A harmonized curriculum for Integration of ICT in Teaching and Learning for the purpose of the rollout of the National Laptops Project

FOREWORD

The Teachers Service Commission is committed to providing professional development to all teachers in the teaching service. As a result, a technical team was constituted to develop a harmonized ICT curriculum in preparation for the Jubilee Laptop project launch. This curriculum was developed out of a felt need to equip learners with modern ICT skills which are in line with one of

the flagship projects in Kenya vision 2030.

Integration of Information Communications Technology in the learning and teaching situations is also well covered in various policy frameworks and specifically in Sessional Paper number 14 of 2012 that states in part: “The Government recognizes that an ICT literate workforce is the foundation on which Kenya can acquire the status of a knowledge economy by 2030.” Against this background, the Government shall make education the natural platform for equipping the nation with ICT skills in order to create dynamic and sustainable economic growth. To this end, the Ministry has continued to supply ICT equipment, content, and training of teachers on ICT. Additionally, interactive e-learning aims at mainstreaming ICT as a tool for teaching and learning”

ICT is a major vehicle for teaching and learning from the earliest years. It is at a very young age that learners begin to acquire digital skills that they increasingly use to explore and exploit the world of information and to craft that into knowledge. ICT facilitates the opportunity for more student-centered teaching, more self-learning, and more peer teaching. It also provides greater opportunity for teacher-to-teacher, and student-to-student communication and collaboration and access to the world wide web and the suggested teaching/learning resources contained therein.

The Jubilee Government’s decision to avail laptops to primary school children conforms to this policy and therefore it is laudable.

The way teachers and pupils interact with the curriculum in schools has been forced to change because of the dramatic developments ushered in by technology. Internet and social media have in one way or other affected the dynamics of learning and teaching and it is important that teachers master the situations created by these developments. Added to this challenge is the anticipated introduction of laptops in the public primary schools through the Government Programme.

Primary Schools Teacher capacity building is key to the successful implementation of this program. It is for this reason that in accordance with TSC Act 2012, the Teachers Service Commission has embarked on capacity building of teachers and education managers to effectively lead in the utilization of ICT tools in education.

To guide the training, will be this harmonized curriculum structure, whose compilation was headed by the Commission as we drew on the resourcefulness of the technical expertise from the Ministry of Education, British Council, Microsoft, Kenya Institute of Curriculum Development, Intel, Kenya Literature Bureau, Technology Partners, Jomo Kenyatta University of Agriculture and Technology and UNESCO.

The training will be aligned to the three phases in which the Government will be rolling out the laptop project. The first phase starts in this August 2013 and will target 18,825 teachers from 6,275 public primary schools. Phase two will be effected in 2014 to train 21,138 teachers from 7,046 schools, with a similar number of teachers being trained in the final phase in 2015.

It is expected that the training will cascade down to the rest of the teachers in all schools for ease of adaptation and innovation in the classroom, for all teachers that handle children in schools.

It is the Commission’s plan to have all or most of the teachers trained in the integration of ICT in education by 2016. Thereafter, all teachers entering the teaching profession will be expected to have taken as a unit of study at college, the integration of ICT in education. In this regard, this manual will be available for use by teacher training colleges.

GABRIEL LENGOIBONI, CBS SECRETARY /CHIEF EXECUTIVE, TEACHERS SERVICE COMMISSION

ACKNOWLEDGMENT

his guide was developed through a collective undertaking by TSC and other stakeholders. Special thanks go to the KICD officers who validated the guide. TSC wishes to thank the drafting team

for their unparallel input and the following partners for their invaluable contribution towards the successful development of this guide. In a special way, TSC wishes to recognize the Ministry of Education (ICT4E, KEMI, NI3C), British Council, Microsoft, Kenya Institute of Curriculum Development (KICD), Kenya Literature Bureau (KLB), Jomo Kenyatta University of Agriculture and Technology (JKUAT), Technology Partners, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and World Vision for their invaluable support and contribution towards the development of this guide.

Microsoft Teach with Technology

Microsoft Partners in Learning offers a range of professional development programs to bridge the gap between technology skills and innovative teaching. It reaches beyond traditional software training to provide a scaffold that helps educators of all skill levels on their learning journey. Partners in Learning gives educators the knowledge they need to impart 21st-century skills to their students

and deliver exceptional student outcomes.

The Microsoft Teaching with Technology Curriculum helps educators move beyond learning technology tools to develop a deeper understanding of how technology integration can enhance the teaching and learning experience, give their students 21st-century skills, and save them time. Teaching with Technology includes a self-assessment to identify learning gaps, eLearning content to help fill those gaps, summative assessments, and a range of learning activities and tutorials to help extend the learning and to encourage educators to apply their new knowledge in the classroom with their students.

It maps to a number of globally recognized teaching standards, including the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT), the Technology Literacy Approach, and ISTE NETS for Teachers.

