1. ICT in Education
The Commonwealth of Learning (CoL) Certificate for Teacher ICT Integration (known as the CCTI) is a distance learning course which was originally developed by SchoolNet South Africa. It has been offered as a post graduate advanced certificate in education qualification in South Africa. It is currently offered in several Caribbean countries as well. There are 10 modules to choose from, although a qualification typically requires students to complete up to 8 of these.
Commonwealth of Learning Certificate for Teacher ICT Integration

2. Focus on teaching and learning contexts and how ICT enhances these
The learning pathway to capability and innovation
ICT Innovation
Use ICT creatively and
Innovatively in
teaching and learning
Using ICT in specialist contexts
Focus on teaching and learning contexts and how ICT enhances these
The CCTI aims to help teachers along a pathway of learning that leads to innovative teaching and learning with ICT in the learning environment. The course is not for beginner users of ICT. The requirement is that teachers have basic ICT competencies. However, the teachers are likely to learn new ICT skills at times, especially in the area of online communication and collaboration.
ICT Literacy in meaningful contexts
Focus on ICT skills useful to actual life contexts and how ICT supports dealing with these

3. What is Teacher ICT Integration?
CONTENT
Knowledge of WHAT we teach in our subject / learning area
PEDAGOGY
Knowledge of HOW we teach – teaching methods
TECHNOLOGY
Knowledge of technologies that support teaching and HOW to use these
Typically teachers are involved in and learn about 3 main areas of activity. As content experts they are expected to know WHAT they are talking about in the subject area. As trained educators they will have been exposed to ideas on HOW to lead learning that subject content (pedagogy). Their Achilles Heel is sometimes the exposure that they have had to technology and how to use it. Their technology training has often been ineffective because it has remained in a separate silo, as depicted above; ICT skills training has focused on the technology and now its uses in teaching and learning.

4. What is Teacher ICT Integration?
TECHNOLOGY
Knowledge of technologies that support teaching and HOW to use these
CONTENT
Knowledge of WHAT we teach in our subject / learning area
PEDAGOGY
Knowledge of HOW we teach – teaching methods
ICT integration means that teachers learn about ICT in the CONTEXT of what they do as teachers, that is, as a way to deepen understanding of their subject content and as a tool to enhance teaching and learning. While the overlap between pedagogy and content is covered in college, one is less likely to find college programmes that fully integrate the ways in which technology can support content /curriculum delivery and the way in which it can support the pedagogy, and even makes new pedagogical approaches more possible.

5. Learner 2.0….
While the CCTI endeavours to integrate technology, content and pedagogy, it also recognises that educators are networked as individuals and professionals and during the collective experience of the CCTI the participants will be exposed to most of these aspects of connectivity.

6. Uses of Online Learning Environments
CCTI Learning
Classroom experience
Personal Reflection
Blog
Group Interaction
Online tools
Tutor facilitation
Reading and discussion
This slide shows a summary of many of the ways that educators can use educational technologies to facilitate student engagement in learning. The various activities serve to facilitate all the features shown in the outer circle. The purple circle which binds these activities could be regarded as symbolic of reading and discussion.

7. Distance learning course – experiential 10 modules to choose from
Overview
DVD-based
Activity-centred
Distance learning course – experiential
10 modules to choose from
Collaborative and supportive groups online
Tutor support by
These are the main features of the programme.

8. Directing action and interaction AssignmentsCD
Modules
Activities
Reading
Directing action and interaction
Assignments
Each module as approximately 10 activities, each of which takes up to 8 hours to complete, although most will require less time. A module lasts for about 10 weeks (negotiable). Activities typically require students to read and reflect, discuss, plan and implement ideas and share findings and conclusions.
There are usually 3 assignments in each module, which are submitted and assessed independently (the tutor does not assess the assignments). The nature of the assignment strategy is locally determined. In the absence of local intervention, assignments are found at various stages in the modules.

9. Actions and Interactions
Here is an example of the activities of one module (ICT in Schools) with the assignments interspersed. The final assignment is always after the last activity.

10. Collaborative documents Document sharing
Actions and Interactions
Personal Reflection
On site tasks
Sharing online
Sharing experiences
Brainstorming
Group discussion
Collaborative documents
Document sharing
Here are some examples of the kind of activities in which students could be involved in any one module. Each module is slightly different and not all interactions will be found in all modules.

