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TE year2handbook/Year2 Unit1 Mode of transaction (view source)
Revision as of 11:16, 8 May 2017
, 11:16, 8 May 2017no edit summary
# Further, ICT mediation can be a useful way to bring pedagogic integration across subjects; this will be taken up through a holistic project based approach, cutting across different subject areas to explore an idea/ topic. For instance, a group of student teachers can take up a project on ‘Water’ and access, create digital resources on this topic, that has connections to mathematics, science, social science and language.
# Further, ICT mediation can be a useful way to bring pedagogic integration across subjects; this will be taken up through a holistic project based approach, cutting across different subject areas to explore an idea/ topic. For instance, a group of student teachers can take up a project on ‘Water’ and access, create digital resources on this topic, that has connections to mathematics, science, social science and language.
# 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.
# 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.
=== Transactional Strategies ===
The transaction strategies are similar to those followed for this course during the first year. 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. 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.
Lecturing, conducting small group and whole class discussions, reading, watching films/videos, arranging guest lectures and organising class talks are modes of transacting this paper. Student-teacher assignments, notes, resources prepared can be uploaded on an institutional Wordpress or MediaWiki or Moodle platform for wider sharing.
The mailing-list of student-teachers and faculty created in the first year will continue to be used for virtual discussions on topics covered in the classes and labs. Guest faculty can also be invited to participate in these lists. The mailing-list can also serve to share information and announcements with student-teachers.
Students will continue to use their login-ids to keep their work secure and easily accessible
==== Unit 1- ICT for resource creation and learning ====
{| class="wikitable"
|'''Unit'''
|'''Objectives'''
|'''Suggested activities for classroom transaction / ICT Lab activity'''
|'''Suggested Assessment techniques'''
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|'''ICT for creating (subject specific resources) and learning'''
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|Creating resources using educational tools - Geogebra and Turtle Art (for Mathematics),
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|Creating resources using educational tools - Simulations and Desktop Planetarium (Science)
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|Creating resources using educational tools - Vocabulary tools and digital stories (Languages)
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|Creating resources using educational tools - Digital Maps and atlases (Geography)
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|Creating resources using educational tools - Time lines for history (Social Sciences)
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|Conducting a research study - using spreadsheets
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|'''ICT for subject teaching-learning'''
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|Integrating digital tools into transaction of Mathematics, Science, Social science and Language subjects
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|ICTs for creating and using assessment information - conducting formative assessments.
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|TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development.
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|Evaluation of ICT resources and determining appropriate use of various ICT resources
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|Socio-cultural, political and economic implications of ICT on society.
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|}