ICT teacher handbook/Preface - Revision history

Yogi: 1 revision imported: from troer

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1 revision imported: from troer

Yogi at 06:35, 16 March 2017

2017-03-16T06:35:32Z

Guru at 04:55, 31 December 2016

2016-12-31T04:55:01Z

Guru at 10:03, 30 November 2016

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Guru: /* Scope of the handbook */

2016-11-23T00:59:13Z

Scope of the handbook

Guru at 04:00, 20 November 2016

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Guru at 04:28, 14 October 2016

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Guru at 04:27, 14 October 2016

2016-10-14T04:27:32Z

Guru: /* Scope of the handbook */

2016-10-13T11:40:36Z

Scope of the handbook

Guru: /* Approach and intent of the state ICT syllabus */

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Approach and intent of the state ICT syllabus

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−	{{Navigate\|Prev=\|Curr=Preface\|Next=~~Introduction~~}}	+	{{Navigate\|Prev=\|Curr=Preface\|Next=Technology for teacher professional development}}

	[https://en.wikipedia.org/wiki/Information_and_communications_technology Information Communication Technologies] (ICTs) are as old as humanity itself; yet, digital technologies have brought in major changes in the creating, processing, organizing and presentation of information, as well as in communication. Since information and communication are basic social processes, all ICTs bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an [https://en.wikipedia.org/wiki/Information_society “information society”].		[https://en.wikipedia.org/wiki/Information_and_communications_technology Information Communication Technologies] (ICTs) are as old as humanity itself; yet, digital technologies have brought in major changes in the creating, processing, organizing and presentation of information, as well as in communication. Since information and communication are basic social processes, all ICTs bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an [https://en.wikipedia.org/wiki/Information_society “information society”].

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 {{Navigate|Prev=|Curr=Preface|Next=Introduction}}
-Information Communication Technologies (ICTs) are as old as humanity itself; yet, digital technologies have brought in major changes in the creating, processing, organizing and presentation of information, as well as in communication.  All ICTs bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an [https://en.wikipedia.org/wiki/Information_society “information society”].
+[https://en.wikipedia.org/wiki/Information_and_communications_technology Information Communication Technologies] (ICTs) are as old as humanity itself; yet, digital technologies have brought in major changes in the creating, processing, organizing and presentation of information, as well as in communication.  Since information and communication are basic social processes, all ICTs bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an [https://en.wikipedia.org/wiki/Information_society “information society”].
 Development of digital literacy skills is required for all to navigate this ‘[[wikipedia:Information_society|information society]]’. Teachers, student teachers and teacher educators need to be able to use ICTs for their professional development, through self learning, peer learning, in digital resources creation and in teaching-learning. They must develop a critical understanding of the larger positive and negative implications of the design and adoption of ICTs in society. Recent curricular ([http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE], [http://ictcurriculum.gov.in/ National ICT Curriculum]) and policy ([http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/revised_policy%20document%20ofICT.pdf National ICT Policy in School Education]) documents on education in India have recognized the importance of integrating ICT in school education. We also believe that an effective ICT implementation can strengthen the school system such that the vision of 'universal education of equitable quality’ set out by the Indian [http://mhrd.gov.in/rte Right to Education Act] is realised.
-Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom in all schools. It is envisaged that ICT is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use [[wikipedia:Open_educational_resources|open educational resources]] and [https://en.wikipedia.org/wiki/Free_and_open-source_software free and open source software] to allow rich possibilities for creating, sharing, communicating and learning.  The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes.
+Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom in all schools. It is envisaged that ICT is not to be seen as an end by itself, but rather as a process for creating a rich learning environment in the school. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use [[wikipedia:Open_educational_resources|open educational resources]] and [https://en.wikipedia.org/wiki/Free_and_open-source_software free and open source software] to allow rich possibilities for creating, sharing, communicating and learning.  The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes.
 It is in this context that the Telangana Department of School Education has developed an ICT student text book and teacher hand book which will be used by the school teachers for transacting the ICT classes from Class 6-10. These have been based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning, and creating and learning. The development of the ICT text book and the teacher hand book is in collaboration with [http://itforchange.net/ IT for Change], a NGO working in the area of ICT and social change, and the [http://cemca.org.in Commonwealth Educational Media Centre for Asia] (CEMCA), an inter-governmental organization, of the Commonwealth countries.

