ICT teacher handbook/Professional learning communities - Revision history

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← Older revision		Revision as of 06:05, 6 October 2017
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		+	''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B5%E0%B3%83%E0%B2%A4%E0%B3%8D%E0%B2%A4%E0%B2%BF%E0%B2%AA%E0%B2%B0_%E0%B2%95%E0%B2%B2%E0%B2%BF%E0%B2%95%E0%B2%BE_%E0%B2%B8%E0%B2%AE%E0%B3%81%E0%B2%A6%E0%B2%BE%E0%B2%AF ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div>
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		+	{\| cellspacing="0"
		+	\| [[File:Book.jpg\|none\|80px\|Book image]]
		+	\| style="padding-left:2px;" \| Go to <br /> [[ICT_student_textbook/Audio visual communication\|ICT student textbook]]
		+	[[ICT teacher handbook]]
		+	\|}</div>
	{{Navigate\|Prev=What is internet and web\|Curr=Professional learning communities\|Next=Building a personal digital library}}		{{Navigate\|Prev=What is internet and web\|Curr=Professional learning communities\|Next=Building a personal digital library}}

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=What is internet and web|Curr=Professional learning communities|Next=Building a personal digital library}}
-Every profession has its own professional association for learning and sharing. These associations are a method of continuous interactions with fellow practitioners (peers) and allow methods of learning beyond the college or university. You may have learnt  about [https://en.wikipedia.org/wiki/Social_constructivism social constructivism] and how we learn from each other. Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as learnings and insights. They also need to be able to contact peers as well as mentors for seeking support. <br>
+Every profession has its own professional association for learning and sharing. These associations are a method of continuous interactions with fellow practitioners (peers) and allow methods of learning beyond the college or university. You may have learnt  about [https://en.wikipedia.org/wiki/Social_constructivism social constructivism] and how we learn from each other. Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as insights. They also need to be able to contact peers as well as mentors for seeking support. <br>
-However, in the large school system in India, teachers may be isolated in their practice and they may have few opportunities for sharing experiences, reflecting and sharing understanding or seeking solutions for their specific needs and challenges. In the traditional in-service teacher training programmes, the learning is usually at a point in time; teachers learn in workshops, and there is limited opportunity for interactions after that. Teachers may not have formal, organized methods of being in touch with their faculty or with one another to extend the learning after the teacher workshop. <br>
+However, in the large school system in India, teachers may be isolated in their practice and they may have few opportunities for sharing experiences, reflecting and sharing understanding or seeking solutions for their specific needs and challenges. In the traditional in-service teacher training programmes, the learning is usually at a point in time; teachers learn in workshops, and there is limited opportunity for interactions after that. Teachers may not have formal, organized methods of being in touch with their faculty or with one another to extend the learning after the teacher workshop. There is a need for teachers to organise themselves into learning communities for regular interactions to support peer learning and mentoring.<br>
-While professional communities and associations have been there for a long time, ICTs have made possible ways of connecting and communicating with each other simpler and more accessible.  Online communities are often a good way of continuing interactions beyond the restrictions of meetings of physical time and space.  Online communities can be mailing forums or discussion groups and can be accessed either through your phone or the computer.
+While professional communities and associations have been there for a long time, ICT have made possible ways of connecting and communicating with each other simpler and more accessible.  Online communities are often a good way of continuing interactions beyond the restrictions of meetings of physical time and space.  Online communities can be mailing forums or discussion groups and can be accessed either through your phone or the computer.
-The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) talks envisions teacher education with the following key components: (i) collaborative networks for learning and sharing, (ii) continuous learning (iii) Different paths and spaces for learning.  It regards peer learning as an important component of Teacher Professional Development.<br>
+The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) talks envisions teacher education with the following key components: (i) collaborative networks for learning and sharing, (ii) continuous learning (iii) different paths and spaces for learning.  It regards peer learning as an important component of Teacher Professional Development.<br>
 Mailing forums are a good way to keep the teacher community in contact with one another and serve as a complement to physical  interactions, and provide for learning beyond the workshops. Teachers can use the mailing forums to share their experiences, share resources created by them (including question papers, share activities and ideas for CCE), ask for clarifications, seek feedback, discuss issues in school administration as well.<br>
-[[wikipedia:Professional_learning_community|Professional Learning Communities]] is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. A state-wide mailing-list can bring all teachers (usually teaching the same subject) together, to discuss and share. PLCs can be created at different levels for different purposes. You should also try to form such a community in your school, with your colleagues, your 'school professional learning community' which will have school development as an important aim. You can also initiate a PLC with your colleague subject teachers in your Mandal or district.
