discussion of various ICT tools and resources that can help schools address education challenges
 * 5) Discussion and review of various ICT tools available to teachers and schools
 * 6) Discussion of the possibilities that these tools offers for teaching and learning
 * 7) Definition and explanation of digital content
 * 8) Listing of various types of digital content
 * 9) Identification of characteristics of digital content
 * 10) Discussion of the benefits of digital content in education
 * 11) Identification of the challenges of using digital content
 * 12) Hands-on experience of navigating the interface of the available off-line digital content

Instructional materials:

 * 1) Flipcharts
 * 2) Markers and masking tape
 * 3) Computers with digital content
 * 4) Projector
 * 5) Training manual
 * 6) Telephones (both fixed and mobile)
 * TV, VCR, Radio (for display and demonstration where available)

Training methodology:

 * 1) Plenary discussion
 * 2) Question and answer
 * 3) Group discussion
 * 4) Facilitator exposition
 * 5) Plenary presentations
 * 6) Hands-on activity
 * 7) Reflection (minds –on activity)

SESSION 1: INTRODUCTION (2 hours)
The mention of ICT- Information and Communications Technology is often associated with computers and computer skills. Secondly, many training courses often assume that learning to use computers (computer skills) is equal to knowing how to teach with computers. This is far from the truth. ICT is broader than that and this session will explore some aspects of ICT and ICT for Education.

When effectively used, ICT can provide teachers respite from daily routines and challenges. The availability of digital content and other ICT productivity tools can provide an enriching learning environment and improve students’ attainment. This often requires teachers changing their beliefs and the way they have been teaching. This session will explore some of the possibilities ICT offers and the changes that adjustments in skill, knowledge and perceptions that teachers need to make in order to make best use of ICT to meet the needs of the 21st century learner.'

Session outcomes:
By the end of the session, trainees/participants should:# Identify characteristics of the 21st Century learner and explain what teachers need to do to meet these characteristics
 * 1) Define ICT for Education
 * 2) Exhibit an understanding of the benefits of ICT for education by listing these benefits
 * 3) Exhibit an understanding of the challenges associated with ICT for education by listing these challenges and offering possible mitigation to these challenges
 * 4) List possible uses of ICT in their daily tasks as teachers
 * 5) Identify the various ICT tools that can aid teaching and learning

SESSION 2: ICT TOOLS FOR EDUCATION (2 HOURS)
ICT tools exist in various forms and, when these tools are effectively deployed, they can provide an enriching learning environment and increase students’ attainment.

This session will explore further ICT tools that can be deployed to aid students’ learning and increase teachers’ productivity. Through discussion, participants will discover the various ICT tools that can be deployed in teaching and learning and give the possible situations when each tool can best be used

Session outcomes:
By the end of the session, participants/trainees should:


 * 1) List the various ICT tools that can aid teaching and learning
 * 2) List the possibilities for teaching and teaching that each identified tool offers

SESSION 3: DIGITAL CONTENT FOR EDUCATION (3HOURS)
Digital content comes in various forms. It can be custom-made as software by reputable firms or can be locally produced by teachers and students to enhance the teaching/learning process. Digital content can be available both online and off-line.

This session will explore, through interactive discussions and exploration: what digital content is; the different types of digital content; the opportunities digital content offers for teaching and learning and the challenges of using digital content.

Session outcomes:
By the end of the session, trainees/participants should:
 * 1) Define digital content
 * 2) List types of digital content
 * 3) Exhibit an understanding of opportunities digital content has for teaching and learning by listing advantages of using digital content
 * 4) Explain challenges associated with the availability and use of digital content
 * 5) Use their mouse and keyboard skills to navigate the available digital content and be familiar with the content interface.

DAY 1: PROGRAM
These questions are useful to consider:


 * 1) What can computers help me do?
 * 2) How can I use so few computers with so many students?
 * 3) How can computers be used as part of what I already do in the classroom? How can I organise my classroom to include use of ICT?
 * 4) Will these computers replace me as a teacher? Will my students lose respect for me if they think the computer knows more than me?
 * 5) How can computers help my students learn in different ways? How can they support the curriculum? How should I teach using computers?
 * 6) Will I take a shorter time to prepare my lessons or longer when using computers and other ICT devices?

These are real concerns and when adequately answered, the solutions provide a better understanding of the concept of ICT for education.

(b) Benefits of collaborative and social networking
In the context of the school curriculum, students are expected to explore, conduct research, write reports, do assignments, carryout personal revision and participate in discussions and present their individual or joint assignments. Computers can aid all these tasks and can move instruction/teaching away from the teacher-centred model to one that is more conducive to student problem-solving, written communication; creativity and collaborative skills – skills identified as necessary for 21st Century success.

Therefore, teachers need to have an understanding and knowledge of how ICT integration can enhance teaching and learning. If done effectively, ICT can transform teaching and learning into a motivating and stimulating experience.

Some of the benefits of integrating ICT into teaching and learning include the following (not a conclusive list and facilitator should also draw attention to the list produced earlier in the discussions):


 * 1) ICT caters for Different learning Styles of learners: Many learning styles exist and learners receive, process and retail information in different ways. There are those who are better at understanding information in visual form; while there are those who understand and retain information better when presented in audio form, while there are those who learn better by manipulation. Illustration: A lesson that incorporates digital content where learners are required to click on parts of the human body, revealing information for each body part; the learners then complete an interactivity; the teacher may then show them a video clip on the human body showing movement of different body parts. Such a lesson caters for visual and tactile as well as audio learners to understand concepts better.
 * 2) ICT enables learners to play an active role in learning: For example a lesson that requires learners to search for information from various sources about environmental pollution. The learners could use digital content, internet, watch documentary programs on television or listen to radio program on environmental issues (all ICT tools). The learners actively learn by enquiring, investigating, discussing, debating explaining and brainstorming about the information they have gathered. In this way, they play an active role in the learning process. [ Note: Facilitator needs to emphasise the fact that teachers need to design appropriate tasks for this active learning to take place].
 * 3) ICT increases the attention span of learners: A lesson that incorporates ICT well has the ability of engaging learners and therefore tends to capture and hold the attention of the learners for a long time. This is especially so when the learners are using the manipulative tools to accomplish a task. For example using drawing tools to make geometrical shapes; editing maps copied from digital content; preparing class presentations using power point etc.
 * 4) ICT can provide real-life experiences: ICT can help link the subject taught to real-world situations or examples. For example watching news item on TV about flooding caused by climate change in one part of the world is a real-life experience which can be applied to learner’s situation where they are; studying about other cultures from the internet, with accompanying pictures will give learners an understanding of that culture and draw comparison with their own culture.
 * 5) ICT encourages collaborative learning: learners can work in groups to achieve learning objectives. Instead of working alone on projects and activities, learners share ideas, learn team work skills and help each other to accomplish tasks. Working collaboratively encourages learner-centred teaching, with the teacher being a facilitator, who simply organises the learning tasks for the learners.
 * 6) ICT improves presentation of work: use of word processors and presentation software enables neat presentation of work. This boosts self-confidence among learners (and teachers).
 * 7) ICT can support high order thinking skills: this is especially so when learning tasks are designed around use of ICT where learners are required to evaluate source of information; synthesise the information, apply as well as interpret and solve problems. These are elements of critical thinking.
 * 8) ICT offers flexibility of anywhere anytime learning. ICT use during lessons provides a motivating factor for learners to continue learning outside school hours where ICT resources are available to them.

