Most of the countries inventoried indicated that they had produced modules and materials for use in training the teachers and other education professionals. The topics of the modules correspond to the training contents which are described below. Some general trends can be seen from a review of these contents.

Within a country itself where various kinds of teacher training programmes on ICT sponsored by various donor agencies simultaneously take place, the content focus tends to differ. The content focus can range from hardware and software applications-oriented with no link to teaching/learning; to a combination of basic computer literacy and the use of hardware and software in teaching/learning; to a more pedagogy-based and integrated use of ICT in the schools, not only in teaching, but also in management, online collaboration and communications. The content thrusts are also dictated by the purposes and mandates of the donor agencies.

The Intel Teach to the Future programme provides a flexible, modular curriculum delivered by teachers for teachers. The curriculum is based on MS Office 2000 Professional as a teaching and learning tool. The training incorporates the use of the Internet, web page design and multimedia software. Countries have the prerogative to modify the modules and training offerings based on specific country needs and context.

It is interesting to note that most of the administered questionnaires submitted by emerging countries focus on the basic computer literacy – hardware and software applications. Basic computer literacy refers to developing knowledge and skills on PC structure and functions, operation systems, MS Office applications like Word processing, spreadsheets, PowerPoint, e-mail, and Internet (focus of Mongolia, Pakistan, Afghanistan among others).

Training programmes given by JICA as seen in Mongolia and Thailand tend to focus on Linux applications and installing and configuring Linux – too complicated and technical for primary school teachers. Training programmes that go beyond the basics and cover the integrated use of ICT and pedagogy, as well as applications of teaching/learning principles on instructional design and development are run by Singapore, Australia, Malaysia and South Korea.

Many training programmes sponsored by Intel, IBM, Coca Cola, and World Links also place high premium on online telecollaboration and networking as well as classroom management, even including sessions on troubleshooting.

Synthesis of training contents

This synthesis is offered by various countries and sponsors in their training programmes on ICT categorized into common groupings:

Three trends in content focus:

• basic computer literacy dealing with hardware and software/applications without necessarily being connected to teaching and learning (ActDen; iTrain of Bellanet). In some countries, the content even just deals with developing skills on the basic operations and functions of a computer with no software applications included in the training.
• basic computer literacy also as the main focus, but this time in relation with or in support of teaching and learning activities as shown in their practicum and exercises.
• contents that integrate the use of ICT and pedagogy; use of ICT in teaching specific subjects in the classrooms; Internet as a pedagogical innovation and used for collaborative activities; school and classroom management with trouble shooting techniques thrown in for a few of the programmes.

1) Basic computer literacy - the following course contents are offered:

A. Basic computer parts and functions (opening, closing and saving files, optimizing hard disk, managing files, opening and renaming files, viruses, zipping and unzipping, etc.)

B. Operating systems (Windows Operating System, others)

C. Software applications – MS Office (not necessarily linked to teaching/learning)

• Word processing (MS Word)
• Spreadsheet (Excel)
• Presentation (PowerPoint)
• Website navigation and Internet searching (Internet Explorer, Netscape)
• E-mailing (MS Outlook, Eudora, Pegasus)
• Website development/designing (FrontPage, Dreamweaver)
• Graphics and drawing (Paint Shop Pro, PhotoDraw, Adobe Illustrator, Inspiration)
• Database, data entry, and programming (Access, PASCAL, Coldfusion)
• Desktop publishing (Publisher, PageMaker, etc.)
• Designing print materials (elements of design and layout, using fonts, graphics and colours)
• Scanning text and graphics
• Video – video production and editing (script writing, shooting, video graphics, sound recording, editing)
• Chatting, discussion groups (ICQ)

2. Use of ICT hardware and software for teaching/learning activities, the same topics under category one are also given but more linked to teaching and learning where samples and practicum exercises demonstrate how such software and applications can be used for various teaching and learning activities. Below are examples of these course contents:

 

A. Creating student reports in Word, Access, others

 

B. Using Excel to create class lists, for assessment record keeping in the classroom, alarms, split screens, assessment, and print worksheets and spreadsheets etc.

