Difference between revisions of "Telangana ICT implementation"

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'''Draft Concept Note for the Workshop on Design, Planning and Development of e-content<br>
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=Telangana ICT Program - Design and Implementation workshops=
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Integration of ICT in school education, Telangana
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#[[Telangana_ICT_textbook_initial_consultative_workshop |Brainstorming workshop February 2016]]
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'''
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#[[Consultative_workshop_ICT_textbook_september2016 |Consultative workshop 16,17 September 2016]]
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=Introduction=
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#[[Telangana_review_workshop_ICT_textbook_october2016|Review workshop 17-21 October 2016]]
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The objective of the state education department is to integrate technology into teaching and learning in sustained and meaningful ways.  The department is focused on upgrading the school labs in 3000 schools by building a digital lab and through equipping the classrooms with digital resources. 
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#[[Telangana finalisation workshop ICT textbook November2016|Finalisation workshop 21-25 November 2016]]
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In this context, it is proposed:
 
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#to evolve a meaningful curriculum for students,
 
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#to develop appropriate school level teaching learning resources (including textbooks, handbooks and other materials for students and teachers) and
 
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#to implement teacher training and develop teacher materials for supporting the implementation of this curriculum. 
 
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The state has already created a core group of about 50 resource persons who will be training teachers at the district level in the development of resources using various educational tools for use in the digital classrooms.  This district training will be conducted in the subjects of mathematics and science during the months of February – May. These teachers will be learning to access resources from the internet, create resources using various educational tools and share resources using online forums.<br><br>
 
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To build digital literacy and ICT integrated learning capabilities in the school system in a sustained way, the department is now also planning to develop a student curriculum for implementation in the schools.  It is proposed to base this curriculum on the National ICT curriculum and develop project modules providing various opportunities for students to interact and create with ICT, thus providing meaningful learning possibilities.<br><br>
 
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An initial planning meeting was conducted on January 29, 2016 from which the following action points have emerged:
 
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#Formation of a core group that will create project based modules in line with the National ICT curriculum for student learning; accompanied by teacher training modules as well as resources for use in the digital classrooms. 
 
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#Formation of a core group that will look at the content developed in the state and curate it to be made available in a repository accessible to all teachers.
 
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It was also decided to have a design and planning workshop to develop the syllabus for the ICT implementation.  This is a concept note for this design workshop.
 
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=Objectives of the workshop=
 
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#To identify the core skills and competencies to be built for digital literacy which will also support the achievement of Telangana academic standards
 
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#To develop a syllabus for the students' learning, based on the National ICT curriculum, with a project based approach and identification of modules, to be developed as a textbook for students
 
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#To identify the areas for development of teacher materials which will support (i) the implementation of the syllabus and (ii) integration of ICT applications for teaching learning in classrooms, to be developed in the textbook and teacher handbook
 
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#To develop processes and benchmarks for review of teacher created materials and resources created during the teacher training workshops; this will provide a continuous, sustained model for development and publishing of resources
 
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#To develop a guideline for actual transaction and implementation of the syllabus in the schools
 
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=Proposed Agenda for the workshop=
 
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{|class="wikitable"
 
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|-
 
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|Day 1
 
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|Anchor
 
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|Session Details
 
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|-
 
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|11.00 – 11.30
 
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|SCERT
 
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|
 
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#Introduction to the workshop
 
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#Scope of the workshop and agenda
 
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|-
 
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|11.30 – 1.30
 
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|SCERT/ CIET/  ITfC
 
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|
 
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#Presentation of ICT curriculum and proposed competencies and skills (CIET)
 
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year-wise building up of competencies
 
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show linkages with the core curricular subject areas
 
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#Demonstration of project ideas for inclusion in syllabus (ITfC)
 
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#Demonstration of a resource structure (developed in the workshop) with parameters for evaluation of resources (SCERT)
 
