TE year1handbook/Year1 Unit1 Mode of transaction - Revision history

Yogi: removed Category:TE year 1 hand book using HotCat

2018-09-10T12:38:52Z

removed Category:TE year 1 hand book using HotCat

Ranjani: /* Regular maintenance */

2017-05-11T18:52:20Z

Regular maintenance

Ranjani at 18:06, 11 May 2017

2017-05-11T18:06:42Z

Guru at 12:33, 9 May 2017

2017-05-09T12:33:54Z

Guru: /* Unit 1- ICT for connecting and learning */

2017-05-09T12:26:50Z

Unit 1- ICT for connecting and learning

Guru: /* Transactional Strategies */

2017-05-09T12:24:24Z

Transactional Strategies

Guru: /* Academic processes */

2017-05-09T10:48:31Z

Academic processes

Guru: /* Academic processes */

2017-05-09T10:47:29Z

Academic processes

Guru: /* Hardware */

2017-05-09T10:35:43Z

Hardware

Guru: /* Unit 1- ICT for connecting and learning */

2017-05-09T09:52:13Z

Unit 1- ICT for connecting and learning

← Older revision		Revision as of 12:38, 10 September 2018
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	The student teacher could create a digital resource for a topic they will transact in their practice teaching. Feedback on the practice teaching should also form part of the assessment		The student teacher could create a digital resource for a topic they will transact in their practice teaching. Feedback on the practice teaching should also form part of the assessment
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−	~~[[Category:TE year 1 hand book]]~~