 

C. Creating animations for integration into art studies

 

D. Using WebQuests -an online problem solving tasks to support a thinking-oriented and student-oriented curriculum and to collaboratively develop their own online curriculum resources

 

E. Using PowerPoint for presentations in the classroom for a variety of curriculum areas

 

F. Using NetMeeting in the classroom, including the use of chat, whiteboard sharing, files, cameras and microphones

 

G. File management for teachers for creating folders, moving files, renaming files, etc. for their assignments and documents

 

H. Using Publisher’s software to create a class newsletter or teachers’ newsletter and students’ publications

 

I. Using FrontPage/Dreamweaver for creating a classroom webpage

 

J. Internet for teaching/learning

• Effective searching strategies and techniques
• Online research
• Evaluating websites
• Online ethics and Netiquette
• Intellectual property and Copyright laws
• Creating an acceptable use policy
• Internet access and safety issues
• Using Internet for teacher-led instruction and student-directed learning and project-based learning
• Creating an Internet-based lesson plan
• Meeting academic standards with Internet
• Publishing on the Web

 

K. Creating website or web page for teaching/learning

• Website as a pedagogical communications tool
• Website as a container of curricular materials
• Web publishing in the classroom
• Tools and fundamentals for web page creation and publishing
• Building a Web-based project or activity that integrates the Web into the classroom
• Building a telecollaborative library

 

L. Using email for telecollaboration

 

M. Developing productivity tools like templates, tests, mark sheets

 

N. Creating multimedia presentations for teaching a lesson

• Instructional media design and multimedia design
• Various basics, tools, software, multimedia applications to create a multimedia project for the classroom (HyperStudio, KidPix, PowerPoint, etc.)
• Searching from the Internet for good multimedia lessons, activities and resources as well as pedagogical issues
• Creating a standard-based lesson, unit or project that integrates multimedia
• Using and producing video for classroom teaching
• Instructional photography
• Visualising the Thinking Process with IT Tools
• Facilitating the Creation of Hypermedia

3. Pedagogy-based ICT use; the integrated use of ICT in subject curricula and classroom teaching and management, online collaboration and networking.

Singapore is the best example of both in-service and pre-service training curricula that incorporates pedagogy, i.e. teaching/learning principles and effectiveness into ICT design and development as well as message construction. The pre-service training focuses on technology integration in the school curriculum, and developing different approaches in teaching with technology such as use of ICT in constructivist learning, problem-solving and project-based -empowering learners to learn...

The in-service teacher training covers three levels: a) the basic which uses learning resources in the virtual world, e-learning, multimedia presentations; b) the intermediate which covers integrating ICT into curriculum, ICT tools in thinking, learning and visualizing, developing ICT-based activities; c) while the advanced stage include designing ICT-based constructivist activities, project-based ICT class/lesson and cutting-edge technologies in education.

South Korea’s training contents directly start from the use of ICT in teaching specific subjects where the trainees select and analyse a subject into which ICT will be integrated; apply ICT models into these subjects and require teachers to develop and evaluate their own ICT-based class.

The approach employed by Coca Cola eLearning for Life in Malaysia begins by revisiting a specific lesson plan, improving, building and enriching it not only with ICT, but with the right pedagogy/teaching and learning principles, after which the developed lesson is integrated into a subject curriculum. The strategy or principle usually followed is to empower the lesson plans with multimedia technologies and ICT.

Intel Corporation follows the same strategy in their training contents in various Asian countries. The main goal of the training is for teachers to develop a Unit Plan Template on a particular subject, a portfolio rubrics and a sample unit portfolio of ICT-based lessons. All of the tools and software learned as well as outcomes (multimedia presentation, publications, website, assessment tool, handouts, templates, worksheets, and classroom management documents) developed during the training are integrated into the teaching of a Unit Plan of a specific subject.