Teaching with Technology helps build both the skills and the ability to apply those skills to perform a particular job or task. Along with the global community of educators found on the Partners in Learning Network, Teaching with Technology provides six key components for effective competency-based professional development:

A common set of competency standards defined by role or educational goal
Methods for identifying learning gaps
Help fill competency gaps with a rich and varied set of aligned resources, such as job shadowing, classes, workshops, and online learning
Assessments, observation, or portfolio work that help verify improved educator competencies
Peer support or mentoring to help educators carry forward ICT use to the classroom
Ongoing refinement of educator competency materials

Microsoft would work with the Teachers Service Commission on an arrangement of how teachers who take this course of Teach with Technology can eventually obtain a universal certificate that is globally accepted known as Microsoft Certified Educator (MCE). For teachers that already have basic ICT knowledge or skills are encouraged to go online at begin taking the course. In the framework being worked on, TSC will recognize this certificate as part of the Teacher Professional Development.

www.pil-network.com/pd/curriculum/twt

Mark East | Education General Manager Microsoft EMEA & ASIA

Contents

Foreword……………………………………………………………………………………………………………….. iii

Acknowledgment…………………………………………………………………………………………………….. v

Microsoft Teach with Technology……………………………………………………………………………… vi

Preamble……………………………………………………………………………………………………………… viii

National Goals of Education…………………………………………………………………………………….. ix

Objectives of ICT Implementers Curriculum……………………………………………………………… x

Course Structure……………………………………………………………………………………………………. xi

PHASE I……………………………………………………………………………………………………. 1

EDUCATION LEADERS TRAINING……………………………………………………………. 1
- Module Unit Summary and Time Allocation……………………………………………. 1
- Managing and Leading Change…………………………………………………………. 4
- Leading Effective Teaching and Innovative Learning through ICT……….. 5
- The ICT Vision, Policy & Implementation Plan…………………………………… 6
- Building Effective ICT Teams………………………………………………………… 8
- Key Stakeholder’s involvement in ICT Integration………………………………. 9
- Resource Mobilization and Sustainability………………………………………. 10

PHASE II………………………………………………………………………………………………… 11

BASIC ICT SKILLS, INTERNET USE, MAINTENANCE, SAFETY, SECURITY AND ETHICS………………………………………………………………………………………………….. 11
- Introduction to ICT…………………………………………………………………… 12
- ICT Devices and Use……………………………………………………………………. 14
- Introduction to Operating Systems………………………………………………. 15

2.3.10 Application Programs……………………………………………………………… 16

2.3.20 Word Processing…………………………………………………………………… 17

2.3.10 Spreadsheets………………………………………………………………………… 18

2.3.13 Presentation Programs……………………………………………………………. 19

2.3.50 Interactive Data Journals Programs……………………………………………. 20

2.3.60 Accessibility Tools………………………………………………………………….. 21

Internet Access and Use……………………………………………………………. 22
Basic Support and Maintenance………………………………………………….. 23
Safety, Security and Ethics…………………………………………………………. 24

PHASE III……………………………………………………………………………………………….. 25

ICT INTEGRATION IN TEACHING AND LEARNING………………………………………… 25
- Change Management……………………………………………………………….. 28
- Steps towards ICT Integration……………………………………………………… 30
- Instructional Practice……………………………………………………………….. 31
- Content Knowledge and Curriculum Support………………………………………… 32
- Continuous Lifelong Learning…………………………………………………………. 33
- 21^ST Century Skills……………………………………………………………………. 34
- Collaboration………………………………………………………………………….. 35
- Problem-Solving……………………………………………………………………… 36
- Communication……………………………………………………………………….. 37
- Creativity and Innovation…………………………………………………………… 39
- Self-regulation & Initiative………………………………………………………….. 40
- ICT Skills……………………………………………………………………………….. 41

Preamble

his curriculum guide has been developed to assist the education implementers to integrate ICTs in primary education. The guide outlines the competencies, skills and attitudes to be developed

in preparation for integrating ICTs in schools.

The curriculum guide is organized in three parts namely; Education leaders’training, ICTs in Education and ICT integration in teaching and learning.

Education leaders’ training targets Education managers who include, County Directors of Education, District Education Officers, Quality Assurance Officers, Head Teachers and TAC Tutors. ICTs in Education and ICT integration in teaching and learning targets teachers. It is envisaged that at the end of the training, all the trainees will adapt contemporary technology and apply it in their day to day suggested teaching/learning activities.

NATIONAL GOALS OF EDUCATION

Foster nationalism, patriotism and promote national
Promote social, economic, technological and industrial needs for national
- Social needs: Prepare children for the changes in attitudes and relationships which are necessary for the smooth process of a rapidly developing modern economy.
- Economic needs: Produce citizens with skills, knowledge, expertise and personal qualities that are required to support a growing economy.
- Technological and industrial needs: Provide the learners with the necessary skills and attitudes for industrial development.
Promote individual development and self-
Promote sound moral and religious
Promote social equality and
Promote respect for and development of Kenya’s rich and varied
Promote international consciousness and foster positive attitude towards other
Promote positive attitudes towards good health and environmental

OBJECTIVES OF ICT IMPLEMENTER’S CURRICULUM

By the end of the training, the participant should be able to:

Apply change management strategies in embracing ICTs in their
Facilitate and inspire innovative learning and
Create and manage an effective ICT-integrated learning
Engage in monitoring and evaluation of ongoing ICT integration
Appreciate the role ICTs play in day to day
Sustain virtual collaborations with peers on educational
Engage in professional development and model ethical

COURSE STRUCTURE

MODULE

SUBMODULE COMPETENCIES SPECIFIC OBJECTIVES CONTENT

ACTIVITIES RESOURCES ASSESSMENT

EDUCATION LEADERS TRAINING

MODULE UNIT SUMMARY AND TIME ALLOCATION

Code	Sub Module Unit	Content	Total (Hours)
1.1.0	Overview of ICTs in Education	• Overview of ICTs in Education– Global– Continental– Regional– Kenya• Policy of ICT in education:– National ICT Policy– MoE ICT Strategy– Sessional paper no. 14-2012 cap 7– NESSP 2013-2018– Vision 2030– Pillars– School level policy• Importance of ICT in education• Security and E-safety– Physical security– Data security( passwords)– Social, moral and ethical safety issues• Roles of the different stakeholders:– TSC/ MoE County Directors– District Education Officers– District Staffing Officers– Quality Assurance &Standards Officers– TAC Tutors,– Master Trainers– Training Of Trainers– School Management Boards– Head Teachers– Education Assessment Resource Centre• Implementation plan	6hrs

