Changes

The coverage of teachers and the provision of ICT infrastructure can be dovetailed, such that teachers from schools, where the labs are being provided can be included in the teacher education for that year. This can avoid situations where there are labs in schools, whose teachers' digital literacy capacities have not been built, or where teachers are trained, but their schools do not have ICT labs.

The coverage of teachers and the provision of ICT infrastructure can be dovetailed, such that teachers from schools, where the labs are being provided can be included in the teacher education for that year. This can avoid situations where there are labs in schools, whose teachers' digital literacy capacities have not been built, or where teachers are trained, but their schools do not have ICT labs.

  Resource - [[:File:Telangana perspective plan April 2016.odt|Illustrative Perspective plan]]

| text = Resource - [[:File:Telangana perspective plan April 2016.odt|Illustrative Perspective plan]]

=== Preparation of Annual Work Plans (AWP) every year ===

=== Preparation of Annual Work Plans (AWP) every year ===

The detailed planning and budgeting for the program would need to be done as part of the AWP processes. Since the program is envisaged as as a part of the regular in-service teacher education of the government, funding would be secured from Central (RMSA/SSA) and state government budgets. The AWP would discuss the specific objectives of the program for the year, investments, risks/challenges and expected outcomes.   

The detailed planning and budgeting for the program would need to be done as part of the AWP processes. Since the program is envisaged as as a part of the regular in-service teacher education of the government, funding would be secured from Central (RMSA/SSA) and state government budgets. The AWP would discuss the specific objectives of the program for the year, investments, risks/challenges and expected outcomes.   

  Resource - Illustrative AWP

| text = Resource - Illustrative AWP

The PLC program envisions building ICT integration capacities in all teachers in the school system. As mentioned, this will take a few years time, since teachers can be covered only in a phased manner. After all teachers are enrolled into the PLCs, the method of the teacher training, can be continued, with focus of the training changing, as per priorities. Essentially, the PLC approach requires access to an ICT lab, where teachers can access resources pertaining to any topic. Secondly, teachers learn digital tools and methods which will help the deepen their knowledge or transact or create curricular resources for that topic. Thirdly teachers become part of virtual networks, which aim at continuing the learning on that topic, beyond the workshop.

The PLC program envisions building ICT integration capacities in all teachers in the school system. As mentioned, this will take a few years time, since teachers can be covered only in a phased manner. After all teachers are enrolled into the PLCs, the method of the teacher training, can be continued, with focus of the training changing, as per priorities. Essentially, the PLC approach requires access to an ICT lab, where teachers can access resources pertaining to any topic. Secondly, teachers learn digital tools and methods which will help the deepen their knowledge or transact or create curricular resources for that topic. Thirdly teachers become part of virtual networks, which aim at continuing the learning on that topic, beyond the workshop.

A second component would be the '''Technology support team''' at the state and district levels, this will need to be created from the teachers, who are interested in developing technology skills and are trained on technology maintenance and support. The second component was part of the Assam STF, where teachers are much less exposed to ICT, but not in Karnataka, where most teachers have had some exposure to ICTs. This component will be very useful to sustain ICT use, specially where the uptake of ICT is poor.  

A second component would be the '''Technology support team''' at the state and district levels, this will need to be created from the teachers, who are interested in developing technology skills and are trained on technology maintenance and support. The second component was part of the Assam STF, where teachers are much less exposed to ICT, but not in Karnataka, where most teachers have had some exposure to ICTs. This component will be very useful to sustain ICT use, specially where the uptake of ICT is poor.  

At the district level, '''resource groups''' for PLC and OER components need to be established, this would be third component of the program structure. These groups can be formed from the Master Resource Persons for each subject. The responsibility of this team is to provide techno-pedagogical support to the other teachers in the district.  

At the district level, '''resource groups''' for PLC and OER components need to be established, this would be third component of the program structure. These groups can be formed from the Master Resource Persons for each subject. The responsibility of this team is to provide techno-pedagogical support to the other teachers in the district. <br>

Check list for identification of teachers/teacher educators: Teachers and teacher educators can be enrolled into the state and district resource groups, using some of parameters listed below:

Check list for identification of teachers/teacher educators: Teachers and teacher educators can be enrolled into the state and district resource groups, using some of parameters listed below:

# Subject knowledge  

# Subject knowledge  

# Interest in learning ICT (expertise in ICT is not required)  

# Interest in learning ICT (expertise in ICT is not required)  

In Karnataka and in Telangana, most of the district teams comprise of teachers. Very few teacher educators are members. This is because, the program has focused on high school teachers and teachers as practitioners tend to be more comfortable in integrating ICT for subject teaching and for resource creation, as compared to teacher educators from DIETs and CTEs.  

In Karnataka and in Telangana, most of the district teams comprise of teachers. Very few teacher educators are members. This is because, the program has focused on high school teachers and teachers as practitioners tend to be more comfortable in integrating ICT for subject teaching and for resource creation, as compared to teacher educators from DIETs and CTEs.  

The department should also identify community organizations promoting free and open technologies at state and district levels and encourage their support to teachers in adopting FOSS tools in schools. In Kerala, the NGO SPACE provided support to the department in supporting teachers adopt FOSS and initially provided the custom distributions of the FOSS platform and applications for their IT@Schools program. In Karnataka and Telangana too, not for profit organizations including the Free Software Foundation, Free Software Movement of India have participated and supported ITfC in the teacher training workshops and also subsequent implementation in schools.  

The department should also identify community organizations promoting free and open technologies at state and district levels and encourage their support to teachers in adopting FOSS tools in schools. In Kerala, the NGO SPACE provided support to the department in supporting teachers adopt FOSS and initially provided the custom distributions of the FOSS platform and applications for their IT@Schools program. In Karnataka and Telangana too, not for profit organizations including the Free Software Foundation, Free Software Movement of India have participated and supported ITfC in the teacher training workshops and also subsequent implementation in schools.

=== Challenges ===

=== Challenges ===

The preparation of a perspective plan is necessary to provide a continuity of thought and action with respect to the program. However, there is a high probability of changing priorities, including due to changes in the role of senior officials in the department. This may lead to the program not proceeding as per the perspective plan, with short or longer disruptions likely.  

The preparation of a perspective plan is necessary to provide a continuity of thought and action with respect to the program. However, there is a high probability of changing priorities, including due to changes in the role of senior officials in the department. This may lead to the program not proceeding as per the perspective plan, with short or longer disruptions likely. Nevertheless, a perspective plan will provide a sense of direction to the program, and progress over time can be assessed with respect to this plan.  

[[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]]