Changes

=== ICT Lab as integral infrastructure in the school / teacher education institution ===

=== ICT Lab as integral infrastructure in the school / teacher education institution ===

It is essential to establish ICT infrastructure in-house, so that the access to the infrastructure and use is not constrained or limited. In the BOOT model, the ICT lab is owned by an external vendor, who has vested interest in keeping its use minimal (to extend life of the infrastructure) and in not expanding the assets in the lab (to keep running costs low). In ICT@School programs in most states, where the BOOT model has been adopted, the actual use of the ICT equipment by teachers has been low. At the end of the BOOT period, the schools have not been able to successfully take over the lab, which was the original intention. Given that during the BOOT period, the infrastructure is not renewed or upgraded, the assets handed over at the end of the period usually have very low usability.   

It is essential to establish ICT infrastructure in-house, so that the access to the infrastructure and use is not constrained or limited. In the BOOT model, the ICT lab is owned by an external vendor, who has a vested interest in keeping its use minimal (to extend life of the infrastructure) and in not expanding the assets in the lab (to keep running costs low). In ICT@School programs in most states, where the BOOT model has been adopted, the actual use of the ICT equipment by teachers has been low. At the end of the BOOT period, the schools have not been able to successfully take over the lab, which was the original intention. Given that during the BOOT period, the infrastructure is usually not renewed or upgraded, the assets handed over at the end of the period usually have very low usability.   

In contrast, Kerala, which adopted an '[http://itforchange.net/policy-brief-%E2%80%93-icts-education-outsourced-versus-integrated-approach in-house]' model instead of the BOOT model (from 2002), has seen the ICT labs maintained well by the schools and in many cases, the schools have managed to get support of the local community and from philanthropies and other donors, to enhance and upgrade the assets in the lab. Often, community members are keen that their children should benefit from digital literacy and can provide donations to the school to increase the number of devices in the school ICT lab.  

In contrast, Kerala, which adopted an '[http://itforchange.net/policy-brief-%E2%80%93-icts-education-outsourced-versus-integrated-approach in-house]' model instead of the BOOT model (from 2002), has seen the ICT labs maintained well by the schools and in many cases, the schools have managed to get support of the local community and from philanthropies and other donors, to enhance and upgrade the assets in the lab. Often, community members are keen that their children should benefit from digital literacy and can provide donations to the school to increase the provision of devices in the school ICT lab.  

It is also essential to establish ICT infrastructure for teacher training within the DIETs and other teacher education institutions in the state, so that these are available without constraints for use in the pre-service and in-service teacher education programs. In Karnataka and Telangana, the availability of ICT Labs in the DIETs supported the PLC program. Relying on external providers of ICT Labs whether from private companies or from colleges tends to be both expensive as well as make its availability unreliable.   

It is also essential to establish ICT infrastructure for teacher training within the DIETs and other teacher education institutions in the state, so that these are available without constraints for use in the pre-service and in-service teacher education programs. In Karnataka and Telangana, the availability of ICT Labs in the DIETs supported the PLC program. Relying on external providers of ICT Labs whether from private companies or from (government or private) colleges tends to be both expensive as well as make its availability unreliable. The Ministry of Human Resources Development ([http://mhrd.gov.in MHRD]), Government of India has support for the establishment of ICT labs in teacher education institutions (DIETs, CTEs, IASE's and SCERT's) as a part of its [http://teindia.nic.in/Default.aspx program of Teacher Education]. This support can be used to set-up as well as maintain ICT labs in these institutions.   

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Hence while maintenance could be outsourced, the ownership over the infrastructure should be with the institution, as is the case with any other core curricular infrastructure.

Hence while maintenance could be outsourced, ICT infrastructure should be treated as  core education infrastructure, and its ownership should be with the institution.