Code	Sub Module Unit	Content	Total (Hours)
1.2.0	Managing and leading change	• Technological changes• The changing role of the teacher• The head teacher as a change agent• Factors for resistance to use of ICTs• Overcoming the resistance• Role of effective communication in the change process• Phases of the change process	2hrs
1.3.0	Leading effective teaching and learning through ICT	• The concept of ICT integration• Benefits of ICT’s in teaching and learning• The role of ICTs in the acquisition of the 21st century skills• Role of the school head in ICT integration in teaching and learning• Assessment of ICT integrated lessons	2hrs
1.4.0	The ICT Vision, Policy and Implementation Plan	• Create an ICT Vision• Create an ICT policy to include– Access,– Security (physical, Data)– Software– Maintenance– Capacity building– Ethics• Communicate ICT Vision• Communicate ICT policy• Develop implementation plan• Security and E-safety• Physical security• Data security ( passwords)• Social, moral and ethical safety issues	2hrs

Code	Sub Module Unit	Content	Total (Hours)
1.5.0	Team Building	• Team Development Process• Stages in forming Teams• Conflict Management in teams• Team Effectiveness• Sharing Power, Empowering & Developing Others• Commitment levels• ICT Integrated Teams– Subject areas– Establishment of student support– ICT clubs	2hrs
1.6.0	Community and stakeholders education and involvement	• Various stakeholders in the community a) School Community (Parents, Students, Teachers, Non- teaching Staff)b) Partnerships c) NGOs and CBOsd) Local Authority e) Local Government f) Community Centers g) Local Professionals and Alumni• Roles of stakeholders a) School Community ( Parents, Students, Teachers, Non- Teaching Staff)b) Partnerships c) NGOs and CBOsd) Local Authority e) Local Government f) Community Centres g) Local Professionals and Alumni• Ways of involving the community and the stakeholders	2hrs
1.7.0	Resource mobilization and Sustainability	• Sources of funds– Grants– Income generating Activities– Fundraising– Donations– Constituency Development Fund– Alumni (Old boys/girls association)• Public Procurement• Maintenance	2hrs

MANAGING AND LEADING CHANGE

Competencies

At the end of the sub module unit, the trainee should have the ability to:

Lead effective and innovative teaching and
Manage changes brought about by technological
Create a school vision for ICT integration in teaching and
Understand educational policies and trends that affect the school and shape stakeholders
Accept change and new
Formulate and build a shared vision with others .
Implement plans consistent with the long term interests of the school in a global

Specific Objectives

By the end of this sub-module unit the trainee should be able to:

Describe the various changes brought about by information communication technology in human
Explain the changing role of the teacher and the
Discuss the role of the head teacher as a change agent in the
Discuss factors leading to resistance to use of ICTs in teaching and
Explain how the school head can overcome resistance to use of ICTs in teaching and
Explain the role of effective communication in the change
Explain how the school leader can help the teachers deal with the phases of the change

Content

Technological changes brought about by ICT in human
The changing roles of the teacher and the
The role of the head teacher as a change
Factors leading to resistance to use of ICTs in teaching and
Overcoming resistance to use of ICTs in teaching and
Phases of the change

Activities

Class
Focus group
Practical
Interactive
Question and
Role play

Resources

Video
White

Flip
Marker
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Oral

LEADING EFFECTIVE TEACHING AND INNOVATIVE LEARNING THROUGH ICT

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Lead effective and innovative teaching and
Communicate effectively the need for paradigm shift in teaching and
Acquire effective instructional supervisory
Formulate and implement strategies for effective use of technology in teaching and

Theory

Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

Explain the concept of ICT integration
Describe the benefits of ICT integration in teaching and learning
Explain the role of ICTs in the acquisition of the 21st century
Discuss the role of the school head in facilitating ICT integration in teaching and

Content

The concept of ICT
Benefits of ICT in teaching and
The role of ICTs in the acquisition of the 21st century
Role of the school head in facilitating ICT integration in teaching and
Assessment of ICT integrated

Practical

Specific objectives

By the end of the sub-module unit the trainee should be able to:

Develop an ICT integrated
Demonstrate how ICTs can facilitate the acquisition of 21st century

Content

Use of ICTs in the acquisition of 21st-century skills of:
- collaboration;
- communication;
- Self-regulation and initiative;
- problem-solving;
- ICT skills and
- Creativity and
Developing an ICT integrated
Assessment of an ICT integrated

Activities

Class
Interactive
Focus group
Practical
Question and

Resources

Reference
Flip
Marker
White
LCD
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Oral

THE ICT VISION, POLICY & IMPLEMENTATION PLAN

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Create an ICT
Create an ICT
Communicate ICT
Communicate ICT
Develop implementation

Theory

Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

Describe the process of developing a school ICT Vision in tandem with the school
Develop and share the ICT
Demonstrate the basic ICT
Discuss strategies of organizing staff to participate in the ICT implementation in
Discuss factors to consider in identifying potential development partners for ICT
Plan an ICT training programme for

Content

Development of an ICT vision
Development of a school ICT policy to include
- Access,
- Security (physical, Data),
- Software,
- Maintenance,
- Capacity building,
Basic ICT
Implementation of ICT usage in
Factors to consider when identifying partners in ICT
Planning a training programme for
Strategies of organizing staff to participate in the ICT implementation in

