Digital Literacy & ICT Integration

Facilitator Guide

Trainer of Trainer (ToT)

August 2024
Foreword
The Digital Literacy Course for Teachers in Pre-Tertiary Schools in Ghana explores the
general framework and application of digital literacy content and context among in-service
and pre-service teachers of pre-tertiary education institutions in Ghana. The knowledge
and use of technology to support teaching and learning are essential because of their
continuous evolution and potential to influence how, what, and why teachers teach, as
well as how, what, and why learners learn. They are also important in developing soft
skills and new ways of knowledge acquisition and use, which are the basis for the
sustainable development of countries.

In education, digital literacy and its accompanying resources have the potential to bring
about improvement in learning outcomes; especially, when they are used for the right
purpose with the appropriate content at the right level. This requires that appropriate and
relevant policies and procedures are put in place. In Ghana, efforts have been made to
introduce policies to promote the use of digital literacy for education at all levels. Included
in these policies are the Introduction of Information and Communications Technology in
Education: A Policy Framework (2002), as part of the initiatives of the Ghana Education
Service (GES), to streamline the implementation of ICT programs in pre-tertiary education
institutions and the 2003 Information and Communications Technology (ICT) for
Accelerated Development (ICT4AD), which sets a national goal of transforming Ghana
into an information and knowledge-driven digital literate nation. Others are the ICT in
Education Policy of 2008 with its amendment in 2015, which aimed at ensuring that the
education system provided adequate opportunities for learners to develop the necessary
digital skills at all levels of education (formal and nonformal) and the ICT in Education
Policy 2018 for Colleges of Education with similar objectives.

To be active participants in the global knowledge economy, other relevant documents

include the Sustainable Development Goals (SDG) 4, 9 & 10(Ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all, promoting
industry, innovation, and infrastructure whilst reducing inequality), and the Education
Strategic Plan 2018-2030, which incorporated SDG 4 and identifies digital literacy as a
reform priority.
The overall goal of this Course is to equip teachers in pre-tertiary schools with the needed
technology-oriented knowledge and skills to use digital tools and resources creatively and
effectively in their teaching practices in pursuit of the national goal of transforming Ghana
into an information and knowledge-driven digital-literate nation.

Thank you.
Contents
Executive Summary ................................................................................................. 5
Key Goals and Objectives ......................................................................................... 5
Summary of the Implementation Plan ...................................................................... 5
Expected Outcomes and Impact .............................................................................. 6
Introduction ............................................................................................................. 7
Workshop Organization............................................................................................ 7
Facilitator/Trainer Notes ........................................................................................... 8
Session Structure .................................................................................................... 9
Facilitator/Trainer Responsibilities .......................................................................... 9
Day 1: Innovative Teaching Approaches- Pedagogy ................................................ 10
Introduction -Getting to Know Each Other .............................................................. 10
Innovative Teaching Approaches- Pedagogy .......................................................... 10
Effective Change Management for Successful ICT and Digital Literacy Integration . 19
Day 2: Introduction to the NTC LMS Portal .............................................................. 26
Introduction to Digital Literacy ............................................................................... 26
Introduction to the NTC LMS Portal ........................................................................ 28
Accessing the NTC Portal ....................................................................................... 29
First-time Login and changing password ................................................................ 30
Forgotten Password ................................................................................................. 31
Your Digital Literacy Profile Page ........................................................................... 32
Before You begin a Module ..................................................................................... 33
Accessing and Navigating through a Module .......................................................... 34
Navigating and tracking a module for Completing .................................................. 37
Day 3: Deep Dive Completing Modules ................................................................... 38
Deep Dive: Hands-on Completing Module 1 – 4 ...................................................... 39
Day 4: Regional Level Training and Monitoring ........................................................ 43
Deep Dive: Hands-on Completing Module 5 ........................................................... 43
 Final Regional Training Plans Submission .............................................................. 44

Executive Summary
Overview of the Project: The Leaders in Teaching (LiT) programme, spearheaded by
the Ministry of Education (MoE), the Ghana Education Service (GES), and the
Mastercard Foundation, aims to revolutionize the secondary education sector in Ghana.
This initiative focuses on enhancing ICT and digital literacy among students and
teachers in Senior High Schools (SHS) and Senior High Technical Schools (SHTS). By
equipping these key stakeholders with 21st Century Skills, the programme seeks to
foster lifelong learning and improve employability, aligning with national educational
policies and the Sustainable Development Goals (SDGs).
KPI 3.4: Roll - out ICT & Digital Literacy training and support to all 702 SHS and SHTS
through dissemination of Digital Literacy training modules and targeted school - level
support through a network of digital trouble - shooters.

Key Goals and Objectives

The primary goal of the LiT programme is to improve ICT and digital literacy among
teachers and students in SHS and SHTS. Specific objectives include:
● Finalizing and disseminating comprehensive Digital Literacy modules.
● Training a pool of skilled facilitators and digital troubleshooters to support ICT
integration.
● Implementing a standardized digital learning course across all schools.
● Establishing a robust support network for ongoing ICT integration.

