TSC Curriculum Guide for ICT Integration in Education

By Editorial Team

CURRICULUM GUIDE FOR ICT INTEGRATION IN EDUCATION

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

FOREWORD

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

the flagship projects in Kenya vision 2030.

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

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

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

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

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

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

 

 

 

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

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

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

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

 

 

 

T

ACKNOWLEDGMENT

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

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

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Microsoft Teach with Technology

 

M

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

and deliver exceptional student outcomes.

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

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

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

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

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

Mark East | Education General Manager Microsoft EMEA & ASIA

 

Contents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

 

 

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Preamble

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

in preparation for integrating ICTs in schools.

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

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

 

 

 

NATIONAL GOALS OF EDUCATION

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

 

 

OBJECTIVES OF ICT IMPLEMENTERS CURRICULUM

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

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

 

 

COURSE STRUCTURE

MODULE

SUB MODULE COMPETENCIES SPECIFIC OBJECTIVES CONTENT

ACTIVITIES RESOURCES ASSESSMENT

 
xii

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                EDUCATION LEADERS TRAINING

 

             MODULE UNIT SUMMARY AND TIME ALLOCATION

 

Code Sub Module Unit Content Total (Hours)
1.1.0 Overview of ICTs in Education •        Overview of ICTs in Education

– Global

– Continental

– Regional

– Kenya

•        Policy of ICT in education:

– National ICT Policy

– MoE ICT Strategy

– Sessional paper no. 14-2012 cap 7

– NESSP 2013-2018

– Vision 2030

– Pillars

– School level policy

•        Importance of ICT in education

•        Security and E-safety

– Physical security

– Data security( passwords)

– Social, moral and ethical safety issues

•        Roles of the different stakeholders:

– TSC/ MoE County Directors

– District Education Officers

– District Staffing Officers

– Quality Assurance &Standards Officers

– TAC Tutors,

– Master Trainers

– Training Of Trainers

– School Management Boards

– Head Teachers

– Education Assessment Resource Centre

•        Implementation plan

 6hrs

 

 

Code Sub Module Unit Content Total (Hours)
1.2.0 Managing and leading change •        Technological changes

•        The changing role of the teacher

•        The head teacher as a change agent

•        Factors for resistance to use of ICTs

•        Overcoming the resistance

•        Role of effective communication in the change process

•        Phases of the change process

 2hrs
1.3.0 Leading effective teaching and learning through ICT •        The concept of ICT integration

•        Benefits of ICT’s in teaching and learning

•        The role of ICTs in the acquisition of the 21st century skills

•        Role of the school head in ICT integration in teaching and learning

•        Assessment of ICT integrated lessons

 2hrs
1.4.0 The ICT Vision, Policy and Implementation Plan •        Create an ICT Vision

•        Create an ICT policy to include

– Access,

– Security (physical, Data)

– Software

– Maintenance

– Capacity building

– Ethics

•        Communicate ICT Vision

•        Communicate ICT policy

•        Develop implementation plan

•        Security and E-safety

•        Physical security

•        Data security ( passwords)

•        Social, moral and ethical safety issues

 2hrs

 

 

Code Sub Module Unit Content Total (Hours)
1.5.0 Team Building •        Team Development Process

•        Stages in forming Teams

•        Conflict Management in teams

•        Team Effectiveness

•        Sharing Power, Empowering & Developing Others

•        Commitment levels

•        ICT Integrated Teams

– Subject areas

– Establishment of student support

– ICT clubs

 2hrs
1.6.0 Community and stakeholders education and involvement •        Various stakeholders in the community

a)     School Community (Parents, Students, Teachers, Non- teaching Staff)

b)     Partnerships

c)     NGOs and CBOs

d)     Local Authority

e)     Local Government

f)       Community Centers

g)     Local Professionals and Alumni

•        Roles of stakeholders

a)     School Community ( Parents, Students, Teachers, Non- Teaching Staff)

b)     Partnerships

c)     NGOs and CBOs

d)     Local Authority

e)     Local Government

f)       Community Centres

g)     Local Professionals and Alumni

•        Ways of involving the community and the stakeholders

 2hrs
1.7.0 Resource mobilization and Sustainability •        Sources of funds

– Grants

– Income generating Activities

– Fundraising

– Donations

– Constituency Development Fund

– Alumni (Old boys/girls association)