(c) Challenges of ICT integration in Schools
Some of the challenges identified from research include the following:


 * Teacher’s limited access to computers and other ICT resources
 * Teachers’ own fears and perceptions (fear of ICT replacing the teacher, students being more knowledgeable in ICT than the teacher and hence loss of control, fear of change of established and tested way of teaching; fear of loss of respect from students if the students think “computer knows more than the teacher” etc)
 * Teachers limited ICT skills and knowledge of ICT integration
 * Availability of ICT infrastructure versus number of students in a class or school
 * Administrative priorities not geared towards ICT

(d) Challenges that Schools and teachers often face in providing education services and how ICT can help address the challenges:
Facilitator should rely more on the list that the participants generated in Step II. Some of the challenges may include the following, with the associated solutions that ICT can provide.

(e) ICT for Education and 21st Century skills for teachers and learners.

The students we teach nowadays live, stay and interact with people and peers who have varying degrees of exposure to information and communications technology. Computers, television, mobile phones, internet are available to some learners in their homes and in the communities where they stay. The exposure of the learners to these environs then requires teachers to acquire new skills in order to adequately cater for the learning needs of these learners. Some of the environs of the 21st Century that learners and teachers find themselves living in are listed below and their characteristics:


 * 1) 21st Century homes and families: In these homes, families:


 * Are entertained by watching, creating and participating in a variety of media
 * Make consumer decisions by looking for information on the internet
 * Stay in touch with friends and family members through various technologies


 * 1) 21st Century workplaces: In these workplaces, workers:


 * Analyse, transform and create information
 * Collaborate with co-workers to solve problems and make decisions
 * Perform a variety of tasks using an array of ICT devices


 * 1) 21st Century communities: In these communities, citizens:


 * Use the internet, TV, Radio and mobile phones to stay informed about local, national and global issues
 * Communicate and persuade others about their opinion using different technologies
 * Take active role in making decisions in how their community (including schools) is managed and governed.

As ICTs take over the routine tasks in the workplace, a greater proportion of employees are engaged in tasks that require them to be flexible and creative problem solvers. Home life is also more complex as technologies take over some tasks at home: entertainment, leisure-time activities and participation in community activities. Therefore, the 21st Century schools must prepare students to work in today’s workplaces and teachers must stay current with the ways students and families use technology in their daily lives.


 * 1) In a 21st Century school, students:


 * Work on complex, challenging tasks that require them to think deeply about the subject matter and manage their own learning
 * Collaborate with peers, teachers and other knowledgeable people on meaningful tasks using higher-order thinking
 * Use technology to enhance their learning, solve problems and create new ideas.

To help students achieve levels of full participation in their communities, teachers need to focus on the 21st century skills, some of which are listed below, that will help students adopt to changing society and technology:


 * Accountability and adoptability: exercising personal responsibility and flexibility in personal, workplace and community contexts; setting and meeting high standards and goals for one self and others; tolerating ambiguity
 * Creativity and intellectual curiosity: developing, implementing and communicating new ideas to others; staying open and responsive to new and diverse perspectives
 * Communication skills: understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts
 * Critical thinking: exercising sound reasoning in understanding and making complex choices; understanding the interconnections among systems
 * Information and media literacy skills: analysing, accessing, managing, integrating, evaluating and creating information in a variety of media
 * Interpersonal and collaborative skills: demonstrating teamwork and leadership; adopting to varied roles and responsibilities; working productively with others; exercising empathy; respecting diverse perspectives
 * Problem identification, formulation and solution: ability to frame, analyse and solve problems
 * Self-direction: monitoring one’s own understanding and learning needs; locating appropriate recourses; transferring learning from one area to another
 * Social responsibility: acting responsibly with the interests of the larger community in mind; demonstrating ethical behaviour in personal, workplace, and community contexts.

The above skills require teachers to teach differently from the traditional teacher-centred approach. Focus should shift to a more student-centred approach, with technology aiding this approach. For purposes of reflection and future reading, student-centred approach characteristics are listed in the table below, compared against teacher-centred approach. The teacher should be able to use both approaches where applicable, but aim at using the student-centred approach more.

Detailed notes and guidelines to the facilitator for session 2

The facilitator can refer to these guidelines as he/she provides harmonisation to the ideas generated by the trainees during the plenary discussion session.

There are very many ICT tools that are available to us as teachers, but at times, we do not recognise their potential as teaching and learning tools. Almost every home has a radio, and a mobile phone. But how do we often think of these tools as teaching and learning tools?

When ICT tools are used as teaching and learning tools, they should add value to the exercise. Research has shown that when carefully used, ICT tools have the capacity to:


 * Support teaching, learning and management. Efficiency in teaching is increased when ICT tools are deployed. The content may not change, but the delivery method is better and process of preparation is improved. For example use of word processors to produce lesson notes, lesson plans and power point to deliver the lesson.
 * Extend learning. The ICT tools used can change content considerably. Multi-media can be included in content to make it more appealing and capture learners’ attention. Overall effect is an improvement in students’ learning
 * Transform teaching and learning. ICT enables better understanding of concepts; availability of content in a variety of forms enables learners to choose what they need to learn at their own pace; digital content with a variety simulations and graphics transforms presentation and delivery and at the same time transforms learning. The internet offers collaborating avenues for learners and teachers; mobile phones and other hand-held devices also provide collaborating avenues for learners and teachers.

(a) The ICT tools available:

The following are ICT tools that may be available to users today depending on location.


 * Computers with software such as word, power point, excel, Photoshop, Corel
 * Digital content available in software form installable on servers or individual workstations. Such software include Rachel portal; Encarta encyclopaedia from Microsoft; Learnthings Africa; Cyber school Technology Solutions Digital Science and Mathematics among others.
 * Mobile phones
 * The internet
 * Digital cameras
 * Camcorders
 * Televisions and television programs
 * Video Cassette players and recorders
 * Transistor radios
 * Printers

Note to facilitator: ''This list is not exhaustive. The facilitator should rely on the list generated by the trainees during the discussion. This gives a feel of how the trainees understand ICT tools. They could generate a totally different list, or could not have imagined that some of the above mentioned tools can be used to enhance learning. During harmonization, facilitator should draw the attention of trainees to this fact''.

