Changes

==The themes of The National ICT curriculum==

==The themes of The National ICT curriculum==

#'''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.

#'''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.

#'''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.

#'''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.

#'''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.

#'''Possibilities in education''': ICTs have changed how we learn, the processes of learning and even places for learning. Numerous applications have also been developed for subject learning.  Along with this, it has become necessary to develop a critical perspective on technology in education, an understanding of how technology will alter learning processes, making appropriate choices of technology, media and content and evaluation of technology for various learning processes.

#'''Possibilities in education''': ICTs have changed how we learn, the processes of learning and even places for learning. Numerous applications have also been developed for subject learning.  Along with this, it has become necessary to develop a critical perspective on technology in education, an understanding of how technology will alter learning processes, making appropriate choices of technology, media and content and evaluation of technology for various learning processes.

#'''Bridging digital divides''':  Technology holds a lot of promise for development. Technology can also lead to exclusions and marginalizations.  Understanding the social, economic and political impacts of technology as well as an understanding the various possibilities of platforms can help in making sure technology can be used for equitable opportunities. Another area of focus in the curriculum is in the use of technology for exploring inclusive education possibilites.

#'''Bridging digital divides''':  Technology holds a lot of promise for development. Technology can also lead to exclusions and marginalizations.  Understanding the social, economic and political impacts of technology as well as an understanding the various possibilities of platforms can help in making sure technology can be used for equitable opportunities. Another area of focus in the curriculum is in the use of technology for exploring inclusive education possibilities.

==Teacher and Student curriculum==

==Teacher and Student curriculum==

#The teacher curriculum is expected to be completed over a 2 year time frame, resulting in a certification.  While the 2 year time frame is for a comprehensive program, the curriculum has been designed in a modular manner to allow for need based learning.  All the themes listed above will be covered in the student curriculum.  This can be structured as a course for both pre-service and in-service training, and specific subjects can be differentiated.

#The teacher curriculum is expected to be completed over a 2 year time frame, resulting in a certification.  While the 2 year time frame is for a comprehensive program, the curriculum has been designed in a modular manner to allow for need based learning.  This can be structured as a course in both pre-service and in-service training, and specific subjects can be differentiated.

#In the student curriculum, the focus is on bringing digital literacy for students as well as introducing the digital methods as a method of subject learning. Themes 1-4 will be a part of the student curriculum. The digital literacy will focus on building computing and creating skills and not merely office applications.  Logical,this has been developed as a 3 year curriculum (from Classes 6-10) though individual states can structure it based on their requirements and constraints.  The expectation is that this can be tested as a core subject area at the end of Class 10.

#In the student curriculum, the focus is on bringing digital literacy for students as well as introducing the digital methods as a method of subject learning. Themes 1-4 will be a part of the student curriculum. The digital literacy will focus on building computing and creating skills and not merely office applications.  Logical,this has been developed as a 3 year curriculum (from Classes 6-10) though individual states can structure it based on their requirements and constraints.  The expectation is that this can be tested as a core subject area at the end of Class 10.

#The focus is on learning skills of computing and developing competencies to interact with ICT, as envisaged in the National ICT Policy.  Therefore, a wide variety of applications has been introduced.  The choice of applications – both generic and subject specific – has been made in such a way as to introduce students to the possibilities of creating and learning with ICT.

#The focus is on learning skills of computing and developing competencies to interact with ICT, as envisaged in the National ICT Policy.  Therefore, a wide variety of applications has been introduced.  The choice of applications – both generic and subject specific – has been made in such a way as to introduce students to the possibilities of creating and learning with ICT.

#Book 1 will has a [[ICT_student_textbook|student textbook]] and this is the accompanying teacher handbook.  The teacher handbook will have two components - a component for Teacher Professional Development as well as a component to support the transaction of the student textbook.

#Book 1 will has a [[ICT_student_textbook|student textbook]] and this is the accompanying teacher handbook.  The teacher handbook will have two components - a component for Teacher Professional Development as well as a component to support the transaction of the student textbook.

==Pedagogic approch==

==Pedagogic approach==

#ICT allow for integrated multi-disciplinary learning methods to be developed. To explore and for enabling a holistic approach to learning, the textbook for the students has taken a project based approach.  A project based approach offers several advantages in terms of student engagement, exploration, self-learning, peer learning, expression and self evaluation. By using ICT to explore an issue or a theme, students will be encouraged to make connections with different school subjects.   

#ICT allow for integrated multi-disciplinary learning methods to be developed. To explore and for enabling a holistic approach to learning, the textbook for the students has taken a project based approach.  A project based approach offers several advantages in terms of student engagement, exploration, self-learning, peer learning, expression and self evaluation. By using ICT to explore an issue or a theme, students will be encouraged to make connections with different school subjects.   

#The textbook has been developed based on the Technological Pedagogical Content  Knowledge (TPACK)1 framework where technology is not introduced as a stand-alone, tool-based method but integrated within core academic processes relevant to school learning. Hence the activities have been described in terms of processes of learning rather than steps of using an application.   

#The textbook has been developed based on the Technological Pedagogical Content  Knowledge (TPACK)1 framework where technology is not introduced as a stand-alone, tool-based method but integrated within core academic processes relevant to school learning. Hence the activities have been described in terms of processes of learning rather than steps of using an application.   

#Another important emphasis in the textbook is on the possibilities of creation using ICT. Hence the book has been written as a set of activiies that invoke several learning processes and integrating ICT meaningfully into the processes, allowing multiple possibilities for student creation. Steps of working with various tools and applications has been left as incidental learning.   

#Another important emphasis in the textbook is on the possibilities of creation using ICT. Hence the book has been written as a set of activities that invoke several learning processes and integrating ICT meaningfully into the processes, allowing multiple possibilities for student creation. Steps of working with various tools and applications has been left as incidental learning.   

#Collaborating and learning is another important aspect of ICT.  The activities in the textbook have been designed so as to allow for group work and adequate opportunities for peer learning.  It is intended that different activities be taken up by different student groups to allow for a wide variety of creations; thus allowing for learning and sharing.   

#Collaborating and learning is another important aspect of ICT.  The activities in the textbook have been designed so as to allow for group work and adequate opportunities for peer learning.  It is intended that different activities be taken up by different student groups to allow for a wide variety of creations; thus allowing for learning and sharing.   

#It is also intended that the activities be done in a cumulative manner, across different themes of the curriculum as well as across levels.  It is possible to assess formatively the process of working through the projects with various digital methods and tools as well as evaluate the finished product, which will be in the form of a digital portfolio.

#It is also intended that the activities be done in a cumulative manner, across different themes of the curriculum as well as across levels.  It is possible to assess formatively the process of working through the projects with various digital methods and tools as well as evaluate the finished product, which will be in the form of a digital portfolio.