Changes

=Overview=

=Overview=

ICT have impacted education in terms of change in the processes of learning and even physical spaces of learning.  Availability of a global digital library has meant that the focus of education now needs to move from content acquisition to analyzing and meaning making of content as well as use the information for decision making. The availability of new format of content representation also means that new forms of knowledge can be explored and understood.  This means, of course, that new skills have to be developed - both in terms of skills in interacting with the ICT environment as well as in terms of cognitive skills like analyzing, meaning making and representing the information available. The rapid growth and dissemination of information means that we now live in a world which is organized very differently and the implications of ICT and societal processes and institutions also needs to be understood.  

ICT have impacted education in terms of change in the processes of learning and even physical spaces of learning.  Availability of a global digital library has meant that the focus of education now needs to move from content acquisition to analyzing and meaning making of content as well as use the information for decision making. The availability of new format of content representation also means that new forms of knowledge can be explored and understood.  This means, of course, that new skills have to be developed - both in terms of skills in interacting with the ICT environment as well as in terms of cognitive skills like analyzing, meaning making and representing the information available. The rapid growth and dissemination of information means that we now live in a world which is organized very differently and the implications of ICT and societal processes and institutions also needs to be understood.  

=Approach and intent of the NCERT ICT curriculum=

=Approach and intent of the NCERT ICT curriculum=

#The [http://ictcurriculum.gov.in NCERT ICT curriculum] 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 [http://ictcurriculum.gov.in NCERT ICT curriculum] 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 curriculum.   

#Ability to handle ICT environment, creating original content, sharing and learning and focusing on educational and learning processes are the key principles of this curriculum, rather than focus merely on learning specific applications.   

#The curriculum 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.   

#The curriculum 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.   

#The curriculum does not take a conventional approach to building digital literacy on specific applications but rather emphasizes a thematic, project based approach to ICT learning.  Such an approach will also enable integration of ICT with multiple school subjects. This is why no specific software applications are focused on in the teaching, instead, the pedagogical processes that are sought to be learnt are discussed. For instance, instead of explaining how to use LibreOffice Writer (a text editor), the focus is on 'text editing'. Similarly the discussion is on creating image resources, audio resources, video resources instead of learning to use a GIMP or Audacity or OpenShot software applications and combining these resources for creating, editing and publishing learning materials.   

#The curriculum does not take a conventional approach to building digital literacy on specific applications but rather emphasizes a thematic, project based approach to ICT learning.  Such an approach will also enable integration of ICT with multiple school subjects. This is why no specific software applications are focused on in the teaching, instead, the pedagogical processes that are sought to be learnt are discussed. For instance, instead of explaining how to use LibreOffice Writer (a text editor), the focus is on 'text editing'. Similarly the discussion is on creating image resources, audio resources, video resources instead of learning to use a GIMP or Audacity or OpenShot software applications and combining these resources for creating, editing and publishing learning materials.   

##Communication with graphics

##Communication with graphics

##Audio visual communication

##Audio visual communication

##Working with different software applications

##Working with different software applications

Each of these is organized as a chapter with graded objectives and activities in 3 levels to address the different levels of Class 6-8.  The activities will be structured as small projects which will allow for an exploration of some topic/ issue is one/ more subject areas.   

Each of these is organized as a chapter with graded objectives and activities in 3 levels to address the different levels of Class 6-8.  The activities will be structured as small projects which will allow for an exploration of some topic/ issue is one/ more subject areas.   

#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 [https://en.wikipedia.org/wiki/Technological_pedagogical_content_knowledge Technological Pedagogical Content  Knowledge] (TPACK) 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 [https://en.wikipedia.org/wiki/Technological_pedagogical_content_knowledge Technological Pedagogical Content  Knowledge] (TPACK) 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 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.   

#An 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 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.

#All activities need not be completed by all teachers. The teacher can assess the learning contexts, needs and transact the activities that will be most effective. Teacher is encouraged to introduce variations into the activities that may make them more useful for student learning.

#All activities need not be completed by all teachers. The teacher can assess the learning contexts, needs and transact the activities that will be most effective. Teacher is encouraged to introduce variations into the activities that may make them more useful for student learning.