(b) Possibilities for teaching and learning offered by the tools listed above:

(i) Computers


 * Provide productivity tools to write reports, make lesson plans, make presentations, design animations, build websites, and improve school record keeping and administration.
 * Provide tools that promote higher order thinking (use of excel and DBMS)
 * Provide environment for self-assessment
 * Improve subject matter mastery through simulations offered by programs such as computer-Assisted Instruction
 * Combines multiple media presentation platforms such as text, audio, video, animations and interactivity, which accommodate all learning styles
 * Promotes collaborative learning where learners can work in groups on a project on different workstations
 * May promote learner-centred and active learning methodologies

(ii) Radio


 * Promotes teacher development through sharing best practices and demonstrations by replaying and listening to a lesson delivered by an expert
 * Teaches learners listening skills
 * Has the potential to reach large learner populations in different locations (addresses issues of access to learning and equity)
 * May be implemented in situations where text books and other reading materials are scarce
 * Address the learning needs of learners whose learning style is more audio
 * Can address issue of shortage of teachers (this is can be debated)

(iii) Mobile phones


 * Promotes collaboration among teachers and students
 * Promotes better communication between the school and the parents
 * Short messaging service can be used to send reminders to parents about teacher-parents meetings, school events, assignment due dates and examinations dates

(iv) Digital cameras and camcorders


 * Camcorders can be used to record demonstration lessons and be played back to learners and even teachers to promote learning
 * The play back controls such as play, rewind, freeze-frame can provide powerful tools that enable critical analysis of situations
 * Promotes creation of local content which makes learning more meaningful. For example if a geography class went and filmed a market situation as part of a geography lesson on “economic activities in Uganda”, the video will make the learning of that geography concept more meaningful because of the relationship to reality the students relived.
 * The video can be a powerful learning tool as it brings learners “live” to events and phenomena. This supports concept building and retention (addresses visual and audio learning styles)
 * The pictures and video can be re-usable in different situations. They become learning objects.
 * Motivates learners especially if they are involved in the production of the video and pictures. They tend to own it and have satisfaction in “seeing their work and themselves” in the pictures.
 * Promotes collaboration and resource sharing among teachers and learners

(v) Television


 * Provides teachers and learners learning resources that are located at distant places that may not be reached by some teachers and learners in their lifetime
 * Powerful visual that brings learners and viewers “live” to an event which enhances understanding of concepts
 * Provides demonstration of classroom management and best practices that help teachers to implement new techniques of teaching effectively
 * Powerful audio and visual teaching and learning resource.
 * Has potential of reaching large numbers of learners in variety of locations
 * Promotes learning beyond normal school hours (promotes anywhere, anytime learning – a critical e-learning element). Teachers can give assignments based on a particular TV program that learners may be required to watch at home.
 * Promotes content delivery and learning across curriculum. Eg. Watching a documentary on wildlife and interaction with the environment, one can learn biology (predator-prey relations) and geography. 

(vi) Internet


 * Has an array of content that can be used by learners and teachers eg lesson planes, lesson notes, simulations, digital content.
 * Provides avenues for collaboration and peer support
 * Provides sources reflection and critical thinking through the several discussion for a available
 * Provides an avenue for research through the available search engines and online data bases.
 * Promotes learning beyond the classroom (anywhere anytime learning)

(vii) Digital Content

Detailed notes and guidelines to the facilitator for session 3

Facilitator can refer to some of the guidelines and notes in this section during harmonisation of ideas generated by trainees during the question and answer plenary session.

(a) What is digital content?

Digital content is an array of content created either locally by teachers and students or custom made software produced by reputable firms that is stored in electronic/digital formats.

This content can be “digitised content” or born-digital” content.

(i) Digitised content comes from the concept of scanning printed content (text, graphics, photos etc) and storing a copy of the scan in digital format (soft copy). The content can then be used for a particular purpose it is intended for by the user. Digitised content typically follows a linear structure, with very little flexibility.

(ii) Born-digital content – is content conceived, developed and produced within the context of full range of features and capabilities that digital media can provide. These capabilities are:


 * non-linearity
 * flexibility
 * interactivity
 * Searchability.

Digital content can be on-line (available on the internet) and off-line.

Due to its ability to be interactive, with a number of multimedia embedded with it; flexibility and searchability, digital content can empower teachers to produce motivating lessons and design interactive lessons which engage learners. Some of the digital content is custom-made, with high quality curriculum content for classroom use. Examples of these include Cyber School technology solutions’ digital science and virtual lab; National Curriculum Development Centre’s biology content, Learnthings Africa content and the Rachel Portal content.

(b) Characteristics of good digital content:

Good digital content should have some of the following features:* Interactive activities that allow learners to work through processes
 * Images (graphics) and animations which are colourful to captivate learners and further understanding of concepts
 * Simulations that help in explaining abstract concepts better
 * Immediate feedback capabilities so that learners do not wait to get feedback after completing a task
 * Assessment included to enable learners carryout self assessment, which is a key element of a learner-centred approach of learning
 * Worked examples for independent learning
 * Sequential examples and exercises that allow learners to learn at their own pace, revisiting problems when necessary
 * Lesson notes which can be copied or printed out as hand-outs
 * Teaching units with specific objectives
 * Search engines that help in locating content or topic of interest
 * Clear navigation tools and prompts that direct a user as to how to navigate

(c) Benefits of digital content for teaching and learning:


 * Learners with different abilities within a class can work at their own pace since the activities included enable self-paced learning
 * Interactive animations and colourful graphics generate interest and captivate learners. This makes learning more interesting
 * Can foster collaboration as some of the activities and projects can be worked on in groups
 * Abstract concepts are easily explained using simulations and interactive objects. This enables teachers take a shorter time to explain an otherwise difficult concept.
 * Promotes individual learning and also offers avenues for revision
 * Learners can assess themselves at any point and time rather than wait for end of month or term. They get instant feedback
 * Content from digital material can be copied or printed to prepare hand-outs or be incorporated in a lesson plan (copyright regulations permitting)
 * The array of media within digital content carters for different learning styles. Therefore it promotes an all inclusive learning environment. The visuals, interactivities, voice and navigation prompts also help to capture the senses of vision, hearing, touch (manipulation) and the general linkage to the brain for understanding the concepts at hand. All these help to bring out a better understanding in one’s mind instead of imagining things happening.
 * Can provide useful recourse in situations where printed textbooks are in short supply and there is no library space.

(d) Challenges of using digital content for teaching and learning:


 * Sometimes the content may not be well linked to the curriculum and therefore sifting through a lot of digital content may prove a demotivating exercise
 * Lay out of some content may be difficult and therefore navigation becomes a challenge, especially to a user with limited computer skills
 * The very good digital content may be expensive for an average school to afford
 * Sometimes, content may lack local examples and may thus appear not to have a bearing on local situations
 * Availability of computers with the software within the school visa-vie the student numbers. The student number may be too big for the available computers in the school. This makes use of the content for self-paced learning, self assessment and extension work difficult.

Note to facilitator: ''The facilitator should rely more on the list the trainees will generate. The list given about is not exhaustive''.

DAY 2: DIGITAL CONTENT ANALYSIS AND WORD PROCESSING AS A TEACHING TOOL
INTRODUCTION:

The sessions of the day build on the knowledge acquired from the previous day’s sessions. Having explored digital content and navigated the interface, it is expected that trainees have had an insight into the potential of digital content for teaching and learning.

The second session will take participants through an evaluation of digital content software process, where they will analyse the content and map it to the curriculum of their respective subjects. They will complete a template to review the content, where applicability, relevance to curriculum will be the key areas of review. In their respective subject groups, participants will then identify specific topics and content that they can use in their own classroom practice.

In the third session, the participants will be expected to use digital content and their knowledge of word processing to develop productivity tools that enhance their own productivity as teachers.Content outline:


 * Sharing of reflection thoughts on digital content
 * Identification of key issues that need clarification
 * Evaluation of digital content for relevance and relation to approved subject curriculum
 * Completion of digital content evaluation table
 * Identification of topics in digital content that can be used in lesson delivery
 * Use word processing skills to prepare productivity tools such as ICT enhanced lesson plans, lesson notes and assessment rubrics.