=== Technology infrastructure in schools ===

=== Technology infrastructure in schools ===

==== Hybrid configuration ====

==== Hybrid configuration ====

As the above table indicates, desktop computers, laptops, tablets and mobile phones are in a spectrum of capabilities with the initial costs and recurring costs (mainly power consumption) reduce from the first to the last, and so do the processing capabilities of the devices. Hence, while desktop computers have been the mainstay of ICT infrastructure in schools, with the increasing use and popularity of the mobile phone, it may be useful to think of a hybrid set-up with desktops, laptops, tablets and mobile phones.

ICT devices - desktop computers, laptops, tablets and mobile phones are in a spectrum of capabilities with the initial costs and recurring costs (mainly power consumption) reduce from the first to the last, and so do the processing capabilities of the devices. Hence, while desktop computers have been the mainstay of ICT infrastructure in schools, with the increasing use and popularity of the mobile phone, it may be useful to think of a hybrid set-up with desktops, laptops, tablets and mobile phones.

Intensive learner activities will need students to share computers, supporting collaborative learning; but when they are accessing information, each can have access to one access device like a tablet or a phone. However, a hybrid environment would put additional pressure on the maintenance front, since different kinds of devices would have different maintenance issues/ requirement. Hence, the extent of hybridisation can be a function of the level of sophistication of use in the school / institution. Where the sophistication is very low (first time access to ICT), providing one kind of devices may make the maintenance simpler / easier.

Intensive learner activities will need students to share computers, supporting collaborative learning; but when they are accessing information, each can have access to one access device like a tablet or a phone. However, a hybrid environment would put additional pressure on the maintenance front, since different kinds of devices would have different maintenance issues/ requirement. Hence, the extent of hybridisation can be a function of the level of sophistication of use in the school / institution. Where the sophistication is very low (first time access to ICT), providing one kind of devices may make the maintenance simpler / easier.

In all cases, the lab must have a ‘software and content server’ which provides services to all the other devices including file storage and access, internet connectivity etc. CIET, NCERT is developing a  school server using the components of a normal desktop computer CPU, which can provide the services mentioned. There are also simpler computing devices such as the Raspberry PI, which could be considered by more sophisticated environments, these can act as servers or as regular clients.

In all cases, the lab must have a ‘software and content server’ which provides services to all the other devices including file storage and access, internet connectivity etc. CIET, NCERT is developing a  school server using the components of a normal desktop computer CPU, which can provide the services mentioned. There are also simpler computing devices such as the Raspberry PI, which could be considered by more sophisticated environments, these can act as servers or as regular clients.

Cloud architecture is becoming popular, where the software and data are remotely hosted. Cloud architecture enables easier management and maintenance, however it has two demerits – the need for connectivity and reduction in the local location and ownership of the data and software components. Hence, local hosting on of the software and data the school / institutional server should be preferred.

Cloud architecture is becoming popular, where the software and data are remotely hosted. Cloud architecture enables easier management and maintenance, however it has two demerits – the need for connectivity and reduction in the local location and ownership of the data and software components. Hence, local hosting on of the software and data the school / institutional server should be preferred, and made available in any case.

School MIS (Management Information System) and PIS (People Information systems) for supporting the regular transactions of the school and providing information to parents and community members is to be done using the school server, using simple available free software tools. Kerala has customized the free software ‘Fedora’ and adopted it in all government schools. The school server should also house the OER repository for providing content to support learning opportunities for teachers and students. Communicating with parents and other stakeholders using relevant software tools¹ is another school requirement.  

School MIS (Management Information System) and PIS (People Information systems) for supporting the regular transactions of the school and providing information to parents and community members is to be done using the school server, using simple available free software tools. Kerala has customized the free software ‘Fedora’ and adopted [[wikipedia:Sampoorna|'Sampoorna]]' in all government schools in the state. The school server should also house the OER repository for providing content to support learning opportunities for teachers and students. Communicating with parents and other stakeholders using relevant software tools is another school requirement.  

==== Peripherals ====

==== Peripherals ====

Apart from the computers and hybrid devices, each lab should have at least one digital camera, a printer and a web cam if required. The peripherals would be available to all devices through the server. If the lab has desktops, then power back is essential, consisting of UPS and battery. Annexure A (spreadsheet) provides details of the physical lab set-up and rough set-up costs.

