Changes

# Teacher educators and student teachers must follow the legal and ethical aspects of accessing available content and must avoid downloading content that is not 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.

# Teacher educators and student teachers must follow the legal and ethical aspects of accessing available content and must avoid downloading content that is not 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 ====

===== Online and offline distribution =====

It is suggested that the content of the ICT Mediation paper be delivered in the one or all of the following formats.

It is suggested that the content of the ICT Mediation paper be delivered in the one or all of the following formats.

# '''On-line''':  The entire source book and handbook could be made available in mobile accessible ways. This can allow institutions and teachers to access the resources on their devices and also make additional referencing on the internet.   

# '''On-line''':  The entire source book and handbook could be made available in mobile accessible ways. This can allow institutions and teachers to access the resources on their devices and also make additional referencing on the internet.   

# The TE-ITC role could be periodically (once in 2-3 years) rotated among the staff of the teacher education institution.  However, the ICT lab is institutional infrastructure and the faculty has a shared responsibility in its upkeep.

# The TE-ITC role could be periodically (once in 2-3 years) rotated among the staff of the teacher education institution.  However, the ICT lab is institutional infrastructure and the faculty has a shared responsibility in its upkeep.

# Similarly, 1-5 student teachers  could be designated as Student teacher -  ICT coordinators (ST-IC), who will help the TE-IC in managing the lab, facilitating repair of the equipment as required.

# Similarly, 1-5 student teachers  could be designated as Student teacher -  ICT coordinators (ST-IC), who will help the TE-IC in managing the lab, facilitating repair of the equipment as required.

==== Academic processes ====

==== Academic processes ====

Based on the student strength in different sections, the institution must prepare its time table and student lab assignment, considering following possibilities

Based on the student strength in different sections, the institution must prepare its time table and student lab assignment, considering the 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 educator to support peer learning possibilities, and not be random

# Up to 3 student teachers could work together on a computer. The selection of these learning groups must be carefully done by the teacher educator 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 source book, watching documentary films related to the topics etc.

# 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 source book, watching documentary films related to the topics etc.

# 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.

# 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 sub-folder and these can be organized within 'topic' folders.

# 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 sub-folder and these can be organized within 'topic' folders.

# 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.

# Each student teacher 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.

# The teacher educator 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:

# 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)

## Poems and essays (all resources shared digitally)

==== Teacher Educator capacity building to transact the subject ====

==== 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 capacities to transact the ICT text book.

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 capacities to transact the ICT Mediation paper.

===Transactional Strategies===

===Transactional Strategies===

For providing opportunities to students for working in the ICT lab, the teacher will need to create login-ids for each student. A separate login-id for each student will enable to keep the work of the students secure and easily accessible, this is necessary for assessment of the students work over time and at the end of the year. It is likely that the number of students exceeds the number of computers in the ICT Lab, hence more than one login-id will need to be created on a computer. Teams of 2-3 students can be formed, and each team will work on a computer designated for it, on which the login-ids of member students have been created. All the digital materials created by each student will be secure within their own part of the data stored in the computer, and no student will be able to access the data of another student since it will require the login by that student.

For providing opportunities to students for working in the ICT lab, the teacher will need to create login-ids for each student. A separate login-id for each student will enable to keep the work of the students secure and easily accessible, this is necessary for assessment of the students work over time and at the end of the year. It is likely that the number of students exceeds the number of computers in the ICT Lab, hence more than one login-id will need to be created on a computer. Teams of 2-3 students can be formed, and each team will work on a computer designated for it, on which the login-ids of member students have been created. All the digital materials created by each student will be secure within their own part of the data stored in the computer, and no student will be able to access the data of another student since it will require the login by that student.