Summary of the Implementation Plan

The implementation plan for the LiT programme is structured into three phases:
● Phase 1: Development of Training Materials
o Finalize and digitize Digital Literacy modules.
 o Develop interactive eLearning and instructor-led training modules.
o Tailor training materials to different levels (basic, intermediate, advanced).
o Create facilitator guides and resources, along with knowledge
assessments.
● Phase 2: Training of Troubleshooters
o Train facilitators and troubleshooters, leveraging both existing teachers
and external experts.
o Conduct pilot training sessions to gather feedback and refine the training
approach.
o Develop a communication and support system for ongoing assistance.
● Phase 3: Rollout and Implementation
o Schedule and deliver ICT and Digital Literacy training across all SHS and
SHTS.
o Monitor and support the implementation of training sessions.
o Facilitate knowledge sharing among schools through a troubleshooter
network.
o Address emerging challenges and provide timely solutions.

Expected Outcomes and Impact

The LiT programme is expected to achieve several key outcomes and impacts:
● Significant improvement in digital literacy skills among teachers and students.
● Enhanced teaching methodologies incorporating ICT tools and practices.
● Increased student engagement and academic performance.
● Greater readiness of students for the digital economy.
● Sustained use of ICT in education, supported by a strong network of trained
facilitators and troubleshooters.
By addressing gaps in ICT infrastructure, providing comprehensive training, and
fostering continuous stakeholder engagement, the LiT programme aims to create a
robust and sustainable integration of digital skills in Ghanaian secondary education.
This initiative will not only enhance the educational experience but also prepare
students for the demands of the 21st-century digital economy.

Introduction

The purpose of this manual is to detail the content of face-to-face training sessions for
G-SET Regional Coordinators, GES ICT Coordinators, and ICT Troubleshooters in
Ghana. These sessions will reinforce their existing knowledge of Digital literacy and how
to support quality teaching and learning instruction, which participants have built
through in-person training provided by G-SET, as well as through their own professional
experiences. These trainings go hand-in-hand with the online modules designed by G-
SET on Ghana ICT Handbook on Digital Literacy and ICT Integration.

The face-to-face workshops allow regional coordinators and ICT Coordinators to form a
community of practice through learning together in an in-person setting, sharing their
own experiences and discussing practical questions and challenges. These
opportunities for reflection and honest professional conversation will foster a close-knit
community of experts and prepare participants to address practical challenges faced by
teachers in using digital tools for teaching. The workshops will also provide them with
hands-on practice with activities and techniques described in the online modules,
ensuring an in-depth understanding of each concept that will better equip them to
support teachers. Finally, it will build their foundational knowledge about the process of
teaching and learning digital literacy, and how to integrate ICT for effective teaching to
support learning.

Workshop Organization
Each workshop will be organized as follows:

1. Morning face-to-face sessions facilitated on-site by GES Regional ICT coordinator

with G-SET regional coordinators serving as the core Trainers.
2. Lunch

3. Afternoon face-to-face sessions facilitated on-site by GES Regional ICT coordinator

with G-SET regional coordinators

An outline of the sessions and their contents is found in Table 1 below.

Facilitator/Trainer Notes
The role of the facilitator is to bring the sessions to life by modelling interactive and
engaging pedagogies. In other words, the facilitator is responsible not only for delivering
content, but doing so in a way that demonstrates to participants how to actively engage
learners. The sessions include activities and discussions that require participation from
everyone in attendance. The facilitator must therefore engage participants, check
regularly for understanding, adapt their instruction for struggling participants, and deliver
information clearly and faithfully.

This guide serves as a complete toolkit for facilitators to be successful in this role. The
guide is broken into workshops, with each workshop broken into days, and each day
broken into sessions.

Each session contains time allocations and scripts for each activity.

The section for each day begins with detailed information on the objectives, required
materials, and handouts (contained in the participant resources section) for the day. All
full-day sessions include approximately 8 hours per day with a 30 minute tea break in
the morning, and an hour-long lunch. Session time, tea and lunch breaks can be
adjusted. Before delivering the training, it is recommended that the trainer/facilitator
review the content of all sessions to understand what they include and how they fit
together.
Session Structure
The session scripts are organised as follows:

● Normal text: this is the script content that the facilitator says out loud
● Underlined text: this provides the title of the activity
● Italicized text: this provides instructions for actions that the facilitator should take,
such as distributing a handout or arranging participants in pairs

Before each day of the workshop, it is recommended that the facilitator/trainer do the
following:

● Read each session outline carefully. Underline trainer tasks and the instructions
for participants.
● Review times and breaks
● Review the handouts for each session to ensure that you understand the
concepts
● Make sure you have a complete set of handouts for each participant, and a set
for yourself
● If you are co-facilitating, clarify in advance who is facilitating which sessions
● Practice each session before leading it
● Order and collect the necessary supplies
● Have fun!

Facilitator/Trainer Responsibilities
The facilitator is responsible for recording participant attendance at the workshop
sessions, and their completion of journal activity reflections for each chapter. Upon
arrival to the training venue each day, ensure that participants check in with you and
show you their activity reflections in their journals. On the tracking sheet, mark whether
they were present, and whether or not their work was complete.
You will also be responsible for administering quizzes to participants on the last day of
the workshop. The quizzes are tablet-based, but you will be provided paper quizzes in
the event of technical issues with the tablet software.

