Changes

=Approach and intent of the state ICT syllabus=

=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.  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.   

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 various projects will also emphasise the different dimensions of ICT in Education and Society, briefly discussed below.

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.  This will also include an introduction to  

#'''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.  This will also include an introduction to  

#'''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 an learning is a key learning expectation from this curriculum.

#'''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 an learning is a key learning expectation from this curriculum.

#'''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.

#'''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.

=How is is the textbook structured=

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.

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.

The SCERT has anticipated the attainment of the competencies and objectives outlined in the National ICT curriculum and ICT Policy in two stages, covering classes 6-8 and classes 9-10 and has developed a syllabus for 5 years, taking into account the student curriculum set out in the National ICT curriculum. This will be covered through two books

The SCERT has anticipated the attainment of the competencies and objectives outlined in the National ICT curriculum and ICT Policy in two stages, covering classes 6-8 and classes 9-10 and has developed a syllabus for 5 years, taking into account the student curriculum set out in the National ICT curriculum. This will be covered through two books

#Book 1 - which will have three levels to cater to the classes 6-8

#Book 1 - which will have three levels to cater to the classes 6-8

#A handbook for teachers and teacher educators to help them implement the syllabus as well as support their own knowledge and learning of the ICT applications based on the NCERT ICT curriculum. This accompanying handbook will facilitate the transaction of the ICT syllabus and also provide meaningful linkages to curricular and co-­curricular areas. The teacher handbook will also have a component for teachers to build their own competencies in using ICT.

#A handbook for teachers and teacher educators to help them implement the syllabus as well as support their own knowledge and learning of the ICT applications based on the NCERT ICT curriculum. This accompanying handbook will facilitate the transaction of the ICT syllabus and also provide meaningful linkages to curricular and co-­curricular areas. The teacher handbook will also have a component for teachers to build their own competencies in using ICT.

We hope that this syllabus can provide a model of technology integration in the school system.

Focusing on open content creation, teacher capacity building as well as integrating technology to develop new methods of learning, we hope, can demonstrate an effective model of technology integration in the school system across the country.  We also believe such an approach will strengthen the government school system such that the vision of education of ‘equitable quality’ set out by the Indian Right to Education Act is realised.

 

[[Category:Preface]]

[[Category:Preface]]