Below is a synthesis of these contents offered by various countries at the more advanced stage:

A. ICT and pedagogy integration (Instructional technology and use in various models of teaching/learning as well as design and principles for integration into subject curriculum and classrooms)

• Technology and instructional concept and design and application to teaching/learning principles/models
• instructional strategies and learning effectiveness
• ICT-based tools for designing constructivist activities; project-based work; building critical thinking skills; collaborative activities; interdisciplinary project work; other interactive multimedia-based activities to empower the learners as a whole
• ICT-based activities to support differing learning styles and those with special needs
  instructional media design and multimedia design based on various learning principles
• The Internet as a pedagogical innovation
• Principles for integrating ICT into the classroom
• Curriculum mapping
• ICT use in creating problem-based curriculum
• Planning and developing a technology integrated lesson (curriculum enrichment)-
• Analysing a subject and/or reviewing a lesson plan of a specific subject and planning to incorporate effective teaching/learning principles and use of ICT
• Improving or creating an ICT-based lesson plan (empowering subject/lesson plan with ICT); or preparing unit lesson plan template, portfolio rubric and sample unit portfolios of lessons
• Locating resources from Internet; CD, etc. for the sample unit/lesson plan
• Creating subject unit/lesson plan support materials (spreadsheets, multimedia presentations, publications, student and teacher’s support materials, grade book worksheet, creating student database; websites, videos, PowerPoint, etc.)
• Putting a lesson plan together
• Assessing lesson plans
• Planning on how to integrate the improved lesson into the teaching of a specific subject.
• Best practices and ICT models of technology integration
• Integrating telecollaboration and online discussion forum into existing curriculum
• Teaching and classroom management
• Introduction to One-Computer classroom
• The Next Wave: Cutting-edge Technologies in Education

 

B. Integrating ICT into teaching specific subjects

• Use of ICT in science
• How ICT improves the teaching/learning of science or how to improve science teaching through intelligent and informed use of technology
• Searching and using Internet resources for science materials and lessons
• Science education on the Internet
• Use of computers software and calculators for science teaching
• Use of computers to simulate scientific phenomena and use of graphic calculators to collect and analyse data
• Constructing technology-enhanced lesson or lesson plan within a science curriculum
• Use of ICT Mathematics
• How ICT improves the teaching/learning of mathematics or how to improve mathematics teaching through intelligent and informed use of technology
• Searching and using Internet resources for mathematics materials and lessons
• Use of computers software and calculators for mathematics teaching
• Use of computers and graphic calculators to collect and analyse data and to build and test mathematical models of real-world
• Constructing technology-enhanced lesson or lesson plan within a mathematics curriculum
• Use of ICT in language arts
• How ICT improves the teaching/learning of language or how to improve language teaching through intelligent and informed use of technology
• Searching and using Internet resources for language materials and lessons
• Searching literature-based, creative writing, problem-solving Internet projects with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning.
• Constructing technology-enhanced lesson or lesson plan within a language art curriculum
• Use of ICT in social studies
• How ICT improves the teaching/learning of social studies or how to improve social studies teaching through intelligent and informed use of technology
• Searching and using Internet resources for social studies materials and lessons
• Searching problem-solving, enquiry and creative thinking materials with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning.
• Constructing technology-enhanced lesson or lesson plan within a social studies art curriculum
• Web Quests

• Use of ICT in Health and PE
• Use of ICT in chemistry
• ICT and multicultural education
• Integrating technology into the K-12 classrooms
• Reviewing available instructional technologies and models of technology use in the classroom
• Understanding the benefits of incorporating technology into education
• Technology integration – planning and implementing technology use in the classroom
• Classroom management
• Evaluating lesson plans that integrate technology
• Understanding classroom management issues
• Integrating Internet and other resources into the elementary classrooms (search techniques, safety, ethical/legal issues, evaluating websites, teacher and student Internet resources)
• Software evaluation and integration in the classrooms
• Creating a technology-enhanced lesson or a teacher/student project
• Web page development for teachers
• Teaching with educational software and other applications
• Teaching with WebQuests
• Logo
• Science software such as Redshift, Eco Ranger, Dynamic Rain Forest, Thinking Science, etc.
• Use of software that employ simulator to simulate experiments and that can create interactive activities in physics, science, etc.
• Assessment and evaluation (Understanding and evaluating students’ learning in an ICT environment and measuring ICT impact and effectiveness)

 

C. Use of online communication tools

• Information literacy
• Online learning environment
• Online communication tools – the Website as a pedagogical communications tool
• Internet
• Introduction to telecommunications, primer on the Internet and the
• World Wide Web
• Useful Internet resources
• Using the Internet tools, search engines, e-mail, etc.
• Dealing with Internet information (safe access and acceptable use policies; copyright issues; evaluating and citing online resources)
• Collaborating online (telecollaboration)
• Joining a collaborative project online
• Online search for telecollaborative projects
• Schools online project updates
• Designing telecollaborative projects (steps in designing and implementing; analyzing a telecollaborative project; creating a telecollaborative project website; publicizing telecollaborative projects
• Project-based learning
• Creating a pilot Email project
• List server simulation
• Creating an electronic mailing list
• Using online experts to enhance student interest and learning