Practical

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Develop and communicate an ICT Vision in tandem with the school vision
Develop and communicate a school ICT policy

Content

Development of ICT vision
Development of an ICT policy

Activities

Discussion
Interactive Lecture
Practical tasks

Resources

Reference
Links to relevant online
UNESCO ICT-enhanced teacher standards for Africa (ICTeTSA).
Badiliko Facilitators’ Manual (Session 3 page 54 to 67).
National ICT
ISO 27000(1-6).
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Oral

BUILDING EFFECTIVE ICT TEAMS

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Develop effective ICT teams.
Resolve conflicts in
Empower and motivate the team

Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

Describe the process of team
Discuss strategies for conflict management within a
Discuss factors contributing to ICT teams

Content

Team development
Strategies of conflict management within a
Factors contributing to ICT team
- Delegation of Power,
- Empowering others
- Developing Others

Activities

Interactive

Resources

Reference
UNESCO ICT-enhanced teacher standards for Africa (ICTeTSA).
Badiliko Facilitators’ Manual (Session 3 page 70).
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Oral

KEY STAKEHOLDER’S INVOLVEMENT IN ICT INTEGRATION

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Identify the key
Determine the role of various
Engage the stakeholders in ICT

Specific Objectives

By the end of the sub-module unit, the trainee should have the ability to:

Assess the qualities of key
Identify the role of various
Identify ways of engaging the stakeholders in ICT

Content

Qualities of key
Roles of
Ways of engaging the stakeholders in ICT

Activities

Questions and
Field

Resources

Reference
Resource
Journals.

Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Training

Assessment methods

Assignments
Oral assessment

RESOURCE MOBILIZATION AND SUSTAINABILITY

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Mobilize Resources for ICT
Create strategies for sustainability of ICT integration

Specific Objectives

By the end of the sub-module unit, the trainee should have the ability to:

Describe resource mobilization skills .
Determine strategies for sustaining ICT integration

Content

Mobilization skills:
- Sourcing of
- Networking /
Strategies for sustaining ICT integration

Activities

Case
Field

Resources

FHI 360 Sustainability
Reference
Resource
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Assignment (Case study).

BASIC ICT SKILLS, INTERNET USE, MAINTENANCE, SAFETY, SECURITY AND ETHICS

Code	Sub Module Unit	Content	Total Hours
2.1.0	Introduction to ICT	• Definition of key ICT terms;• History of computing;• Applications of ICT in personal life and school environment;• Benefits of ICT in personal life and school environment;• The roles of ICT in enhancing;– Class management.– Teaching and learning.– Assessment and examinations.– Communication and collaboration.	2hrs
2.2.0	ICT Devices and use	• ICT hardware devices.• Parts of ICT hardware devices.• Appropriate ICT devices for teaching and learning.– Conventional class.– PWD-Persons With Disabilities.• Integration of ICT devices in teaching and learning.	2hrs
	Introduction to Operating Systems	• Types of operating systems.– Open Source.– Licensed.– GUI-Graphical User Interface.– Command line.• Functions of operating systems.• Managing Files and Folders.– User interface tools.– Creating folders and files.– Performing basic file operations.
2.3.0	Application programs	• Basic features of applications programs.• Application programs for specific teaching and learning tasks.– Word Processing.– Spreadsheets.– Presentation programs.– Interactive Data Journals programs.	6hrs

Code	Sub Module Unit	Content	Total Hours
	Accessibility Tools	• Customizing a system.Ease of access centre.• Adapting teaching and learning materials.– Narrators.– Magnifying.	2hrs
2.4.0	Internet Access and Use	• The internet.• Online Resources.• Networking and collaboration.	2hrs
2.5.0	Basic Support and Maintenance	• Basic Troubleshooting.• Maintenance.• Support.	2 hrs
2.6.0	Safety, Security and Ethics	• Safety procedures.• Security measures.• Ethical use of ICTs.	2 hrs

INTRODUCTION TO ICT

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Apply ICT skills in :
- Daily life and school environment
- Personal and professional development

Theory

Specific Objectives

By the end of the sub-module unit the trainee should be able to:

Define key ICT
Outline the history of computing relevant to
Describe the applications of ICT in personal life and school
State the benefits of ICT in personal life and school

Content

Definition of key ICT
History of
Applications of ICT in personal life and school

Activities

Interactive lectures
Discussions
Question and answer

Resources

CEMASTEA manual on ICT integration in Teaching and Learning(online collaboration).
Ministry of education Manual On ICT Integration in Teaching and learning(Internet Use).
elimika.ac.ke, www.elimuportal.net , www.mwalimukenya.org
tsc.go.ke , www.teachersonline.go.ke
kie.ac.ke , www.britishcouncil.org/schoolsonline.
http://www.convinceandconvert.com/social-media-tools
Partner in learning network pil-network.com
Preloaded content, offline,
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Practical

Specific Objectives

By the end of the sub-module unit the trainee should be able to:

(a) Apply ICT skills to enhance the roles of a teacher.

Content

The roles of ICT in enhancing:

Class
Teaching and
Assessment and
Communication and

Activities

Interactive
Practical
Session

Resources

elimika.ac.ke .
Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm.
Digital Literacy Curriculum- http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx.
CEMASTEA

MoE Manual on ICT integration in teaching and
Intel
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment Methods

Practical
Oral

ICT DEVICES AND USE

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Determine appropriate devices for ICT integration in teaching and
Use common ICT devices in teaching and

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Identify ICT devices that can be integrated in teaching and
Describe parts of ICT hardware
Determine appropriate devices for specific teaching and learning
Use ICT devices in teaching and

Content

ICT hardware
Parts of ICT hardware
Appropriate ICT devices for teaching and
- Conventional
- PWD-Persons With Disabilities .
Integration of ICT devices in teaching and

Activities

Session
Interactive
Practical

Resources

Internet
ICT Hardware

Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment Methods

Practical
Oral

INTRODUCTION TO OPERATING SYSTEMS

Competencies

At the end of the sub module unit, the trainee should have the ability to:

Determine appropriate operating system for teaching and
Manage teaching and learning content /hardware using an operating

Theory

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Identify the basic components of an operating
Explain the common functions of an operating

Content

• Types of operating systems.

