ICT Competency Standards for Teachers

COMPETENCIES

Technology Literacy

Knowledge Deepening

The teacher...

The teacher...

The teacher...

Designs classroom activities that integrate a range of

ICT tools and devices to support student learning.

Designs classroom activities that integrate a range of ICT tools

and devices to help students acquire the skills of reasoning,
planning, reflective learning, knowledge building and
communication.

Identifies key concepts and processes in subject areas and is

aware of subject-specific tools.

Identifies key concepts and processes in the subject area,

describes the function and purpose of subject-specific tools
and how they support students understanding of these key
concepts and processes.

Utilises ICT to support students understanding of key

concepts and processes, and their application to the
world outside the classroom.

Identifies how students learn and demonstrate complex

cognitive skills, such as information management, problem
solving, collaboration, and critical thinking.

Student
Experience

Helps students acquire basic ICT skills.

Helps students acquire ICT skills within the context of their

courses.

Helps students use ICT to acquire the skills of searching

for and managing information in the context of real world
problems.

Helps students to use ICT to acquire the skills of searching for,

managing, analyzing, integrating, and evaluating information to
construct their own understandings.

Assessment

Is aware of formative and summative assessment procedures.

Uses ICT to assess students acquisition of school subject

matter knowledge using both formative and summative
assessments.

Develops and applies knowledge- and performancebased rubrics to assess students understanding of key
subject matter concepts, skills and processes. Uses ICT
to provide students with feedback on their progress.

Helps students to develop both knowledge- and performancebased rubrics and apply them to assess their own
understanding of key subject matter and ICT skills and
concepts.

Is aware of communication and collaboration tools.

Uses communication and collaboration tools to access and

source information.

Uses communication and collaboration tools to connect

to the world outside the classroom.

Helps students use ICT to develop communications and

collaboration skills.

Is aware that ICT can enhance the learning opportunities of

students with special educational needs.

Uses ICT to focus on the development of literacy and

numeracy for students with special educational needs.

Uses ICT resources and assistive technologies to

address curriculum objectives with students with special
educational needs.

Embeds ICT in all aspects of special educational needs

teaching and learning. Assistive technologies are incorporated
into all levels of school planning.

Communication
and
Collaboration

Special
Educational
Needs

The teacher...

Planning

Pedagogy

Problem Based Learning

Student
Experience

Project Based Learning

Communication
and
Collaboration

The teacher...

The teacher...

The teacher...

Designs lessons to support students acquisition of school

subject matter knowledge.

Incorporates appropriate ICT activities into lesson plans so

as to support students acquisition of school subject matter
knowledge.

Designs classroom activities so that students engage in

reasoning with, talking about, and using key subject
matter concepts as well as reflecting on and
communicating solutions.

Designs web resources and activities that engage students in

collaborative problem solving, research, or artistic creation.

Is aware of problem solving techniques.

Uses ICT tools to present simple problem scenarios to

students.

Identifies complex, real-world problems and structures

them in a way that incorporates key subject matter
concepts and serves as the basis of student projects.

Incorporates reasoning, problem-solving,

and knowledge creation in teaching
practices and models these for students.

Uses presentation software and digital resources.

Uses presentation software and digital resources to

support instruction when appropriate.

Implements collaborative, project-based unit plans and

classroom activities, while providing guidance to
students in support of the successful completion of their
projects.

Helps students design project plans and activities that engage

them in collaborative problem-solving, research or artistic
creation.

Is aware of the use of ICT for collaborative, project-based

learning.

Uses collaborative, project-based learning and ICT tools to

support key subject matter concepts and processes.

Uses collaborative, project-based learning and ICT tools

to support student thinking and social interaction to
solve real world problems.

Uses real world problems as a basis for collaborative, projectbased learning that facilitate student reflection on their own
learning.

Is aware of the use of ICT for communication and collaboration.

Structures lesson plans so that open-ended ICT tools and

subject-specific applications support students in their use
of key subject matter concepts and processes.

Uses open-ended tools and subject-specific applications

to support students in their reasoning with, talking about,
and use of key subject matter concepts and processes
while they collaborate to solve complex problems.