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 # Teacher educators and student teachers must follow the legal and ethical aspects of accessing available content and must avoid downloading content that is not open. Teacher educators must also exercise oversight over the content downloaded by student teachers and ensure that no inappropriate content, or copyrighted content is downloaded.
-==== Online and offline distribution ====
+===== Online and offline distribution =====
 It is suggested that the content of the ICT Mediation paper be delivered in the one or all of the following formats.
 # '''On-line''':  The entire source book and handbook could be made available in mobile accessible ways. This can allow institutions and teachers to access the resources on their devices and also make additional referencing on the internet.
@@ Line 46: / Line 46: @@
 # The TE-ITC role could be periodically (once in 2-3 years) rotated among the staff of the teacher education institution.  However, the ICT lab is institutional infrastructure and the faculty has a shared responsibility in its upkeep.
 # Similarly, 1-5 student teachers  could be designated as Student teacher -  ICT coordinators (ST-IC), who will help the TE-IC in managing the lab, facilitating repair of the equipment as required.
 ==== Academic processes ====
-Based on the student strength in different sections, the institution must prepare its time table and student lab assignment, considering following possibilities
+Based on the student strength in different sections, the institution must prepare its time table and student lab assignment, considering the following possibilities.
 # Up to 3 student teachers could work together on a computer. The selection of these learning groups must be carefully done by the teacher educator to support peer learning possibilities, and not be random
 # If the number of student teachers is more than three times the number of computers, the section could be split into two (or more as required), such that one group works in the lab and the other group(s) are assigned other classes, including discussing topics / exercises from the source book, watching documentary films related to the topics etc.
@@ Line 63: / Line 56: @@
 # During practice sessions, some student teachers (who may be more proficient in ICT) may also be roped in to support their peers during the hands-on sessions.
 # For each designated activity, each student teacher is required to maintain their digital records / portfolio, in relevant folders. Ideally the resources created / accessed / connected to each activity should be in a separate sub-folder and these can be organized within 'topic' folders.
-# Each student must have her/his login into the school system. (The Ubuntu GNU/Linux system allows multiple user logins to be set-up on a computer). Each student will be able to create folders and store their work on the system, which will be secured through their login. These folders will grow and be enriched over the two years of the transaction.
+# Each student teacher must have her/his login into the school system. (The Ubuntu GNU/Linux system allows multiple user logins to be set-up on a computer). Each student will be able to create folders and store their work on the system, which will be secured through their login. These folders will grow and be enriched over the two years of the transaction.
-# The teacher should be able to easily access the student portfolios for assessment, either over the network (using an administrator login), or will need to copy the students files using pen drive/ external hard disk.
+# The teacher educator should be able to easily access the student portfolios for assessment, either over the network (using an administrator login), or will need to copy the students files using pen drive/ external hard disk.
 # In addition to these formal assessments, the school should also organize digital competitions for student teachers, illustrative list of areas is provided below:
 ## Poems and essays (all resources shared digitally)
@@ Line 75: / Line 68: @@
 ==== Teacher Educator capacity building to transact the subject ====
-Every teacher educator will need training on ICT integration in education. During the training, the participants can be made a member of mailing groups, for continued learning and peer support.  These virtual forums are meant for teachers to share ideas, experiences and resources and also for seeking help and peer support. It is expected that based on the workshop learning and the continuing self and peer learning through the forums, the teacher educators will build capacities to transact the ICT text book.
+Every teacher educator will need training on ICT integration in education. During the training, the participants can be made a member of mailing groups, for continued learning and peer support.  These virtual forums are meant for teachers to share ideas, experiences and resources and also for seeking help and peer support. It is expected that based on the workshop learning and the continuing self and peer learning through the forums, the teacher educators will build capacities to transact the ICT Mediation paper.
 ===Transactional Strategies===
@@ Line 86: / Line 79: @@
 For providing opportunities to students for working in the ICT lab, the teacher will need to create login-ids for each student. A separate login-id for each student will enable to keep the work of the students secure and easily accessible, this is necessary for assessment of the students work over time and at the end of the year. It is likely that the number of students exceeds the number of computers in the ICT Lab, hence more than one login-id will need to be created on a computer. Teams of 2-3 students can be formed, and each team will work on a computer designated for it, on which the login-ids of member students have been created. All the digital materials created by each student will be secure within their own part of the data stored in the computer, and no student will be able to access the data of another student since it will require the login by that student.
-Each of the activities will involve the use of one or more software applications. While the basics of the use of the application are provided in the source book, for more detailed and advanced learning on the tool, the student should refer to the [[:Category:Explore an application|manual for the applications]], which can be provided in as an off-line copy on the lab server. Since one of the important elements of learning ICT is that of self-learning and discovery through a process of exploring an application by oneself, providing the advanced set of features (all of which are chosen based on their relevance to the role of a teacher), will support student teachers to become more comfortable in using these applications. Since student teachers are '[[wikipedia:Digital_native|digital natives]]' they will usually be able to explore the applications by themselves. The references provided to different software applications (Learn <application name>) in the transaction suggestions in the table below, are to this [[:Category:Explore an application|manual.]] The [[:Category:Explore an application|manual]] also provides equivalent FOSS applications on Ubuntu as well as other platforms such at the mobile phone, which the student teachers can download on their phones and explore. It is important to explore more than one application for any area, this will build technological proficiency in the particular area. More importantly, it will also disabuse the learner of the general notion of equating learning processes in an area to a specific software application. In this course, the emphasis is on learning the process (text editing), instead of ''<u>a software</u>'' (Word or Writer) and the student should explore the many FOSS tools that are usually available on any area.
+Each of the activities will involve the use of one or more software applications. While the basics of the use of the application are provided in the source book, for more detailed and advanced learning on the tool, the student should refer to the [[:Category:Explore an application|manual for the applications]], which can be provided in as an off-line copy on the lab server. Since one of the important elements of learning ICT is that of self-learning and discovery through a process of exploring an application by oneself, providing the advanced set of features (all of which are chosen based on their relevance to the role of a teacher), will support student teachers to become more comfortable in using these applications. The references provided to different software applications (Learn <application name>) in the transaction suggestions in the table below, are to this [[:Category:Explore an application|manual.]] The [[:Category:Explore an application|manual]] also provides equivalent FOSS applications on Ubuntu as well as other platforms such at the mobile phone, which the student teachers can download on their phones and explore. It is important to explore more than one application for any area, this will build technological proficiency in the particular area. More importantly, it will also disabuse the learner of the general notion of equating learning processes in an area to a specific software application. In this course, the emphasis is on learning the process (text editing), instead of ''<u>a software</u>'' (Word or Writer) and the student should explore the many FOSS tools that are usually available on any area.
 Each student will identify a topic (or two), related to her subject, on which she will access, create, edit, share and publish digital resources over the course of this unit. The student will use different digital methods for this, as per the topics in the student source book. The resources access, created and modified will form part of the 'digital portfolio' which will be offered for assessment by the student. Students will be encouraged to license their resources as OER and make it available for public use.
@@ Line 105: / Line 98: @@
 |History of ICT
 |1.1 Understand the history of ICT, including digital ICT
-|Class talk -  "History of ICT in the context of technological changes in society and what distinguishes digital ICTs"
+|Class talk -  "History of ICT in the context of technological changes in society and what distinguishes digital ICT"
 Reading - Hilary Wilder & Sharmila Pixy Ferris. ''Communication Technology and the Evolution of Knowledge''
@@ Line 111: / Line 104: @@
 |1.  Write an assignment/ present a project on evolution of ICTs across human history, you could pick up any one evolution and write on its implications. This can be presented to the class in teams of 2-4 students.
-.  Reflection on any one change that has had a profound impact on society; compare it with the change ICTs have brought
+.  Reflection on any one change that has had a profound impact on society; compare it with the change ICT have brought
 |-
 |Basic familiarity with ICT devices and applications

