What is the CCTI?
The Commonwealth of Learning (COL), in collaboration with SchoolNet SA, has created the Commonwealth Certificate for Teacher ICT Integration (CCTI). It is at a level of an Advanced post-graduate Diploma/Certificate in Education for teachers and school leaders wishing to focus on information and communication technology (ICT) integration into school management, teaching and learning. The CCTI is based on the very successful Educators’ Network which has been offered through SchoolNet SA in many African countries.
The CCTI aims to improve teachers’ experience of teaching in the classroom with ICT and increase school managers’ involvement in ICT implementation in the school. It challenges school managers and teachers to constantly reflect on what they do in their school and classrooms and how ICT can be integrated into their evolving management and teaching styles.
The CCTI is based on a programme that was originally designed as a distance course for school-level educators in South Africa. It is an Open Educational Resource that COL and SchoolNet SA are making available to teacher training institutions throughout the Commonwealth and beyond. The material can be used as is or can be adopted and/or adapted into existing programmes.
The CCTI aims to improve teachers’ experience of teaching in the classroom with ICT and increase school managers’ involvement in ICT implementation in the school. It challenges school managers and teachers to constantly reflect on what they do in their school and classrooms and how ICT can be integrated into their evolving management and teaching styles.
The CCTI is based on a programme that was originally designed as a distance course for school-level educators in South Africa. It is an Open Educational Resource that COL and SchoolNet SA are making available to teacher training institutions throughout the Commonwealth and beyond. The material can be used as is or can be adopted and/or adapted into existing programmes.
The CCTI Model
The Commonwealth Certificate for Teacher ICT Integration (CCTI) has the following characteristics:
• Activities-driven
Activities are at the centre of the modules and guide educators to read supporting content, plan and implement classroom activities, reflect on practice and share experiences with the group.
• Classroom/school context
The all-important context of learning is the educator’s school, classroom and subject needs. These are specifically identified by the educators themselves during the modules. The activities and content do not refer to any specific context, but sometimes illustrate a point with a variety of sample contexts.
• Uses ICT as a tool in the work place
The emphasis is on how educators and learners use ICT as a tool and integrate ICT into teaching and learning.
• Community of learners
The educators share their experiences with a group of colleagues online, using email groups and other online collaboration tools.
• Sharing classroom experience
The emphasis is on classroom experience, reflection on that experience, sharing thoughts with the group online, contemplating change and implementing new solutions.
• Activities-driven
Activities are at the centre of the modules and guide educators to read supporting content, plan and implement classroom activities, reflect on practice and share experiences with the group.
• Classroom/school context
The all-important context of learning is the educator’s school, classroom and subject needs. These are specifically identified by the educators themselves during the modules. The activities and content do not refer to any specific context, but sometimes illustrate a point with a variety of sample contexts.
• Uses ICT as a tool in the work place
The emphasis is on how educators and learners use ICT as a tool and integrate ICT into teaching and learning.
• Community of learners
The educators share their experiences with a group of colleagues online, using email groups and other online collaboration tools.
• Sharing classroom experience
The emphasis is on classroom experience, reflection on that experience, sharing thoughts with the group online, contemplating change and implementing new solutions.
Features of the CCTI
The CCTI is a distance learning course requiring little or no face-to-face intervention. A one-day face-to-face orientation is optional. The courseware includes a guide to help adapt the content for local delivery or to convert the course into a face-to-face offering.
All course materials are available on CD. Students are assigned to tutors who facilitate the completion of a module, pace activities, give advice and coordinate assignments. Group interaction is a strong feature of the CCTI and a variety of online interaction methods are used. Activities range from self-study to group collaboration efforts. The activities deepen understanding in preparation for the assignments. Assignments are completed for formal assessment.
The CCTI is typically a two-year part-time course for educators. The university course, as it was originally designed, consists of four core modules and 10 elective modules. After two years the successful student would have completed eight full modules.
Institutions will make their own decisions about how this course should be conducted, which technologies to use and what learning management and/or collaboration tools to deploy.
