Telangana ICT implementation

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Telangana ICT Program - Design and Implementation workshops

  1. Brainstorming workshop February 2016
  2. Consultative workshop 16,17 September 2016
  3. Review workshop 17-21 October 2016
  4. Finalisation workshop 21-25 November 2016

ICT Integration in Education - Perspective plan for Telangana - Presentation to Commissioner on Aug 6,2016

Components of ICT integration

  1. Availability of adequate infrastructure and a Free and Open Technology Environment
  2. Curriculum and content
    1. to support student learning (classroom / ICT lab in school)
    2. to support teacher professional development
    3. Collaborative creation and publishing of Open Educational Resources (OER)
  3. Capacity building
    1. Teacher Education using Communities of Practice approach (COP)
    2. Institutional capacity building at Mandal and District Structures and SCERT
  • Based on National Policies in Education (relating to ICT), Education theory and on experience and learnings from last 16 years in Kerala and Karnataka, for effective and successful ICT integration for quality education

In line with National Policy and Curriculum

  1. National Curricular Framework, 2005
    1. Position paper on Education Technology - Pedagogy should drive technology (not other way around)
  2. National Curricular Framework for Teacher Education, 2009
    1. In­-service TE must deepen knowledge and encourage reflective practice
    2. Continuous development ­educational, social and intellectual
    3. Community spaces for sharing and participatory, need based design
    4. Creation of resources as a method of TPD
  3. National ICT Policy 2012
    1. ICT opportunities for equitable access – FOSS, OER
    2. ICT for creation, content, connection
    3. Teacher education to drive ICT implementation through collaborative networks
    4. ICT for educational management, administration
  4. National ICT Curriculum 2013
    1. ICT Literacy competencies
    2. ICT enabled teaching learning processes

In line with educational theory

Technological Pedagogical Content Knowledge (TPACK), developed by Dr Punya Mishra, Michigan University and Dr. Matthew J. Koehler

  1. Technology mediates content
  2. Technology provides new methodologies

Based on successful experiences from Kerala and Karnataka

  1. Kerala IT@Schools a national role model since 2002
  2. Karnataka Subject Teacher Forum, recognized as 'best practice' in 2014
  • Both states follow the educational principles discussed in the National Policies for ICT and Education

ICT infrastructure

  1. School ICT infrastructure
  2. Devices in schools to allow for computing and creation
  3. Hybrid solution for diverse school situations
  4. State and DIET level labs for training and district resource centres
  5. Schools and DIETs ICT Infrastructure needs provision for maintenance
  6. Software and Resource repositories, on-line and off­-line distribution

Syllabus for teachers and students

  1. To evolve a meaningful curriculum for students for building digital literacy skills and technology skills for subject learning
  2. To develop appropriate school level teaching learning resources (including textbooks, handbooks and other materials for students and teachers)
  3. To implement teacher training and develop teacher materials and teacher educator materials.

Telangana has already initiated this process and a consultative workshop was held in February 2016. Subsequently, a road map has been developed in consultation with the SCERT for the development of the ICT textbook for students and handbook for teachers. See here for the Telangana ICT textbook development plan and approach.
The National ICT curriculum provides a multi­stage approach to capacity building for in­ service and pre­service teacher training in ICT as well as for student learning

Capacity Building and OER (e-content) creation

  1. Teacher training to create a state­wide forum of teachers trained in technology integration
  2. Capacity building for DIET faculty and SCERT academic faculty in technology integration
  3. Capacity building for technology in educational administration
  4. Development of Open Educational Resources – TSROER platform and processes

A large network of teachers across the state can provide both the context and source for creation of contextual, diverse OER

Implementation plan

  1. Formation of a state resource group
  2. Development of curriculum for students, teachers and teacher educator for ICT learning and ICT integrated learning
  3. Teacher training across the state to build professional learning communities of teachers
  4. Phased manner in line with the NCERT ICT curriculum
  5. Phased manner to cover all subjects, all teachers
  6. Collaborative creation of OER

'A state­wide Subject Forum will provide the context and source for a sustainable OER creation model'