•        Public Procurement

•        Maintenance

 2hrs

 

 

                  MANAGING AND LEADING CHANGE

 

                      Competencies

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

 

                      Specific Objectives

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

 

                      Content

 

Activities

 

Resources

 

 

 

Assessment methods

 

 

             LEADING EFFECTIVE TEACHING AND INNOVATIVE LEARNING THROUGH ICT

 

              Competencies

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

 

Theory

 

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

 

              Content

 

Practical

 

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

 

 

                      Content

 

Activities

 

Resources

 

Assessment methods

 

 

                  THE ICT VISION, POLICY & IMPLEMENTATION PLAN

 

                      Competencies

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

 

 

Theory

 

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

 

                      Content

 

Practical

 

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

 

                      Content

 

Activities

 

Resources

 

Assessment methods

 

 

                  BUILDING EFFECTIVE ICT TEAMS

 

                      Competencies

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

 

 

                      Specific Objectives

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

 

                      Content

 

Activities

 

Resources

 

Assessment methods

 

 

          KEY STAKEHOLDERS INVOLVEMENT IN ICT INTEGRATION

 

              Competencies

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

 

              Specific Objectives

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

 

              Content

 

Activities

 

Resources

 

 

 

 

Assessment methods

 

 

                  RESOURCE MOBILIZATION AND SUSTAINABILITY

 

                      Competencies

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

 

                      Specific Objectives

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

 

                      Content

 

Activities

 

Resources

 

Assessment methods

 

 

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

Code Sub Module Unit Content Total Hours
2.1.0 Introduction to ICT •        Definition of key ICT terms;

•        History of computing;

•        Applications of    ICT in personal life and school environment;

•        Benefits of ICT in personal life and school environment;

•        The roles of ICT in enhancing;

– Class management.

– Teaching and learning.

– Assessment and examinations.

– Communication and collaboration.

 2hrs
2.2.0 ICT Devices and use •        ICT hardware devices.

•        Parts of ICT hardware devices.

•        Appropriate ICT devices for teaching and learning.

– Conventional class.

– PWD-Persons With Disabilities.

•        Integration of ICT devices in teaching and learning.

 2hrs
  Introduction                          to Operating Systems •        Types of operating systems.

– Open Source.

– Licensed.

– GUI-Graphical User Interface.

– Command line.

•        Functions of operating systems.

•        Managing Files and Folders.

– User interface tools.

– Creating folders and files.

– Performing basic file operations.

  
2.3.0 Application programs •        Basic features of applications programs.

•        Application programs for specific teaching and learning tasks.

– Word Processing.

– Spreadsheets.

– Presentation programs.

– Interactive Data Journals programs.

 6hrs

 

 

Code Sub Module Unit Content Total Hours
  Accessibility Tools •        Customizing a system.

Ease of access centre.

•        Adapting teaching and learning materials.

– Narrators.

– Magnifying.

 2hrs
2.4.0 Internet Access and Use •        The internet.

•        Online Resources.

•        Networking and collaboration.

 2hrs
2.5.0 Basic  Support           and Maintenance •        Basic Troubleshooting.

•        Maintenance.

•        Support.

 2 hrs
2.6.0 Safety, Security and Ethics •        Safety procedures.

•        Security measures.

•        Ethical use of ICTs.

 2 hrs

 

 

                  INTRODUCTION TO ICT

 

                      Competencies

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

 

Theory

 

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

 

                      Content

 

Activities

 

Resources

 

Practical

 

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

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

 

                     Content

The roles of ICT in enhancing:

 

Activities

 

Resources

 

 

 

Assessment Methods

 

 

                  ICT DEVICES AND USE

 

                      Competencies

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

 

                      Specific Objectives

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

 

                      Content

 

Activities

 

Resources

 

 

 

 

Assessment Methods

 

 

          INTRODUCTION TO OPERATING SYSTEMS

 

              Competencies

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

 

Theory

 

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

 

              Content

•        Types of operating systems.

 

Practical

 

2.3.03 Specific Objectives

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

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

 

2.3.04 Content

•        Managing files and folders.