Apart from the computers and hybrid devices, each lab should have at least one digital camera, a printer and a web cam if required. The peripherals would be available to all devices through the server. If the lab has desktops, then power back is essential, consisting of UPS and battery.  

==== Software ====

==== Software ====

The Education Technology wing of the SCERT needs to prepare a 'custom distribution' of software applications for use in the school and teacher training labs. This will consist of a free and open operating system, to which other required software applications (both generic software tools and subject specific tools) can be 'added'. Secondly, the language software packages for all languages taught in schools, can be added to this distribution.  

The Education Technology wing of the SCERT needs to prepare a 'custom distribution' of software applications for use in the school and teacher training labs. This will consist of a free and open operating system, to which other required software applications (both generic software tools and subject specific tools) can be 'added'. Secondly, the language software packages for all languages taught in schools, can be added to this distribution.  

Custom distribution of Ubuntu GNU/Linux, including all the software applications listed in the tables at the end of this section have been prepared by IT for Change for Karnataka, Assam, Andhra Pradesh and Telangana. Since the custom distribution consists of only FOSS tools, it can be distributed freely through DVD-ROMs and pen-drives and other storage devices freely, without any constraints. In Telangana, the State Institute of Education Technology (SIET) has burnt DVD-ROMs with the custom distribution and shared copy with each teacher attending the teacher professional development workshops. Such free distribution is not possible in the case of proprietary software.  

Custom distribution of Ubuntu GNU/Linux, including all the software applications listed in the tables at the end of this section have been prepared by IT for Change for Karnataka, Assam, Andhra Pradesh and Telangana. Since the custom distribution consists of only FOSS tools, it can be distributed freely through DVD-ROMs and pen-drives and other storage devices freely, without any constraints. In Telangana, the State Institute of Education Technology (SIET) has burnt DVD-ROMs with the custom distribution and shared a copy with each teacher attending the teacher professional development workshops. Such free distribution is not possible in the case of proprietary software.  

  Resource - Custom distribution of Ubuntu GNU/Linux (<nowiki>http://tinyurl.com/Ubuntu16-04-ISO</nowiki>)

  Resource - Custom distribution of Ubuntu GNU/Linux (<nowiki>http://tinyurl.com/Ubuntu16-04-ISO</nowiki>)

=== No teacher left behind ===

=== No teacher left behind ===

It is important to encourage every teacher to also have access to a computer, to support professional development. Having anywhere and any time access to a computer will provide more opportunities for development to teachers. The department should enable teachers to acquire personal digital devices through attractive loan schemes to allow teachers to buy personal digital devices such as laptops, tablets, e-book readers etc. In Kerala, the department negotiated with vendors, on behalf of the teacher community, to reduce the price significantly on select laptop models.

It is important to encourage every teacher to also have access to a computer, to support professional development. Having anywhere and any time access to a computer will provide more opportunities for development to teachers. The department should enable teachers to acquire personal digital devices through attractive loan schemes to allow teachers to buy personal digital devices such as laptops, tablets, e-book readers etc. In Kerala, the department negotiated with vendors, on behalf of the teacher community, to reduce the price significantly on select laptop models. In Goa, the department provided interest-free loans to teachers to purchase personal laptops.

  Case - [http://education.goa.gov.in/schemes/schemes-planning.pdf Goa laptop loan scheme]

  Case - [http://education.goa.gov.in/schemes/schemes-planning.pdf Goa laptop loan scheme]

One benefit from teachers having own devices is that many more teachers would integrate ICT in their teaching, using their laptop for demonstrations in the classroom, (apart from using the ICT lab in the school). There are many instances of this from the Karnataka Subject Teacher Forum program.

One benefit from teachers having own devices is that many more teachers would integrate ICT in their teaching, using their laptop for demonstrations in the classroom, (apart from using the ICT lab in the school). There are many instances of this from the Karnataka Subject Teacher Forum program.