Instructional materials:


 * Flipcharts
 * Markers and masking tape
 * Computers with digital content and office application software
 * Projector
 * Training manual

Training methodology:


 * Plenary discussion
 * Question and answer
 * Group discussion
 * Facilitator exposition
 * Reflection (minds –on activity)

THE SESSIONS AND SESSION OUTCOMES:

SESSION 1: Recap of day 1 and feedback on take home exercise (30 minutes)

This session provides an opportunity for trainees to share their thoughts to the reflection questions with the rest of the colleagues. Reflection is a critical aspect of critical thinking and trainees should be encouraged throughout the training to reflect and share their work. That way they will be able to encourage and use reflection and sharing approaches in their classrooms. By sharing, trainees will get useful feedback on what they should have done better and at the same time gives opportunity to share skills and expertise. This fosters collaboration offers opportunity for trainees to scaffold their efforts to accomplish future tasks.

Session outcomes:

By the end of the session, participants should explain their responses to reflection questions of day 1 session 3 in a plenary session.

'Session 2: review and analysis of digital content for teaching and learning. (3 hours 30 minutes)'

This session builds on the challenges of digital content identified in day 1.One of the challenges of digital content use is relevance to curriculum and applicability. As teachers, before you use any digital content, it is always important to review the content so as to pick what is relevant for your subject by mapping the content to the approved curriculum.

In this session, participants will analyse the available content in their respective subjects and complete a table that will give a picture of topics from the content related to the subject curriculum. The session will develop the participant’s critical and analytical skills.

Session outcomes:

By the end of the session, trainees should:


 * Evaluate the digital content they explored in the previous session. The evaluation should focus on relevance of content in relation to curriculum and how it can be used in teaching
 * Complete an evaluation table as evidence of task accomplished
 * Explain their analysis tables in a plenary session and receive feedback

Session 3: Word processing as a tool for teaching

This session focuses on word-processing and application of word processing skills that participants have to produce productivity tools that increase their effectiveness as teachers. It will expose participants to capabilities of word-processing software and discover some of its limitations.

By the end of the session, participants should:


 * Discuss some of the advantages of using word-processing software and its limitations
 * Exhibit an understanding of the power of word-processing software as a teaching tool
 * Use their word-processing skills to produce productivity tools which improve their efficiency as teachers. The tools include assessment rubrics; schemes of work and lesson plans; lesson handout etc.
 * Use content from digital content to prepare lessons
 * Collaborate in performing tasks as they go through processes of producing their products, using 21st century approaches
 * Reflect about their learning and the skills they have acquired as a result of collaborative work

DAY 2: PROGRAM
NOTES AND GUIDELINES TO THE FACILITATOR

Facilitating Collaboration among groups during group work and presentation

Facilitator should be aware that collaboration may not come naturally to students and teachers. It may require motivation, role modeling, direct instruction, and practice time.

Therefore in assigning group work, facilitator should ensure that ways to work together should be discussed, including taking turns, listening when others are speaking, and being responsible for one’s learning.

When participants are collaborating and working together, facilitator should ensure that:* All group members participate and feel include
 * All group members agree to their goals and their plan for making the project
 * All group members work on their assigned parts to complete their product
 * All group members review their work together to see how to make it better
 * All group members talk about their work and help each other as they go along (scaffolding)

Sharing is an important part of collaboration. Facilitator should encourage task sharing, collaborative presentation of group work and giving and receiving feedback in all group activities.One of the aspects of sharing is the concept of “critical friends”, in providing useful feedback.

What does being a critical friend mean*?

''Throughout the planning, doing, reviewing process of your task, you often sought advice from others. Think of the time when a colleague asked your opinion about something he or she said or did. Did you like or approve of what was said or done? Giving constructive feedback is easy when you like or approve of what was said or done. However, being a critical friend can be difficult when you do not like or approve of what was said or done. Knowing how to give feedback without hurting another person’s feelings in an important skill for teachers, as hurting the feelings of your students can have an everlasting effect on the learner.''

''As a critical friend, the feedback that you give must be presented in such a way that is helpful and kind. Before giving feedback, think about the following questions:''


 * Did I listen well?
 * Do I understand all the ideas and information being communicated?
 * Do I need to ask any question before I give feedback?
 * What specific aspects do I like?
 * How might the ideas or products be improved? Should any elements be changed or added?
 * How can I make my comments sound positive?

''While giving feedback, you should start by saying what you like about someone’s work or idea. You might begin your statements in the following manner:''


 * I like how you……………………..
 * You really did a great job with……………………..
 * I was really impressed with….

''After saying what you like about someone’s work or idea, you can nicely say what you do not like. The best way is to offer specific suggestions about how the ideas or the product could be improved. You might starting your statements with phrases such as:''


 * I am not sure I understand…
 * I see what you are trying to do, but you might want to…..
 * I would have liked it better if you had….

''It helps to remember that your opinion is only one opinion, and others may have different opinions. Most importantly, be kind when giving feedback. Think about how you would feel if you were hearing your feedback about your ideas or product. Consider the following:''


 * Could your tone of voice or choice of words make a difference?
 * Why should you say what you like about someone’s work before saying what you think could be improved?
 * What other suggestions do you have for being a critical friend?

 [*Adopted from Intel Teach Program manual for Senior trainers 2007] 

Facilitator should make participants aware of these feedback techniques in order for groups to learn from others and feel they have gained from the group tasks.

Digital content analysis and use in teaching:

Facilitator should emphasise the transforming capability of digital content when properly infused into a lesson. During the analysis of digital content topics for teaching and learning session after break, facilitator should draw the attention of trainees to the fact that classrooms which will adopt a fully integrated technology (including digital content) will consequently experience the following changes:* From whole class to small-group instruction;


 * From lecture and recitation to coaching (teacher’s role from ‘sage on the stage’ to ‘guide on the side’);
 * From working with better students to working with weaker students, facilitated by student-directed learning;
 * Toward more engaged students;
 * From assessment based on test performance to assessment based on products, progress and effort;
 * From a competitive to a cooperative social structure;
 * From all students learning the same things to different students learning different things; and
 * From the primacy of verbal thinking to the integration of visual and verbal thinking, with organizational, artistic, leadership and other skills contributing valuably to group projects.

Therefore, in the analysis exercise, facilitator should direct trainees to identify what digital content topic identified can be used to do in teaching and learning, bearing in mind the above changes. Some of the things digital content can do in order to cause the above changes include:* Use as a class lesson: teachers and learners can work through a lesson as a class in situations where the content topic is structured to follow the curriculum
 * Use for individual learning: learners can follow logical progression of topic units and work through lessons on their own at their own pace
 * Use for group work: learners can work collaboratively on tasks and projects designed within digital content
 * Used as a starter activity to introduce a concept: part of digital content identified can be used to introduce a lesson or concept
 * Use for reinforcing a concept: once a concept has been taught, digital content, especially the animations and simulations can be used to consolidate the facts and concepts
 * Extension work : if learners have completed work assigned before assigned time, or for those who are faster learners, they can use digital content to move ahead as the teacher concentrates on those who have not completed. This has a benefit of ensuring that the faster learners do not become a distraction to the others. [ Note: This is Applicable in situations where learners as well as teachers have access to digital content during a class when it is used as a class lesson. Trainees can be made aware of this even though the content to be used during the training may not be accessible to both teachers and learners. This can prepare them for the future when this may be possible]
 * Use to carter for different learning styles: the variety of media appeal to learners who have different learning styles and therefore promotes an inclusive education
 * Use to explain abstract concepts: animations and simulations can ease the burden of explaining abstract concepts. This enables the concept to be understood in a shorter time.

