Changes

{{Navigate|Prev=Year2 Unit1 Brief Explanation of Key Terms|Curr=Year2 Unit1 Mode of transaction |Next=Year2 Unit1 Mode of Assessment}}

{{Navigate|Prev=Year2 Unit1 Brief Explanation of Key Terms|Curr=Year2 Unit1 Mode of transaction |Next=Year2 Unit1 Mode of Assessment}}

# The theory and practice of ICT will not be split into discrete sections in terms of transaction. Most of the elements of ICT mediation course require practical work, however, the theoretical basis for many of these activities will be introduced through readings, class talks, lectures and group discussions.

The program implementation guidelines and broad academic processes that need to be put in place for the transaction of this course have been discussed in Year 1.  This section will discuss specific transactional strategies based on the proposed content.

# Subject based tools will be introduced in the ICT Mediation paper. The institution may identify one teacher-educator who will take responsibility for the course transaction. However, it would be ideal to involve the other subject teacher educators, in the transaction of this course, so that the deeper pedagogical aspects are able to be explored while teaching the different subject based tools. This would facilitate the technology integration in other subjects.  The evaluation of the lessons created must be assessed by the concerned subject teacher educator to assess whether the lesson demonstrates the pedagogic approaches for the subject. Such a “team-teaching” approach will be needed for ICT mediation paper, specially for this unit.

# 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.

 

=== Transactional Strategies ===

=== 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.

# '''Theory and practice split:''' 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.  Students will continue to use their  login-ids to keep their work secure and easily accessible.  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.

 

# '''Transaction methods:'''  Lectures, 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. One of the important aspects of ICT is the possibility of connecting to learn and supporting a professional learning community.  To accomplish this, online discussion threads could be set up with participation from students and faculty.  The mailing list created in the first year can be  continued 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.

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.

# '''Team teaching:''' Subject based tools will be introduced in year 2. While the institution may identify one teacher-educator who will take responsibility for the course transaction,  it would be ideal to involve the other subject teacher educators, in the transaction of this course, so that the deeper pedagogical aspects are able to be explored while teaching the different subject based tools. This would facilitate the technology integration in other subjects.  The evaluation of the lessons created must be assessed by the concerned subject teacher educator to assess whether the lesson demonstrates the pedagogic approaches for the subject. Such a “team-teaching” approach will be needed for ICT mediation paper.

 

# '''Pedagogy across subjects:''' 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.

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.

 

Subject based tools will be introduced in year 2. While the institution may identify one teacher-educator who will take responsibility for the course transaction,  it would be ideal to involve the other subject teacher educators, in the transaction of this course, so that the deeper pedagogical aspects are able to be explored while teaching the different subject based tools. This would facilitate the technology integration in other subjects.  The evaluation of the lessons created must be assessed by the concerned subject teacher educator to assess whether the lesson demonstrates the pedagogic approaches for the subject. Such a “team-teaching” approach will be needed for ICT mediation paper.

==== Unit 1- ICT for resource creation and learning ====

==== Unit 1- ICT for resource creation and learning ====