Open
Licensed .
GUI-Graphical User
Command
Functions of operating

Practical

2.3.03 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

(a) Manage files and folders using an operating systems.

2.3.04 Content

• Managing files and folders.

User interface
Creating folders and

Activities

Practical
Class

Resources

Online
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Practical
Session

APPLICATION PROGRAMS

Competencies

At the end of the sub module unit, the trainee should have the ability to:

Determine appropriate application programs for teaching and
Perform basic tasks using application programs for teaching and

Theory

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Identify the basic features of applications
Determine applications programs for specific teaching and learning

Content

Basic features of applications
Application programs for specific teaching and learning

Activities

Practical
Class
Question and

Resources

Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm

Training
Working
Running application
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Oral
Practical

2.3.20 Word Processing

2.3.22 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Load and use word
Edit and format
Manipulate tables and
Use basic functions and
Print a word

2.3.23 Content

Getting started in word
Basic functions and
Editing and formatting
Printing a word
Tables and

Activities

Practical
Question and

Resources

Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm
Digital Literacy Curriculum- http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx
Training
Working
Running word
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Practical
Oral

Spreadsheets

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Identify the components of a
Manipulating numeric
Generate output
Print a

Content

Components of a
Numeric data in spreadsheets
Output
Print a

Activities

Practical

Resources

Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm
Digital Literacy Curriculum- http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx
Working
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Running

Assessment methods

Practical
Oral

Presentation programs

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Identify the basic components of a presentation
Determine the uses of components of a presentation
Create a
Print a

Content

Components of a presentation
uses of components of a presentation
Creating a
- Master
- Text .
Printing
- Slides per
- Speaker’s

Activities

Practical
Question and

Resources

Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm
Digital Literacy Curriculum- http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Functional
Running presentation
Screen

Assessment methods

Practical
Class

2.3.50 Interactive Data Journals programs

2.3.52 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Identify the basic components of a data journal program
Use components to manipulate data in journal
Create an e-diary using a data journal
Share data through data journal

2.3.53 Content

Basic components of a data journal
Functions of a data journal’s
Creating an e-
Sharing

Activities

Practical
Class
Question and

Resources

Partners in Learning: ICT Skills for Teachers- http://www.schoolnet.org.za/PILP/scenarios/sc_appl_index.htm
Digital Literacy Curriculum- http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/ programs/up/digitalliteracy/default.mspx
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Working
Running data journal
Screen

Assessment methods

Practical
Class

Competencies

At the end of the sub-module unit the trainee should have the competence to:

Customize a system to make it accessible to people with special
Adapt teaching materials for use in a customized system for learners with special needs.

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Customize a system to make it more accessible to learners with special
Adapt teaching materials to make them more accessible to all

Content

Customizing a
- Ease of access
Adapting teaching and learning

Activities

Practical
Question and

Resources

Accessibility
Accessibility
Working
Running operating
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Practical
Oral
Session s

INTERNET ACCESS AND USE

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Determine online resources appropriate to teaching and
Utilize online tools for teaching and
Share online teaching and learning

Specific Objectives

Identify online Resources for use in teaching and
Access online Resources for use in teaching and
Develop online integrated teaching and learning
Share online teaching and learning

Content

The
Online
Networking and

Activities

Practical
Session

Resources

CEMASTEA manual on ICT integration in Teaching and Learning(online collaboration).
Ministry of education Manual On ICT Integration in Teaching and learning(Internet Use).
Intel teach Module 2 (Internet use).
(www.elimika.ac.ke, elimuportal.net, www.mwalimukenya.org).
tsc.go.ke , www.teachersonline.go.ke
kie.ac.ke , www.britishcouncil.org/schoolsonline.
http://www.convinceandconvert.com/social-media-tools
Partner in learning network pil-network.com
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Preloaded content, offline,
Working
Internet
Running

Assessment Methods

Practical
Presentation

Competence

At the end of the sub module unit, the trainee should have the ability to:

Troubleshoot the computer
Support other ICT systems

Specific Objectives

By the end of the sub- module unit the trainee should be able to:

Identify basic ICT
Solve basic ICT
Provide support to ICT

Content

Basic

Activities

Practical

Resources

Trouble shooting
Working
Bootable
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment Methods

Practical
Oral

2.5.05 Content

Troubleshooting or carrying first line maintenance of ICT

Activities

Practical

Resources

Manufacturers websites g. www.microsoft.com, www.oracle.com
Equipment user and technical
Installation
System

Technical blogs and websites
TSC and MOE technical service areas
Training manual
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Practical assessment
Oral

SAFETY, SECURITY AND ETHICS

Competencies

At the end of the sub-module unit the trainee should have the ability to:

Determine the best practice in use of
Create conducive environment for use of

Specific Objectives

By the end of the topic, the trainee should be able to:

Identify safety procedures for using ICTs in teaching and
Identify security measures for ICTs
Evaluate the ethical uses of ICTs in Teaching and

Content

Safety
Security
Ethical use of

Activities

Class
Practical
Interactive
Class

Resources

Reference
White
Ethical
Safety and security
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Practical