''' Note: During exposition and demonstration stage by the facilitator, facilitator should show specific visuals, simulations and clips that reinforce these points from the resources available for the training. [Will be available as training power points by the facilitator in softcopy format and not part of the manual] '''

Word processing and lesson plans:

Facilitator can use the points below in harmonising discussion on advantages of using word processors and computers.

In your daily work as a teacher, you are bound to be required to present a report of any kind that requires writing. A useful tool that can help us teachers is the computer and specifically word processing software. Word processing software allows us to make fast and easy changes to the way our words look, as well as add graphics to our reports and write-ups to make them more interesting.

Computers and word processing software can also be used to ease the process of preparing written assessment questions. Some of the advantages of the computer in generating assessment rubrics may include ability to easily copy and paste ; the ability to store and keep the questions for use several years later (creation of question banks) ; ability to easily insert graphics which may be difficult to draw by hand.

Another use of word processors is in making schemes of work and lesson plans. Schemes of work and lesson plans are an integral part of teaching. These help a teacher plan how to teach in a term, a month, a week and daily. Often times though, teachers find these requirements a daunting task to prepare. Schemes of work and lesson plans are a requirement for every teacher. They help a head of department follow syllabus coverage and also help a substitute teacher in the absence of a particular teacher, to know what to plan to teach and what work to assign students to do.

However, often time’s teachers do not write schemes of work and lesson plans, citing lack of time as a reason. Computers can be used to make easy, re-usable and ICT-enhanced lesson plans and handouts.

Characteristics of a good ICT-enhanced lesson:A good technology enhanced lesson should have elements that serve a function and supports learning that you would like to take place.

Careful thought (planning) must be put into the selection and arrangement of the various lesson elements.

Your lesson plan should have:


 * 1) Content arranged so that learners are involved in discovering and constructing knowledge. Avoid presenting information to learners; rather let them work it out themselves


 * 1) Procedures or activities designed to enable learners deduce meaning. This is the best way to ensure that learning will be meaningful and that the learners will retain knowledge gained during the lesson.


 * 1) Activities that require learners to apply their minds – apply critical thinking skills: analysis, synthesis, application and interpretation


 * 1) Room to allow for collaboration and discussion amongst learners


 * 1) Applications or tools to help conceptualisation of difficult concepts. The activities should be designed to allow learners to manipulate the tool in order to internalise learning.


 * 1) Interactive elements to reinforce learning.

During the exercise to produce a lesson plan, facilitator should remind participants to ensure that their lesson plans have incorporated those aspects characteristics listed above.

SOME IDEAS FOR TEACHERS WHEN USING IDGITAL CONTENT AND WORD PROCESSORS IN A LESSON PLAN


 * Use the information in a lesson to produce a “checklist” of work to be covered. This is also a useful resource for learners working independently
 * How much do you know already? Ask learners to use the prior knowledge and the interactive activities to test their knowledge
 * Copy and paste key points into MS Word. Print and use as a revision aid for learners
 * Ask learners to work in pairs through an activity, lesson or task.


 * Ask learners to copy and paste a graphic or diagram into MS Word. They can then type in all the facts below the diagram or graphic that has been inserted.
 * Print an offline task and use it as a homework or extension activity
 * Ask learners to use the glossaries (where available) as a quick reference point for working through the lessons or when preparing for exams.
 * Project the animations onto a screen in class. Use as a basis for class discussions or a quiz.
 * Ask learners to gather views and factual evidence about an issue of their choice. Ask them to present their findings and conclusions.
 * Ask learners to use ICT to produce a leaflet, draw an annotated map or produce a piece of persuasive writing on a geographical issue.

DAY 3: PRESENTATION OF PARTICIPANTS’ PRODUCTS PRODUCED USING WORD AND INTRODUCTION TO SPREADSHEETS AS AN ADMINISTRATIVE AND TEACHING TOOL.

Content Outline

Instructional Materials
 * Presentation of participants’ products produced using Word.
 * Participants’ reflection on Word.
 * Brainstorming on Teachers’ administrative tasks
 * Introduction to Excel functions commonly used by teachers.
 * Hands-on activity – Using Spreadsheets for administrative tasks
 * Converting Worksheet data into graphical form.
 * Using Spreadsheets as a teaching tool


 * Computers with Microsoft Word and Microsoft Excel.
 * LCD Projector
 * Facilitator’s manual
 * Flip Charts, Markers and Masking tape.
 * Participants’ administrative works (e.g. departmental budgets, mark sheets) in hard or soft form.
 * Sample mark sheets prepared by Facilitator (to be used in case participants don’t bring theirs.)

Methodology


 * Group discussions and brainstorming.
 * Facilitator exposition.
 * Hands-on activities.
 * Plenary presentations and discussion.
 * Reflection (minds-on activity).

SESSION 1: PRESENTATION OF PARTICIPANTS’ PRODUCTS DONE IN MICROSOFT WORD

This session is aimed at providing an opportunity for the participants to share knowledge (information, skills or expertise) with peers. Peer teaching and learning also creates confidence among the participants.

By the end of this session participants should:


 * Be more confident in using Microsoft Word as a teaching tool in their daily work.
 * Work cooperatively; be critical of other’s work and willing to receive critical appraisals of and feedback on their own work.
 * Exhibit a better understanding of Microsoft Word as a teaching tool.
 * Be more respectful of others after finding that peers are capable of producing thoughtful innovative products using Spreadsheets.

SESSION 2: SPREADSHEETS AS A TOOL FOR ADMINISTRATION (2 hrs)

Teachers deal with administrative tasks involving several figures e.g. tests & exam results, school fees, staff records, departmental inventories, school & department budgets etc on a regular basis. Sometimes decisions are delayed or wrong decisions are taken due to failure to manipulate, interpret and present data accurately and timely.

A lot of time is wasted with manual repetitive calculations with the end results being low productivity of the teachers.

Spreadsheets provide teachers with tools which not only increase their productivity but also free them from repetitive manual administrative tasks so that they can concentrate on academic tasks.

Session Objectives

By the end of this session, participants should:


 * Be able to use a Spreadsheet to perform simple mathematical calculations.
 * Be able to use some of the Excel functions which are commonly used by teachers.
 * Appreciate the usefulness of Spreadsheets as tools for simplifying teacher’s administrative tasks.
 * Use a Spreadsheet to produce a students’ mark sheet.

SESSION 3: GRAPHS/PICTOGRAMS USING SPREADSHEETS

Educators need to present information in different visual forms to enhance the teaching and learning process e.g. presenting information in a chart or graphical format.

Charts or graphs can convey much more than numbers alone because charts present data in a visual way that makes it easier to see the meaning behind numbers. In addition to graphs being an important part of data analysis, they can be a very effective way of communicating numerical data.