@@ Line 4: / Line 4: @@
 ==== Institutional ICT Infrastructure ====
-The program requires each TE institution to have an ICT lab, with following assets:
+The program requires each TE institution to have an ICT lab, with following equipment:
 ===== Hardware =====
-# This can be desktop computers or laptop computers. The number of computers could be decided based on the student strength in the school. The course will ideally require a 1:1 computer : student ratio. Each D.El.Ed college will ideally need a minimum of 15 computers in their computer lab available. In case of fewer computers, a ratio of 2 or even 3 students per computer may be required. However, the kind of active learning envisaged requires that ICT lab have sufficient computers, over time, this should reach at least one-third the number of students in the largest section in the institution. The institution should ramp up the computer availability in a phased manner to ensure 1:1 ratio over time. Colleges could also procure a limited number of alternate cheaper devices like tablets, raspberry pi to supplement the computers. Lab may be made available at other times to student teachers to continue practice. To enable hands on experience for all student-teachers, the ICT lab hour and the library hour may be adjusted so that students can come in batches to use the computers.
+# To implement this ICT Mediation paper, adequate computing infrastructure needs to be available.  These can be desktop computers or laptop computers.  The number of computers could be decided based on the student strength in the institution. The course will ideally require a 1:1 computer : student ratio. Each D.El.Ed college will ideally need a minimum of 15 computers in their computer lab available. In case of fewer computers, a ratio of 2 or even 3 students per computer may be required. However, the kind of active learning envisaged requires that ICT lab have sufficient computers, over time, this should reach at least one-third the number of students in the largest section in the institution. The institution should ramp up the computer availability in a phased manner to ensure 1:1 ratio over time. Colleges could also procure a limited number of alternate cheaper devices like tablets, raspberry pi to supplement the computers for specific activities. Other than the structured transaction hours, the lab could also be  made available at other times to student teachers to continue practice. To enable hands on experience for all student-teachers, the ICT lab hour and the library hour may be adjusted so that students can come in batches to use the computers.
-# Given the rapidly reducing costs of ICTs, students and teachers should be provided information about different ICT devices available, features, prices etc. so that student teachers are encouraged to purchase personal devices at reasonable costs.
+# Given the rapidly reducing costs of ICT students and teachers should be provided information about different ICT devices available, features, prices etc. so that student teachers are encouraged to purchase personal devices at reasonable costs.
-#One of the computers should be designated as the ‘server’. This will host the content shared by the DSERT, as well as created by the students and the teachers.
+#The computers must be networked, preferably through a wireless LAN. Internet connectivity must be made available through broadband.One of the computers should be designated as the ‘server’. This will host the content shared by the DSERT, as well as created by the students and the teachers.  This will also allow the faculty to assess the student created resources for review and feedback.
-# The computers must be networked, preferably through a wireless LAN. Internet connectivity must be made available through broadband.
+# A minimum of one LCD project is essential in each institution, over time as the use of ICT increases, more than one LCD projector could be provided so that faculty could use it along with a laptop in their classrooms for ICT integrated teaching, apart from sessions in the lab.
 # Printer (cum scanner cum copier), digital camera, speakers, head phones, web-cameras, pen drives are other items that must be part of the ICT lab hardware.
 # Sufficient power back-up in terms of UPS and batteries is required to make the lab available for use, when needed.
 # The institution must organize regular 'health' check-ups of the infrastructure for preventive maintenance.
 ===== Software =====
@@ Line 20: / Line 20: @@
 # Software should be periodically upgraded as per norms suggested by DSERT
 # Since the GNU/Linux operating system is being used, anti-virus will not be required, however the precautions related to internet safety must be strictly followed.
-# Student teachers and teacher educators will  be interested to download additional applications from the internet, for which the institution should frame  clear guidelines. Free and open source software that has educational uses can be downloaded based on need, without any license fee payment or sharing constraints. Teachers should also be able to download new FOSS applications for use in their own learning and in classroom teaching.
+# Student teachers and teacher educators will  be interested to download additional software applications from the internet, for which the institution should frame clear guidelines. Free and open source software that has educational uses can be downloaded based on need, without any license fee payment or sharing constraints. Teachers should also be able to download new FOSS applications for use in their own learning and in classroom teaching.
 # The ICT lab coordinator will be responsible to ensure that no software or content is being downloaded in violation of license requirements. The simple method of implementing this is to ensure that no proprietary software or content is stored in the computers.
 # The  institution can set-up a  [[wikipedia:WordPress|Wordpress]] or [[wikipedia:MediaWiki|MediaWiki]] or [[wikipedia:Moodle|Moodle]] site on its institutional web-site for wider sharing of its activities and resources.
-# Connectivity (Internet connection) - ideally  a minimum speed of 12 MBPS will be needed. In case the bandwidth is lesser, this will need to be managed by having students rationing downloads of heavy video files. The college can also make available on-line resources through off-line media (pen drives, DVDs) to students to avoid repeated downloads of the same resources. The digital resources required for this course also will be be made availableboth on-line and off-line media to the institutions, to reduce download requirements.
+# Connectivity (Internet connection) - Ideally  a minimum speed of 12 MBPS will be needed. In case the bandwidth is lesser, this will need to be managed by limiting downloads of heavy video files. The college can also make available on-line resources through off-line media (pen drives, DVDs) to students to avoid repeated downloads of the same resources. The digital resources required for this course also will be be made available both on-line and off-line media to the institutions, to reduce download requirements.
-===== Content =====
+==== Content ====
 # The source book and hand book, user manuals for the software applications covered, along with the digital resources required for transaction, will be made available by DSERT.
-# Student teachers should also be able to create OER, for use in their own learning and in classroom teaching. They should be encouraged to access existing OER for this purpose. Translation of existing OER (in English) into Kannada and other languages used in the state will support OER creation. OER can include images, audio and video resources, apart from text documents
+# Student teachers should also be able to create OER, for use in their own learning and in classroom teaching. They should be encouraged to access existing OER for this purpose. Translation of existing OER (in English) into Kannada and other languages used in the state will support OER creation. OER can include images, audio and video resources, apart from text documents.
 # Teacher educators and student teachers must follow the legal and ethical aspects of accessing available content and must avoid downloading content that is not open. Teacher educators must also exercise oversight over the content downloaded by student teachers and ensure that no inappropriate content, or copyrighted content is downloaded.
 ==== Online and offline distribution ====
-The program has three possible ways of being implemented, depending on the availability of internet and the computer up-time.
+It is suggested that the content of the ICT Mediation paper be delivered in the one or all of the following formats.
-# '''On-line''': The entire textbook and hand book can be made available on-line. Teacher educators and student teachers  can access these and practise on the lab computer. However, this will need continuous Internet connectivity
+# '''On-line''':  The entire source book and handbook could be made available in mobile accessible ways. This can allow institutions and teachers to access the resources on their devices and also make additional referencing on the internet.
-# '''Off-line''': The entire textbook and hand book can be made available in the ICT Lab in an 'off-line' mode. Under this method, the soft copies can be accessed if the computers are working and electrical power to be available. Internet is not required.
+# '''Off-line''': The entire source book and hand book can be made available in the ICT Lab in an 'off-line' mode. Under this method, the soft copies can be accessed if the computers are working and electrical power to be available. Internet is not required.
-# '''Non-digital''': In case the lab is not operational due to different reasons, such as non-working computers, or no electricity, then the the print edition of the source book can be used. This can be support classroom discussions on a unit or project activities such as collecting data for surveys. Even during this time, the on-line version could be accessed on a laptop or a phone or tablet if there is data connectivity. Teacher may be able to demonstrate activities using a laptop and a projector, if electricity is available.
+# '''Non-digital''': A print version can also be made available to provide a resource material for course transaction due to disruption in the availability of the ICT infrastructure, due to power, connectivity or maintenance issues.  No hands-on activities are possible but the print resources can be used to introduce/ reinforce theoretical concepts.
 ==== Institution level program management ====
@@ Line 40: / Line 40: @@
 ## custody of the Lab and Lab infrastructure and making it available as required
 ## preventive and breakdown maintenance of the ICT assets
-## keeping a simple log of the lab usage
+## keeping a simple log of the lab usage, including internet use
 ## supporting  teacher educators to transact ICT lessons in the lab and scheduling of the ICT classes
 ## keeping the institution informed of any requirements, problems faced and work for their solution
-# The TE-ITC role could be periodically (once in 2-3 years) rotated among the staff. At the same time, the ICT lab is a school infrastructure, so the school staff has a shared responsibility in its upkeep.
+# The TE-ITC role could be periodically (once in 2-3 years) rotated among the staff of the teacher education institution.  However, the ICT lab is institutional infrastructure and the faculty has a shared responsibility in its upkeep.
 # Similarly, 1-5 student teachers  could be designated as Student teacher -  ICT coordinators (ST-IC), who will help the TE-IC in managing the lab, facilitating repair of the equipment as required.