=== Technology infrastructure at teacher education institutions at state and district levels ===

=== Technology infrastructure at teacher education institutions at state and district levels ===

The education department should provide for adequate infrastructure for training at the state and district level. Having district level labs (in the DIETs and CTEs) will also allow the state to structure and implement training programmes, based on the needs and requirements throughout the academic year.

The education department should provide for adequate infrastructure for training at the state and district level. Having district level labs (in the DIETs and CTEs) will also allow the state to structure and implement training programmes, based on the needs and requirements throughout the academic year.

Every teacher education institution requires an ICT lab to support ICT integrated teacher education. It is important to envisage the use of ICT in all teacher education programs, not only in ICT  teacher training. In every teacher training program, there must be access to an ICT Lab for teachers and teacher educators to use, for activities connected to the training itself (accessing resources, interacting with one another during the program, writing and submitting assignments digitally etc.). Each institutional ICT lab should have at least 20 desktops/ laptops.

Every teacher education institution requires an ICT lab to support ICT integrated teacher education. It is important to envisage the use of ICT in all teacher education programs, not only in ICT  teacher training. In every teacher training program, there must be access to an ICT Lab for teachers and teacher educators to use, for activities connected to the training itself (accessing resources, interacting with one another during the program, writing and submitting assignments digitally etc.). Each institutional ICT lab should have at least 20 desktops/ laptops.

There is a need to also integrate ICT across teacher education system, so that educators working in teacher education institutions are able to use ICT meaningfully in pre-service and in-service teacher education. Making available a functioning ICT Lab in every teacher education institution can support the integration of ICT in both pre-service and in-service teacher education. In Karnataka and in Telangana, this has been done through the regular in-service teacher education program (RMSA) of the government.  

There is a need to also integrate ICT across teacher education system, so that educators working in teacher education institutions are able to use ICT meaningfully in pre-service and in-service teacher education. Making available a functioning ICT Lab in every teacher education institution can support the integration of ICT in both pre-service and in-service teacher education. In Karnataka and in Telangana, this has been done through the regular in-service teacher education programs of the government.  

ICT also has an huge potential in strengthening education administration, by improving efficiencies as well as transparency and participation in the management of the system at school to state levels. Hence, there is a need to provide a personal digital device to each teacher, teacher educator and education administrator. Providing a personal device is necessary to allow the person to create and store digital materials/content and use this subsequently, as a personal digital library. The provision of a personal device also allows for use whenever required.  Teacher educators should be encouraged (through interest free loans) to purchase their own laptops / devices (BYOD), which they could use for their own professional development as well as in teaching and teacher support.

ICT also has an huge potential in strengthening education administration, by improving efficiencies as well as transparency and participation in the management of the system at school to state levels. Hence, there is a need to provide a personal digital device to each teacher, teacher educator and education administrator. Providing a personal device is necessary to allow the person to create and store digital materials/content and use this subsequently, as a personal digital library. The provision of a personal device also allows for use whenever required.  Teacher educators should be encouraged (through interest free loans) to purchase their own laptops / devices (BYOD), which they could use for their own professional development as well as in teaching and teacher support. The department must prioritise the provision of a laptop to every staff member and insist on its use for academic and administrative purposes.

=== Sustainability ===

=== Sustainability ===

=== Free and open technology architecture ===

=== Free and open technology architecture ===

The National Policy on ICT in School Education, 2012 recommends a free and open technology environment and seeks the creation of a resource rich environment; yet, many states still use proprietary software and content in their ICT programs in schools. In the proprietary environment, teachers cannot legally copy or share the digital resources and this can impact their agency. A free and open environment, on the other hand provides the teachers the right to make copies, change and re-distribute the resources. Following the National Policy on ICT in School Education and the successful implementation of ICT programs in Kerala and few other states, it is right time for all states to explore moving away from proprietary technology environments to free and open environments (for both content and software).