Spreadsheets provide a very easy and fast way of converting and displaying numerical information in chart or graphical format with the added advantage of the graphical display changing automatically as the data is changed.

The educator however, has to decide in each case, the most appropriate graphical display or chart layout to use.

Examples:* When investigating a relationship between two variables, a scatter graph is most appropriate.
 * When comparing different sets of data, a bar graph is most appropriate.
 * When comparing frequency data, a bar chart or a pie chart are appropriate.

Session Objectives

By the end of this session, participants should:


 * Exhibit the ability to choose the most appropriate graph for a given set of data.
 * Be able to convert Spreadsheet data into appropriate graphs or charts.
 * Be able to communicate numerical data in different subject areas in graphical format.

DAY 3: PROGRAMME

Notes and guidelines to the facilitator


 * 1) Some of the Microsoft Excel functions commonly used by teachers.

It is extremely important that the facilitator and all those to assist the facilitator in conducting the session, to practice using all the above functions before running the session. The RANK and VLOOKUP functions in particular require special practice since they involve absolute cell referencing.


 * 1) How to use some of the Microsoft Excel Functions

The facilitator must emphasize that all formulas and functions in Microsoft Excel start with an equal “=” sign. It is also important for the facilitator to discuss the difference between relative and absolute referencing and when to use each.

(i) Using the IF function

The IF function enables specification of two different calculations based on a certain condition. It takes the form:  =IF(condition, calculation if condition is true, calculation if condition is false) 

Example: =IF(score greater or equal to 50, PASS, FAIL) assigns a PASS to all scores equal or greater than 50.

Suppose the score was in cell B3 in the worksheet, this would be entered as; =IF(B3>=50,"PASS","FAIL")



Note the formula, =IF(B3>=50,"PASS","FAIL) in C3.

The IF function though useful is limited to either TRUE or FALSE outcomes. In many classroom situations you need to use a function that handles multiple outcomes.

Though it is possible to handle multiple outcomes using the NESTED IF, some learners with poor mathematical background find it challenging. The facilitator is encouraged to use the VLOOKUP function instead. # Using the RANK function

The RANK function can be used by the teacher to get the positions of the students in a test based on the marks obtained by the students.

The RANK function returns the rank of a number, i.e. its position within a list of numbers. It is based on the value of a number, relative to the other numbers in the list.

The list evaluated by the rank doesn’t have to be sorted, but to get the idea of how items are ranked imagine that the list is sorted, and then each item is given a rank depending on its position in the list.

The RANK function takes the format: =RANK(number, ref, order)

Number: is the number whose rank you want to find.

Ref: is a reference to a list of numbers (specified using absolute reference).

Order: is a number specifying how to rank number.

If order is 0 (zero) or omitted, Excel ranks number as if the list is sorted in descending order.• If order is any nonzero value, Excel ranks number as if the list is sorted in ascending order.

Note: The RANK function gives duplicate numbers the same rank. This however will affect the ranks of subsequent numbers. For example, if we have two numbers both have the rank of 5, then no number will have a rank of 6. The next number in the list will have a rank of 7.

The facilitator may use the data in the table below or develop any other example to demonstrate the use of the RANK function. Note that there are two students with rank =3, then no student has rank =4. The next rank =5.



Note that ref is column for the totals and is specified using absolute reference.

$K$6:$K$11 in =RANK(K6,$K$6:$K$11, 0)

Also note order is 0 (zero) in ''' =RANK(K6,$K$6:$K$11, 0). ''' This is because when ranking students based on marks obtained, the one with the highest mark gets the lowest rank. It is as if the list has been sorted in descending order.# Using the VLOOKUP function

VLOOKUP -  (short for vertical lookup). This function allows specification of multiple outcomes. It allows creation of a formula that assigns letter grades or remarks based on a student's numeric score. (e.g. a score of 95 could be a D1 with a remark Excellent) VLOOKUP looks for a value in the leftmost column of a table and then returns a value in the same row from a specified column. By default, the table must be sorted in an ascending order.

To use the VLOOKUP function, one must first create a LOOKUP table with a range of values. The VLOOKUP function takes the format:

 =VLOOKUP(lookup value, lookup table range, value column) 

The lookup value - is the value you wish to look for in the lookup table, in this case the student's score.The lookup table range is the range (specified using absolute reference) on the worksheet that contains the lookup table.

The value column tells which column of the LOOKUP table to use for the actual r



Day 4

PRESENTATION OF PARTICIPANTS’ PRODUCTS PRODUCED USING SPREADSHEETS AND POWERPOINT AS A TEACHING TOOL.

Content Outline

Instructional Materials
 * Presentation of participants’ products produced using Spreadsheets.
 * Multimedia tools used to enhance teaching and learning.
 * PowerPoint as Presentation Software.
 * Adding Multimedia into PowerPoint Presentations.
 * PowerPoint as a teaching tool.
 * Planning and developing visually enhanced subject lessons with PowerPoint Software.


 * Computers with Microsoft Excel and Microsoft PowerPoint Software.
 * LCD Projector
 * Examples of PowerPoint enhanced lessons
 * Facilitator’s manual
 * Flip Charts, Markers and Masking tape.
 * Microphones
 * Digital cameras
 * Mobile phones
 * Video camera

Methodology


 * Group discussions and brainstorming.
 * Facilitator exposition.
 * Hands-on experience.
 * Plenary presentations and discussion.
 * Reflection (minds-on activity).

Sessions and Session Objectives

Session 1: Presentations of assignment and recap of the previous day.

This session is aimed at providing an opportunity for the participants to share knowledge (information, skills or expertise) with peers. It also builds a foundation for a community of practice which will continue to support each other and learning from one another even after the workshop. Peer teaching and learning also creates confidence among the participants.

By the end of this session participants should:


 * Be more confident in using Spreadsheets as teaching tools in their daily work.
 * Be able to examine and think critically about their learning.
 * Work cooperatively; be critical of other’s work and willing to receive critical appraisals of and feedback on their own work.
 * Exhibit a better understanding of Spreadsheets as a teaching tool.
 * Be more respectful of others after finding that peers are capable of producing thoughtful innovative products using Spreadsheets.
 * Be able to apply the judging criteria objectively to their own work in order to facilitate their continuing learning.

Session 2: Introduction to PowerPoint software as a tool for teaching.

This session is designed to give an opportunity to the participants to reflect on the use of visual aids in their teaching, expose teachers to PowerPoint presentation software and to add multimedia to PowerPoint Presentation.

By the end of this session, participants should be able to:* To exhibit an understanding of why it is important to incorporate multimedia tools in teaching and learning.
 * Make presentations using PowerPoint Software.
 * Incorporate multimedia (photo, video) into PowerPoint presentation.
 * Exhibit elements of good presentations in their PowerPoint Presentations.

Session 3: Hands-on session on using PowerPoint software for teaching.

This session is designed to:

Give an opportunity to the participants to discuss the potential of PowerPoint as a teaching tool.


 * Inspire them to use the Multimedia Presentation to enhance teaching and learning
 * Develop participants’ skills to produce original visual elements like photos, video and sound clips.
 * Develop participants’ skills to produce visually enhanced lessons using PowerPoint Software.

