Changes

=== Participatory digital resource creation by PLCs ===

=== Participatory digital resource creation by PLCs ===

Availability of quality curricular resources has been identified as critical to Quality Education by the National Curricular Framework 2005 (NCF). Traditionally, materials are created at the state level (by the SCERT) and disseminated to teachers. This has two potential limitations - reduced teacher participation in development of the curricular resources, and relative non-contextual content. Participatory resource creation can address both. The NCF position paper on Teacher Education also talks about how spaces of resource creation (resource forums and resource centres) are important aspects of Teacher Professional Development.

Availability of quality curricular resources has been identified as critical to Quality Education by the National Curricular Framework 2005 (NCF). Traditionally, materials are created at the state level (by the SCERT) and disseminated to teachers. This has two potential limitations; one - reduced teacher participation in development of the curricular resources, and relative non-contextual content. Participatory resource creation can address both. The NCF position paper on Teacher Education also talks about how spaces of resource creation (resource forums and resource centres) are important aspects of Teacher Professional Development.

Secondly, materials created by the SCERT tend to be 'static'; once created, they are revised at infrequent intervals. This legacy approach is the limitation of a traditional 'print' based methods, which cannot allow for such continuous revision and publishing, as that would be far too expensive. However, 'content' is never 'complete' and needs continuous enrichment. Digital technologies can allow for more frequent revision of  materials, which can lead to continuous enrichment.  

Secondly, materials created by the SCERT tend to be 'static'; once created, they are revised at infrequent intervals. This legacy approach is the limitation of a traditional 'print' based methods, which cannot allow for such continuous revision and publishing, as that would be far too expensive. However, 'content' is never 'complete' and needs continuous enrichment. Digital technologies can allow for more frequent revision of  materials, which can lead to continuous enrichment.  

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

=== 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. 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.  

Teachers will also learn to access the world wide web for available OER and evaluate these for use and also for revision for their use.  

Teachers will also learn to access the world wide web for available OER and evaluate these for use. They will also adapt these for their use, revising and re-mixing OER as required - both accessed OER and created OER.  

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.