Day 1: Innovative Teaching Approaches- Pedagogy

Objective: Completing Module 4 and Teaching Approaches.
Time: 9:00 – 5:00 pm
Materials: None

Session Facilitator Steps

In this session,
Introduction -Getting to Know Each Other
welcome and
discuss the Say: We are going to be learning together, and doing so in a
purpose of manner that is active and participatory. With that in mind, it’s
gathering and important that we get to know one another! In this activity, we will
going through the introduce ourselves to each other.
Overview of Digital
Literacy ICT Do: Introduce yourself as the facilitator and let the rest of the
Integration Course participants also introduce themselves.

This session takes

Innovative Teaching Approaches- Pedagogy
participants through
This session is designed to provide a standardized approach for
the practical and
facilitating the training of regional-level trainers to provide digital
innovative teaching
troubleshooters in Senior High/Technical Schools in their
approach to
respective regions on the digital literacy course.
Pedagogy
Training Objectives
 By the end of the training, your participants should:
1. Understand the principles of adult learning and its implications for
training facilitation.
2. Explore innovative pedagogical approaches tailored for adult
learners.
3. Learn practical strategies to integrate innovative techniques into
their training sessions to make activities more stimulating and
engaging.
4. Understand GSET’s standard best practices for organizing and
managing an effective training environment.

Innovative Training Facilitation Approaches- Pedagogy.

This section of the training programme is divided into four areas:
delivery of content, facilitation techniques, assessment and
feedback, and training organization.

Below is a summary outlining the details of each aspect covered in

this section:
Delivery of Content

This section focuses on effective strategies for delivering content

to adult learners in a clear, engaging manner. Facilitators will
introduce participants to how to utilise storytelling, analogies and
case studies, multimedia (presentations), and group projects to
enhance comprehension and retention of training materials.
Emphasis is placed on tailoring content delivery to adult learning
styles and preferences.

Facilitation Techniques

Here, facilitators will guide participants to explore various

techniques to actively engage adult learners during training
sessions. Methods such as role-playing, case studies, and group
discussions are discussed as effective tools for fostering
participation, collaboration, and deeper understanding among
participants. Participants will learn how to adapt these techniques
to meet diverse learning styles and preferences.

Assessment and Feedback

This section covers strategies for assessing participants’

understanding and progress throughout a training program.
Facilitators will learn how to implement formative and assessment
techniques effectively. Additionally, emphasis is placed on
providing constructive feedback that supports continuous
improvement and enhances learning outcomes.

Training Organization

In this section, facilitators will engage participants on best

practices for organizing and managing effective training sessions
using GSET’s Training Manual as a guide. Topics include setting
 up physical training environments, managing logistics, and
optimizing time management during training delivery.

Resources: Red & Blue Marker Pens, Flipboard and paper,

PowerPoint Slides, A4-Activity Sheet & Sticky Notes.
Introduction Say: Welcome, everyone. I am happy to be joining you in this
session. In this session, we’ll be exploring some innovative
facilitation approaches with a keen focus on pedagogy. We will
discuss the delivery of content, facilitation techniques,
assessment and feedback in training facilitation, and some best
practices in organizing effective training programs. Ready? Let’s
begin!

Do: Introduce yourself and establish a welcoming atmosphere.

Set expectations and overview of activities they will be engaging
in (charts, sticky notes, and marker board activities.)

Delivery of Say: Let’s start with the Delivery of Content. Open the envelopes
Content on your table. In each envelope, you will find an A4-sheet with an
activity. Each activity has instructions at the top. Kindly read the
activities and follow the instructions.

Do: Show Facilitator Slide: Project instructions on a slide on

Use PPTX projecting screen]- Refer to the Slide deck for training

[Activity Sheet 1.1: A matching activity of benefits of various

content delivery approaches: presentation, demonstrations, case
 studies, analogies, and group projects.]- to be developed. (8
table groups)

Say: This activity will last for 3 minutes only.

Say: Thank you for taking the time to complete the activity. Shall
we pass our activity sheets to the next table groups? The training
technician will help us with that. Great! Great!- 2 minutes

Say: Now, together, let’s complete the table. Starting from table
Plenary A, tell us what you agreed for the first two rows.... (Facilitator
guides participants to complete the table)- 2 minutes

[use revealing animations in pptx. to reveal most appropriate

answers as discussion ends.]

Plenary Say: What training content delivery approaches did you identify
during the activity? Which one is your favourite and why?- 3
minutes
Use PPTX
Presentation: The Facilitator introduces participants to some
best practices in using presentations, demonstrations, case
studies and group projects to boost engagement in training. –
[Using the training slides as a guide]- 10 minutes only

Say: Now that we have discussed some best practices in relation

to these training content delivery approaches, let’s dive deeper
into some techniques we can adopt to effectively facilitate training
content. Shall we?
Facilitation Say: In any given training, the role of the facilitator can never be
Techniques overemphasised. He/she is directly responsible for the overall
 experience of participants. That means, he directs all activities
that take place to ensure that all participants can understand and
connect with the knowledge and skills being transmitted. Hence
adopting the right techniques as a facilitator to ensure these
experiences are unique to different groups, simulating and
engaging for participants is key to creating an awesome training
experience. Let’s deep dive into some basic facilitation skills we
can adopt in our training as facilitators...
Group Activity
Do: Pick up envelope numbered 2, it contains a carousel poster
with at least 25 facilitation techniques and how these can be
adopted in facilitating a training. In your groups, select 5 of these
techniques and discuss how you would use these in a training on
any topic of your choosing.

