Camara Learning Framework
Curriculum Guide
Version 2.1
Learning Framework Introduction
1 Camara Learning Framework Introduction
Camara identify the importance of teachers as the critical element in ensuring a school or
a Country's ICT in Education strategy is actualised to its full potential. Each school has a
varied range of competences levels of teachers when it comes to ICT. From experience we
know that some teachers will have had previous access to basic ICT training, some will
have a high level of competence in a specific aspect of ICT such as maintenance or may
have never had access to any ICT tools at all. Camara recognizes these these varying
levels in competency and skills in ICT. As a result Camara has developed a Learning
Framework to identify competency levels and provide a progressive learning path for
teachers to deal with individual competency gaps.
Camara's commitment to each school is to bring them to a level where they each have the
capacity to transform education through ICT. This model, shown in Figure 1 serves as a
representation of the integration of ICT in education, a kind of scaffold or framework.
Knowing what stage schools are at in the integration of ICT across the curriculum is useful,
for example, in the allocation of resources to schools, as well as in teacher education in
the preparation of teachers.
Figure 1: Stages a school pass through in adoption and use of ICT in Education (UNESCO , 2010)
In the emerging stage, the teacher development focus is on the use of ICT as an add ‐on
to the traditional curricula and standardized test systems. Teachers and learners are
discovering ICT tools and their general functions and uses, and the emphasis is usually on
basic ICT literacy and skills. At the emerging stage, classroom practice is still very much
teacher-centred.
In the applying stage, the focus is on the development of digital literacy and how to use
ICT for professional improvement in different disciplines. Teachers at the applying stage
still tend to dominate learning activities in the classroom. However, they use ICT for
professional purposes, focusing on improving their subject teaching in order to enrich how
they teach with a range of ICT applications.
In the infusing stage, the teacher development focus is on the use of ICT to guide
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Learning Framework Introduction
students through complex problems and manage dynamic learning environments.
Teachers are developing the ability to recognize situations where ICT will be helpful, and
choosing the most appropriate tools for a particular task, and using these tools in
combination to solve real problems.
In the transforming stage, the learning situation is transformed through the use of ICT.
This is a new way of approaching teaching and learning situations with specialized ICT
tools. Teachers are themselves master learners and knowledge producers who are
constantly engaged in educational experimentation and innovation to produce new
knowledge about learning and teaching practice.
Derived from this model in Figure 1, is a more specific model towards teacher
development and steps that teachers usually pass through when learning about ICT and
ICT in Education. Figure 2 reflects the progressions mapped out in Figure 1 and maps
these stages onto more specific learning and teaching goals and objectives.
Figure 2: Mapping ICT stages onto Learning and Training for Teachers (UNESCO , 2010)
This model provides Camara a framework to develop a course curriculum structure and a
competence development path that assists teachers in moving between each of the levels.
Our courses can cover one specific level or cover aspects of two adjoining levels of the
framework.
From addressing the fundamental aspect of bringing teachers through the emerging stage,
up to having teachers who are knowledge creators with 21 st Century Skills and are
Transforming Education through ICT in their classrooms, the Camara Learning Framework
endeavours to provide learning opportunities to teachers through out the world to achieve
their goal of being 21st Century teachers in a 21st Century Classroom.
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Learning Framework Introduction
1.1 Target Audience
We have identified 3 classifications of school personnel that engage in responsibility for a
Camara e-Lab.
•
School Teachers
•
Principles and School Leadership
•
School Technicians
We recognise that each group is vitally interlinked in the path of actualizing ICT in
Education in any school. Therefore, for each of the classified groups, Camara aims to
provide a number of learning opportunities that allow for multiple stages of competence
development.
1.2 Course Listing
Camara currently offer the following courses as part of their Learning Framework for
Teachers, Technicians and School Principals. The courses are either Instructor Led
Courses (ILT), e-Learning courses or a blended approach.
•
•
•
Teachers Focused Courses
◦ ICT Skillbuilder for Teachers
◦ Intel® Getting Started for Teachers
◦ Intel® Teach Elements
◦ Using Moodle to Connect Students for Teachers
Principals and School Leaders
◦ Educational Leadership in the 21st Century
School Technicians
◦ PC Maintenance for School Technicians
◦ Networking for School Technicians
◦ Systems Administration for School Technicians
The following sections describe in more detail the listed courses and outline the learning
paths suggested for those engaging with the Camara Learning Framework
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Teacher Focused Courses
2 Teacher Focused Courses
Camara's priority is to enable teachers to transform education by using ICT as a tool to
provide a 21st Century classroom experience. Understanding that the capacity level is very
different across schools and from teacher to teacher, Camara offers a degree of classes
for Teachers that provide the skills and practical experience in ICT and importantly on how
to incorporate ICT into their daily classroom environments.
