Tools & Guides

ICT Teacher Professional Development Framework Tool

Planning Toolkit for ICT in Teacher Professional Development

Capacity Audit Tool

Educational Management and ICT

ICT Infrastructure, Connectivity and Accessibility

Total Cost of Ownership (TCO)

Integration of ICT in Teaching and Learning

E-content evaluation tool

 

ICT Teacher Professional Development Framework Tool

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Planning Toolkit for ICT in Teacher Professional Development NEW!!!

GeSCI, in partnership with H2 has developed an ICT-Teacher Professional Development (TPD) Matrix planning toolkit. The kit has been developed  to enable organizations/ providers working in GeSCI’s partner country engagements to plan their ICT integration paths in TPD. This is a work in progress. The matrix toolkit can be used and further developed by countries to stream line ICT-TPD approaches in accordance with their own national educational and development goals and policies.

  • ICT-TPD Matrix

    The ICT -TPD matrix was developed on the basis of the UNESCO ICT Competency Standards for Teacher (ICT-CST) project
    The GeSCI-H2 partnership working with development partners took the ICT-CST statements, restructured some of them and added new ones  to create the ICT-TPD Matrix.  The matrix is designed to enable organisations/providers to identify the object of ICT integration in current programmes (where they are at) while highlighting activities they can include to plan new programmes (where they want to be). 

  • ICT-TPD Planning Guide

    This planning guide provides organizations/ providers with the rationale and tools to assist in the development of an ICT -TPD Plan. The planning process is designed to enable providers to
    •    assess the current status of ICT integration
    •    identify priorities and challenges for progression
    •    propose ways and means for further development of
          ICT in professional learning programmes

  • ICT-TPD Planning Templates

    The planning templates provide action plan frameworks for ICT integration in TPD programmes based on organizational priorities, targets and tasks. Plans are categorized in line with the six thematic areas identified by the UNESCO ICT-CST project framework:
    •    Policy and Vision
    •    Curriculum & Assessment
    •    Pedagogy
    •    ICT
    •    Organisation & Administration
    •    Teacher Professional Development  

  • ICT TPD Webquest

    • The ICT TPD Webquest is based on the UNESCO ICT Teacher Compentency Standards and the ICT TPD planning guides and planning frameworks developed by H2 and GeSCI. The webquest can be used by any group of education practitioners and may be very useful for policy working groups in Ministries of Education. We recommend that the webquest be utilised in a work-shop setting due to its relative complexity and the number of tasks therein.

 

Capacity Audit Tool

 

 

  • Capacity Audit Tool 

    This tool has been developed in order to create a common understanding of what constitutes an organizations’ capacity, to provide a structure for auditing the capacity of the organizations and units it chooses to work with in order to offer targeted capacity building support

 

Educational Management and ICT

 

  • Knowledge Sharing Toolkit

    An Evolving Collection of Practical Knowledge Sharing Techniques. (Draft, 2004)

  • ICT in Education Toolkit

    This practical and comprehensive ICT-in-Education Toolkit provides education policy makers, planners and practitioners with a systematic process to formulate, plan and evaluate education development programs enhanced by Information and Communication Technologies (ICT).

ICT Infrastructure, Connectivity and Accessibility

 

  • Buyers Guide to ICT in Education (by GeSCI, 2009) 
     

    A series of recommendations on how to compile and evaluate bids to acquire equipment and services for school systems (Dec 2008) by GeSCI.

  • Practical Guide to Pilot Projects and Large-Scale Deployment of ICT in the Education Sector - Guidelines on deploying IT in schools at a regional or national level (By GeSCI, 2008)  

    This document offers a series of recommendations concerning the planning and executing of pilot ICT projects in schools. It also provides guidance on how to interpret the information gathered from pilot experiences, to aid in the decision making process (whether to execute a larger-scale deployment or not) and the planning process.

  • Low Cost computing devices analysis toolkit (By GeSCI, 2009)
     

    This document is intended to serve as a reference guide for Ministries of Education (MoE) when considering the selection and purchase of low cost computing devices (hardware), as one of a number of solutions intended to meet educational (i.e. teaching and learning) and/or e-administration objectives.

  • School Connectivity Options Matrix (By GeSCI, 2009)

    This document is intended to serve as a guide to Ministries of Education (MoEs) on the connectivity options available for schools. It compares several variables for four simplified models: e-rates, purchasing consortia, educational ISP and market de-regulation.

  • The VSAT Buyer's guide 

    (2004) by IDRC. The Guide discusses VSAT technologies and procurement strategies, in a non-technical and easy-to-understand manner. It describes a step by step process to assist you to obtain the most appropriate and cost effective VSAT solution.

Total Cost of Ownership (TCO)

 

Integration of ICT in Teaching and Learning

 

  • Main issues, possible solutions and opportunities for ICT

    by Patti Swarts, Gesci. This paper describes the educational gaps and educational problems experienced by developing/low income countries and the solutions and the opportunities for using ICTs to address them.

  • "Schoolnet Toolkit"

    by UNESCO Bangkok (2004)
    This toolkit arose from recognition of the need among teachers in Southeast Asia for a guide book that would help them to establish or strengthen Schoolnets in their countries.

e-Content Evaluation Tool

The electronic content evaluation tool allows you to compare different content proposals by analyzing certain variables like quality and comprehensiveness of content, ease of use, functionality, etc, providing a score for each. Evaluation of Content and ICTs in the Curriculum - introductory presentations about content.

Brief introductory manual (PDF)