By the end of this session, participants should be able to:


 * Exhibit an understanding of the potential of PowerPoint as a teaching tool.
 * Take photographs using digital cameras and to download them on the computer.
 * Use Video cameras to take video clips and to download them on the computer.
 * Use PowerPoint to produce visually enhanced lessons.

DAY 4: PROGRAMME

NOTES AND GUIDELINES TO THE FACILITATOR

Introduction

Presentation software is basically a computer generated slide show and is a wonderful tool for enhancing both teaching and learning. One such presentation software is PowerPoint Software. The strength of PowerPoint lies in its ability to visually convey information. It adds a new dimension to teaching and learning through the combined use of text, graphics, sound and video. The use of visuals offer increased comprehension and retention.

The appropriate use of visuals (pictures, charts, graphs, video clips) allows teachers to explain abstract concepts while accommodating the different learning styles or preferences.

In order to use PowerPoint to enhance teaching and learning, the teachers also need skills of:

Taking digital photographs and downloading them on the computer.

Recording video clips and downloading them on the computer.

Using LCD projectors for presentations.

Recording, saving and playing sound clips and video camera

Key Steps to an Effective Presentations


 * 1) Know Your Subject Matter

The ability to present a subject with confidence directly affects the audience’s impressions and will help keep their attention.


 * 1) Know Your Audience

This will help you to decide on the depth of subject coverage and the most effective visuals to use in your presentation.


 * Who is your audience?
 * What is their background?
 * How much background information about your topic can you assume they know?
 * What is the purpose of the event? Is it to inspire? Are they looking for concrete practical information? Etc
 * Why were you asked to speak? What are their expectations of you?


 * 1) Develop a Theme

All presentations are designed with a single purpose. State this purpose to yourself at the beginning and keep it in mind throughout the development process.


 * 1) Prepare Your Script

Any presentation script should consist of four basic parts; an opening, body, summary and closing.

OpeningThe opening of the presentation sets the stage for what is to follow. The audience is introduced to the theme and purpose of the presentation. A very brief summary or outline of the points to be covered is presented. This helps to keep the audience oriented to the flow of the presentation.

Body

This is the part of the script in which the bulk of the subject matter is presented. The body is broken into smaller easily assimilated modules with each module making a single point or conveying one idea.

Summary

Very briefly emphasize the key points and main ideas of your script to reinforce the central theme and purpose of your presentation.

Closing

Allow for a question and answer session. End by thanking the audience for their time and attention.

There is an old axiom that says ... "Tell them what you are going to tell them, tell them, and then tell them what you told them." This pretty well sums it up.# Select or Produce The Proper Visual Aids

The audience has ears and eyes and would like to see what you are talking about. People learn more readily and retain more information when learning is reinforced by visualization. “A picture is worth a thousand words.” When properly produced and used, simple visuals (charts & graphs, pictures, video clips) not only add professionalism and enhance teaching and learning.

Using video clips to show concrete examples promotes active cognitive processing which is a natural way people learn.

Numbers in tables are both hard to see and to understand. Data often only means something when it is compared and contrasted to something else. The use of graphs can show relationships between data very easily.


 * 1) Put Together The Presentation

With the visuals ready, the presentation is put together in accordance to the presentation script. It is important to note that presentations for lessons must be driven by pedagogy and not by technology. The teachers must refrain from incorporating features of PowerPoint which may look exciting and amusing but are pedagogically disrupting. Used properly, PowerPoint can be one of the most powerful tools for teaching. Employed inappropriately, PowerPoint could potentially confuse the students and make learning a difficult process. Check spelling and grammar errors.


 * 1) Rehearse – Rehearse – Rehearse

It is extremely important to rehearse your presentation at least two times to ensure it effects in the time allowed and achieves the purpose for which it is made. Rehearsing also helps to reduce anxiety and nervousness. Check the equipment and do the rehearsal using the equipment (computer & projector) you will use for the presentation. A well–prepared and enthusiastic presentation will help you convince the audience and maintain their attention.


 * 1) Use colours well

Colour is emotional and colours evoke feelings. The right colour or colour combination can help persuade and motivate. Right colours can increase interest and improve learning comprehension and retention. If you plan to present in a dark room then a dark background (dark blue, grey etc) with white or light text will be fine. If you plan to keep most of the lights on, then a white background with black or dark text works much better.


 * 1) Presentation

Speak your presentation don’t just read. Be sure to explain the contents of your presentation thoroughly and with eye contact to the audience. Speak clearly and with authority. Be passionate and enthusiastic about the topic of your presentation. Use logical progression in presenting your thoughts.

Humans have short attention spans when it comes to passively sitting and listening to a speaker. Audience attention peaks between 5 and 7 minutes and then just before they think the presentation is about to end.



You need to take advantage of this by starting with the strongest points and ending with a brief summary of the main points you would like the audience to remember. Use a conclusion slide to summarize the main points of your presentation.

Some of the DON’Ts of PowerPoint Presentation 


 * Don’t put too much text on a slide. The audience is going to make a huge effort to read the text which will distract them from paying attention to what you are saying.
 * Don’t use clipart. Use real visuals relevant to your message. The audience wants to see what you are talking about.
 * Avoid using a font colour that does not contrast with the background colour as it is hard to read e.g. white and yellow, red and green.
 * Don’t use animations or sound effects unless they are crucial to your presentation. These features may seem impressive at first to people new to PowerPoint but get old quickly and are a distraction to the audience.
 * Don’t use too many graphics on a slide. Your audience will spend more time looking at them rather listening.
 * Never read your slides word by word. Just talk freely. Remember that your slides are only there to support not to replace your talk. If you are just reading your slides, the audience will get bored and stop listening.

Supervision of participants’ work

The facilitator should ensure the participants groups are formed according to the subjects they teach, so that teachers of the same or related subjects work within the same group but with no group having more than four people.

The facilitator should ensure the participants are not carried away by animations forgetting the pedagogy and content of the lesson. This is something very common to people who are new to PowerPoint. Participants should avoid becoming a victim of triple "P" (Power Point Paralysis). Triple "P" can be defined as the overzealous concentration on the utilization of Power Point, while concurrently disregarding the content of the lesson. Animations and transitions must be used for a pedagogical purpose and not simply for fun or because it can be done.

It is important that each group does the lesson planning before putting together the PowerPoint lesson, otherwise a lot of time will be wasted without proper planning.

Take home exercise: Participants need to finalize the lessons that will be presented the following day.

Criteria for assessing and giving feedback to participant’s products produced using PowerPoint Software.

The facilitator need to ensure the participants discuss and agree on the criteria they will use to assess and feedback to their presentations of the PowerPoint products the next day. Possible criteria may include; Content, Clarity, Style & Delivery and Expertise.

Below are some of the things many listeners want from a presentation talk:


 * 1) Content


 * Conveys new information
 * Poses an interesting question
 * Conveys how people in another field think
 * Describes important ideas.


 * 1) Clarity and Organization


 * Understandable
 * Avoids jargon
 * Uses clear and simple visual aids
 * Well organized
 * Inspiring
 * Does not run over time


 * 1) Style and Delivery


 * Keeps audience awake
 * Varies voice and is audible
 * Conveys enthusiasm
 * Does not stay in one place
 * Friendly and approachable
 * Effectively uses the body language.