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	It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self-reflective professionals.		It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self-reflective professionals.
−
−	~~''The copyright is held by the Telangana Department of School Education.''~~
−
−	''Keeping in line with the spirit of the National ICT Policy, the handbook is released under [https://creativecommons.org/ Creative Commons] License CC BY SA NC, allowing teachers and teacher educators to re-use, revise and re-distribute the resources in this hand book, for non-commercial uses and with attribution.''

← Older revision		Revision as of 00:59, 23 November 2016
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	''The copyright is held by the Telangana Department of School Education.''		''The copyright is held by the Telangana Department of School Education.''

−	''Keeping in line with the spirit of the National ICT Policy, the handbook is released under [https://creativecommons.org/ Creative Commons] License CC BY SA, allowing teachers and teacher educators to re-use, revise and re-distribute the resources in this hand book.''	+	''Keeping in line with the spirit of the National ICT Policy, the handbook is released under [https://creativecommons.org/ Creative Commons] License CC BY SA NC, allowing teachers and teacher educators to re-use, revise and re-distribute the resources in this hand book, for non-commercial uses and with attribution.''

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 {{Navigate|Prev=|Curr=Preface|Next=Introduction}}
-Information Communication Technologies are as old as humanity itself; yet, digital technologies have brought in major changes in the creating, processing, organizing and presentation of information, as well as in communication.  All ICT bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an [https://en.wikipedia.org/wiki/Information_society “information society”].  <br>
+Information Communication Technologies (ICTs) are as old as humanity itself; yet, digital technologies have brought in major changes in the creating, processing, organizing and presentation of information, as well as in communication.  All ICTs bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an [https://en.wikipedia.org/wiki/Information_society “information society”].
-Development of digital literacy skills is required for all to navigate this ‘information society’. Teachers, student teachers and teacher educators need to be able to use ICTs for their professional development, through self learning, peer learning, in digital resources creation and in teaching-learning. They must develop a critical understanding of the larger positive and negative implications of the design and adoption of ICTs in society. Recent curricular ([http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE], [http://ictcurriculum.gov.in/  National ICT Curriculum]) and policy ([http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/revised_policy%20document%20ofICT.pdf  National ICT Policy in School Education]) documents on education in India have recognized the importance of integrating ICT in school education. We also believe that an effective technology implementation can strengthen the government school system such that the vision of universal education of ‘equitable quality’ set out by the Indian [http://mhrd.gov.in/rte Right to Education Act] is realised.<br>
+Development of digital literacy skills is required for all to navigate this ‘[[wikipedia:Information_society|information society]]’. Teachers, student teachers and teacher educators need to be able to use ICTs for their professional development, through self learning, peer learning, in digital resources creation and in teaching-learning. They must develop a critical understanding of the larger positive and negative implications of the design and adoption of ICTs in society. Recent curricular ([http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE], [http://ictcurriculum.gov.in/ National ICT Curriculum]) and policy ([http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/revised_policy%20document%20ofICT.pdf National ICT Policy in School Education]) documents on education in India have recognized the importance of integrating ICT in school education. We also believe that an effective ICT implementation can strengthen the school system such that the vision of 'universal education of equitable quality’ set out by the Indian [http://mhrd.gov.in/rte Right to Education Act] is realised.
-Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom. It is envisaged that technology is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use open content and [https://en.wikipedia.org/wiki/Free_and_open-source_software free and open source software] to allow rich possibilities for creating, sharing, communicating and learning.  The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes.  <br>
+Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom in all schools. It is envisaged that ICT is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use [[wikipedia:Open_educational_resources|open educational resources]] and [https://en.wikipedia.org/wiki/Free_and_open-source_software free and open source software] to allow rich possibilities for creating, sharing, communicating and learning.  The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes.
-It is in this context that the Telangana Department of School Education, along with SCERT, has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and creating and learning. The development of the ICT text book and the teacher hand book is in collaboration with [http://itforchange.net/ IT for Change], under a MOU with [http://cemca.org.in Commonwealth Educational Media Centre for Asia] (CEMCA), an inter-governmental organization, of the commonwealth countries. <br>
+It is in this context that the Telangana Department of School Education has developed an ICT student text book and teacher hand book which will be used by the school teachers for transacting the ICT classes from Class 6-10. These have been based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning, and creating and learning. The development of the ICT text book and the teacher hand book is in collaboration with [http://itforchange.net/ IT for Change], a NGO working in the area of ICT and social change, and the [http://cemca.org.in Commonwealth Educational Media Centre for Asia] (CEMCA), an inter-governmental organization, of the Commonwealth countries.
-=Scope of the handbook=
+===Scope of the handbook===
-This teacher handbook is meant as an accompanying resource for teachers to help in the facilitation of the student ICT syllabus and provide meaningful linkages to curricular and co-curricular areas. The handbook also has a component of using ICT for Teacher Professional Development which will introduce the pedagogical framework for technology learning, the implications of technology and society and possibilities for advanced learning in digital methods and processes.  The handbook also has a discussion on school level implementation guidelines.
+This teacher handbook is meant as an accompanying resource for teachers to help in the facilitation of the student ICT syllabus and provide meaningful linkages to curricular and co-curricular areas. The handbook also has a component of Teacher Professional Development which will introduce the pedagogical framework for technology learning, the implications of technology and society and possibilities for advanced learning in digital methods and processes.  The handbook also provides the guidelines for school level implementation.
-It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self reflective professionals.<br>
+It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self-reflective professionals.
-''The copyright is held by the Telangana SCERT. Keeping in line with the spirit of the National ICT Policy, the handbook is released under [https://creativecommons.org/ Creative Commons] License CC BY SA, allowing teachers and teacher educators to reuse, revise and re-distribute.''
+''The copyright is held by the Telangana Department of School Education.''