11. Actions and Interactions
Here is an example pf extracts from activities that direct the student to various kinds of interaction. The tutor will usually provide more detail about how to access various online resources for this purpose

12. Actions and Interactions
Here are more examples of extracts from activities that direct the student to various kinds of interaction. The tutor will usually provide more detail about how to access various online resources for this purpose

13. Ten Modules (revised and new modules in yellow)1
Learning, teaching and thinking with ICT 2
ICT in schools 3
ICT and the roles of the educator 4
Assessing ICT integration 5
Finding, evaluating and developing digital subject resources 6
Project approaches to learning with ICT 7
eLearning in the connected classroom 8
Managing learning and teaching with ICT 9
ICT leadership in schools 10
ICT planning for schools
These are the 10 modules from which students select as many as they are required to complete. Module 3 and 5 focus on ICT skills more than the other modules do and are not very academic. Module 1 focuses more on the theory of learning and modules 2 (to some extent), 9 and 10 focus more on ICT leadership aspects. The other modules have stronger pedagogical focus.

14. Learning Interactions (Anderson 2003)
This diagram developed by Anderson (2003) emphasises the complexity and importance of learning interactions. All of these are needed for effective teaching and learning in general and for the effective use of educational technology in teaching and learning.
At the centre of this diagram we see the ultimate goal – deep and meaningful learning. This implies that students engage at a level beyond what’s needed to pass exams so they make the learning their own. It also means that students will learn attitudes, perspectives and practices with relevance and application to their lives as professionals.
Student – Teacher: Students still need some direct contact with educators to ensure that there is a learning relationship with experts. In this way students are pulled into a community of practice where they can learn attitudes, perspectives and practices from educators who are steeped in the discipline. However give the small number of educators in relation to student numbers we can’t rely exclusively on student-educator interaction for learning to happen.
Teacher-Content: Educators will prepare and select content which will structure student learning about the discipline. Content in this view includes designed learning activities as well as textbook explanations, core readings and lectures.
Student-Content: This is where most learning activity happens through student engagement with course content chosen and developed by the educators. The course content extends the effectiveness and reach of an educator way beyond what would be possible if learning could only happen through personal contact with educators. One of the implications is the scope for anywhere anytime learning.
Student-Student: Peer learning is a major resource to students both in terms of learning about the discipline and in terms of learning networking, social and communication skills. Peer learning will happen whenever students are gathered in the same learning and physical spaces. As educators we can decide to tap into the energy of student-student learning interactions in forms such as collaborative learning.
Teacher-Teacher: Educators develop through formal training and through engagement in informal networks of peers. Such educator communities of practice can accelerate the development and diffusion of good practice.
Content-Content: With new web technologies such as newsfeeds it is possible to renew content automatically by drawing on the latest available information.
Anderson, T. (2003) Getting the Mix Right Again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, Vol 4, No 2. Available at
Graphic available at

15. CCTI – Experiential and situational
The student is an in–service teacher and learns in situ. Most activities ask the student to apply learning to the classroom or reflect on classroom practice or the school situation. In so doing the student, as a teacher is not only pushing new boundaries in the classroom, but is also at times a change agent within the school (depending on which modules and activities they are doing)

16. CCTI – Experiential and situational
The context of learning is what the student brings to the group during each module. In additional to the basic content on the CD, this context and experience of the student is a significant additional content in itself.

17. CCTI – Experiential and situational
It is the joint responsibility of 1) the student to share that “content” with the group and 2) the tutor to unlock that “content” by facilitating group discussion and encouraging individual students to participate and share. The tutor is not a teacher or a content receptacle

18. CCTI – Experiential and situational
There is a bilateral relationship between the content (which includes the teachers’ contexts) and the community. The community will grow and thrive if there is sufficient unlocking of the content - value provided by the students who make up the group. Dormant members jeopardise the group’s content and thus the community.

19. Tools for communication “message to your tutor/group”
Localisation options
Tools for communication
“message to your tutor/group”
Tools for collaboration
“in an online discussion with your group”
“participate in an online brainstorm”
“share this document/link with your group”
“collaborate using an online document”
Optional
Content update e.g. local curriculum links
Learning management
Accreditation and assessment
Local learning communities can determine which tools they want to use for learning interaction. It is even permissible for local countries or regions to more strongly localise the content, although this option has not been exercised to date.

20. Gerald Roos, eLearning Consultant

21. References
TPACK, Technological Pedagogical Content Knowledge, 2009,
UNESCO, ICT Competency Standards for Teachers: Policy Framework (2008)
UNESCO, ICT Competency Standards for Teachers: Competency Standards Modules (2008)
UNESCO, ICT Competency Standards for Teachers: Implementation Guidelines (2008)
Commonwealth of Learning, Commonwealth Certificate for Teacher ICT Integration (2011)