 

The National Policy on ICT in School Education, 2012 recommends a free and open technology environment and seeks the creation of a resource rich environment; yet, many states still use proprietary software and content in their ICT programs in schools. In the proprietary environment, teachers cannot legally copy or share the digital resources and this can impact their agency. A free and open environment, on the other hand provides the teachers the right to make copies, change and re-distribute the resources. Following the National Policy on ICT in School Education and the successful implementation of ICT programs in Kerala and few other states, it is suitable for all states to explore moving away from proprietary technology environments to free and open environments (for both content and software).

The public ownership of ICT infrastructure and resources can enable universal access and equitable participation. Since the government school system is huge, its choice of free and open technologies could support the building of the ecosystem for free and open technologies as well. This is seen in the [http://it@schools.in IT@Schools] program of Kerala.

The public ownership of ICT infrastructure and resources can enable universal access and equitable participation. Since the government school system is huge, its choice of free and open technologies could support the building of the ecosystem for free and open technologies as well. This is seen in the [http://it@schools.in IT@Schools] program of Kerala.

Unlike their proprietary equivalents, both FOSS and OER permit free use, re-use, revision and re-distribution, creating a sharing environment. Promoting FOSS and OER can help create a rich digital learning environment.  It also reduces or avoids software piracy, which is an unethical and illegal but not uncommon practice. ICT resources that are free and open, can be freely accessed, shared, modified and re-distributed. The use of FOSS software applications is essential to support universal access to software. In addition, since FOSS allow modification by all, this allows possibilities for interactions between teacher communities and free software communities and helps teachers and learners move from being ‘consumers’ of ICT to participants in its creation, enrichment and sharing.  

 

Unlike their proprietary equivalents, both FOSS and OER permit free use, re-use, revision and re-distribution, creating a sharing environment. Promoting FOSS and OER can help create a rich digital learning environment.  It also reduces or avoids software piracy, which is an unethical and illegal but not uncommon practice. ICT resources that are free and open, can be freely accessed, shared, modified and re-distributed. The use of FOSS software applications is essential to support universal access to software. In addition, since FOSS allow modification by all, this allows possibilities for interactions between teacher communities and free software communities and helps teachers and learners move from being ‘consumers’ of ICT to participants in its creation, enrichment and sharing.

In the area of ICT, the ‘private’ often becomes ‘proprietary’ by which the owner of the ICT becomes the sole arbiter for its design and use, constraining and limiting the role of teachers, learners and the education system, with legal and technological constraints. Use of software that cannot be shared freely, constrains its distribution and use, limiting the digital environment. Use of copyright content, constrains its free sharing and modification / enrichment. This can become inimical to the larger role of education.

''In the area of ICT, the ‘private’ often becomes ‘proprietary’ by which the owner of the ICT resource becomes the sole arbiter for its design and use, constraining and limiting the role of teachers, learners and the education system, through legal and technological constraints''. This affects ICT resource distribution and use, impoverishing the digital environment.  

The specific benefits of using FOSS platforms and applications in the PLC-OER program are listed below

The specific benefits of using FOSS platforms and applications in the PLC-OER program are listed below

# Since FOSS is '''freely shareable, it can be downloaded  free of cost'''. It can be installed on all the computers in the ICT lab without restriction or needing to pay license fees to vendors. Teachers and students can take the software and install on their home computers, at no cost.

# Since FOSS is '''freely shareable, it can be downloaded  free of cost'''. It can be installed on all the computers in the ICT lab without restriction or needing to pay license fees to vendors. Teachers and students can take the software and install on their home computers, at no cost.

# The '''GNU/Linux FOSS operating system is virus-resistant'''. This avoids any need to procure anti-virus software and also avoids downtime when virus affected computers have to be formatted. This saves time and effort.

# The '''GNU/Linux FOSS operating system is virus-resistant'''. This avoids any need to procure anti-virus software and also avoids downtime when virus affected computers have to be formatted. This saves time and effort.