Say: So, here’s what you are doing as a group:

1. Pick up the carousel poster
2. Identify 5 facilitation techniques identified in the carousel
poster.
3. Select a topic within the digital literacy course
4. Discuss and summarise how you will use these techniques
Use PPTX to facilitate a 15 minutes training on the topic.
[Display these instructions in a pptx slide on the projecting
screen.]

Say: On your tables, you will find a flip paper with two marker
pens. Use the red marker to indicate the 5 techniques identified
by your group. In steps, use the blue marker to write how you will
use the techniques identified to facilitate training on the topic you
chose from the digital literacy course. You have 15 minutes for
this activity.
 Do: Supervise discussions by visiting each table group and
listening to submissions by members. Monitor the training room
ensuring that all participants are actively contributing to the
discussions. 15 minutes

Say: Hello! Thank you for your great conversations and

discussions. Please use the next 3mins to document your
conversations and conclusions on the flip-paper. You will be
sharing with us, synopsis of your discussions.

[training technician goes around table groups to collect flip papers

and organizes them on the flip board.]

Plenary Say: Starting from table group ......., give us a brief overview of
your discussions. You each will have 3mins to share with us.- 25
minutes

Say: Thank you for your wonderful ideas and contributions. We

are proud of you! The best way to know if your learners
understand the knowledge you are sharing with them or have
mastered a skill you are teaching them is by assessing them.
Hence assessment and feedback are essential for determining
the effectiveness of training, the efficiency of your approach, and
overall, a measure of the expected outcomes of training. Up Next,
let’s talk about assessment and how to use feedback before
beginning a training, in or after a training.

Assessment and Say: Feedback is important for any learning discourse. It helps
Feedback you to understand the entering behaviours of learners or
participants. As a facilitator, it is important to know what your
 participants know about a topic, that way you can tailor activities
during your facilitation to help them improve and connect their
previous knowledge to the new knowledge. Therefore, you can
gather feedback at the beginning of a training, during a training
and after a training session. Let’s discuss a powerful tool/
technique with which you can gather feedback during a training
session.

Do: Ask the training support staff to share 3 different

coloured A4 sheets to each table group- red, yellow, and
green.

Say: On your tables, you have 3 coloured A4 sheets- Green,

Yellow, and Red. When I ask a question, raise the red if you have
no idea, raise the yellow if you are not so sure and the green if
you have a fair idea what the answer to my question is. Shall we
try it? Please be sincere in your response. Great! Here is my
question: Do you know the K-L, or K-W-L chart?

Do: Ask for table groups to raise papers.

Individual Activity
Say: The K-L means, Know and Learn, and is a tool that helps
you as a facilitator to gauge the interest of participants at the
beginning of training and helps participants document what they
have learned at the end of that training. A modernized form of the
K-L chart is K-W-L (Know-Want-Learn), where participants
indicate what they know, what they want to learn, and what they
have learned at the end of a training activity. This tool can be
adopted by teachers even to improve their teaching practices in
the classroom.
 Say: In the envelope on your table, there are other tools and
techniques to design engaging activities to facilitate training.
Group Activity Read about them and identify 3 of them. You will use these three
tools/ approaches in an upcoming activity by the end of the next
session.

Do: Allow for 3 minutes for table groups to identify and agree on
the three approaches they will employ in facilitating their training.

Training Say: Organizing a training can be a daunting activity if not

Organization approached strategically. You may forget some important training
logistics, forget providing some updates to your participants or
properly designing experiences for your participants. Sometimes
these uncertainties give your participants the impression that you
are not prepared to train them. To avoid this, GSET has
combined over a score of experienced training teachers to
develop a training manual to guide how organizations approach
the organization of every training activity. We will be discussing
this manual briefly and then together we will plan a model
training. Ready?

Do: Project a screen with QR Code to the GSET Training

Use PPTX Manual. Ask each table group to scan to download the training
manual. Project instructions to follow in planning the training. (Let
the table group check the envelopes for a sample program
outline, checklist of logistics for training, how to facilitate
communication with participants of the training, and how to
disseminate training evaluation tools to participants in the
training.
 Say: You have the next 20 minutes to plan a training using all the
resources in your envelopes, remember to use the three tools
identified in the previous sessions to discuss how you will
facilitate the training.

Do: Go around each table group to offer further explanations to

clarify the instructions as required. Let GSET Regional
Coordinators in groups serve as resource persons in navigating
the GSET Training Manual.

Say: Please submit your training outline, and plan for how you
will facilitate the training you have facilitated in your envelopes.
Tomorrow morning, we shall discuss the plans that each group
Plenary has developed and identify best practices that we can learn from
each group.

Do we have any questions? If not, thank you for your attention

and for participating actively in this session.

Effective Change Management for Successful ICT and Digital

In this session, Literacy Integration
you will go
"Driving Change: Effective Change Management for Successful
through Drive
ICT and Digital Literacy Integration in Ghanaian SHS and SHTS"
Change for
Effective ICT
Integration. 1. Introduction
Objective
This training guide is designed to help facilitators deliver a
comprehensive change management training program for all
stakeholders involved in the Leaders in Teaching (LiT)
programme. The guide includes a detailed breakdown of each
module, including key concepts, activities, and discussion points
to ensure effective learning and application.

2. Agenda

Module Description

Welcome and Overview of the training,

Introduction objectives, and participant
expectations.

