Changes

After teacher professional development, the area in which ICT can make a significant difference is in the creation, revision and sharing of digital curricular content. Digital content creation and sharing provides the PLC an important rationale for its existence. Digital content  becomes an important output of the PLC's activities. PLCs of teachers can support a dynamic model of OER creation, revision and sharing.  

After teacher professional development, the area in which ICT can make a significant difference is in the creation, revision and sharing of digital curricular content. Digital content creation and sharing provides the PLC an important rationale for its existence. Digital content  becomes an important output of the PLC's activities. PLCs of teachers can support a dynamic model of OER creation, revision and sharing.  

=== Creation, revision, sharing and publishing ===

=== Creation, revision, sharing and publishing of resources ===

Teachers can be exposed to a variety of  digital methods for developing curricular resources, for different contexts and purposes, in text, image, animation, audio and video formats. Moving beyond the ‘text book’ to include additional formats of resources can create a rich learning environment, in which teachers have a wealth of materials to chose from, based on their needs and priorities. Digital resources  can supplement and enrich the existing print based resources (existing print materials can also be digitised). The availability of new digital tools allows for multiple and richer representations of content using images, simulations, videos, info-graphics, semantic maps, etc. Digital methods of transaction using these resources can enrich classroom pedagogies. (refer TPACK framework).  

Teachers can be exposed to a variety of  digital methods for developing curricular resources, for different contexts and purposes, in text, image, animation, audio and video formats. Moving beyond the ‘text book’ to include additional formats of resources can create a rich learning environment, in which teachers have a wealth of materials to chose from, based on their needs and priorities. Digital resources  can supplement and enrich the existing print based resources (existing print materials can also be digitised). The availability of new digital tools allows for multiple and richer representations of content using images, simulations, videos, info-graphics, semantic maps, etc. Digital methods of transaction using these resources can enrich classroom pedagogies. (refer TPACK framework).  

Since digital resources can be easily replicated, the marginal costs of sharing digital content is negligible. Teachers also need a common space where they can access resources for their classroom teaching, and also for TPD. The PLCs can serve as the forums where teachers can share the digital content accessed or created (or accessed and modified) by them, with their colleagues.  

Since digital resources can be easily replicated, the marginal costs of sharing digital content is negligible. Teachers also need a common space where they can access resources for their classroom teaching, and also for TPD. The PLCs can serve as the forums where teachers can share the digital content accessed or created (or accessed and modified) by them, with their colleagues.  

Resources so shared in the PLCs can be vetted and curated and those meeting quality norms can be made available on-line, for easy and universal access.   

Resources so shared in the PLCs can be vetted and curated and those meeting quality norms can be made available on-line, for easy and universal access.