@@ Line 7: / Line 7: @@
 ===== Hardware =====
-# This can be desktop computers or laptop computers. The number of computers could be decided based on the student strength in the school. The course will ideally require a 1:1 computer : student ratio. Each D.El.Ed college will ideally need a minimum of 15 computers in their computer lab available. In case of fewer computers, a ratio of 2 or even 3 students per computer may be required. However, the kind of active learning envisaged requires that ICT lab have sufficient computers, over time, this should reach at least one-third the number of students in the largest section in the institution.
+# This can be desktop computers or laptop computers. The number of computers could be decided based on the student strength in the school. The course will ideally require a 1:1 computer : student ratio. Each D.El.Ed college will ideally need a minimum of 15 computers in their computer lab available. In case of fewer computers, a ratio of 2 or even 3 students per computer may be required. However, the kind of active learning envisaged requires that ICT lab have sufficient computers, over time, this should reach at least one-third the number of students in the largest section in the institution. The institution should ramp up the computer availability in a phased manner to ensure 1:1 ratio over time. Colleges could also procure a limited number of alternate cheaper devices like tablets, raspberry pi to supplement the computers. Lab may be made available at other times to student teachers to continue practice. To enable hands on experience for all student-teachers, the ICT lab hour and the library hour may be adjusted so that students can come in batches to use the computers.
-# Student teachers should be encouraged to buy personal devices. The institution should ramp up the computer availability in a phased manner to ensure 1:1 ratio over time. Colleges could also procure a limited number of alternate cheaper devices like tablets, raspberry pi to supplement the computers. Lab may be made available at other times to student teachers to continue practice.
+# Given the rapidly reducing costs of ICTs, students and teachers should be provided information about different ICT devices available, features, prices etc. so that student teachers are encouraged to purchase personal devices at reasonable costs.
 #One of the computers should be designated as the ‘server’. This will host the content shared by the DSERT, as well as created by the students and the teachers.
 # The computers must be networked, preferably through a wireless LAN. Internet connectivity must be made available through broadband.