← Older revision	Revision as of 09:00, 28 June 2017
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← Older revision		Revision as of 11:40, 13 October 2016
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	It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self reflective professionals.<br>		It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self reflective professionals.<br>

−	''The copyright is held by the Telangana SCERT. Keeping in line with the spirit of the National ICT Policy, the handbook is released under Creative Commons License, allowing teachers and ~~other education departments~~ to reuse, revise and ~~modify~~. ''	+	''The copyright is held by the Telangana SCERT. Keeping in line with the spirit of the National ICT Policy, the handbook is released under Creative Commons License 9(CC BY SA), allowing teachers and teacher educators to reuse, revise and re-distribute.''

← Older revision		Revision as of 11:37, 13 October 2016
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	It is in this context that the Telangana SCERT has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and creating and learning. The Telangana Education Department has also entered into a MOU with Commonwealth Educational Media Centre for Asia (CEMCA) for collaborating on the creation of the textbook. <br>		It is in this context that the Telangana SCERT has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and creating and learning. The Telangana Education Department has also entered into a MOU with Commonwealth Educational Media Centre for Asia (CEMCA) for collaborating on the creation of the textbook. <br>
−
−	~~=Approach and intent of the state ICT syllabus=~~
−	The state ICT syllabus has been based on the aspirations and guidelines set in the National ICT Policy which focuses on building the skills of computing, creating and collaborating through safe, ethical, legal means of using ICT.
−
−	~~The syllabus has emphasised the different possibilities of ICT in society, briefly discussed below.~~
−	#'''Connecting with the world''': Technology is providing new ways for us to access information and learn. Along with this, evaluating information and using it appropriately become skills to be developed. This theme will focus on accessing the internet, evaluating resources available and creating meaningful personal digital libraries for self learning.
−	#'''Connecting with each other''': A related dimension of connecting through ICT is in possibilities for learning in communities from each other. The focus of this theme will be on how to interact and learn in peer learning settings and through online, virtual forums. Collaborating and learning is a key learning expectation from this curriculum.
−	#'''Interacting with ICT''': Building skills and aptitudes in a technology environment is an important expectation of this curriculum. The theme will focus on building a more proactive approach to engaging with technology, evaluating appropriate technology choices, maintaining ICT infrastructure and becoming critical users of technology, being aware of the social and economic implications of technology.
−	#'''Creating with ICT''': This is a theme that focuses on building computing and creating skills in students and teachers using various ICT applications. These include data analysis and processing, creating graphics, creating audio visual communications, working with mapping applications, creating resources with specific school subject related applications and programming.
−
−	Ability to handle ICT environment, creating original content, sharing and learning and focusing on educational and learning processes rather than on specific applications are the key principles of this syllabus design. The syllabus has been designed keeping in mind the various possibilities of creative expression possible through ICT applications and platforms available today and also seeks to build a mindset that will explore and such applications on an ongoing basis. Without taking a conventional approach to building digital literacy on specific applications the syllabus emphasizes a thematic, project based approach to ICT learning. Such an approach will also enable integration of ICT with multiple school subjects.
−
−	To facilitate such an approach to ICT learning, the technology environment in schools must be free and open. The syllabus has prescribed the use of free and open source technologies wherever available to facilitate such a free and open access. The educational content used in the schools will also be licensed as open content allowing teachers and students to modify and adapt the content to reflect their contexts.

	=Scope of the handbook=		=Scope of the handbook=