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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Institutionalizing the program (view source)
Revision as of 11:19, 10 January 2018
, 11:19, 10 January 2018→PLC as a continuing model of TPD
The practice of a teacher cannot be developed through quick-fix strategies and activities, without the development of an accompanying framework / theory on the process of learning and the aims of education.
http://troer.telangana.gov.in/OER/index.php/ICT_teacher_handbook<nowiki/>The practice of a teacher cannot be developed through quick-fix strategies and activities, without the development of an accompanying framework / theory on the process of learning and the aims of education.
- [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education, 2010 (NCFTE)]
- [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education, 2010 (NCFTE)]
However,there is an increasing move from the outsourced design of ICT programs in schools,to a greater role for regular subject teachers in delivering their subjects through the use of digital technologies. In this new approach, where the program is being implemented with the help of teachers, there is a need for teachers to become digitally literate. Education departments are also looking at how to develop locally relevant content, using the internal capabilities of the system, viz. their own school teachers, as suggested by the National ICT Policy on Education.
However,there is an increasing move from the outsourced design of ICT programs in schools,to a greater role for regular subject teachers in delivering their subjects through the use of digital technologies. In this new approach, where the program is being implemented with the help of teachers, there is a need for teachers to become digitally literate. Education departments are also looking at how to develop locally relevant content, using the internal capabilities of the system, viz. their own school teachers, as suggested by the National ICT Policy on Education.
==== ICT lab maintenance and renewal as a continuous activity ====
Adopting an in-house model, in which the ICT lab is part of school assets, owned by the school (similar to a Science or a Language Lab), can be the first step to integrating ICT into the schools own processes and institutionalizing it in school education.
Adopting an in-house model, in which the ICT lab is part of school assets, owned by the school (similar to a Science or a Language Lab), can be the first step to integrating ICT into the schools own processes and institutionalizing it in school education.
The PLC-OER approach for teacher education provides a model for a sustained 'content agnostic' program, meaning the program can focus on subject matter or pedagogy or philosophy of education or ICT or a combination of these, in any year. The program content would be available on the OER portal and be the subject of on-going discussions on the virtual forums. Hence it is possible to 'continue' as well as 'cumulate' such learning. Gradually the PLC approach would not be adopted for a specific teacher education program, but its principles (forming teacher learning communities, who have been part of the specific learning program/processes) could apply to all of the in-service teacher education program of the state. By making the access to an ICT lab a necessary part of the teacher education program, it also has the incidental benefit of restricting the number of participants in any program to a reasonable number, allowing for greater participation of the teachers.
The PLC-OER approach for teacher education provides a model for a sustained 'content agnostic' program, meaning the program can focus on subject matter or pedagogy or philosophy of education or ICT or a combination of these, in any year. The program content would be available on the OER portal and be the subject of on-going discussions on the virtual forums. Hence it is possible to 'continue' as well as 'cumulate' such learning. Gradually the PLC approach would not be adopted for a specific teacher education program, but its principles (forming teacher learning communities, who have been part of the specific learning program/processes) could apply to all of the in-service teacher education program of the state. By making the access to an ICT lab a necessary part of the teacher education program, it also has the incidental benefit of restricting the number of participants in any program to a reasonable number, allowing for greater participation of the teachers.
Participatory TPD
=== PLC - Participatory TPD model ===
FOSS
Continuing / persistent communities of learning. Interactions / conversations based on the interests and needs of different members.
=== OER - Participatory model of curricular resources development ===
=== Role of FOSS in program institutionalization and sustainability ===
=== Main streaming ICT integration - Development of student text books and teacher hand books ===
Moving from text books to multi-media books The PLC-OER model can support improvements in the current models of development of text books. Traditionally, text book preparation is a time consuming process and the and the final production of the books tends to be time and resource intensive. Consequently, text books are revised at infrequent intervals. Also the processes are usually managed by a small group of expert teachers and teacher educators. The PLC-OER model can support the greater participation of the teachers in the text book design and development processes. Some of the advantages include:
# Text books can have digital representation, in which image, audio, video resources can be embedded into the text resources to create richer learning materials
# The processes of refining the material can be continuous by allowing the editing of on-line 'beta' version of the books.
# Translating the book into other languages can be more easily done on-line (this can enable the quicker creation of materials in the languages in which subjects are transacted in the state)
# By allowing access to PLC teachers to refine/edit/improve (or make suggestions towards this process), the PLC-OER model can make the text book preparation much more participatory. Participation across space and time enabled by digital networks/forums can enable more teachers to contribute at their convenience and from their base locations. By licensing these materials as OER, the process can move from being point in time, centralized to being continuous, participatory.
# Using a collaborative material development platform like MediaWiki can enable wider participation, continuous development and refinement/revision of materials. This can lead to a much greater availability of quality resources for diverse contexts, in local languages
Need for robust quality assurance processes to review and revise the contributions of teachers towards material development.
Case - Telangana [http://troer.telangana.gov.in/OER/index.php/ICT_student_textbook ICT student text book] and [http://troer.telangana.gov.in/OER/index.php/ICT_teacher_handbook teacher hand book]
=== PLC for teacher educators / faculty of teacher education institutions ===
A PLC program for teacher educators succeeds than precedes program for teachers.
Case - Teacher Educators - Communities of Practice (TE-COP)
=== Continuous learning through blended courses (e-learning) ===
Integrate into mainsteam curriculum checklist - resource Telangana ICT student textbook National ICT curriculum resource - teacher education Telangana ICT teacher handbook D.El.Ed of Karnataka National ICT curriculum
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]