+[[wikipedia:Professional_learning_community|Professional Learning Communities]] are a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. A state-wide mailing-list can bring all teachers (usually teaching the same subject) together, to discuss and share. PLCs can be created at different levels for different purposes. You should also try to form such a community in your school, with your colleagues, your 'school professional learning community' which will have school development as an important aim. You can also initiate a PLC with your colleague subject teachers in your Mandal or district.

@@ Line 6: / Line 6: @@
 The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) talks envisions teacher education with the following key components: (i) collaborative networks for learning and sharing, (ii) continuous learning (iii) Different paths and spaces for learning.  It regards peer learning as an important component of Teacher Professional Development.<br>
 Mailing forums are a good way to keep the teacher community in contact with one another and serve as a complement to physical  interactions, and provide for learning beyond the workshops. Teachers can use the mailing forums to share their experiences, share resources created by them (including question papers, share activities and ideas for CCE), ask for clarifications, seek feedback, discuss issues in school administration as well.<br>
-[[wikipedia:Professional_learning_community|Professional Learning Communities]] is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You should also try to form such a community in your school, with your colleagues. You can also initiate a PLC with your colleague subject teachers in your Mandal or district. The steps to form such a PLC are explained [http://www.centerforcsri.org/plc/index.html here].
+[[wikipedia:Professional_learning_community|Professional Learning Communities]] is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. A state-wide mailing-list can bring all teachers (usually teaching the same subject) together, to discuss and share. PLCs can be created at different levels for different purposes. You should also try to form such a community in your school, with your colleagues, your 'school professional learning community' which will have school development as an important aim. You can also initiate a PLC with your colleague subject teachers in your Mandal or district.

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=What is internet and web|Curr=Professional learning communities|Next=Building a personal digital library}}
-Every profession has its own professional association for learning and sharing – like doctors, lawyers, accountants, IAS officers and so on.  These associations are a method of continuous interactions with fellow practitioners (peers) and allow methods of learning beyond the college or university. You have also learnt earlier about social constructivism and how we learn from each other and how conceptual learning and contextual understanding are equally important.
+Every profession has its own professional association for learning and sharing. These associations are a method of continuous interactions with fellow practitioners (peers) and allow methods of learning beyond the college or university. You may have learnt  about [https://en.wikipedia.org/wiki/Social_constructivism social constructivism] and how we learn from each other. Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as learnings and insights. They also need to be able to contact peers as well as mentors for seeking support. <br>
-Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as insights and learnings. They also need to be able to contact peers as well as mentors for seeking support. However, in the large school system in India, we find that teachers are often isolated in their practice and they have limited way of sharing their experiences, reflecting and sharing understanding or seeking solutions for their specific needs and challenges.  In the traditional in-service teacher training programmes, the learning is usually at a point in time; teachers learn in workshops, and there is limited opportunity for interactions after that.  They largely do not have any formal, organized methods of being in touch with their trainers or with each other to extend the learning after the workshop. Hence field-level problems are difficult to solve and also teachers are not able to share their experiences, ideas and resources with one another. After the training workshops, teacher interactions are very limited and physical meetings at the cluster, block or district levels are often not enough to meet these needs.  <br>
+However, in the large school system in India, teachers may be isolated in their practice and they may have few opportunities for sharing experiences, reflecting and sharing understanding or seeking solutions for their specific needs and challenges. In the traditional in-service teacher training programmes, the learning is usually at a point in time; teachers learn in workshops, and there is limited opportunity for interactions after that. Teachers may not have formal, organized methods of being in touch with their faculty or with one another to extend the learning after the teacher workshop. <br>
 While professional communities and associations have been there for a long time, ICTs have made possible ways of connecting and communicating with each other simpler and more accessible.  Online communities are often a good way of continuing interactions beyond the restrictions of meetings of physical time and space.  Online communities can be mailing forums or discussion groups and can be accessed either through your phone or the computer.