# Ubuntu GNU/Linux used in both the Karnataka and Telangana programs is customised in Kannada, Telugu and many Indian languages. '''Ubuntu GNU/Linux has the IBUS software in-built which  allows us to type in all major Indian languages, so it can be used in our schools for other languages also'''. Note that Ubuntu uses UNICODE standard for fonts, which is accepted internationally and also by Government of India policy

# Ubuntu GNU/Linux used in both the Karnataka and Telangana programs is customised in Kannada, Telugu and many Indian languages. '''Ubuntu GNU/Linux has the IBUS software in-built which  allows us to type in all major Indian languages, so it can be used in our schools for other languages also'''. Note that Ubuntu uses UNICODE standard for fonts, which is accepted internationally and also by Government of India policy

# There are numerous free and open '''vocational educational tools''' for '''desktop publishing, video editing, animation etc.'''  

# There are numerous free and open '''vocational educational tools''' for '''desktop publishing, video editing, animation etc.''' which can be bundled with the custom distribution.  

# Many states use FOSS applications in their school programs. The Kerala IT@Schools program, Subject Teachers Forum program of Karnataka and Telangana use FOSS platforms and tools.

# Teachers and students can study the software and customise additional software packages for their own use. They can also share the tools with others

# Teachers and students can study the software and customise additional software packages for their own use. They can also share the tools with others  

# Government of India has issued the '[<nowiki>http://egovstandards.gov.in/sites/default/files/Policy</nowiki>&#x20;on&#x20;Open&#x20;Standards&#x20;for&#x20;e-Governance.pdf open standards in e-Governance'] policy in November 2010, which requires government departments to use only open standards. The OpenOffice document standard (ODF) has been notified under this policy, while the MS Office format .doc is not open and hence not notified under thus policy

# Government of India has issued the '[<nowiki>http://egovstandards.gov.in/sites/default/files/Policy</nowiki>&#x20;on&#x20;Open&#x20;Standards&#x20;for&#x20;e-Governance.pdf open standards in e-Governance'] policy in November 2010, which requires government departments to use only open standards. The OpenOffice document standard (ODF) has been notified under this policy, while the MS Office format .doc is not open and hence not notified under thus policy

# FOSS is available in all subjects, which allows us to integrate computer into regular teaching learning. The table below provides some popular FOSS subject tools.

# FOSS is available in all subjects, which allows us to integrate computer into regular teaching learning. The table below provides some popular FOSS subject tools.

{| class="wikitable"

{| class="wikitable"

|'''Subject'''

|'''Subject'''

|'''FOSS'''

|'''FOSS application'''

|'''Description'''

|'''Description'''

|-

|-

|-

|-

|KStars

|KStars

|Desktop planetarium-Astronomy with over 130000 stars, all planets, etc.

|Desktop planetarium-Astronomy with over 130000 stars, planets and other galactic bodies.

|-

|-

|Stellarium

|Stellarium

|This is a desktop planetarium software that shows exactly what you see when you look up at the stars.

|This is another desktop planetarium software that shows exactly what you see when you look up at the stars.

|-

|-

|PhET

|PhET

|Fun, interactive simulations of physical phenomenon

|Interactive simulations of physical phenomena which can demonstrate scientific experiments

|-

|-

|KTechLab

|KTechLab

|'''History'''

|'''History'''

|Timeline

|Timeline

|Timeline can be used to represent events across time to create a simple presentation

|Time line can be used to represent events across time to create a simple presentation

|-

|-

| rowspan="2" |'''Geography'''

| rowspan="2" |'''Geography'''

|KGeography

|KGeography

|Political geography tool.

|Can be used to teach political geography

|-

|-

|Marble  

|Marble  

|Identify the alphabets by recognising the sound

|Identify the alphabets by recognising the sound

|-

|-

|'''Tux Typing'''

|Tux Typing

|Tux Typing" is an educational typing tutor.

|Tux Typing" is an educational typing tutor.