@@ Line 85: / Line 85: @@
 For providing opportunities to students for working in the ICT lab, the teacher will need to create login-ids for each student. A separate login-id for each student will enable to keep the work of the students secure and easily accessible, this is necessary for assessment of the students work over time and at the end of the year. It is likely that the number of students exceeds the number of computers in the ICT Lab, hence more than one login-id will need to be created on a computer. Teams of 2-3 students can be formed, and each team will work on a computer designated for it, on which the login-ids of member students have been created. All the digital materials created by each student will be secure within their own part of the data stored in the computer, and no student will be able to access the data of another student since it will require the login by that student.
-Each of the activities will involve the use of one or more software applications. While the basics of the use of the application are provided in the source book, for more detailed and advanced learning on the tool, the student should refer to the [[:Category:Explore an application|manual for the applications]], which can be provided in as an off-line copy on the lab server. Since one of the important elements of learning ICT is that of self-learning and discovery through a process of exploring an application by oneself, providing the advanced set of features (all of which are chosen based on their relevance to the role of a teacher), will support student teachers to become more comfortable in using these applications. Since student teachers are '[[wikipedia:Digital_native|digital natives]]' they will usually be able to explore the applications by themselves. The references provided to different software applications (Learn <application name>) in the transaction suggestions in the table below, are to this [[:Category:Explore an application|manual.]] The [[:Category:Explore an application|manual]] also provides equivalent FOSS applications on Ubuntu as well as other platforms such at the mobile phone, which the student teachers can download on their phones and explore. It is important to explore more than one application for any area, this will build technological proficiency in the particular area. More importantly, it will also disabuse the learner of the general notion of equating learning processes in an area to a specific software application. In this course, the emphasis is on learning the process (text editing), instead of a software (Word or Writer) and the student should explore the many FOSS tools that are usually available on any area.
+Each of the activities will involve the use of one or more software applications. While the basics of the use of the application are provided in the source book, for more detailed and advanced learning on the tool, the student should refer to the [[:Category:Explore an application|manual for the applications]], which can be provided in as an off-line copy on the lab server. Since one of the important elements of learning ICT is that of self-learning and discovery through a process of exploring an application by oneself, providing the advanced set of features (all of which are chosen based on their relevance to the role of a teacher), will support student teachers to become more comfortable in using these applications. Since student teachers are '[[wikipedia:Digital_native|digital natives]]' they will usually be able to explore the applications by themselves. The references provided to different software applications (Learn <application name>) in the transaction suggestions in the table below, are to this [[:Category:Explore an application|manual.]] The [[:Category:Explore an application|manual]] also provides equivalent FOSS applications on Ubuntu as well as other platforms such at the mobile phone, which the student teachers can download on their phones and explore. It is important to explore more than one application for any area, this will build technological proficiency in the particular area. More importantly, it will also disabuse the learner of the general notion of equating learning processes in an area to a specific software application. In this course, the emphasis is on learning the process (text editing), instead of ''<u>a software</u>'' (Word or Writer) and the student should explore the many FOSS tools that are usually available on any area.
 Each student will identify a topic (or two), related to her subject, on which she will access, create, edit, share and publish digital resources over the course of this unit. The student will use different digital methods for this, as per the topics in the student source book. The resources access, created and modified will form part of the 'digital portfolio' which will be offered for assessment by the student. Students will be encouraged to license their resources as OER and make it available for public use.