ICT INTEGRATION IN TEACHING AND LEARNING

Code	Sub Module Unit	Content	Total (Hours)
3.1.0	Change Management	• Change management towards 21st skills• ICT and the changing role of the teacher• Change management model	2hrs
3.2.0	Steps Towards ICT Integration	• ICT tools• Importance of ICT integration• ICT tools for teaching and learning• Integration of ICTs in teaching and learning	6hrs
3.3.0	Instructional Practice	• Innovative instructional approaches– Teacher design teams– Characteristics of a 21st century classroom environment– Learner-centered teaching and learning• Management of ICT classroom	2hrs
3.4.0	Content Knowledge and Curriculum Support	• Integration of ICT in teaching/Learning Process• ICT enhancement of pedagogical processes• Teaching learning Activities/Experiences• Use of digital content in learning• Designing ICT learning Resources• Accessing learning Resources online	4hrs
3.5.0	Continuous Learning/Life- long Learning	• Learning beyond the classroom• Project /Problem based learning	2hrs
3.6.0	Introduction of the 21^st Century Skills	• Introduction to the 21^st Century skills• Skills of the 21st century at the workplace• Skills of the 21st century in Homes and families• Skills of the 21st century in Communities and Citizen and global village• Skills of the 21st century in Schools	2hrs

Code	Sub Module Unit	Content	Total (Hours)
3.7.0	Collaboration	• Define collaboration• Aspects of collaboration• Collaboration skills at the workplace• Collaboration skills in home and families• Collaboration skills in communities, citizens and global village• Collaboration skills in schools	2hrs
3.8.0	Problem Solving	• design a learning activity that show learners/teachers sharing responsibility and making substantive decisions with other people• design a learning activity that embeds Problem solving in the workplace• design a learning activity that embeds Problem solving in homes and families• design a learning activity that embeds Problem solving in communities, citizens and global village• design a learning activity that embeds Problem solving in schools	2hrs
3.9.0	Communication	• design a learning activity that show learners/teachers sharing responsibility and making substantive decisions with other people• design a learning activity that embeds Effective Communication in the workplace• design a learning activity that embeds Effective Communication in homes and families• design a learning activity that embeds Effective Communication in communities, citizens and global village• design a learning activity that embeds Effective Communication in schools	2hrs

Code	Sub Module Unit	Content	Total (Hours)
3.10.0	Creativity and innovation	• Define Creativity and innovation• Aspects of Creativity and innovation• Creativity and innovation skills at the workplace• Creativity and innovation skills in home and families• Creativity and innovation skills in communities, citizens and global village• Creativity and innovation skills in schools• design a learning activity that shows learners/teachers sharing responsibility and making substantive decisions with other people• design a learning activity that embeds Creativity and innovation in the workplace• design a learning activity that embeds Creativity and innovation in homes and families• design a learning activity that embeds Creativity and innovation in communities, citizens and global village• design a learning activity that embeds Creativity and innovation in schools	2hrs
3.11.0	Self-regulation & initiative	• Define Self-regulation and direction skills• Aspects of Self-regulation and initiative• Self-regulation skills at the workplace• Self-regulation skills in home and families• Self-regulation skills in communities, citizens and global village• Self-regulation skills in schools• Designing learning Suggested teaching/learning Activities that require students to plan and assess their own work.• Designing Suggested teaching/learning Activities that embeds self-regulation in the workplace Homes and families, Communities, citizens and global village, Schools	2hrs

Code	Sub Module Unit	Content	Total (Hours)
3.12.0	ICT Skill	• Define ICT skills• Aspects of ICT skills• ICT skills at the workplace• ICT skills in homes and families• ICT skills in communities, citizens and global village• ICT skills in schools1. design learning Suggested teaching/learning Activities that require students to be passive consumers of ICT, active users, or designers of an ICT product for an authentic audience2. design a learning activity that embeds ICT in homes and families3. design a learning activity that embeds ICT in communities, citizens and global village4. design a learning activity that embeds ICT in schools	2hrs

CHANGE MANAGEMENT

Competence

At the end of the sub- module unit the trainee should have the ability to:

(i) Apply 21^st century skills in teaching and learning.

Specific Objectives

By the end of this sub- module unit, the trainee should be able to:

Identify the 21st century
Outline the change management principles in teaching and
Discuss the change management process in teaching and
Determine methods of monitoring and evaluation effectiveness of

Content

21^st century
Principles of change
Change management

Practical

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Apply 21^st century skills in teaching and
Create a roadmap for

Content

Application of 21st century in teaching and learning
Creating a roadmap for

Activities

Session presentations
Practical
Interactive
Role
Question and

Resources

• Partners in learning (PIL) change management tool kit (ONE NOTE).

MOE ICT integration in teaching and learning manual (session 2 – ICT and the changing role of the teacher).
INTEL TEACH getting started (module 12 – Accepting Change).
BADILIKO facilitators’ manual (session 1- Managing change).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Training
ICT devices g. Mobile phones, radio, TV.
Flip
Marker
Data

Assessment Method

Written
Active
Use of assessment

STEPS TOWARDS ICT INTEGRATION

Competence

At the end of the sub- module the trainee should have the ability to:

(i) Integrate ICTs in teaching and learning.