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|-
 
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|2.30 – 5.30
 
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|Facilitated by ITfC
 
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|
 
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#Participants in groups develop outline of project modules (Group I)
 
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#Participants in groups to develop outline of teacher modules to support the student ICT syllabus (Group II)
 
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#Participants in group review resources developed in the teacher workshops (Group III) and compile for sharing with schools
 
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|-
 
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|Day 2
 
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|Anchor
 
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|Session Details
 
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|-
 
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|10.30 – 1.30
 
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|Facilitated by SCERT
 
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|Groups to present their work ideas for review
 
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|-
 
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|2.30 – 4.30
 
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|Sharing by ITfC
 
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|
 
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#Implementation and timeplan
 
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#Presentation of the wiki page for the textbook preparation with resources added and embedded
 
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#Presentation of the wiki format for publishing the materials created by the Telangana teachers for continuous review and curation
 
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|-
 
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|4.30 – 5.30
 
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|SCERT
 
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|
 
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#Time plan and methodology for completion of modules for text book
 
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#Closing and next steps
 
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|}
 
  
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=Proposed syllabus=
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'''ICT Integration in Education - Perspective plan for Telangana - Presentation to Commissioner on Aug 6,2016'''
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==Syllabus and implementation structure==
 
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#One school-wide ICT co-ordintor who will hold this course and co-ordinate
 
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#Subject teacher will integrate into their teaching; where applications are subject specific, the ICT co-ordinator and subject teacher must team teach
 
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#The integrated projects proposed being part of the FA - so 7 out of 28 FA can come from here
 
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#The FA are assessed by the subject teachers, marks will be in the ICT course
 
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#3 periods a week
 
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{|class="wikitable"
 
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|-
 
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|Year
 
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|Strand of digital literacy
 
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|Levels of competency
 
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|Duration
 
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|Project Ideas
 
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|Subject integration
 
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|-
 
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|Year 1
 
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|Data representation and processing
 
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|'''Basic'''
 
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#Reading, analysing data in different formats; reading graphs and pictures
 
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#Organizing given data sets and analyzing and representing data as graphs
 
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#Working with spreadsheets to enter data, analyse and represent using graphs
 
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#Text entry (Indian languages) and processing
 
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#using mind maps to represent an idea with relationships
 
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|8 weeks
 
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#Data - 1 week
 
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#Spreadsheet - 2 weeks
 
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#Text editing and text processing - 2 weeks
 
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#Concept Mapping - 2 weeks
 
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#Project completion - 2 weeks
 
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|Projects
 
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#Creation/ representation of an idea using multiple data formats - graphs, photos, numbers, text, audio, video, Make an infographic)
 
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#W
 
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##Data collection locally - heights of students and ages, income of parents, secondary data (like temperature, rainfall, etc) and graph
 
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#Making a report on age-wise height variation, socio-economic
 
  
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=Components of ICT integration=
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#Availability of adequate infrastructure and a Free and Open Technology Environment
 +
#Curriculum and content
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##to support student learning (classroom / ICT lab in school)
 +
##to support teacher professional development
 +
##Collaborative creation and publishing of Open Educational Resources (OER)
 +
#Capacity building
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##Teacher Education using Communities of Practice approach (COP)
 +
##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=
 +
#National Curricular Framework, 2005
 +
##Position paper on Education Technology - Pedagogy should drive technology (not other way around)
 +
#National Curricular Framework for Teacher Education, 2009
 +
##In­-service TE must deepen knowledge and encourage reflective practice
 +
##Continuous development ­educational, social and intellectual
 +
##Community spaces for sharing and participatory, need based design
 +
##Creation of resources as a method of TPD
 +
#National ICT Policy 2012
 +
##ICT opportunities for equitable access – FOSS, OER
 +
##ICT for creation, content, connection
 +
##Teacher education to drive ICT implementation through collaborative networks
 +
##ICT for educational management, administration
 +
#National ICT Curriculum 2013
 +
##ICT Literacy competencies
 +
##ICT enabled teaching learning processes
  