Camara therefore provide a suite of courses that deal with the variance of skill levels and
provide a competence development path. This ensures that Teachers not only are highly
competent with the well known ICT applications and Educational software but have the
skills to incorporate these skills in their daily curriculum.
Course Name
TE001 – ICT Skillbuilder for Teachers
Course Ref
TE001
Delivery Type
Instructor Led Training (ILT)
Description
The course was developed in collaboration with University College
Dublin, Ireland and is designed for teachers and is based on activities
where the trainer guides step-by-step through a examples that could be
used in the classroom such as grading schemes or lesson plans. The
course is highly practical with maximizing the opportunities for teachers
to practice on job relevant examples. It also includes educational games
to learn how to use a computer in a playful manner. These games also
show how to apply them in the classroom with children.
Course Content
Module 1: Computer Basics
Module 2: Basic Word Processing
Module 3: Basic Spreadsheets
Module 4: Basic Presentation
Module 5: Internet & Email
Duration:
40 hrs
Level:
Emerging
Objectives
•
•
•
•
To provide Teachers who are new to ICT with the basic skills
become comfortable with ICT
To acquire skills to use well known ICT applications such as
wordprocessor and spreadsheets
To introduce teacher to a large range of applications and
educational software that can be used in the classroom.
To provide teachers with an understanding of the benefits of
using ICT applications and educational software in the
classroom.
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Teacher Focused Courses
Course Name
TE002 - Intel® Teach Getting Started
Course Ref
TE002
Description
This course, designed by Intel and delivered by experienced Camara
trainers, introduces teachers to the concepts of 21st Century Learning
and student centered education in addition to providing a
comprehensive introduction to the basic ICT skills. Through a dynamic
and interactive classroom environment, the teachers will be shown how
to use word processor, spreadsheets, how to build presentations and
how to access the Internet. The course provides a great basis for
teachers who wish to incorporate 21st Century technologies within their
classroom and adopt a student centered approach for doing so.
Delivery Type
Instructor Led Training (ILT)
Course Content
Module 1: Developing 21st Century Skills
Module 2: Learning Computer Basics and the Internet
Module 3: Fostering Critical Thinking and Collaboration
Module 4: Discovering Word Processing
Module 5: Applying Word Processing
Module 6: Discovering the Internet
Module 7: Exploring the Internet
Module 8: Discovering Multimedia
Module 9: Applying Multimedia
Module 10: Discovering Spreadsheets
Module 11: Applying Spreadsheets
Module 12: Developing 21st Century Approaches
Module 13: Planning and Doing Your Action Plan
Module 14: Reviewing and Sharing Your Action Plan
Duration:
40 hrs
Level:
Applying
Objectives
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•
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•
•
•
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Identify 21st century skills
Understand the trend towards creating a 21st century classroom
environment
Discover the differences between teacher-centered and learnercentered approaches
Understand how to cultivate higher-order thinking in learners
Develop skills for promoting and facilitating collaboration
Implement the PDRS (Plan, Do, Review, Share) concept
Discover and apply editing applications such as wordprocessing, spreadsheets and multimedia tools
Develop strategies for promoting the skills of listening and
speaking, giving directions, observing and monitoring,
questioning, encouraging, and intervening
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Teacher Focused Courses
•
•
Understand the process of embracing change
Understand the purpose and components of an action plan
Course Name
TE003 - Intel® Teach Elements
Course Ref
TE003
Delivery Type
E-Learning (CD, Online or PC based)
Description
Each Elements course focuses on important concepts for 21st century
teaching and learning. All courses are available online and on CDs. The
content for this course will also be provided on all Camara Computers
so Teachers can access the content on their free time in School.
Course Content
Module 1: Collaboration in the Digital Classroom
Module 2: Educational Leadership for the 21st Century
Module 3: Thinking Critically with Data
Duration:
40 hr
Level:
Applying ↔ Infusing
Objective
•
•
•
•
Allow teachers and principals to explore further the concepts and
applications of ICT in the classroom
Provide teachers with strategies for building collaborative
activities using offline and online tools that support connection
and sharing in and beyond the classroom.
