Changes

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 ====

=== 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.

=== PLC - Participatory TPD model ===

=== PLC - Participatory TPD model ===

Continuing / persistent communities of learning. Interactions / conversations based on the interests and needs of different members.  

Continuing / persistent communities of learning can support sustained TPD. Interactions / conversations based on the interests and needs of different members.  

=== OER - Participatory model of curricular resources development ===  

=== OER - Participatory model of curricular resources development ===

=== Role of FOSS in program institutionalization and sustainability ===

=== Role of FOSS in program institutionalization and sustainability ===

# 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.

# 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

# 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

  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]

  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 ===

=== PLC for teacher educators / faculty of teacher education institutions ===

  Case - Teacher Educators - Communities of Practice (TE-COP)

  Case - Teacher Educators - Communities of Practice (TE-COP)

=== Continuous learning through blended courses (e-learning) ===

=== Challenges to institutionalization ===

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 

# Sustaining the program despite any changes to the senior officers in the department / government, given that the PLC-OER program has to be rolled out in a phased manner over several years.

# Maintenance and renewal of ICT infrastructure, including having TSG in-house

# Designing and implementing robust quality assurance processes to review and revise the contributions of teachers towards material development can be difficult due to lack of familiarity with the medium and processes.

[[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]]