Helps students incorporate multimedia production, web

production, and publishing technologies into their projects in
ways that support their ongoing knowledge production and
communication with other audiences.

The teacher...

ICT Skills

The teacher...

The teacher...

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Uses open-ended software packages to support students
innovation and knowledge creation.

Productivity
Tools

Is aware of the basic tasks and uses of word processors,

presentation software and other digital resources.

Uses word processors, presentation software and other

digital resources for classroom learning.

Operates various open-ended software packages

appropriate to the subject matter area.

Authoring
Tools

Is aware of the main authoring tools (graphics, video and

sound) and their purposes.

Describes the purpose and basic function of graphic

software and use a graphic software package to create a
simple graphic display.

Uses an authoring environment or tools to design offline

and/or web resources.

Is aware of some of the potential uses of the Internet (search,

email, service providers).

Locates websites through a web browser by typing a URL

or by using a search engine to conduct a keyword search.

Evaluates the accuracy and usefulness of web

resources in support of project-based learning with the
subject area.

Empowers students to critically evaluate the accuracy and

usefulness of web resources in support of their own learning.

Uses email and text messaging for personal/social purposes.

Uses common communication and collaboration

technologies, such as email, text messaging, video
conferencing and social media websites.

Uses search engines, social media websites and email

to find people, resources for collaborative projects.

Empowers students to use search engines, social networks, and

email to find people, resources for student led collaborative
projects.

Administration

Is aware of the use and benefits of student management

systems for attendance and student records.

Uses networked record keeping software to take

attendance, submit grades, and maintain student records.

Uses a network and appropriate software to manage,

monitor and assess progress of various student
projects.

Uses virtual learning environments to support increased

knowledge and understanding of subject matter and the
development of online and face-to-face communities.

Student
Learning

Uses educational software packages and web resources.

Evaluates educational software including tutorial, drill and

practice software and web resources for their alignment
with curriculum standards and matches them to the needs
of specific students.

Internet

Communication
and
Collaboration

The teacher...

Organisation and Administration

The teacher...

Matches specific curriculum standards to particular

software packages and computer applications and
describes how these standards are supported by these
applications.

Learning Environment

Teacher Understanding

ICT
Integration

Classroom Management

Acceptable
and
Appropriate Uses

Planning

Teacher
Awareness and Participation

Informal
Learning

The teacher...

Uses ICT to communicate and collaborate with students,

peers, parents, and the larger community in order to
nurture student learning.

The teacher...

Uses multimedia authoring tools (multimedia recording and

production equipment, editing tools, publication software, web
design tools) to support students innovation and knowledge
creation.

Uses planning and thinking tools to support students creation

and planning of their own learning activities and their continuous
reflective thinking and learning.

The teacher...

Uses computers for isolated activities not linked to classroom

practice.

Integrates the use of computers into ongoing teaching

activities.

Organises computers and other digital resources within

the classroom so as to support and reinforce learning
activities and social interactions.

Plays a leadership role in creating a vision of what the school

might be like with ICT integrated into the curriculum and
classroom practices.

Uses word processors with students for creative writing.

Manages the use of supplemental ICT resources with

individuals and small groups of students in regular
classroom so as not to disrupt other instructional activities
in the class.

Manages student project-based learning activities in a

technology-enhanced environment.

Plays a leadership role in supporting innovation in the school

and continuous learning among their colleagues.

Uses whole class instruction as predominant teaching style.

Identifies the appropriate social arrangements (whole

class, small groups, and individual activities) to use with
various technologies.

Creates flexible classroom learning environments that

integrate student centred activities and apply ICT to
support collaboration.

Creates and implements a vision for the school as a learning

organisation where innovation and continuous learning is
enriched by ICT.

Is aware of the need to monitor Internet use

Is aware of the issues relating to ethical responsible and

appropriate uses of the Internet and other digital tools.

Develops procedures and policies for ethical,

responsible and appropriate use of the Internet and
other digital tools to support classroom learning.

Facilitates the ongoing development of ethical and responsible

student approaches to the use of new technologies.

The teacher...

Professional Developsment

Knowledge Creation

Is knowledgable of curriculum standards and standard

assessment procedures.