 * 1) Expertise


 * Credible
 * Inspires trust and confidence
 * Answers questions clearly

DAY 5

PRESENTATION OF PARTICIPANTS’ LESSONS PRODUCED USING POWERPOINT, WAY FORWARD, ACTION PLANS AND TRAINING EVALUTION

Content Outline


 * Presentation of participants’ lessons produced using PowerPoint.
 * Strategies for the introduction of ICT in the classroom.
 * Scenarios for transferring the knowledge and skills acquired in the training to other teachers.
 * Developing action plans.
 * Evaluating the Training
 * Completing IICD Capacity Development questionnaire

Instructional Materials


 * Computers with Microsoft PowerPoint Software.
 * LCD Projector.
 * Participants’ lessons produced using PowerPoint.
 * Facilitator’s manual.
 * Flash disks.
 * Flip Charts, Markers and Masking tape.
 * Template for the Action Plan
 * Certificates
 * CDs with all exercises and training content
 * Copies of IICD Capacity Development I questionnaire.

Methodology


 * Plenary presentations and discussion.
 * Group discussion and brainstorming.
 * Facilitator exposition
 * Reflection (minds-on activity).

Session and Session Objectives

Session 1: Presentations of lessons produced using PowerPoint and Recap of previous day.

This session is aimed at providing an opportunity for the participants to share knowledge (information, skills or expertise) with peers. It also builds a foundation for a community of practice which will continue support each other and learning from one another even after the workshop. Peer teaching and learning also creates confidence among the participants.

By the end of this session participants should:* Have presented their lessons using multimedia tools.
 * Be able to teach using PowerPoint software.


 * Exhibit a better understanding of PowerPoint as a teaching tool.
 * Exhibit better communication and presentation skills.
 * More respectful of others after finding that peers are capable of producing thoughtful innovative products using PowerPoint.

Session 2: Way Forward and Action Plans

This session is aimed at helping the participants think through what is need to be done after the workshop to insure successful introduction of ICT for education in their schools.

By the end of this session, participants should:


 * Exhibit an understanding of the challenges associated with introduction of ICT in the classroom by outlining these challenges and offering possible mitigation to these challenges.
 * Have elaborated an action plan on how they will be using ICT for teaching.
 * Exhibit an understanding that successful implementation of ICT in education required a well articulated shared vision and the involvement of all stakeholders.

Session 3: Evaluation of the Training

This training offers teachers professional development in the use of ICT for education. Like any training, it must provide a structure that supports participants without restricting their growth, presenting opportunities for them to reflect upon their learning and evaluate the strengths and weaknesses of the training. Furthermore it must hold the facilitators accountable without regulating their every action.

By the end of this session, participants should:


 * Have evaluated the strengths and the weaknesses of the training.
 * Made suggestions of how future trainings can be improved.

Day 5 Programme

NOTES AND GUIDELINES TO THE FACILITATOR

Strategies for introduction of ICT in the classroom

Introduction of ICT in the classroom requires a holistic approach. The school has to look at 4 broad areas including School ICT policy, Teacher Professional Development, ICT infrastructure, ICT for administrative tasks and ICT for teaching and learning.

Some of the key indicators of successful introduction of ICT in the classroom include:


 * 1) School ICT Policy: A school ICT policy is a document that informs and directs the integration of ICT within the school. It provides a framework for:


 * What is taught and how it is taught
 * The rationale for what and how it is taught
 * How progress will be assessed (monitoring & evaluation of impact)
 * What equipment will be required (present and future), funding, how and when it will be maintained.
 * Different roles and responsibilities (leaders, parents, teachers, students, ICT coordinator, technician)
 * How ICT will be integrated into other subject areas
 * Staff development opportunities (what, when, how?)
 * Equal opportunities for students and teachers to access ICT regardless of gender.

In effect, the purpose of the ICT policy is to provide the school


 * 1) Teacher Professional Development: For ICT to be successfully delivered across the curriculum, it is vital for the teachers to develop their personal ICT skills and pedagogical skills to integrate ICT in the teaching and learning process.

A number of strategies can be used to build teachers’ capacity:


 * All teachers are encouraged to ask for ICT support and training from the ICT coordinator.
 * Teachers are encouraged to attend ICT related school-based workshops organized with the purpose creating awareness of the potential of ICT in education, building ICT skills and pedagogical skills for integrating ICT in education.
 * Teachers are encouraged to liaise with other schools to learn collaboratively and share ideas with regard to ICT use in the classroom.
 * Teachers are encouraged to join national and international ICT in education professional networks like the Microsoft Innovative Teachers Network, iEARN (International Education and Resource Network).
 * Teachers are encouraged to attend ICT in Education conference and experience.
 * Teachers are encourage to use online resources and to attend online professional development courses e.g. http://us.iearn.org/professional_development/online_courses/index.php
 * Have a budget line for teacher professional development.
 * Set ICT in Education competency levels to be achieved by teachers.


 * 1) ICT infrastructure : For teachers to be able to use ICT in their teaching there is need to ensure:


 * All teachers have adequate access to ICT facilities before, during and after school hours.
 * Technical support is available on a timely basis.
 * All areas where time taken setting up an ICT-enhanced lesson is minimized.
 * There are a reasonable number of ICT resources for the students e.g. a small student to computer ratio.

A number of strategies can be used to ensure acquisition and maintenance of ICT facilities:


 * A school policy of buying some ICT facilities every time.
 * A budget line for hardware and software maintenance and servicing.
 * A school policy on access for teachers and students.
 * A maintenance contract with an external organization or company.
 * Technical capacity building for the teachers.
 * Employing an in-house computer lab technician.


 * 1) Use of ICT for administrative tasks: One of the reasons teachers normally given by teachers for their slow uptake of ICT is lack of time. Effective use of ICT for administrative tasks would not only provide useful accurate data but would reduce the time they spend on these administrative tasks.

Strategies for using ICT for administrative tasks include:


 * Training teachers how to use productivity tools like Spreadsheets for students’ grade book and for budgeting.
 * Purchase of off-the-shelf school management and students’ report making software.


 * 1) Use of ICT for teaching and Learning: The core function of the school is to improve the teaching and learning process. ICT has the potential of making learning more interesting, increasing the teaching and learning resources available to both teachers and students.

Strategies for using ICT for teaching and learning include:


 * Training teachers how to use productivity tools like PowerPoint to enhance lessons.
 * Using Internet and offline Digital content for research.
 * Training teachers on how to produce multimedia digital content.
 * Purchasing off-shelf subject specific content like the Cyber Technology Solution Science content, Learnthings Interactive content etc.
 * Using free open education content like Wikipedia for Schools Wikipedia for schools (both primary and secondary education): www.schools-wikipedia.org, Rachel portal (online books, links to other free educational content): http://rachel.worldpossible.org. These can be hosted on a local server.

Action Plan

An action plan is a written document that describes the steps that the school will complete after the training to help integrate ICT in teaching and learning. In developing the action plan, participants should keep in mind the following points:


 * Write activities as discrete steps that are realistic, measurable and attainable.
 * Identify the responsibilities.
 * Develop specific time schedule for completing the activities.
 * Identify resources necessary to complete the activities including plans for acquiring these resources.
 * Identify the evidence to show successful completion of the activity.

Template for the Action Plan