-The [http:// ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) talks about a pioneering model of teacher education with the following key components - (i) integrating technology tools for teaching learning, (ii) collaborative networks for learning and sharing, (iii) continuous learning models that allow for different paths and spaces for learning.  Peer learning is regarded as a key component of Teacher Professional Development.<br>
+The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) talks envisions teacher education with the following key components: (i) collaborative networks for learning and sharing, (ii) continuous learning (iii) Different paths and spaces for learning.  It regards peer learning as an important component of Teacher Professional Development.<br>
-Mailing forums are a good way to keep the teacher community in contact with one another and serve as a complement for the physical communities and interactions and provide for learning beyond the workshops.  Teacher use the mailing forum to share their experiences, share resources, ask for clarifications, share question papers, share activities and ideas for CCE, issues in school administration and for general information  sharing as well.<br>
+Mailing forums are a good way to keep the teacher community in contact with one another and serve as a complement to physical  interactions, and provide for learning beyond the workshops. Teachers can use the mailing forums to share their experiences, share resources created by them (including question papers, share activities and ideas for CCE), ask for clarifications, seek feedback, discuss issues in school administration as well.<br>
 [[wikipedia:Professional_learning_community|Professional Learning Communities]] is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You should also try to form such a community in your school, with your colleagues. You can also initiate a PLC with your colleague subject teachers in your Mandal or district. The steps to form such a PLC are explained [http://www.centerforcsri.org/plc/index.html here].

@@ Line 2: / Line 2: @@
 Every profession has its own professional association for learning and sharing – like doctors, lawyers, accountants, IAS officers and so on.  These associations are a method of continuous interactions with fellow practitioners (peers) and allow methods of learning beyond the college or university. You have also learnt earlier about social constructivism and how we learn from each other and how conceptual learning and contextual understanding are equally important.
-Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as insights and learnings. They also need to be able to contact peers as well as mentors for seeking support. However, in the large school system in India, we find that teachers are often isolated in their practice and they have no way of sharing their experiences, reflecting and sharing understanding or seeking solutions for their specific challenges.  In the traditional in-service teacher training programmes, the learning is usually at a point in time; teachers learn in workshops, and there is limited opportunity for interactions after that.  They largely do not have any formal, organized methods of being in touch with their trainers or with each other to extend the learning after the workshop. Hence field-level problems are difficult to solve and also teachers are not able to share their experiences, ideas and resources with one another. After the training workshops, teacher interactions is very limited and physical meetings at the cluster, block or district levels are often not enough to meet these needs.  <br>
+Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as insights and learnings. They also need to be able to contact peers as well as mentors for seeking support. However, in the large school system in India, we find that teachers are often isolated in their practice and they have limited way of sharing their experiences, reflecting and sharing understanding or seeking solutions for their specific needs and challenges.  In the traditional in-service teacher training programmes, the learning is usually at a point in time; teachers learn in workshops, and there is limited opportunity for interactions after that.  They largely do not have any formal, organized methods of being in touch with their trainers or with each other to extend the learning after the workshop. Hence field-level problems are difficult to solve and also teachers are not able to share their experiences, ideas and resources with one another. After the training workshops, teacher interactions are very limited and physical meetings at the cluster, block or district levels are often not enough to meet these needs.  <br>
 While professional communities and associations have been there for a long time, ICTs have made possible ways of connecting and communicating with each other simpler and more accessible.  Online communities are often a good way of continuing interactions beyond the restrictions of meetings of physical time and space.  Online communities can be mailing forums or discussion groups and can be accessed either through your phone or the computer.
