INTRODUCTION
The rapid pace of development in Information and Communications Technology (ICT) can make teachers feel that they are running as fast as they can to keep up with the dramatic changes taking place in their immediate environment. Teachers have to learn how to use ICT and make the most of it in their teaching, while at the same time helping their students to use ICT to improve their capabilities.

It is recognised that teachers around the world need to develop their professional practice in ICT, but until now there has been no international framework for this professional development.

The Cambridge International Diploma in Teaching with ICT, launched in March 2001, is the only international diploma currently available which meets this specific professional need. The Diploma is part of an ambitious programme of related initiatives launched by CIE, aiming to provide clarity in the use of ICT in teaching and learning. It is designed for teachers in all education and training contexts, and at all levels.

DIPLOMA IN TEACHING WITH ICT AT A GLANCE

			Modular – 3 modules: Planning, Managing and Evaluating the use of ICT to support teaching and learning.
			Assignment-based – candidates undertake structured activities and produce reflective reports on professional activity in real teaching contexts.
			Dedicated CIE support materials include a candidate CD.
			Electronic management – assignments are completed using CIE templates, submitted via CIEXchange, and marked online.
			Relevant to all teaching contexts and levels, and all types of learning programme.

ENABLING TUTORS TO MAKE THE BEST USE OF THEIR ICT RESOURCES
The Diploma is relevant to all types of learning programmes: from face-to-face classroom work to distance learning; from whole group to individual learning; and from subject-based to skills-focused courses.

The syllabus is based on generic global standards of performance, skills and knowledge, and these provide a set of clear parameters in which both candidates and Centres can work.

The assessment system also actively encourages the identification of relevant, local opportunities in which to apply the skills and strategies being learnt.

Candidates are encouraged to develop a creative, critical and resourceful approach to ICT – including knowing when (and when not!) to use ICT to best effect.

As ICT is always changing, it's vital that tutors are able to approach new technology and contexts productively and with confidence, so that they can develop their students' capabilities, improve their own professional practice and make a significant contribution to their institution's goals in education and training.

The skill-set developed through the Diploma equips teachers with the knowledge necessary to achieve these goals.