00: The ICT CSTT Course Orientation

Topic: Aligned Apps & Participant Support

1. Overview

In today’s digital education landscape, teachers must skillfully integrate online learning tools and platforms that support flexible, collaborative, and self-directed learning. The Tanzania ICT Competency Standard for Teachers (ICT-CSTT) emphasizes that educators should not only know how to use digital technologies but also understand why and when to apply them to improve teaching and learning outcomes (Ministry of Education, Science and Technology [MoEST], 2022).

Aligned applications—such as Moodle Mobile, Zoom/Google Meet, and Google Workspace tools (Drive, Docs, Slides)—support the ICT-CSTT framework by promoting digital literacy, interaction, and accessibility. In addition, effective participant support systems ensure that learners can overcome technical or course-related difficulties promptly, fostering continuous engagement and success.

By the end of this session, participants should be able to:

• Identify and use core digital tools that support ICT-enabled learning.
• Access participant support using appropriate communication channels.
• Troubleshoot common challenges independently.
• Engage responsibly and confidently in blended and online environments.

2. Overview of Aligned Learning Apps

Aligned apps refer to digital tools that directly support the objectives of the ICT-CSTT and enhance learning, teaching, and collaboration in open and distance education environments. The following are key applications used in this course.

2.1 Moodle Mobile App

Definition and Purpose:

The Moodle Mobile App (also called Moodle App) is an extension of the Moodle Learning Management System (LMS) that allows learners to access courses, resources, and assessments through smartphones or tablets—anytime, anywhere (Dougiamas & Taylor, 2003).

Steps to Use:

1. Download the official Moodle App from Google Play or Apple Store.
2. Open the app and enter the institution’s Moodle site URL.
3. Log in using your assigned credentials.
4. Navigate through your dashboard to access courses, assignments, forums, and grades.
5. Enable notifications to stay updated on announcements and deadlines.

Benefits:

• Access learning materials offline after downloading them.
• Receive real-time notifications for new grades, messages, and events.
• Participate in forums, quizzes, and assignments from any device.
• Enhances flexibility and inclusion for remote and rural learners.

Example (Tanzanian Context):

A teacher in Singida can download lesson notes and watch recorded lectures offline using Moodle App even when mobile data is limited.

2.2 Zoom / Google Meet

Definition and Purpose:

Both Zoom and Google Meet are video conferencing platforms that allow live interaction between teachers and learners. They are essential for synchronous learning, complementing Moodle’s asynchronous features.

Tips for Effective Use:

• Join sessions 5–10 minutes early to test your microphone and camera.
• Mute yourself when not speaking to avoid noise interference.
• Use “Raise Hand” or chat to ask questions politely.
• When presenting, share your screen responsibly (close unrelated tabs).
• Ensure good lighting and background for clear visibility.

Benefits:

• Promotes real-time engagement with instructors and peers.
• Enables guest lectures, webinars, and collaborative workshops.
• Builds community and reduces isolation in distance learning.

Example Use:

An ICT teacher uses Google Meet to demonstrate how to create a digital quiz using Google Forms, allowing learners to ask questions live.

2.3 Google Drive / Google Docs

Definition and Purpose:

Google Drive is a secure cloud storage platform that allows users to store, share, and collaborate on files online. Google Docs, Sheets, and Slides enable real-time document editing, suitable for group work and reflective assignments (Redecker, 2017).

How to Use:

1. Sign in using your Gmail account.
2. Upload or create a new document or folder in Google Drive.
3. Use the Share button to control permissions (view, comment, edit).
4. Collaborate live with others by typing, commenting, or editing together.

Benefits:

• Enables team collaboration on reports, presentations, and lesson plans.
• Files are automatically saved and backed up in the cloud.
• Encourages use of OER-based templates, reducing duplication and enhancing open sharing.

Example Use:

Participants jointly develop an ICT lesson plan using Google Docs, incorporating open images and OER content from OER Commons and TESSA Africa.

3. Accessing Participant Support

3.1 Email Support

Participants can contact facilitators or the ICT support team through institutional email for:

• Clarifications on assignments or technical issues.
• Feedback requests or missing grades.
  Tip: Use clear subject lines (e.g., “Login Issue on Moodle Mobile App”) and include your full name, course code, and screenshots if relevant.