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=Formation of core groups for implementation=
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=In line with educational theory=
 +
[http://tpack.org Technological Pedagogical Content Knowledge] (TPACK), developed by Dr Punya Mishra, Michigan University and Dr. Matthew J. Koehler
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#Technology mediates content
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#Technology provides new methodologies
  
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For this purpose, it is suggested that three core groups be formed:
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=Based on successful experiences from Kerala and Karnataka=
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{|class="wikitable"
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#Kerala IT@Schools a national role model since 2002
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|-
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#Karnataka Subject Teacher Forum, recognized as 'best practice' in 2014
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|Group I - To develop  project modules for the student syllabus
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*Both states follow the educational principles discussed in the National Policies for ICT and Education
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|
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#5-8 members
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=ICT infrastructure=
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#Resource persons trained in the teacher training workshops, representing all subject areas, a well as focusing on digital literacy
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#School ICT infrastructure
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#Members of Swecha/ other organizations
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#Devices in schools to allow for computing and creation
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#Facilitated by IT for Change, CIET
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#Hybrid solution for diverse school situations
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|-
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#State and DIET level labs for training and district resource centres
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|Group II – To develop  teacher modules
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#Schools and DIETs ICT Infrastructure needs provision for maintenance
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|
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#Software and Resource repositories, on-line and off­-line distribution
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#3-5 members
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#Resource persons trained in the teacher training workshops, representing all subject areas
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=Syllabus for teachers and students=
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#Facilitated by IT for Change, CIET
+
#To evolve a meaningful curriculum for students for building digital literacy skills and technology skills for subject learning
−
|-
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#To develop appropriate school level teaching learning resources (including textbooks, handbooks and other materials for students and teachers)
−
|Group III – To review resources developed in the teacher workshops
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#To implement teacher training and develop teacher materials and teacher educator materials.<br>
−
|
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Telangana has already initiated this process and a consultative workshop was held in [[Telangana_ICT_textbook_initial_consultative_workshop|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|Telangana ICT textbook development plan and approach]]. <br>
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#5-8 members
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'''''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'''''
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#Members from SCERT (subject experts)
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#Members from SIET/ CIET/ HBCSE (NROER)
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=Capacity Building and OER (e-content) creation=
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#Resources persons from the teacher training workshops
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#Teacher training to create a state­wide forum of teachers trained in technology integration
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#Member from IT for Change
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#Capacity building for DIET faculty and SCERT academic faculty in technology integration
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#Facilitated by SCERT
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#Capacity building for technology in educational administration
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|}
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#Development of Open Educational Resources – [[TSROER|TSROER platform]] and processes
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=Outcomes and outputs from the workshop=
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'''''A  large network of teachers across the state can provide both the context and source for creation of contextual, diverse OER'''''
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#Formation of core groups tasked with content development for student textbook and teacher handbook
+
 
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#Development of the student ICT syllabus and definition of core competencies and skills
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=Implementation plan=
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#Development of a time plan for completion of student syllabus modules
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#Formation of a state resource group
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#Allocation of student project modules and teacher handbook topics to the sub-groups
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#Development of curriculum for students, teachers and teacher educator for ICT learning and ICT integrated learning
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#Development of a guideline document for review and curation of resources on an ongoing basis
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#Teacher training across the state to build professional learning communities of teachers
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#[[Project_ideas]]
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#Phased manner in line with the NCERT ICT curriculum
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#[[ICTResources]]
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#Phased manner to cover all subjects, all teachers 
 +
#Collaborative creation of OER
 +
'<nowiki/>'''''A state­wide Subject Forum will provide the context and source for a sustainable OER creation model''''''
 +
 
 +
[[Category:Telangana ICT Program]]

Latest revision as of 13:08, 18 November 2016

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'

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