Theory

Specific Objectives

By the end of the sub- module, the trainee should be able to:

Identify ICT tools for teaching and
Explain ICT integration and its importance in teaching and
Identify effective ICT approaches in teaching and
Discuss how ICTs can be integrated in teaching and

Content

ICT
Importance of ICT
ICT tools for teaching and
Integration of ICTs in teaching and

Practical

3.1.01 Specific Objectives

By the end of the sub- module, the trainee should be able to:

Identify areas for ICT integration in teaching and
Create an integrated

Content

Topical areas in the curriculum suitable for ICT
Integrated

Activities

Practical
Interactive
Question and

Resources

Partners in learning (PIL) change management tool kit (ONE NOTE)
MOE ICT integration in teaching and learning manual (session 2 – ICT and the changing role of the teacher).
INTEL TEACH getting started (module 12 – Accepting Change).
BADILIKO facilitators’ manual (session 1- Managing change).
Teacher handbook/ guides (support).
ICT devices g. Mobile phones, radio, TV.
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Flip
Marker
Data
Working

Assessment Method

Written
Active
use of assessment

INSTRUCTIONAL PRACTICE

Competence

At the end of the sub-module unit the trainee should have the ability to;

Apply relevant innovative approaches in teaching and

Specific Objectives

By the end of the sub-module unit, the trainee should be able to;

Plan and organize for a 21st century skills classroom
Prepare and facilitate a learner-centred ICT integrated
Manage an ICT classroom (a 21st century classroom environment).

Content

Planning and organizing a 21st century classroom
Characteristics of a 21st century classroom
Learner-centered ICT integrated
Management of ICT classroom

Activities

Interactive
Discussions

Resources

ICT integration
Training
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Oral
Practical

CONTENT KNOWLEDGE AND CURRICULUM SUPPORT

Competence

At the end of the sub-module unit, the trainee should have the ability to:

(i) Effectively integrate technology in teaching and learning.

Specific Objectives

By the end of the sub-module unit, the trainee should be able to;

(i) Integrate technology in the teaching/ learning process.

Content

Integration of ICT in teaching/learning process

Activities

Interactive
Practical
Discussions

Resources

Use of available Digital Content g. KICD.
Education portals g. elimika.
Resource Persons g. TAC tutors and ICT Champions.
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

Assessment methods

Practical
Oral

CONTINUOUS LIFELONG LEARNING

Competencies

At the end of the sub-module unit, the trainee should be able;

Determine the role of ICTs in lifelong
Create problem based educational projects using

Specific Objectives

By the end of the sub-module unit the trainee should be able to:

Outline the role of ICTs in lifelong learning
State strategies that enhance integration of ICTs in lifelong
Develop projects that enhance lifelong learning using

Content

Role of ICTs in lifelong
Strategies for lifelong
Problem based projects

Activities

Interactive
Designing strategies for lifelong
Developing projects that enhance lifelong

Resources

Partners in learning
Intel
British council schools online project based on learning
Interactive radio lessons, Edu-channel, on/offline Resources (Open Distance Learning).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Resource
Online

Assessment methods

Project
Oral

21^ST CENTURY SKILLS

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Determine the 21st century skills necessary for integration of ICTs in teaching and
Develop strategies for using 21st century skills in teaching and

Theory

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

(a) Identify the 21st century skills at the workplace, homes and familie, schools, communities and citizen and global village.

3.6.02 Content

Skills of 21st century at: work place, homes and families, schools, communities and citizen and global village.

Practical

3.6.03 Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

(a) Design learning Activities that enhance the 21st century skills at the workplace, homes and families, schools, communities , citizen and global village.

Content

(a) Designing learning Activities that embrace 21st skills at the workplace, homes and families, schools, communities , citizen and global village.

Activities

Group

Resources

Partners in learning 21CLD learning Activity rubrics
Websites (Elimika, Badiliko, PIL).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Badiliko
Intel teach – getting
Resource
Training

Assessment methods

Practical

COLLABORATION

Competencies

At the end of the sub- module unit the trainee should have the ability to:

Design learning Activities that develop collaboration skills for the
Collaborate with other
Work effectively with all

Theory

Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

Describe the different aspects of
Identify collaboration skills in the workplace, homes and families, school, communities , citizen and global

Content

Aspects of collaboration.

Collaborations skills in: work place, workplace, homes and families, schools, communities , citizens and global village.

Practical

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Design learning Activities that require learners/teachers to share responsibility and make substantive decisions with other people
Design learning Activities that embed collaboration skills in the workplace, homes and families, communities, schools, citizen and global village.

Content

Designing teacher/learner collaboration
Designing learning Activities that embed collaboration in the workplace, homes and families, schools, communities, citizens and global village.

Activities

Group

Session

Resources

Partners in learning 21CLD learning Activity rubrics
Websites(elimika).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Resource
Training

Assessment methods

PROBLEM SOLVING

Competencies

At the end of the sub- module unit the trainee should have the ability to:

Design learning Activities that develop problem solving skills for the
Develop teachers’ capacity to use different approaches that enhances problem solving skills
Integrate problem solving skills in their teaching and learning Activities
Solve different problems in an innovative

Theory

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Define problem
Describe the different aspects of problem
Identify problem solving skills in the workplace, homes and families, schools, communities , citizen and global

Content

Meaning of problem solving
Aspects of problem solving
Problem solving skills at the workplace, homes and families, communities, citizens and global village, and schools

Practical

Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

Design learning Activities that require learners/teachers to use their problem solving
Designing learning Activities that embed collaboration in the workplace, homes and families, schools, communities, citizens and global village.

Content

Design a learning activity that embeds problem solving in the workplace, homes and families, schools, communities, citizens and global village.