• Materials are CD-based
• Local mentor support provided via email/Internet
• Work in collaborative groups
• Share experiences with educators
• No visits to physical campus
All course materials are available on CD. Students are assigned to tutors who facilitate the completion of a module, pace activities, give advice and coordinate assignments. Group interaction is a strong feature of the CCTI and a variety of online interaction methods are used. Activities range from self-study to group collaboration efforts. The activities deepen understanding in preparation for the assignments. Assignments are completed for formal assessment.
The CCTI is typically a two-year part-time course for educators. The university course, as it was originally designed, consists of four core modules and 10 elective modules. After two years the successful student would have completed eight full modules.
Institutions will make their own decisions about how this course should be conducted, which technologies to use and what learning management and/or collaboration tools to deploy.
• Materials are CD-based
• Local mentor support provided via email/Internet
• Work in collaborative groups
• Share experiences with educators
• No visits to physical campus
Structure
Suggested entry requirements
• Students must have an initial teacher qualification to enter the course.
• It is highly recommended that students are practicing teachers.
• Students must be at least moderately computer literate and be able to perform basic office suite skills, browse the Internet and use email.
Modules
The original CCTI was developed as 14 modules. In 2011, with the release of the UNESCO Competency Framework for Teachers (CFT), we aligned the modules to the CFT and a revised set of modules are being prepared. Each module has a credit value of 16 credits.
The modules that are now included in the course are:
Core modules
• Learning, teaching and thinking with ICT – A theoretical background
• ICT in schools – Awareness of the range of ICT roles in schools
• ICT and the roles of the educator – ICT skills for teachers using ICT to support their work
• Assessing ICT Integration – Considering assessment of the process and products of learning
Elective Modules
• Finding, Evaluating and Developing Digital Subject Resources
• Project Approaches to Learning with ICT
• eLearning in the Connected Classroom
• Managing learning and teaching with ICT
• ICT leadership in schools
• ICT planning for schools
See modules on the website: http://schoolnet.org.za/CoL/ACE/
Assessment
No examinations - students complete assignments that are assessed by the mentors. Final assessment is conducted by the managing/accrediting istitution.
Accreditation
COL is not an accrediting body.
Local istitutions have to accredit the CCTI.
• Students must have an initial teacher qualification to enter the course.
• It is highly recommended that students are practicing teachers.
• Students must be at least moderately computer literate and be able to perform basic office suite skills, browse the Internet and use email.
Modules
The original CCTI was developed as 14 modules. In 2011, with the release of the UNESCO Competency Framework for Teachers (CFT), we aligned the modules to the CFT and a revised set of modules are being prepared. Each module has a credit value of 16 credits.
The modules that are now included in the course are:
Core modules
• Learning, teaching and thinking with ICT – A theoretical background
• ICT in schools – Awareness of the range of ICT roles in schools
• ICT and the roles of the educator – ICT skills for teachers using ICT to support their work
• Assessing ICT Integration – Considering assessment of the process and products of learning
Elective Modules
• Finding, Evaluating and Developing Digital Subject Resources
• Project Approaches to Learning with ICT
• eLearning in the Connected Classroom
• Managing learning and teaching with ICT
• ICT leadership in schools
• ICT planning for schools
See modules on the website: http://schoolnet.org.za/CoL/ACE/
Assessment
No examinations - students complete assignments that are assessed by the mentors. Final assessment is conducted by the managing/accrediting istitution.
Accreditation
COL is not an accrediting body.
Local istitutions have to accredit the CCTI.
How can COL help?
Through partnerships with Ministries of Education, institutions and SchoolNet SA, COL:
• Provide a Framework and Guidelines for Teacher Development in ICT
• Engage in further development and upgrade of learning materials
• Work with institutions to accredit and offer the CCTI
• Assist in initial mentor training
• Provide a Framework and Guidelines for Teacher Development in ICT
• Engage in further development and upgrade of learning materials
• Work with institutions to accredit and offer the CCTI
• Assist in initial mentor training