 

D. Technology management and installation

• Troubleshooting
• Approaches and techniques/tips for troubleshooting (peripherals, networks, backups)
• Operating system configuration
• Hardware and software basics
• Computer maintenance and preventive measure (utilities, viruses)
  Technology resources and repair (Internet resources for troubleshooting)
• Installation of memory chips
• Preventive maintenance and repair strategies
• Report of a troubleshooting experience
• Essentials of networks (LAN)
• Setting up an Intranet
• Setting up, installing and using Linux
• Zipping and unzipping

E. Linking schools and community

• The schools and the community: challenges and opportunities for linking through technology
• What are telecentres?
• Setting up telecentres in the schools (needs assessment, designing and setting up, disseminating)

4. Introduction sessions - Some training courses have gone directly to training on basic computer literacy and software without first introducing the teachers and other staff to the rationale and justifications for the use of ICT to improve teaching/learning or situating ICT use in their own classroom environment. Thus, after the training sessions, teachers go back without being convinced and motivated enough to use the new knowledge and skills that they have learned.

Ideally, training courses should have the following introductory sessions, and a number of countries have included such sessions in their training courses:

Introduction to ICT and its application in education

• Role of ICT in teaching methodology renovation (ICT and pedagogy)
• New roles of teachers in the ICT environment
• Selecting strategies/technologies for teacher training

ICT and pedagogy

• Pedagogical principles for integrating ICT into classrooms
• Curriculum mapping
• Utilizing technology in creating problem-based curriculum
• Building critical thinking skills in the classroom
• Constructivism in the classroom
• Creating units to support differing learning styles – multiple intelligences
• The Internet as a pedagogical innovation

5. Training of administrators - More and more countries are starting to include administrators like principals and supervisors in their training courses, since their role significantly affects the support that will be provided to a school ICT endeavour and to the teachers.

Examples of training course contents offered by Coca Cola-sponsored training course in the Philippines with some additions from other programmes include:

• Overview of ICT use in education and introduction to instructional technology
• Drivers and barriers to use of ICT in education
• Strategic planning, developing the education ICT/vision
• The need for a technology plan in the schools –architecture and infrastructure, functions, services and capabilities
• Role of school administrator
• Issues in teacher training and professional development
• Technical sustainability
• Identifying opportunities to apply ICT and designing ICT strategies
• Policy on appropriate ICT use
• Creation of acceptable use policy
• Information literacy and telecollaborative learning
• Financing Centre operations
• Partnerships, Community mobilization and strategies for resource generation
• Monitoring and evaluation
• Basics of WWW, email, distance learning, etc.

6. A few programmes (Coca Cola Edventure in the Philippines and World Links) tend to place emphasis in teaching the teachers with online communication tools and project-based learning and telecollaboration, optimizing the value of the e-mail and the Internet for discussions and collaborative activities.

7. Singapore’s training course offers a content or session not necessarily found in other training course – the importance placed in teaching first the teachers in the pedagogy and appropriate teaching practices/methodologies before ICT use and the blending of this component with the component on technology integration.

The value of developing the skills of teachers in the pedagogies is a recognized input to a more effective use of ICT in teaching. The teaching practices/pedagogy sessions focus on building critical thinking; constructivism in the classroom; creating units to support differing learning styles; curriculum mapping; assessment and evaluation and utilizing technology in creating problem-based curriculum.

8. One programme (World Links) went beyond the use of ICT in schools and included a session on how telecentres can be built and maintained in the schools for community use. It shows how the schools which are more equipped with trained personnel and facilities can help communities harness the use of ICT in order to improve their lives and daily activities.

9. A training course on ICT does not necessarily have to be entirely computer-based. Some training programmes (SEAMEO INNOTECH) do not only develop skills in producing computer-based products but still include print, video and multimedia production focusing on media design and techniques, development and production presentation as well as various digital tools for teaching.