Help school principals and district administrators support teacher
effectiveness for student achievement through technology
integration.
helps teachers support thinking critically with data quality,
display, and interpretation in students’ rapidly changing and busy
world of information access.
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Teacher Focused Courses
Course Name
TE004 – Using Moodle to Connect Students for Teachers
Course Ref
TE004
Delivery Type
Instructor Led Training (ILT)
Description
This course provides an introduction into Virtual Learning Environments
(VLEs) and their significance for the classroom. It will guide teachers
through using Moodle as an example for a VLE for organising their class
material and demonstrate how to effectively use Moodle in their daily
job.
Course Content
Module 1: Introduction to Moodle and VLE's
Module 2: Administering content on Moodle
Module 3: Managing resources on Moodle
Module 4: Creating a teaching environment with Moodle
Module 4: Managing User Accounts
Duration:
20 hrs
Level:
Infusing
Objectives
•
•
•
•
•
Provide teachers with a detailed introduction to VLE's
Enable Teachers to create and maintain content in Moodle
Provide the skills to create tests and examinations on Moodle
Explore how to integrate Moodle into daily teaching environment
Understand and practice how to create and administer Users on
Moodle
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Principals and Leadership Courses
3 Principals and Leadership Courses
Leadership in Schools is a vital component to embracing the constant dynamic of change
that a 21st Century School is exposed to. From technological advances, management of
expectations and motivation of staff in dealing with change, Principals and School Leaders
have constant challenges that they encounter in their day to day lives.
Camara in association with Intel Education, provide a course for Principals and School
Leaders explore and discuss concepts of school leadership in students’ technological 21st
century world.
Course Name
PR001 - Educational Leadership in the 21st Century
Course Ref
PR001
Description
Educational Leadership in the 21 st Century provides an interactive
learning experience to support exploration and discussion of school
leadership in our students’ technological 21 st century world. Leaders
see examples of best practices, examine leadership behaviours, and
develop strategies to better support teachers and improve student
achievement. Participants discuss ideas and strategies with other
leaders in the course and apply new ideas to their own practice.
Educational Leadership in the 21st Century can be delivered face-toface, online, or a combination of both (hybrid). Camara advocate that a
proportion of the course should be done face-to- face to maximize the
value of getting leaders together to discuss concepts. Participants are
then guided on further elements they can complete via e-Learning
Course Content
Module 1: Technology Leadership
Module 2: Collaboration with Technology
Module 3: Technology Trends
Duration:
8hr face-to-face with further e-Learning components.
Level:
Applying ↔ Infusing.
Objectives
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•
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Understand how leaders can impact 21st century education by
using standards to guide administrative actions and decisions.
Explore effective professional development ideas for technology
integration.
Examine tools and resources for 21st century schools.
Investigate online tools to support collaboration and
communication.
Consider policies and practices to ensure safe and ethical online
experiences.
Learn how professional communities can create an environment
for sharing expertise, resources, and ideas.
Consider the possibilities of new, more mobile technologies and
online access.
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School Technician Courses
4 School Technician Courses
A Camara e-Lab is set up to a high standard by Camara Staff ensuring that each school
has a modern 21st century laboratory to provide students with access to ICT applications
and educational software and allow teachers to transform their curriculum through ICT.
Although Camara provide free maintenance to schools for the first 6 months of their
contract and schools can extend this maintenance contract if requested, Camara believe
that empowering schools to maintain their own e-Lab provides a more sustainable option
for both Camara and the school.
Camara, therefore, provide a number of technical courses suitable for ICT Teachers and
school administrators who have some experience in ICT topics. As with all our courses, a
pre-assessment will be undertaken to ensure that participants have access to a course
that is suitable for their skills and competence level.
Course Name
ST001 – PC Maintenance for School Technicians
Course Ref
ST001
Description
For School Technicians understanding and working with the key
components of a PC or Laptop is key to maintaining a working Camara
e-Lab. This course provides School Technicians with an introduction to
the basic components of a PC or Laptop and gives the practical skills
and competences required to deal with any hardware issue that may
arise in the e-Lab. The course is constructed to provide a balance of
theoretical introduction mixed with substantial practical elements.