 The [http:// ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) talks about a pioneering model of teacher education with the following key components - (i) integrating technology tools for teaching learning, (ii) collaborative networks for learning and sharing, (iii) continuous learning models that allow for different paths and spaces for learning.  Peer learning is regarded as a key component of Teacher Professional Development.<br>
-Mailing forums are a good way to keep the teacher community in contact with one another and serve as a complement for the physical communities and interactions and provide for learning beyond the workshops.  Teacher use the mailing forum to share their experiences, share resources, ask for clarifications, share question papers, share activities and ideas for CCE, issues in school administration and for general information  sharing as well.  Over 20,000 teachers are members of these mailing forums in Karnataka.<br>
+Mailing forums are a good way to keep the teacher community in contact with one another and serve as a complement for the physical communities and interactions and provide for learning beyond the workshops.  Teacher use the mailing forum to share their experiences, share resources, ask for clarifications, share question papers, share activities and ideas for CCE, issues in school administration and for general information  sharing as well.<br>
-Professional Learning Communities is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You should also try to form such a community in your school, with your colleagues. You can also initiate a PLC with your colleague subject teachers in your Mandal or district. The steps to form such a PLC are explained [http://www.centerforcsri.org/plc/index.html here].
+[[wikipedia:Professional_learning_community|Professional Learning Communities]] is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You should also try to form such a community in your school, with your colleagues. You can also initiate a PLC with your colleague subject teachers in your Mandal or district. The steps to form such a PLC are explained [http://www.centerforcsri.org/plc/index.html here].

← Older revision	Revision as of 09:00, 28 June 2017
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← Older revision		Revision as of 08:55, 13 October 2016
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	{{Navigate\|Prev=What is internet and web\|Curr=Professional learning communities\|Next=Building a personal digital library}}		{{Navigate\|Prev=What is internet and web\|Curr=Professional learning communities\|Next=Building a personal digital library}}
		+
		+	Every profession has its own professional association for learning and sharing – like doctors, lawyers, accountants, IAS officers and so on. These associations are a method of continuous interactions with fellow practitioners (peers) and allow methods of learning beyond the college or university. You have also learnt earlier about social constructivism and how we learn from each other and how conceptual learning and contextual understanding are equally important.
		+	Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as insights and learnings. They also need to be able to contact peers as well as mentors for seeking support. However, in the large school system in India, we find that teachers are often isolated in their practice and they have no way of sharing their experiences, reflecting and sharing understanding or seeking solutions for their specific challenges. In the traditional in-service teacher training programmes, the learning is usually at a point in time; teachers learn in workshops, and there is limited opportunity for interactions after that. They largely do not have any formal, organized methods of being in touch with their trainers or with each other to extend the learning after the workshop. Hence field-level problems are difficult to solve and also teachers are not able to share their experiences, ideas and resources with one another. After the training workshops, teacher interactions is very limited and physical meetings at the cluster, block or district levels are often not enough to meet these needs. <br>
		+	While professional communities and associations have been there for a long time, ICTs have made possible ways of connecting and communicating with each other simpler and more accessible. Online communities are often a good way of continuing interactions beyond the restrictions of meetings of physical time and space. Online communities can be mailing forums or discussion groups and can be accessed either through your phone or the computer.
		+	The National Curriculum Framework for Teacher Education (NCF-TE, 2010) talks about a pioneering model of teacher education with the following key components - (i) integrating technology tools for teaching learning, (ii) collaborative networks for learning and sharing, (iii) continuous learning models that allow for different paths and spaces for learning. Peer learning is regarded as a key component of Teacher e Professional Development.<br>
		+	Mailing forums are a good way to keep the teacher community in contact with one another and serve as a complement for the physical communities and interactions and provide for learning beyond the workshops. Teacher use the mailing forum to share their experiences, share resources, ask for clarifications, share question papers, share activities and ideas for CCE, issues in school administration and for general information sharing as well. Over 5000 teachers are members of these mailing forums in Karnataka.
		+	Professional Learning Communities is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You should also try to form such a community in the school that you would teach in. The steps to form such a PLC are explained [http://www.centerforcsri.org/plc/index.html here].