Module 1: Introduction to Understanding change

Change Management management and its importance in
education.

Module 2: The Change Explore the stages of the change

Process process and key principles.

Module 3: Overcoming Identify sources of resistance and

Resistance to Change strategies to overcome them.

Module 4: Building Techniques for gaining buy-in and

Support for Change support from stakeholders.

Module 5: Leading Leadership roles in managing and

Change driving change effectively.

Module 6: Sustaining Strategies to ensure long-term

Change success and continuous
improvement.

Module 7: Action Developing individual and group

Planning and Next Steps action plans for implementing
change.
 Wrap-up and Q&A Recap of key points, Q&A session,
and closing remarks.

3. Training Modules
Module 1: Introduction to Change Management
Objective: To provide a foundational understanding of change
management and its critical role in successfully integrating ICT
and digital literacy in schools.
Key Concepts:
● Definition of Change Management
● Importance of Change Management in educational settings
● Types of change (e.g., transformational vs. incremental)
Activities:
● Discussion: Ask participants to share their experiences
with change in their schools or organizations.
● Exercise: Create a mind map that illustrates what "change
management" means to the group.
Facilitator Notes: Emphasize the role of change management in
addressing both the human and organizational sides of change.
Explain how effective change management leads to smoother
transitions and more sustainable outcomes.

Module 2: The Change Process

Objective: To understand the stages of the change process and
the principles that guide successful change initiatives.
Key Concepts:
● The Change Curve (e.g., Kubler-Ross model, ADKAR
model)
● Stages of change: Awareness, Desire, Knowledge, Ability,
Reinforcement
 ● Key principles of effective change management
Activities:
● Case Study: Analyze a case study of a successful change
initiative in education.
● Group Work: Break into groups to map out the stages of
change in the context of ICT integration.
Facilitator Notes: Encourage participants to think about how the
change process applies to their specific roles and schools. Use
the case study to highlight real-world applications of change
management principles.

Module 3: Overcoming Resistance to Change

Objective: To identify common sources of resistance to change
and develop strategies to address and overcome these
challenges.
Key Concepts:
● Causes of resistance (e.g., fear of the unknown, loss of
control, lack of trust)
● Strategies for overcoming resistance (e.g., communication,
involvement, support)
Activities:
● Role-Play: Simulate a scenario where a teacher resists
using new ICT tools, and explore how to address their
concerns.
● Discussion: Identify potential resistance points in the LiT
programme and brainstorm solutions.
Facilitator Notes: Highlight the importance of empathy and
active listening in overcoming resistance. Stress the need for
transparent communication and the involvement of stakeholders
at all levels.
Module 4: Building Support for Change
Objective: To explore techniques for building and maintaining
support for change initiatives among stakeholders.
Key Concepts:
● Importance of stakeholder engagement
● Techniques for gaining buy-in (e.g., involving stakeholders
in decision-making, providing clear benefits)
● Creating a shared vision for change
Activities:
● Workshop: Develop a stakeholder engagement plan for
the LiT programme.
● Brainstorming Session: Identify key messages that will
resonate with different stakeholder groups.
Facilitator Notes: Explain that gaining support is not a one-time
event but a continuous process. Encourage participants to think
strategically about how they can build alliances and advocate for
the change.

Module 5: Leading Change

Objective: To equip participants with the skills and knowledge
needed to lead and manage change effectively in their roles.
Key Concepts:
● Leadership roles in change management
● Attributes of effective change leaders (e.g., communication,
resilience, adaptability)
● Leading by example and empowering others
Activities:
● Self-Assessment: Participants assess their leadership
strengths and areas for improvement in the context of
change management.
 ● Group Discussion: Explore how leaders can model the
behavior they want to see in others.
Facilitator Notes: Encourage participants to reflect on their
leadership styles and how they can apply these in leading
change. Discuss the importance of leading with empathy and
setting a positive example.

Module 6: Sustaining Change

Objective: To develop strategies for ensuring that change
initiatives are sustained over the long term and lead to continuous
improvement.
Key Concepts:
● Importance of reinforcement and follow-up
● Monitoring and evaluation to track progress and make
adjustments
● Creating a culture of continuous improvement
Activities:
● Planning Exercise: Develop a plan for sustaining the
changes introduced through the LiT programme.
● Discussion: Share examples of how small, ongoing
improvements can lead to sustained success.
Facilitator Notes: Stress that change is an ongoing process, not
a one-time event. Encourage participants to think about how they
can build systems and practices that support continuous
improvement.

Module 7: Action Planning and Next Steps

Objective: To translate the knowledge and skills gained during
the training into actionable steps for implementing change in the
LiT programme.
Key Concepts:
 ● Action planning for change
● Setting SMART goals (Specific, Measurable, Achievable,
Relevant, Time-bound)
● Developing individual and group action plans
Activities:
● Action Plan Development: Participants develop individual
and group action plans for leading change in their schools
or roles.
● Group Sharing: Share and discuss action plans with the
group for feedback and refinement.
Facilitator Notes: Guide participants in creating realistic and
achievable action plans. Emphasize the importance of setting
clear goals and regularly reviewing progress.