 

 

Activities

 

Resources

 

Assessment methods

 

 

                  APPLICATION PROGRAMS

 

                     Competencies

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

 

Theory

 

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

 

                      Content

 

Activities

 

Resources

 

 

 

 

Assessment methods

 

 

2.3.20 Word Processing

 

2.3.22 Specific Objectives

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

 

2.3.23 Content

 

Activities

 

Resources

 

 

Assessment methods

 

 

                      Spreadsheets

 

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

 

                      Content

 

Activities

 

Resources

 

Assessment methods

 

 

                      Presentation programs

 

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

 

                      Content

 

Activities

 

Resources

 

Assessment methods

 

 

2.3.50 Interactive Data Journals programs

 

2.3.52 Specific Objectives

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

 

2.3.53 Content

 

Activities

 

Resources

 

Assessment methods

 

 

              Competencies

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

 

 

              Specific Objectives

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

 

              Content

 

Activities

 

Resources

 

Assessment methods

 

                  INTERNET ACCESS AND USE

 

                      Competencies

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

 

                      Specific Objectives

 

                      Content

 

Activities

 

Resources

 

Assessment Methods

 

              Competence

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

 

              Specific Objectives

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

 

              Content

 

Activities

 

Resources

 

Assessment Methods

 

2.5.05 Content

 

Activities

 

Resources

 

 

 

Assessment methods

 

 

                  SAFETY, SECURITY AND ETHICS

 

                      Competencies

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

 

                      Specific Objectives

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

 

                      Content

 

Activities

 

Resources

 

Assessment methods

 

 

 

 

           ICT INTEGRATION IN TEACHING AND LEARNING

 

Code Sub Module Unit Content Total (Hours)
3.1.0 Change Management •        Change management towards 21st skills

•        ICT and the changing role of the teacher

•        Change management model

 2hrs
3.2.0 Steps Towards ICT Integration •        ICT tools

•        Importance of ICT integration

•        ICT tools for teaching and learning

•        Integration of ICTs in teaching and learning

 6hrs
3.3.0 Instructional Practice •        Innovative instructional approaches

– Teacher design teams

– Characteristics of a 21st century classroom environment

– Learner-centered teaching and learning

•        Management of ICT classroom

 2hrs
3.4.0 Content Knowledge and Curriculum Support •        Integration of ICT in teaching/Learning Process

•        ICT enhancement of pedagogical processes

•        Teaching learning Activities/Experiences

•        Use of digital content in learning

•        Designing ICT learning Resources

•        Accessing learning Resources online

 4hrs
3.5.0 Continuous Learning/Life- long Learning •        Learning beyond the classroom

•        Project /Problem based learning

 2hrs
3.6.0 Introduction of the 21st Century Skills •        Introduction to the 21st Century skills

•        Skills of the 21st century at the workplace

•        Skills of the 21st century in Homes and families

•        Skills of the 21st century in Communities and Citizen and global village

•        Skills of the 21st century in Schools

 2hrs

 

 

 

Code Sub Module Unit Content Total (Hours)
3.7.0 Collaboration •        Define collaboration

•        Aspects of collaboration

•        Collaboration skills at the workplace

•        Collaboration skills in home and families

•        Collaboration skills in communities, citizens and global village

•        Collaboration skills in schools

 2hrs
3.8.0 Problem Solving •        design a learning activity that show learners/teachers sharing responsibility and making substantive decisions with other people

•        design a learning activity that embeds Problem solving in the workplace

•        design a learning activity that embeds Problem solving in homes and families

•        design a learning activity that embeds Problem solving in communities, citizens and global village

•        design a learning activity that embeds Problem solving in schools

 2hrs
3.9.0 Communication •        design a learning activity that show learners/teachers sharing responsibility and making substantive decisions with other people

•        design a learning activity that embeds Effective Communication in the workplace

•        design a learning activity that embeds Effective Communication in homes and families

•        design a learning activity that embeds Effective Communication in communities, citizens and global village

•        design a learning activity that embeds Effective Communication in schools

 2hrs

 

 

 

Code Sub Module Unit Content Total (Hours)
3.10.0 Creativity                  and innovation •        Define Creativity and innovation

•        Aspects of Creativity and innovation

•        Creativity and innovation skills at the workplace

•        Creativity and innovation skills in home and families

•        Creativity and innovation skills in communities, citizens and global village

•        Creativity and innovation skills in schools

•        design a learning activity that shows learners/teachers sharing responsibility and making substantive decisions with other people

•        design a learning activity that embeds Creativity and innovation in the workplace

•        design a learning activity that embeds Creativity and innovation in homes and families

•        design a learning activity that embeds Creativity and innovation in communities, citizens and global village

•        design a learning activity that embeds Creativity and innovation in schools

 2hrs
3.11.0 Self-regulation & initiative •        Define Self-regulation and direction skills

•        Aspects of Self-regulation and initiative

•        Self-regulation skills at the workplace

•        Self-regulation skills in home and families

•        Self-regulation skills in communities, citizens and global village

•        Self-regulation skills in schools

•        Designing learning Suggested teaching/learning Activities that require students to plan and assess their own work.