Activities

Group
Session

Resources

Partners in learning 21CLD learning Activity rubrics
Websites (PIL. Elimika, Intel teach, badiliko).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Resource Persons
Training

Assessment methods

COMMUNICATION

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Design learning Suggested teaching/learning Activities that develop communication skills for the
Develop teachers’ capacity to use different approaches that enhances communication
Integrate effective communication skills in their teaching and learning Suggested teaching/learning

Theory

Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

Define effective
Describe the different aspects of effective
Identify effective communication skills in the workplace, homes and families, schools, communities, citizens and global village.

Content

Define Effective Communication
Aspects of Effective Communication
Effective communication skills at the workplace, homes and families, communities, citizens and global village, and schools

Practical

Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

Design learning Activities that require students to communicate their own ideas regarding a concept or
Design learning Activities that embed Effective Communication skills in the workplace, homes and families, communities, citizens and global village, and schools

Content

Designing learning Activities that require students to communicate their own ideas regarding a concept or
Designing learning Activities that embeds effective communication in the workplace, homes and families, communities, citizens and global village, and schools.

Activities

Group

Resources

Partners in learning 21CLD learning Activity rubrics
Websites(Elimika, PIL, Intel).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Resource
Training

Assessment methods

CREATIVITY AND INNOVATION

Competencies

At the end of the sub-module unit, the trainee should have the ability to:

Design Activities that develop creativity and innovative skills for
Develop teachers’ capacity to use different approaches that enhances creativity and innovation
Integrate creativity and innovativeness skills in their teaching and learning

Theory

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Define creativity and
Describe the different aspects of creativity and
Identify creativity and innovation skills in the workplace, homes and families, communities, citizens and global village, and schools.

Content

Meaning of creativity and
Aspects of creativity and
Creativity and innovation skills at the workplace, homes and families, communities, citizens and global village, and schools.

Practical

3.10.02 Specific Objectives

At the end of the sub- module unit, the trainee should be able to:

(a) design learning Activities that embed creativity and innovation skills in the workplace, homes and families, communities, citizens and global village, and schools.

Content

(a) Designing creative and innovative learning Activities in the workplace, homes and families, communities, citizens and global village, and schools.

Activities

Group
Session

Resources

Partners in learning 21CLD learning Activity rubrics

Websites(Elimika, PIL, Intel).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Resource
Training

Assessment methods

Oral

SELF-REGULATION & INITIATIVE

Competencies

At the end of the sub-module unit the trainee should have the ability to:

Design learning Activities that develop self-regulation skills for the
Develop teachers’ capacity to use different approaches that enhance self-regulation
Integrate self-regulation skills in their teaching and learning

Theory

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Define self-
Describe the different aspects of self-
Identify Self-regulation skills in the workplace homes and families, communities, citizens and global village and

Content

Definition of self-regulation and direction
Aspects of self-regulation and
Self-regulation skills at the workplace homes and families, communities, citizens, global village and

Practical

3.11.02 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Design learning Activities that require students to plan and assess their own
Design learning Activities that embed self-regulation skills in the workplace homes and families, communities, citizens and global village, schools.

Content

Designing learning Activities that require students to plan and assess their own
Designing Activities that embeds self-regulation in the workplace homes and families, communities, citizens, global village and schools

Activities

Group
Session

Resources

Partners in learning 21CLD learning Activity rubrics
Websites(Elimika, PIL, Intel).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Resource

Assessment methods

Oral tests.

3.12.0 ICT SKILLS

Competencies

By the end of the sub-module unit, the trainee should have the ability to:

Design learning Activities that develop ICT skills for the
Develop teachers’ capacity to use different approaches that enhances ICT
Integrate ICT skills in their teaching and learning

Theory

Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Define ICT
Describe the different aspects of
Identify ICT skills in the workplace homes , families, communities, citizens , global village and schools .

Content

Definition of ICT
Aspects of ICT

Practical

3.12.02 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

Design learning Activities that require learners to utilize ICTs in
Design learning activities that embed ICT skills in the workplace, homes, families, communities, citizens, global village, and schools.

Content

Designing learning Activities that require students to utilize ICTs in
Designing learning activities that embed ICT in workplaces, homes, and families, communities, citizens, global villages, and schools.

Activities

Group
Session

Resources

Partners in learning 21CLD learning Activity rubrics
Websites (elimika, PIL, Intel teach, badiliko).
Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
Resource
Training

Assessment methods

Practical

Writing Panel

NAME ORGANIZATION

Christopher Khaemba T S C
Mutuku Nguli British Council
Anne Njagi T S C
Francis Mwarucha T S C
Catherine Mwaura T S C
Elijah Gesusu T S C
Joyce Muchori T S C
David Kanyoro T S C
Mwirigi Kiula JKUAT
Brian Indimuli JKUAT
Kenneth Jumba KLB
Martin Kungania MOE
John Oyuga NI3C
Purity Kibui KEMI
Makoba Kizito CEMASTEA
Suraj Shah INTEL
Stephen Oduor INTEL
Joseph Onyango Technology Partners
Dennis Nyakeka World Vision
Joyce Rungu KICD
Joab Oduor KICD
Florence Keta KICD
Emily Gumba British Council
David Muya British Council
Mandhir Grewal British Council
Dan Otedo British Council
Twalib Ibrahim MODERATOR
Alex Nyingi MICROSOFT
Phil Oduor MICROSOFT
Hugh Moffatt British Council
Mark Matunga MICROSOFT

Validating Panel

NAME ORGANIZATION

Lydia Nzomo OGW KICD
John Kimotho KICD
Reuben Nthamburi KICD
Esther Gacicio KICD
Eunice Gachoka KICD
Samuel Nyaga KICD
Jennifer Wambugu KICD
Kanyi Gioko KICD
Joseph Wambua KICD
Grace Mwiti KICD
Martin Kagiri KICD
Dorothy Mwanzile KICD