4. Wrap-up and Q&A

Objective:
To reinforce key learning points, address any remaining
questions, and prepare participants for the next steps in the
change management process.
Activities:
● Recap: Summarize the key takeaways from each module.
● Q&A Session: Open the floor for any final questions or
concerns.
● Closing Remarks: Provide encouragement and next steps
for implementing the training in real-world contexts.
Facilitator Notes: Use this time to reinforce the importance of
their role in leading change and to motivate participants to apply
what they’ve learned.

5. Training Materials (to be shared)

 ● PowerPoint Slides: To guide each module and provide
visual aids for key concepts.
● Handouts: Summarizing key points from each module for
easy reference.
● Case Studies: For use in discussions and group activities.
● Action Plan Templates: To assist participants in
developing their plans.

Day 2: Introduction to the NTC LMS Portal

Objective: To familiarize LMS Portal Interface
Time: 9:00 – 5:00 pm
Materials: None

Session Facilitator Steps

Recap of day 1

Introduction to Digital Literacy

Say: The Digital Literacy Course for Teachers in Pre-Tertiary Schools in

Ghana explores the general framework and application of digital literacy
content and context among in-service and pre-service teachers of pre-
tertiary education institutions in Ghana. The knowledge and use of
technology to support teaching and learning are essential because of
their continuous evolution and potential to influence how, what, and why
teachers teach, as well as how, what, and why learners learn. They are
also important in developing soft skills and new ways of knowledge
acquisition and use, which are the basis for sustainable development of
countries.
The overall goal of this Course is to equip teachers in pre-tertiary
schools with the needed technology-oriented knowledge and skills to
use digital tools and resources creatively and effectively in their teaching
practices in pursuit of the national goal of transforming Ghana into an
information and knowledge-driven digital-literate nation.

Say: As a teacher, take a moment to imagine why it is important to know

about Digital Literacy.

Do: Ask participants this question: What is digital literacy in the first
place?

Say: Digital literacy refers to the ability to use, understand, and navigate
digital technologies and information in various forms. It encompasses a
range of skills and competencies that enable individuals to effectively
engage with the digital world. Digital literacy goes beyond basic
computer skills and includes the ability to critically evaluate information,
use digital tools for communication and collaboration, and navigate the
complexities of the online environment.

Do: Ask participants to take their jotter, and ask them this answer this
question:
How do you think the knowledge and use of digital technologies
support your teaching and learning?

Say: Write your responses in your jotter

Do: Allow participants 3 minutes to write down their responses.

 Say: Let’s look at some benefits of the knowledge and use of
technology:
● helps in developing soft skills and new ways of knowledge acquisition
and use, which are the basis for sustainable development of countries.
● influences how, what, and why teachers teach, as well as how, what, and
why learners learn.

Say: Before we move on to the next session let's take a moment to

discuss Why is this online training course mandatory for all teachers?
Do: Take responses from two to 3 participants.

Say: This online course is mandatory because the knowledge and use of
technology to support teaching and learning are essential because of the
continuous development and potential to influence how, what, and why
teachers teach, as well as how, what, and why learners learn.

This course is also important in developing soft skills and new ways of
knowledge acquisition and use, which are the basis for the sustainable
development of the teaching profession. education in Ghana aims to
equip learners with knowledge, skills, attitudes, and values as well as the
spirit of inquiry, innovation, and creativity that will enable them to adapt to
changing conditions and engage in lifelong learning.

Say: Now that you know Why this online training course is mandatory for
all teachers let's move on to the next session on the introduction to the
NTC LMS Portal

This session
take Introduction to the NTC LMS Portal
participants
through the
introduction to Say: Let now move on to what is required to be able to access the
the NTC LMS Digital Literacy and ICT Integration course hosted on the National
Portal, going
Teaching Council (NTC) Learning Management System (LMS) portal.
through the
Sign-ups By now you now, you should have access to your login details. This is a
process and combination of your ‘Username’ and ‘Password’ when you sent your
Accessing the
details through the coordinators of this program implementation. Your
NTC Portal
‘Username’ and ‘Password’ should be the combination of your ‘email
address’ and the ‘Password’ you received.
Do: Take a moment to find out from participants if they have received
their login details.

Accessing the NTC Portal

Say: Now that we know what we need to be able to login into the LMS
Portal, let’s find out where we need to go on the internet to access the
links to the portal.

To access the link to the portal, Open your internet browser (Google
Chrome, Mozilla Firefox etc) on your laptop or your smartphone. Enter
the website address link below:

https:// ilearn.ntc.gov.gh

From the internet browser enter the website address

Once the page loads enter your username and password provided to
you: e.g.
 Username: [email protected] Password: xXx123ZZZ

First-time Login and changing password

Say: Once logged in, the system will prompt you to change your
password.

1. Provide the old password (changeme) and set up a new password for
yourself

2. After setting up the new password, click on update or save changes to

confirm the password change.

3. The system will automatically redirect you to the course page.

Forgotten Password
Say: As you continue to use the LMS portal, you may sometimes forget your
password. To recover or reset your password, from the login page use the
‘Lost Password’ button to reset your password. Refer to the participant
handout on page 10 for the details.

Do: Allow each participant time to login to the LMS port with their
username and password shown above.

Request for assistance of co-facilitators to support in the process

ensuring all participants can login.
 Your Digital Literacy Profile Page
Once you login, the course access will be listed:

● In your My Courses block in the right column (remember, if you have a

small screen, it will be underneath the centre section)
● In your My Courses list in the centre of the page

In your My Courses list in the left, column.

