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ICT teacher handbook/Introduction (view source)
Revision as of 03:53, 11 October 2016
, 03:53, 11 October 2016no edit summary
=Approach of the student textbook and teacher handbook=
=Approach of the student textbook and teacher handbook=
==Philosophy of the book==
==Philosophy of the book==
The National ICT Policy articulated the vision for ICT in Education in terms building the skills of computing, creating and collaborating through safe, ethical, legal means of using ICT. The NCERT ICT 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. Such an exploration requires a technology environment that is free and open; this has been recommended both in the ICT Policy and NCERT curriculum. The textbook has therefore introduced different digital processes predominantly through free and open source applications.
The National ICT Policy articulated the vision for ICT in Education in terms building the skills of computing, creating and collaborating through safe, ethical, legal means of using ICT. The NCERT ICT 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. Such an exploration requires a technology environment that is free and open; this has been recommended both in the ICT Policy and NCERT curriculum. The textbook has therefore introduced different digital processes predominantly through free and open source applications.
==Curricular approach==
==Curricular basis==
#The textbook has been designed based on the NCERT ICT curriculum – focusing on creating original content, sharing and learning and on educational and learning processes
#The textbook has been designed based on the NCERT ICT curriculum – focusing on creating original content, sharing and learning and on educational and learning processes
#Ability to handle an ICT environment for the above outcomes, rather than learn specific applications is the focus of this textbook
#Ability to handle an ICT environment for the above outcomes, rather than learn specific applications is the focus of this textbook
#In line with the National ICT curriculum, the following dimensions of ICT knowledge have been taken up in this book
##Interacting with the ICT environment, including the internet and an understanding of the nature of ICT
##Data processing and representation
##Communication with graphics
##Audio visual communication
##Programming
##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.
#The 3-level curriculum has been split across two books – Book 1 (for class 6-8) and Book 2 (for class 9-10). Within Book 1, there are three levels proposed – based on the extent of digital skills anticipated and the academic levels expected
#The 3-level curriculum has been split across two books – Book 1 (for class 6-8) and Book 2 (for class 9-10). Within Book 1, there are three levels proposed – based on the extent of digital skills anticipated and the academic levels expected
#The focus is on learning skills of computing and developing competencies to interact with ICT, as envisaged in the National ICT Policy. Therefore, a wide variety of applications has been introduced. The choice of applications – both generic and subject specific – has been made in such a way as to introduce students to the possibilities of creating and learning with ICT.
#The focus is on learning skills of computing and developing competencies to interact with ICT, as envisaged in the National ICT Policy. Therefore, a wide variety of applications has been introduced. The choice of applications – both generic and subject specific – has been made in such a way as to introduce students to the possibilities of creating and learning with ICT.
==Pedagogic approach==
#Book 1 will has a [[ICT_student_textbook|student textbook]] and this is the accompanying teacher handbook. The teacher handbook will have two components - a component for Teacher Professional Development as well as a component to support the transaction of the student textbook.
==Pedagogic approch==
#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 Technological Pedagogical Content Knowledge (TPACK)1 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 Technological Pedagogical Content Knowledge (TPACK)1 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 second important emphasis in the textbook is on the possibilities of creation using ICT. Hence the book has been written as a set of projects 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.
#Another important emphasis in the textbook is on the possibilities of creation using ICT. Hence the book has been written as a set of activiies 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 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.
#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.
==Learning expectations==
==Learning expectations==