Curriculum Planning

Curriculum & Assessment

Emergent

The teacher...

The teacher...

The teacher...

Uses ICT to create basic lesson plans.

Uses ICT for developing lesson plans, worksheets,

students list, timetabling and simple classroom activies.

Uses ICT to access and share resources for use in the

classroom and to support own professional
development.

Evaluates and reflects on professional practice to engage in

ongoing innovation and improvement.

Shares ideas and resources for using and integrating ICT with
other teachers within the school.

Accesses online professional communities for teachers to

download curriculum resources.

Uses online professional communities to support own

professional development through the exchange of
ideas and sharing of experiences and resources.

Uses ICT resources to participate in professional communities

and share and discuss best teaching practices.

Is aware of how ICT resources can support various subject

areas.

Uses ICT resources to support own acquisition of subject

matter and pedagogical knowledge.

Uses ICT to search for, manage, analyse, integrate, and

evaluate information that can be used to support own
professional development.

Uses ICT to actively contribute and share information and

resources that can be used to support professional development
of peers.

ICT Competency Standards for Teachers in Rwanda

Glossary of Terms
This glossary provides a definition of key terms used in the ICT Competency Standards for Teachers in Rwanda.
Term

Communication and Collaboration Technology

Assistive technologies
Authoring environment
Collaborative Learning
Complex cognitive skills
Continuous learning
Critical thinking
Drill and practice software
Formative assessment
Lesson plan
Multimedia authoring tools
Open-ended software
Problem Based Learning
Online Professional Community
Productivity tools
Project-based learning
Reflective thinking
Rubric
Simulation
Social Media
Special Education Needs
Summative Assessment
Technology Integration

Virtual Learning Environment

etency Standards for Teachers in Rwanda

sed in the ICT Competency Standards for Teachers in Rwanda.

Definition
Allows users to interact and work in groups and facilitates the sharing and distributing of knowledge and expertise among
community members (e.g. email, text messaging, video conferencing, and social media).
Technology used by learners with disabilities in order to perform functions that might otherwise be difficult or impossible.
Allows the user to create multimedia artifacts like websites, simulations, DVDs and virtual worlds.
An instructional approach in which students of varying abilities and interests work together in small groups to solve a problem,
complete a project, or achieve a common goal.
Information management, problem solving, collaboration and critical thinking
Regularly upgrading skills and knowledge to improve competence.
Logical thinking that draws conclusions from facts and evidence.
Software which promotes the acquisition of knowledge or skill through repetitive practice.
Assessment given as part of the instructional process to provide the information needed to adjust teaching and learning while they
are happening.
A teacher's detailed description of the course of instruction for an individual lesson or module.
Multimedia recording and production equipment
Software programs that allow students to demonstrate their learning across various learning areas, according to their level of
development and preferred learning style (e.g. word processing, multimedia presentation, web authoring, concept mapping and
spreadsheets).
(PBL) Students collaboratively solve problems and reflect on their experiences. Problems are used to engage students' curiosity and
initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning
resources.
A group of people with the same or related occupation who regularly communicate with each other through a website. Members of
the community exchange ideas, share experiences and resources, collaborate on projects and support each other. This is also
referred to as a community of practice.
Software that is used as tools for personal, professional, or classroom productivity (e.g. Microsoft Office, OpenOffice).
Use of classroom projects where students use technology and inquiry to engage with issues and questions that are relevant to their
lives.
The learner considers their own learning and reflects on what worked, didnt work and what needs improvement.
Specific criteria or guidelines used to evaluate student work.
A computer program that simulates an authentic system (e.g. human body, building, organism) and responds to choices made by
users.
Websites and services that are built around participation and user-generated content (e.g. Facebook, YouTube).
Children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of
the same age.
Assessment given at a particular point in time to determine what students know and do not know.
Use of technology to support instruction in various subject areas (e.g. languages, social studies, science, maths). When teachers
integrate technology into their classroom practice, learners are empowered to be actively engaged in their learning.

(VLE) A web based system designed to facilitate teachers in the management of educational courses for their students. The system
presents course content and tracks the learners' progress. While often thought of as primarily tools for distance education, they are
most often used to supplement the face-to-face classroom.