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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Building Professional Learning Communities (view source)
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Based on the TPACK framework, digital literacy would be subsumed as part of the content (subject) and pedagogy related teacher education planned for the teachers.
Based on the TPACK framework, digital literacy would be subsumed as part of the content (subject) and pedagogy related teacher education planned for the teachers.
==== Need based TPD ====
==== Need based TPD ====
The program to build teachers capacity to integrate ICT for their TPD and practice, can also support the broader reform of in-service teacher education. The NCFTE says "All programmes must find acceptance of their aims with the teachers’ group concerned, regarding whether they need such a programme and why they are to attend it. The principle of choice of programmes to attend, based on teacher’s own assessment of what he/she needs or is advised based on some valid assessment of professional requirement, would provide a sound basis for in-service programmes, especially those that are of a long duration and which seek to impact practice. One size cannot fit all".
The program to build teachers capacity to integrate ICT for their TPD and practice, can also support the broader reform of in-service teacher education. The NCFTE says "All programmes must find acceptance of their aims with the teachers’ group concerned, regarding whether they need such a programme and why they are to attend it. The principle of choice of programmes to attend, based on teacher’s own assessment of what he/she needs or is advised based on some valid assessment of professional requirement, would provide a sound basis for in-service programmes, especially those that are of a long duration and which seek to impact practice. One size cannot fit all".
Apart from digital literacy, the program agenda would include learning digital methods (generic resource creation applications, subject specific applications, web tools and web resources) to create OER, for subject teaching and networking with peers.
Apart from digital literacy, the program agenda would include learning digital methods (generic resource creation applications, subject specific applications, web tools and web resources) to create OER, for subject teaching and networking with peers.
Participants will learn to use digital methods to create resources. The training resources (digital format) will be provided through a website, to encourage participants to refer to them on-line, physical copies should not be provided. Participants will have internet access throughout the workshop, hence can download the resources to their own computers (or pen drives). All participants will also get a copy of the software applications covered in the workshop and they will learn how to install the same on their own computers and school computers.
Resource - Workshop agenda
Resource - Workshop agenda
==== State level workshops - Building the pool of RPs for each subject area ====
==== State level workshops - Building the pool of RPs for each subject area ====
[[File:Peer learning in a STF workshop, 2013.jpg|alt=STF MRP workshop, Bengaluru South DIET, 2013|thumb|400x400px|Karnataka STF MRP workshop, Bengaluru South DIET, 2013]]
The PLC program begins with the design and conducting of the workshops to create RPs for each subject area (Mathematics, Science, Social Science, Language etc.). These workshops would need to be facilitated by faculty / experts identified by the department. These workshops would be typically conducted in ICT Labs set-up at the state capital / head quarters. The agenda would include enrolling the participants in the state-wide PLCs. The participants would continue their interactions on these virtual networks.
The PLC program begins with the design and conducting of the workshops to create RPs for each subject area (Mathematics, Science, Social Science, Language etc.). These workshops would need to be facilitated by faculty / experts identified by the department. These workshops would be typically conducted in ICT Labs set-up at the state capital / head quarters. The agenda would include enrolling the participants in the state-wide PLCs. The participants would continue their interactions on these virtual networks.
Resource - Illustrative agenda for a RP workshop - [http://troer.telangana.gov.in/OER/index.php/Telangana_Mathematics_STF_SRP_Workshop_April_2017#Agenda_for_the_workshop Mathematics] and [http://troer.telangana.gov.in/OER/index.php/Telangana_Science_STF_SRP_Workshop_April_2017#Agenda_for_the_workshop Science]
Resource - Illustrative agenda for a RP workshop - [http://troer.telangana.gov.in/OER/index.php/Telangana_Mathematics_STF_SRP_Workshop_April_2017#Agenda_for_the_workshop Mathematics] and [http://troer.telangana.gov.in/OER/index.php/Telangana_Science_STF_SRP_Workshop_April_2017#Agenda_for_the_workshop Science]
==== Workshop preparation ====
==== Workshop preparation ====
Check list - ICT Lab readiness
Check list - ICT Lab readiness
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]
=== 3.5 Continued learning ===
After being part of the training workshops, teachers may try some of the lessons they have learnt in the workshops, and share their experiences on the mailing-lists. They will create digital resources by using the applications and share resources. They will seek help when they face problems. Other members of the mailing-lists can provide academic, technological support, creating a self-sufficient learning community. Assignments for resource creation could be identified during the workshops and be completed and shared over the mailing-lists. Specific discussions on identified topics could also be carried out in the mailing-list, on topics of interest to the teachers, concerning their subjects and also larger issues in education.
Teacher educators and experienced teachers and college faculty can also be added to these mailing-lists to mentor and support the discussions on these forums, to facilitate teachers self-directed learning and peer-learning. During the discussions on the lists, it is likely that some teachers (who may not be from the known MRPs) will take lot of initiative to support their colleagues. Thus providing a state-wide canvas can enable natural leaders to emerge, who put in effort to share their learnings and experiences with their colleagues and also respond to their support requests.
If required, the district teams can visit the school of any teacher to provide site-based academic and technological support, if the virtual support provided is not adequate. The teacher-education institutions can also use the PLC as a forum to discuss issues of educational and social concern and also to get inputs.
=== Virtual networks - professional learning communities ===
=== Virtual networks - professional learning communities ===
In all workshops, along with learning different digital methods for TPD and teaching, teachers will also enrol into PLCs. PLCs can be of different kinds - of teachers by subject in different geographies - at state and district levels, of teachers across subjects in a smaller geography - at a district or a block level or of subject teachers and TSG members. All teachers for a subject should certainly be enrolled into the state-wide PLCs for their subject.
In all workshops, along with learning different digital methods for TPD and teaching, teachers will also enrol into PLCs. PLCs can be of different kinds - of teachers by subject in different geographies - at state and district levels, of teachers across subjects in a smaller geography - at a district or a block level or of subject teachers and TSG members. All teachers for a subject should certainly be enrolled into the state-wide PLCs for their subject, and learn to use software applications for connecting and learning, for sharing ideas, experiences and seeking help. The participants therefore are likely to continue to interact with one another after the workshops, through the mailing-lists and these interactions will continue between the district and state levels, for continued support and learning.
PLCs can be formed using one of more digital methods - such as mailing lists or mobile-phone communities. The state-wide PLCs should certainly include a mailing list. Phone based interactions tend to be brief and cryptic owing to the constraints in posting long text messages. Emails can provide a method for more meaningful and intense discussions amongst teachers and mailing to the PLC Mailing list should be strongly encouraged.
PLCs can be formed using one of more digital methods - such as mailing lists or mobile-phone communities. The state-wide PLCs should certainly include a mailing list. Phone based interactions tend to be brief and cryptic owing to the constraints in posting long text messages. Emails can provide a method for more meaningful and intense discussions amongst teachers and mailing to the PLC Mailing list should be strongly encouraged.