@@ Line 57: / Line 57: @@
 # Up to 3 student teachers could work together on a computer. The selection of these learning groups must be carefully done by the teacher educator to support peer learning possibilities, and not be random
 # If the number of student teachers is more than three times the number of computers, the section could be split into two (or more as required), such that one group works in the lab and the other group(s) are assigned other classes, including discussing topics / exercises from the source book, watching documentary films related to the topics etc.
-# All students must participate in the ICT classes. It is ideal if the transaction is shared among few teacher educators, instead of assigning it to a single teacher educator. Institutions should explore ‘team teaching’ where 2 teacher educators could take the class together in the lab. It is necessary to engage all teacher educators in the transaction of this course, so that they are enabled and encouraged to see how they can integrate the relevant concepts and processes in the teaching of their own courses. More such integration or 'main-streaming' of ICT mediation into the other courses, to meaningfully alter the content and pedagogy processes, more will be the benefit to the institution, the teacher educators and the student teachers
+# All students must participate in the ICT classes. It is ideal if the transaction is shared among few teacher educators, instead of assigning it to a single teacher educator. Institutions should explore ‘team teaching’ where 2 teacher educators could take the class together in the lab. It is necessary to engage all teacher educators in the transaction of this course, so that they are enabled and encouraged to see how they can integrate the relevant concepts and processes in the teaching of their own courses. More such integration or 'main-streaming' of ICT mediation into the other courses, to meaningfully alter the content and pedagogy processes, more will be the benefit to the institution, the teacher educators and the student teachers. Towards this aim, 'hooks' have also been provided in the source books for the other courses, for adopting ICT in the teaching-learning processes.
 # For each topic in the text book, for the hands-on activities, students will need to become comfortable using the relevant software applications. The teacher educators will need to orient the students on the software application as required for the topic. Student teachers of course can and will explore any software tool for learning additional / advanced features. All software applications can be learnt through the '[[:Category:Explore an application|Explore an Application]]' section, which is provided as part of the on-line and off-line distribution of the source book and hand book.
 # Preferably the practical hours should be in slots of 2 hours at a time; this will allow an extended period to get into and complete an activity. Individual colleges may need to come up with time-table adjustments  to allow for optimal hands-on time for student teachers.

@@ Line 127: / Line 127: @@
 |ICT for connecting and learning - Professional learning communities of teachers
 |1.4 Learn to build collaborative networks for supporting peer-based continuous learning
-|Demonstrate and practice the student activity in the ICT lab - Creating a student cohort group and sending / receiving emails.
+|Demonstrate and practice the student activity in the ICT lab -
 Watch video document - [http://youtube.com/watch?v=D-kgSW_o9z8&feature=youtu.be Subject Teacher Forum of Karnataka]  and initiate a whole class discussion.