Each of the activities will involve the use of one or more software applications. While the basics of the use of the application are provided in the source book, for more detailed and advanced learning on the tool, the student should refer to the [[:Category:Explore an application|manual for the applications]], which can be provided in as an off-line copy on the lab server. Since one of the important elements of learning ICT is that of self-learning and discovery through a process of exploring an application by oneself, providing the advanced set of features (all of which are chosen based on their relevance to the role of a teacher), will support student teachers to become more comfortable in using these applications. Since student teachers are '[[wikipedia:Digital_native|digital natives]]' they will usually be able to explore the applications by themselves. The references provided to different software applications (Learn <application name>) in the transaction suggestions in the table below, are to this [[:Category:Explore an application|manual.]] The [[:Category:Explore an application|manual]] also provides equivalent FOSS applications on Ubuntu as well as other platforms such at the mobile phone, which the student teachers can download on their phones and explore. It is important to explore more than one application for any area, this will build technological proficiency in the particular area. More importantly, it will also disabuse the learner of the general notion of equating learning processes in an area to a specific software application. In this course, the emphasis is on learning the process (text editing), instead of ''<u>a software</u>'' (Word or Writer) and the student should explore the many FOSS tools that are usually available on any area.

Each of the activities will involve the use of one or more software applications. While the basics of the use of the application are provided in the source book, for more detailed and advanced learning on the tool, the student should refer to the [[:Category:Explore an application|manual for the applications]], which can be provided in as an off-line copy on the lab server. Since one of the important elements of learning ICT is that of self-learning and discovery through a process of exploring an application by oneself, providing the advanced set of features (all of which are chosen based on their relevance to the role of a teacher), will support student teachers to become more comfortable in using these applications. The references provided to different software applications (Learn <application name>) in the transaction suggestions in the table below, are to this [[:Category:Explore an application|manual.]] The [[:Category:Explore an application|manual]] also provides equivalent FOSS applications on Ubuntu as well as other platforms such at the mobile phone, which the student teachers can download on their phones and explore. It is important to explore more than one application for any area, this will build technological proficiency in the particular area. More importantly, it will also disabuse the learner of the general notion of equating learning processes in an area to a specific software application. In this course, the emphasis is on learning the process (text editing), instead of ''<u>a software</u>'' (Word or Writer) and the student should explore the many FOSS tools that are usually available on any area.

Each student will identify a topic (or two), related to her subject, on which she will access, create, edit, share and publish digital resources over the course of this unit. The student will use different digital methods for this, as per the topics in the student source book. The resources access, created and modified will form part of the 'digital portfolio' which will be offered for assessment by the student. Students will be encouraged to license their resources as OER and make it available for public use.

Each student will identify a topic (or two), related to her subject, on which she will access, create, edit, share and publish digital resources over the course of this unit. The student will use different digital methods for this, as per the topics in the student source book. The resources access, created and modified will form part of the 'digital portfolio' which will be offered for assessment by the student. Students will be encouraged to license their resources as OER and make it available for public use.

|History of ICT

|History of ICT

|1.1 Understand the history of ICT, including digital ICT

|1.1 Understand the history of ICT, including digital ICT

|Class talk -  "History of ICT in the context of technological changes in society and what distinguishes digital ICTs"

|Class talk -  "History of ICT in the context of technological changes in society and what distinguishes digital ICT"

Reading - Hilary Wilder & Sharmila Pixy Ferris. ''Communication Technology and the Evolution of Knowledge''

Reading - Hilary Wilder & Sharmila Pixy Ferris. ''Communication Technology and the Evolution of Knowledge''

|1.  Write an assignment/ present a project on evolution of ICTs across human history, you could pick up any one evolution and write on its implications. This can be presented to the class in teams of 2-4 students.

|1.  Write an assignment/ present a project on evolution of ICTs across human history, you could pick up any one evolution and write on its implications. This can be presented to the class in teams of 2-4 students.

2.  Reflection on any one change that has had a profound impact on society; compare it with the change ICTs have brought

2.  Reflection on any one change that has had a profound impact on society; compare it with the change ICT have brought

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|Basic familiarity with ICT devices and applications

|Basic familiarity with ICT devices and applications