•        Designing Suggested teaching/learning Activities that embeds self-regulation in the workplace Homes and families, Communities, citizens and global village, Schools

 2hrs

 

 

 

Code Sub Module Unit Content Total (Hours)
3.12.0 ICT Skill •        Define ICT skills

•        Aspects of ICT skills

•        ICT skills at the workplace

•        ICT skills in homes and families

•        ICT skills in communities, citizens and global village

•        ICT skills in schools

1.     design learning Suggested teaching/learning Activities that require students to be passive consumers of ICT, active users, or designers of an ICT product for an authentic audience

2.     design a learning activity that embeds ICT in homes and families

3.     design a learning activity that embeds ICT in communities, citizens and global village

4.     design a learning activity that embeds ICT in schools

 2hrs

 

                      CHANGE MANAGEMENT

 

                      Competence

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

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

 

                     Specific Objectives

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

 

Content

 

Practical

 

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

 

 

Content

 

Activities

 

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

 

Assessment Method

 

 

                  STEPS TOWARDS ICT INTEGRATION

 

                Competence

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

(i)   Integrate ICTs in teaching and learning.

 

Theory

 

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

 

Content

 

Practical

 

3.1.01 Specific Objectives

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

 

Content

 

Activities

 

Resources

 

Assessment Method

 

 

             INSTRUCTIONAL PRACTICE

 

Competence

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

 

Specific Objectives

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

 

Content

 

Activities

 

 

Resources

 

Assessment methods

 

 

                  CONTENT KNOWLEDGE AND CURRICULUM SUPPORT

 

Competence

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

(i)   Effectively integrate technology in teaching and learning.

 

Specific Objectives

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

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

 

 

Content

 

Activities

 

Resources

 

Assessment methods

 

 

             CONTINUOUS LIFELONG LEARNING

 

Competencies

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

 

Specific Objectives

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

 

Content

 

Activities

 

Resources

 

Assessment methods

 

                  21ST CENTURY SKILLS

 

                      Competencies

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

 

Theory

 

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

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

 

3.6.02 Content

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

 

Practical

 

3.6.03 Specific Objectives

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

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

 

Content

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

 

Activities

 

Resources

 

Assessment methods

 

 

          COLLABORATION

 

              Competencies

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

 

Theory

 

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

 

Content

Aspects of collaboration.

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

 

Practical

 

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

 

Content

 

Activities

 

 

 

 

Resources

 

Assessment methods

 

 

                  PROBLEM SOLVING

 

                      Competencies

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

 

Theory

 

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

 

Content

 

 

Practical

 

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

 

Content

 

Activities

 

Resources

 

Assessment methods

 

 

          COMMUNICATION

 

              Competencies

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

 

Theory

 

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

 

Content

 

Practical

 

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

 

                      Content

 

Activities

 

Resources

 

Assessment methods

 

                  CREATIVITY AND INNOVATION

 

                      Competencies

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

 

Theory

 

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

 

Content

 

Practical

 

3.10.02 Specific Objectives

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

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

 

Content

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

 

Activities

 

Resources

 

 

 

 

Assessment methods

 

 

                  SELF-REGULATION & INITIATIVE

 

                         Competencies

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

 

Theory

 

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

 

Content

 

Practical

 

3.11.02 Specific Objectives

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

 

 

Content

 

Activities

 

Resources

 

Assessment methods

 

 

3.12.0 ICT SKILLS

 

                      Competencies

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

 

Theory

 

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

 

Content

 

 

Practical

 

3.12.02 Specific Objectives

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

 

Content

 

Activities

 

Resources

 

Assessment methods

 

 

 

 

Writing Panel

NAME                                                           ORGANIZATION

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

 

 

 

 

 

 

 

Validating Panel

NAME                                                 ORGANIZATION

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