Do: Take some time to introduce participants to the course home page.
Take them through the interface, ‘My Course’ tab, The list of Course
assigned to them and their profile.

Say: The course home page is the first page you see each time you
login to the LMS portal.

● My Course Tab, when clicked will list the courses assigned to you as a
‘USER’
● The General tab gives general information about the digital literacy
course. This section provides information for users to follow on how to
participate and go through the online modules.

Do: Ask a participant to read the Welcome to the Ghana Digital Literacy
Course
 Say: We are coming to hear a message from the Ministry of Education
(MoE) and Ghana Education Service (GES) on what they have to say
about the digital literacy course.

Do: Play the video on the Statement from MoE Agencies on Digital
Literacy and ICT Integration.

Say: Now that we have heard from the various government agencies,
let's move on to the next session on what we need to know before we
start the online course.

Before You begin a Module

Say: Before you begin take time to:

● Familiarise yourself with the course page.

● Read all instructions carefully
● Ensure you download the relevant ICT Handbook for each module.
● For each module we have provided the course content in different
formats; the course as a VIDEO LESSON, the AUDIO LESSON
file of the lesson, and the TRANSCRIPT (the RAW Test) of each
lesson.
● Feel free to use any format that works best for you.
 ● Each module is referenced in the ICT Digital Literacy Handbook
Volume 1 and 2. Ensure to download it before you start each
module of the course.
● To begin click on the module Tile under each lesson to begin the
course.

Say: Now that you understand the things to consider before starting a
module let’s look at how to access each module and units.

Accessing and Navigating through a Module

Say: From the home page or course page the Modules list/menu is
located on the left-hand side of the screen.

Say: If you can’t find or locate the Modules list/Menu look for the Menu
list Icon or the Course Index icon as shown below
Say: Click Course Index, and it will display the Module list as shown
above. The course list will display the first module assigned to you.

Say: Click on a Module title to view the lesson contents. Each Module
has a unit or units. (E.g. Unit 1, Unit 2, etc.) Each Unit has a set of
content for the same lesson
● Video Lesson: the video lesson for each unit
● Audio Lesson: the audio file for the same lesson if users are not
able to access the video
● Transcript: This is the Test or Scripted lesson that was used to
produce the video and audio files. You can use this if you are not
able to access the video and audio files where you have a weak
network connectivity.
Do: Show participants how to access the various modules and lessons
as described above.
 Navigating and tracking a module for Completing
Say: By now you are becoming familiar and comfortable with navigating
through the online portal and feeling confident about getting started on
your own.
Tracking each module as you go through the online course is important.
You can track and see your progress through each unit under a module.
Let us go through a few steps
In this ● To navigate to the next unit, click on the unit title to move to the next unit.
session take
participants
through
the……..
 ● To navigate between the Previous and Next Activity

● Follow the Progress Bar to know the percentage of completion for each
module. Note that the system has been configured so that, you must
complete module one before you can move on to module two. This is to
ensure that participants are following the course as planned.

I believe you have learned a lot from this session, and you will be able to
go through all the modules from start to finish. There would be a support
channel in place if you need assistance in the process of taking the
online course from the regional coordinators.

Day 3: Deep Dive Completing Modules

Objective: Completing Modules 1 – 4
Time: 9:00 – 5:00 pm
Materials: None

Session Facilitator Steps

Recap from Day 1
 Deep Dive: Hands-on Completing Module 1 – 4

Say: From our previous sessions you have been taken through
the signup process, on how to access the NTC LMS Portal and
I believe you have login to the portal with your login details
provided, that is your USERNAME and PASSWORD, and you
have tried them out.

Do: Check with the participants who have and tried their login
details. Follow up with those who do not have it and assist

In this session, them to get their login details.

participants will go
through modules one Say: Since we have already gone through Navigation to your
and two get familiarize
course, accessing a module and the units under a module, we
themselves with the
content are going to spend some time going through the first five (5)
modules of the online course.
For this session, we will go through the first (2) modules
together to understand and familiarize ourselves with the
contents so that we can provide support to other colleagues
who will be going through the same online course.

Do: Go through the module one and two with participants.

After each unit pause and interact with participants to know
their understanding of the content and the process of
navigating through the portal

In this session, o Deep Dive: Hands-on Completing Module 3

participants will go
through module three
to familiarize
themselves with the Say: Since we have already gone through modules one and
content two together, it’s now time to go through module three on your
own to spend some time going through all the units under
module three (3). While you go through this session on your
own, feel free to call for support and you will be assisted on
any issues you may be having.,
Do: Get all participants to go through module three. Try and
visit each participant to ensure they can go through the
module without any challenges.

o Deep Dive: Hands-on Completing Module 4

Say: Since we have already gone through modules one and

two together, it’s now time to go through module three on your
In this session,
own to spend some time going through all the units under
participants will go
through module Four module Four (4). While you go through this session on your
to familiarize own, feel free to call for support and you will be assisted on
themselves with the any issues you may be having.,
content
Do: Get all participants to go through module three. Try and
visit each participant to ensure they can go through the
module without any challenges.