|}

|}

[[File:Ps edu tools.png|alt=Free and Open Source educational software applications|thumb|374x374px|Free and Open Source educational software applications, which can be 'bundled' with GNU/Linux operating system]]

[[File:Ps edu tools.png|alt=Free and Open Source educational software applications|thumb|450x450px|Free and Open Source educational software applications, which can be 'bundled' with GNU/Linux operating system]]

In addition, the generic software applications used for creating resources in text, image, animation, audio and video formats are available as FOSS tools. Including these in the school software environment provides much greater opportunities to teachers and students for both digital literacy as well as for creating resources for teaching-learning. Some of these tools (they are too numerous to list) are provided in table below:

In addition, the generic software applications used for creating resources in text, image, animation, audio and video formats are available as FOSS tools. Including these in the school software environment provides much greater opportunities to teachers and students for both digital literacy as well as for creating resources for teaching-learning. Some of these tools (they are too numerous to list) are provided in table below:

{| class="wikitable"

{| class="wikitable"

|

|

|}

|}

[[File:Foss editors.png|alt=FOSS generic resource creation software applications|thumb|FOSS generic resource creation software applications]]

[[File:Foss editors.png|alt=FOSS generic resource creation software applications|thumb|FOSS generic resource creation software applications|450x450px]]

  Resource - For more information on how teachers can use these tools, please refer to the [[Explore an application|on-line user manual]].

  Resource - For more information on how teachers can use these tools, please refer to the [[Explore an application|on-line user manual]].

              [[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]]

=== Challenges ===

=== Challenges ===

==== Renewal of ICT infrastructure ====

==== Renewal of ICT infrastructure ====

ICT infrastructure tends to be relatively fragile. A blackboard, once installed in a classroom has an indefinite life. However a computer has a short life and can even fail earlier due to failure of any of its components. Electronic equipment is susceptible to failure and can be affected by electricity voltage fluctuations, dust, heat - these are quite common Indian conditions. However, departments seem to assume that ICT infrastructure has a long life, akin to blackboards! For instance, in the BOOT model of ICT programs, at the end of the BOOT period (typically five years), the vendor be handing over ICT infrastructure which would be either dysfunctional or in its last legs. It is extremely difficult for the school to continue the program after this BOOT period. Secondly, in the ICT program, once a school is provided ICT infrastructure, it is 'ticked off' as being 'provided for' in perpetuity. Whereas after 5 years or so, the devices provided would stop being functional and the school would require a new lot of computers.  

ICT infrastructure tends to be relatively fragile. A blackboard, once installed in a classroom has an indefinite life. However a computer has a short life and can even fail earlier due to failure of any of its components. Electronic equipment is susceptible to failure due to electricity voltage fluctuations, dust, heat - these are quite common Indian conditions. However, sometimes departments seem to assume that ICT infrastructure has a long life, akin to blackboards! For instance, in the BOOT model of ICT programs, at the end of the BOOT period (typically five years), the vendor be handing over ICT infrastructure which would be either dysfunctional or in its last legs. It is extremely difficult for the school to continue the program after this BOOT period. Secondly, in the ICT program, once a school is provided ICT infrastructure, it is 'ticked off' as being 'provided for' in perpetuity. Whereas after 5 years or so, the devices provided would stop being functional and the school would require a new lot of computers.  

Schools should be encouraged to tap into different sources for the renewal of computers in their lab. In Kerala, teachers have been able to source a variety of funds, including from the panchayats, community, NGOs, CSR funds to support the renewal of their lab. Once the lab is seen by the school as its 'own asset', it can motivate some of the teachers to make efforts to maintain and enhance the infrastructure, independent of department support.

Schools should be encouraged to tap into different sources for the renewal of computers in their lab. In Kerala, teachers have been able to source a variety of funds, including from the panchayats, community, NGOs, CSR funds to support the renewal of their lab. Once the lab is seen by the school as its 'own asset', it can motivate some of the teachers to make efforts to maintain and enhance the infrastructure, independent of department support.