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TE year1handbook/Year1 Unit1 Mode of transaction (view source)
Revision as of 11:00, 1 May 2017
, 11:00, 1 May 2017→Transactional Strategies
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=== Program implementation broad guidelines ===
==== Institutional ICT Infrastructure ====
The program requires each TE institution to have an ICT lab, with following assets:
==== Hardware ====
# This can be desktop computers or laptop computers. The number of computers could be decided based on the student strength in the school. Schools could also be provided with a limited number of alternate cheaper devices like tablets, raspberry pi to supplement the computers. 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 school.
# One of the computers will be designated as the ‘server’. This will host the content shared by the DSERT
# The computers must be networked, preferably through a wireless LAN. Internet connectivity must be made available through broadband.
# Projector – 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 teachers 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 are other items that must be part of the ICT lab hardware
# The institution must organize regular 'health' check-ups of the infrastructure for preventive maintenance.
==== Software ====
# Each Lab will have the 'software' - the operating system and other software applications distributed as part of the 'custom distribution' provided by the DSERT
# 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 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 and used 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.
==== Content ====
# The source book and hand book, 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.
# Teacher educators and student teachers must follow the legal and ethical aspects of accessing available software and content and must avoid downloading software or content that is not free and 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.
# '''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 your computer. However, this will need continuous Internet connectivity
# '''Off-line''': The entire textbook and hand book is available off-line in the ICT Lab in an 'off-line' mode. This method requires the computers to be working and electrical power to be available.
# '''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 text 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 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.
==== Institution level program management ====
# Each institution must designate an Teacher Educator - ICT co-ordinator (TE-ITC), based on norms suggested. The key responsibilities of the TE-ITC include
## custody of the Lab and Lab infrastructure and making available as required
## preventive and breakdown maintenance of the ICT assets
## keeping a simple log of the lab usage
## supporting teacher educators to transact ICT lessons in the lab and scheduling of these 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.
# Similarly, 1-5 student teachers could be designated as Student teacher - ICT coordinators (ST-ITC), who will help the SITC in managing the lab, facilitating repair of the equipment as required.
==== Regular maintenance ====
# ICT lab requires much higher maintenance than most school assets. Computers and other equipment are likely to fail or develop problems which need to be attended to, especially since they will be used intensively
# The SE-ITC must pro-actively address issues to ensure high up-time of computers
# Contact information of individuals or institutions who are appointed for the maintenance and repair of the hardware must be clearly put up on a chart in the lab itself, along with do's and dont's for effective use of the infrastructure.
# Software needs to be periodically upgraded. New versions could be upgraded every 1-2 years, while security related upgrades must be done more frequently, say once a month. this would require internet connectivity.
# The institution will need to have budgetary provision for maintenance of the ICT Lab and for consumables
=== Academic processes ===
Based on the student strength in different sections, the school must prepare its time table and student lab assignment, considering 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 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 ICT source book
# 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 (one the SE-ITC and the second the subject teacher educator teaching the subject, to which the transaction may pertain) could take the class together in the lab.
# 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 'Explore an Application' section, which is provided as part of the on-line and off-line distribution of the source book and hand book.
# 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 folder.
# 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.
# 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.
# 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)
## Digital Art
## Short film/ documentary
## Photo essay (natural events, birds, animals, nature)
## Cartoons
## Biopics
# Some of these competitions could be individual and some team-based. School can also organize an exhibition of the digital products created by students.
==== 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 capabilities to transact the ICT text book.
===Transactional Strategies===
===Transactional Strategies===
The theory and practice of ICT will not be split into discrete sections in terms of transaction, these will flow into each other; the underlying concepts will be discussed before, or along with, or after the hands-on sessions in the ICT lab. Many of the elements of ICT mediation course require practical work, however, the theoretical basis for many of these activities will be introduced through class talks, lectures and group discussions. Practical sessions will be conducted in the ICT laboratory, which must be equipped with a laptop connected to a slide projector, white board and students-teachers having access to computers with Internet connectivity.
The theory and practice of ICT will not be split into discrete sections in terms of transaction, these will flow into each other; the underlying concepts will be discussed before, or along with, or after the hands-on sessions in the ICT lab. Many of the elements of ICT mediation course require practical work, however, the theoretical basis for many of these activities will be introduced through class talks, lectures and group discussions. Practical sessions will be conducted in the ICT laboratory, which must be equipped with a laptop connected to a slide projector, white board and students-teachers having access to computers with Internet connectivity.