Regional Training Plans Development

Say: We will now go into groups to work on the regional-level

training activities. A group will consist of GES Reps and G-
This session will form
SET regional coordinators should work together as a team to
groups for regional-
level training plans plan the training activities. The tasks for each group are as
follows:
● Prepare the training plans to Come up with the training
venues
 ● Decide on the date for your training
● Liaise with 3 catering services to provide 3 invoices
● Submit the invoices to the G-SET procurement team.
● Present your training plan
● Do: Get the participants into groups on a regional basis for
this activity. Facilitate this activity by assigning group leaders
for each group.

Review of Training Plans Presentation

Do: After the group planning activities ask the group leaders to
present their training plans.

Total no. of
Region No. of participants Training Venue Date
participants
30 SHS Troubleshooters
1 GSET Coordinator
Upper West (Wa) 37
2 GES Regional Reps
4 GSET Facilitators

35 SHS Troubleshooters
1 GSET Coordinator
Upper East (Bolga) 42
2 GES Regional Reps
4 GSET Facilitators

12 SHS Troubleshooters
1 GSET Coordinator
Savannah (Damango) 19
2 GES Regional Reps
4 GSET Facilitators

14 SHS Troubleshooters
North East (Nalerigu) 1 GSET Coordinator 17
2 GES Regional Reps

28 SHS Troubleshooters
Northern (Tamale) 1 GSET Coordinator 31
2 GES Regional Reps

140 SHS Troubleshooters

1 GSET Coordinator
Ashanti (Kumasi) 147
2 GES Regional Reps
4 GSET Facilitators
 19 SHS Troubleshooters
1 GSET Coordinator
Western North (Bibiani) 26
2 GES Regional Reps
4 GSET Facilitators
29 SHS Troubleshooters
1 GSET Coordinator
Bono East (Techiman) 36
2 GES Regional Reps
4 GSET Facilitators

17 SHS Troubleshooters
Ahafo (Goaso) 1 GSET Coordinator 20
2 GES Regional Reps

36 SHS Troubleshooters
1 GSET Coordinator
Bono (Sunyani) 43
2 GES Regional Reps
4 GSET Facilitators
46 SHS Troubleshooters
1 GSET Coordinator
Greater Accra (Accra) 53
2 GES Regional Reps
4 GSET Facilitators

93 SHS Troubleshooters
1 GSET Coordinator
Eastern (Koforidua) 100
2 GES Regional Reps
4 GSET Facilitators
75 SHS Troubleshooters
1 GSET Coordinator
Central (Cape Coast) 82
2 GES Regional Reps
4 GSET Facilitators

35 SHS Troubleshooters
1 GSET Coordinator
Western (Takoradi) 42
1 Regional IT Coordinator
4 GSET Facilitators
67 SHS Troubleshooters
1 GSET Coordinator
Volta (Ho) 72
2 GES Regional Reps
4 GSET Facilitators

25 SHS Troubleshooters
1 GSET Coordinator
Oti (Jasikan) 32
2 GES Regional Reps
4 GSET Facilitators
Day 4: Regional Level Training and Monitoring
Objective: Completing Modules 1 – 4 on the LMS Portal
Time: 9:00 – 5:00 pm
Materials: None

Session Facilitator Steps

Deep Dive: Hands-on Completing Module 5

Say: Since we have already gone through modules one and two
In this session,
together, it’s now time to go through module three on your own to
participants will
go through spend some time going through all the units under module Five (5).
module Five to While you go through this session on your own, feel free to call for
familiarize
support and you will be assisted on any issues you may be having.,
themselves with
the content Do: Get all participants to go through module three. Try and visit each
participant to ensure they can go through the module without any
challenges.

Monitoring, Evaluation & Learning Session

-
This session - Say: In this session, we look at the
takes participants ● General overview of MEL
through the basic ● Importance of MEL for the work we do
rudiments of ● Approach for monitoring the program (tools & activities)
MEL and the
approach for
We will begin by looking at:
data collection
for the ICT
○ Definitions and Importance
Integration
○ Differences between monitoring, evaluation, and learning
Course.
○ Interactive discussion: Why MEL is crucial for projects
○ Monitoring and Data collection approach for the ICT integration
course
 As we organize the training activities, our Monitoring, Evaluation, and
Learning (MEL) led by MEL Project Officer for Monitoring, Evaluation
and Learning (MEL) is responsible for ensuring that the project’s
monitoring and evaluation activities are designed and implemented
effectively.

Such activities would include some field visits to conduct observation in

the classroom with the trained teacher by Supervisors as well as the
MEL officers and would use some developed tools such as a Classroom
Observation Tool and some structured questionnaires to collect data
from the Teachers, Students, and Heads of schools visited. Data
collected from these visits will be analysed and triangulated with data
from the online learning system to ensure consistency and measure
impact. The results will ultimately be used to improve the project’s
effectiveness and report on project progress to stakeholders. This is
critical to ensuring that the project is successful and achieves its
intended outcomes.

The MEL team will be giving us in detail the activities that would be
required of us and the things we should consider when monitoring
teams visit your training centers. We ask you to give them your full
support to carry out their activities as well.
They will be coming up with monitoring and evaluation tools that will be
used in collecting data from the field.

Final Regional Training Plans Submission

Say: After participating in the group activities as part of the regional
training, it is required that all group leaders submit their finalized
Training Plans to the training team. This submission is necessary to
facilitate all logistical processes related to the training.
Do: Ask the administration or supporting staff to come and give
details on the Submission of Training Plans and Training
Guidelines and Logistics Support.