Course Content
Module 1: Introduction to PC Maintenance
Module 2: Health and Safety in the e-Lab
Module 3: Understanding PC components
Module 4: Assembly of a Computer
Module 5: Introduction to Linux and Ubuntu
Module 6: Laptop Maintenance
Module 7: Preventative Maintenance and troubleshooting
Duration:
40 hrs
Level:
Applying
Objective
•
•
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•
•
•
•
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Understand and Identify all the key PC components
Assembly and disassembly of computers
Awareness of the different constructions of PC's and Laptops
Identify different motherboards, memory and CPUS
Identify and practice good Health and Safety practices in e-Lab
Develop effective troubleshooting mechanisms
Understand and implement basic software troubleshooting tasks
Configuration of CPU Bios
Working with PC peripheries
Troubleshooting various PC Startup problems
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School Technician Courses
Course Name
ST002 – Networking for School Technicians
Course Ref
ST002
Description
This course has been designed to allow the participant to manage,
support and maintain the school ICT lab network. The course provides
an overview of different network topologies, troubleshooting techniques
and Linux administration in a network. All activities and tasks are
modelled around typical Camara e-Lab situations.
Course Content
Module 1: Introduction to Networking
Module 2: Network Infrastructures and Topologies
Module 3: Networking Hardware
Module 4: IP and Network Connectivity
Module 5: Network Setup and Configuration
Module 6: Management of a Camara Networked e-Lab
Module 7: Troubleshooting
Module 8: Making your e-Lab Internet ready.
Duration:
40 hrs
Level:
Applying
Objective
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Describe the basic components and characteristics of a network.
Physical Setup of a network.
Identify wired network-to-network connections.
Install LAN wiring components.
Differentiate between wired internetworking devices.
Configure IP wired networking devices
Understanding Wired and Wireless connections
Setup of NFS and Shared storage
Back up and restore of Shared data on a network.
Accessing Networked applications and tools in Camara e-Lab
Troubleshooting Network
Configuration of Internet in e-Lab
Controlling access and permissions on a network.
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School Technician Courses
Course Name
ST003 – Systems Administration for School Technicians
Course Ref
ST003
Description
Software on a Camara computer provide the life and blood of any e-Lab.
From the underlying operating system that makes everything work, to
the wide range of educational software that gives teachers from all
disciplines the opportunity to utilise a Camara e-Lab, software is the key
to a schools ICT in Education strategy. Like any technological element of
an e-Lab, the software element needs to me maintained and looked
after. This course has been designed to provide the key skills and
competences a school Technician requires for looking after the software
component of each e-Lab. The modules provide an detailed introduction
of Linux and Ubuntu, the core operating systems of a Camara computer
as well as the skills to install and update versions of Linux/Ubuntu and
specific software. A section is also devoted to troubleshooting and
administration of software on a Network.
Course Content
Module 1: Introduction to Software and Operating Systems
Module 2: Discovering Linux and Ubuntu
Module 3: Ubuntu Administration
Module 4: Linux and the CLI
Module 5: Installing Ubuntu
Module 6: Users and permissions
Module 7: Maintaining Software applications in Ubuntu
Module 8: Troubleshooting Software
Duration:
40 hrs
Level:
Infusing ↔Transforming.
Objective
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Install Linux and Ubuntu.
Work with file systems, partitions and quota management.
Interact with Linux through both the command line and Ubuntu
GUI interfaces.
Manage files, directories, and removable media.
Manage users and groups, set file and directory permissions.
Configure the user environment, and configure the Ubuntu
environment.
Install applications, resolve dependencies, update applications,
and remove applications.
Administering Linux environment using Command Line interface
Troubleshooting software related issues using Ubuntu and CLI
View, Control and kill working processes in Linux
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Competence Development Paths
5 Camara Learning Framework Competence
Development Path
In providing the right course to the right competence level, Camara have a specified
Competence Development path for each of the different classifications of schools
personnel that engage in responsibility for an e-Lab.
The following sections list out the Competence Paths suggested for each of the classified
groups. Teachers must possess and demonstrate the competences and skills of each
mandatory courses on the development path before they can progress to the next course.
Camara provides a method of pre-assessment to ensure that all participants are directed
to the courses that fit their current competency level.
Legend:
Mandatory
Recommended
5.1 Teachers
Intel Elements
ICT
SkillBuilder
Course
Intel
Getting Started
Moodle to
Connect
Students
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Competence Development Paths
5.2 Principals and Leaders
ICT
SkillBuilder
Course
Intel
Getting Started
Educational
Leadership in
21 st Century
5.3 School Technicians
Note: this path is based on the assumption that the Technician has reached the ICT-CTF
level of Technology Literacy.
PC
Maintenance
Networking
Software
Administration
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