3.2 Forum Support

Each Moodle course includes a “General Forum” or “Help Forum” where participants can:

• Ask academic or technical questions.
• Receive peer-to-peer and instructor assistance.
• View previously solved issues before posting new ones.
  Forums are effective for community-driven learning and encourage collaborative problem-solving.

3.3 Helpdesk / Ticketing System

Institutions often provide a Helpdesk Portal (e.g., helpdesk.out.ac.tz) where participants can:

1. Submit a ticket detailing their problem (attach files or screenshots).
2. Receive a ticket number for tracking.
3. Monitor progress until the issue is resolved.

Common Queries:

• Login or password reset issues.
• File upload or quiz submission errors.
• Video conferencing or streaming challenges.

4. Support Timings and Response Mechanisms

Support Type	Response Time	Best Practice
Email	24–48 hours on working days	Include specific issue details and screenshots.
Forum	Within 48–72 hours	Review existing threads before posting.
Helpdesk Ticket	1–3 working days	Follow up only after standard time lapses.

Tips for Effective Support Requests:

• Be specific: Describe what happened, what device/app you used, and any error messages.
• Attempt basic troubleshooting before contacting support:
• Restart the app or device.
• Check internet connectivity.
• Update your app to the latest version.
• Remain courteous and patient; support teams handle multiple requests.

5. Troubleshooting Common Issues

Problem	Possible Solution
Cannot log in to Moodle	Check username/password; reset password if needed.
App not loading	Clear cache, update the app, or reinstall.
Poor video quality in Zoom	Close other apps, check Wi-Fi, reduce camera resolution.
File won’t open in Google Docs	Adjust sharing permissions or download for offline viewing.
Not receiving notifications	Enable notifications in app settings.

6. OER and Open Tools for Continuous Learning

Educators are encouraged to supplement institutional tools with Open Educational Resources (OER) that align with ICT-CSTT objectives:

OER Platform	Description	Relevance
OER Africa (https://www.oerafrica.org/)	Repository of open resources for African educators.	Find open ICT lesson templates and teacher guides.
TESSA (Teacher Education in Sub-Saharan Africa)	Collaborative OER initiative supporting teacher training.	Access contextually relevant ICT lesson examples.
Commonwealth of Learning (COL) Moodle Guide	Open guide on Moodle use and mobile learning.	Enhance understanding of LMS integration.
Google for Education OER	Open tutorials and courses for teachers.	Develop advanced skills in Google Apps for Education.

Using OER responsibly means always checking for the license type (e.g., CC BY, CC BY-SA) and giving credit to creators.

7. Summary

Area	Key Points
Moodle Mobile App	Enables flexible, mobile, and offline learning.
Zoom/Google Meet	Supports live, interactive sessions.
Google Drive/Docs	Facilitates collaboration and cloud storage.
Support Channels	Email, forums, and helpdesk ensure continuous assistance.
Troubleshooting	Basic problem-solving improves independence.
OER Integration	Promotes open, accessible, and sustainable professional learning.

8. Key Takeaway

Digital competence involves more than just using tools—it includes understanding how to combine technology, pedagogy, and support systems for a seamless learning experience.
By effectively using aligned apps and accessing participant support, educators embody the ICT-CSTT principles of digital fluency, collaboration, and lifelong learning.

9. References

• Commonwealth of Learning (COL). (2023). Moodle Teaching Basics: A Practical Guide for Educators. Vancouver: COL. [CC BY-SA 4.0]
• Dougiamas, M., & Taylor, P. (2003). Moodle: Using Learning Communities to Create an Open Source Course Management System. EdMedia 2003 Conference Proceedings.
• Ministry of Education, Science and Technology (MoEST). (2022). The Tanzania ICT Competency Standards for Teachers (ICT-CSTT). Dar es Salaam: MoEST.
• Open University of Tanzania (2024). Learner Support Services Manual. Dar es Salaam: OUT Press.
• Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union.
• TESSA (2023). Teacher Education Resources for Sub-Saharan Africa. The Open University, UK. Retrieved from https://www.tessafrica.net
• UNESCO (2021). Open Educational Resources (OER) Recommendation Implementation Report. Paris: UNESCO Publishing.
• Google for Education. (2024). Getting Started with Google Workspace for Education. Retrieved from https://edu.google.com