Difference between revisions of "ICT teacher handbook/ICT in Education"

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{{Navigate|Prev=ICT and society|Curr=ICT in Education|Next=Guiding principles for organizing a resource repository}}
 
{{Navigate|Prev=ICT and society|Curr=ICT in Education|Next=Guiding principles for organizing a resource repository}}
  
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Introductory comments on ICT and Education from this Note uploaded here
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Students must develop ICT competencies and skills through their school years, to fully participate in the knowledge society. If the students must develop ICT skills, it goes without saying that the teachers must be equipped to facilitate them to acquire these skills. The scope for ICT in Education has three broad strands – in the school and the teaching-learning process, in teacher-education and in strengthening the administrative and academic support structures.
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[[File:Working Draft - Section on ICT in Education- version 2.0 - May 12-2012.odt]]
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=Principles for ICT in education=
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==Digital Natives==
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While considering ICTs in Education, we need to consider that the generation of children entering schools are [https://en.wikipedia.org/wiki/Digital_native digital natives].  They are born into an age where rapid changes are taking place in digital technologies, and learning to navigate the digital world is an essential skill. An important point to keep in mind here, however, is that these conditions of nativity are not uniform.  Socio-economic disparities are  mirrored in  disparity of access to the digital world and many economically deprived children are deprived of this aspect of education too. It is also important that teachers acquire and internalise technological and pedagogical skills to the extend that they can facilitate the classroom process while working with digital natives and non-natives.
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=ICTs in education as Public Resources=
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An important principle in public education, is that curricular resources and the tools for creating such resources need to be publicly owned, so that they are freely available to teacher educators, teachers and students without restrictions. In the same manner, digital tools and resources used in public education, should be publicly owned. Use of free and  digital tools/resources can provide a rich and diverse public digital environment. Digital resources are non-rivalrous (sharing does not reduce availability) and hence promoting public creation and sharing of digital resources (both e-content and software) is an important step to ensure systemic benefit from ICTs in education. The National Policy on ICT in school education therefore recommends the use of free and open source software applications. Use of proprietary products can create vendor 'lock-in' which could be detrimental to education. <br>
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A free and open source operating system such as GNU/Linux is widely used. This can save public funds on license fees on procuring proprietary software and upgrade fees at later dates.  There are a large number of freely shareable educational tools on GNU/Linux, pertaining to mathematics, science, social sciences etc which can be used in  schools. There are large number of additional freely shareable tools , such as IBUS which supports word processing in more than 50 languages, including most languages used in India or the ORCA screen reader necessary for the visually handicapped or Scribus for desktop publishing. All these tools can be pre-installed in a 'custom distribution' of GNU/Linux for a one-time installation.  
  
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=Integration of ICT in education=
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=Why public software=
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==ICT In school education==
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Public institutions support the public ownership of resources since that is essential for enabling equity and social justice. Software is an important digital resource, and has a central role in the new ‘digital society’ being created. Hence the public ownership over software resources that are essential to participate in the digital world is essential. Public Institutions should therefore adopt and promote such ‘public software’ to create such an eco-system of universal access to basic software as well as community participation in its creation and modification.
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There are three ways in which ICTs can be introduced in schools– ICT Literacy, instruction in ICT-related subjects and use of ICTs to as a resource tool to teach various subjects as a regular part classroom teaching-learning-assessment process. Primary ICT literacy requires the acquiring of sufficient working knowledge and proficiencies that are needed to work in an ICT enabled system. This proficiency refers to competencies of navigating an existing  ICT ecosystem without changing or modifying the system.
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The pedagogical argument for Public software
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==ICT In teacher education==
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“Constructivist approach to learning”
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There are three components to use of ICT for teacher education - '''Digital literacy''' - It is essential for student-teachers to learn to use ICT tools like radio, audio-cassettes, audio-video (AV) tools, computers etc. as well as methods such as information access, review, classification, communication and net-working. ICTs to create and share digital resources. Teachers and teacher educators can use ICTs to develop networks for peer learning and sharing.  Thirdly, digital tools can be used to access, create and revise educational resources.  
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The National Curriculum Framework (NCF) 2005, produced by NCERT emphasises that learning happens when the learner actively participates in the process of learning and not when the learner is a passive recipient of knowledge as a finished product. This is applicable to computer related learning as well. Software can be really learnt only when the learner actually is able to modify the code, write software, and develop applications.
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==ICT In education administration==
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To reflect the spirit of the NCF, our schools should provide learners with the opportunity to create and modify software. Expecting students to write software without having access to free software is like expecting students to write books without allowing them to read books. This is possible only through the use of free software and not through proprietary software. Secondly if our students learn only proprietary software, they will become dependant on it and also purchase proprietary software for their own individual or household use – this is largely the situation in India, where most households use proprietary software, since they have not even heard of free software. Private software vendors offer their software at extremely low prices to schools, because they want to make students dependant on their software and not explore alternatives. Thirdly, digital learning material created by the teachers and students (which the NCF regards as an important part of the learning process), created using proprietary software, will get locked into the proprietary formats of these applications and will require one to continue paying money even to open them and read them. Open standards and software exist precisely so that this is prevented. One needs to point out that proprietary locking, while free alternatives exist, is a ploy to continue milking the user for profits far into the future. We already have this unfortunate situation where teachers have made hundreds of presentations using proprietary software, to read which, each user needs to procure a copy of the software, thus making user pay for learning material created by the public school system.
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ICTs can be used for planning and implementing training programmes through Training Management Systems.
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The Indian Government has recently notified the 'policy on open standards in e-governance' by which proprietary standards should not be used in government.  
 
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Promoting local language resources through local language software
 
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We may think that English is the 'natural' language of software. However software has no 'natural' language and the domination of English in software only indicates that there have been lesser efforts to extend software applications to other languages. We want to put in maximum effort to protect, grow and develop local languages in India.. This is especially important in Information Technology, so that its benefits are available to the entire community and not limited to English speaking citizens. Many countries are putting in lot of effort and resources into making software and software platforms as well as digital information resources in their own languages. For example, in Japan, France, Germany, China, Russia; Internet and other software applications as well as digital information have been developed in local languages. This form of local language software and applications development can be best done by local software engineers working with free software. In contrast, when proprietary software is used, changes can be done only by the vendor , and this means fewer people can be involved in this effort. More importantly, this causes our language software to become dependant on the market and business priorities of the sellers. Hence the public sector needs to lead the efforts in developing software and digital information in local language, and this can be done very well through the education system - in our network of schools, colleges and teacher education and support institutions. The countries mentioned above and Kerala have succeeded in creating their local eco-system for local language software and digital information. Back to top
 
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The social argument for free software
 
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“Samudaya” software – the social argument for free software Free software is created and modified by communities of students, volunteers, employees and entrepreneurs working together in a spirit of collaboration, while proprietary software is produced by business organisations only. Most of the free software has been produced in this collaborative manner by people acting in a spirit of contribution and collaboration across the world. Hence free software can also be called “Samudaya software”. Thus the use of free software is completely in line with the emphasis on development in public sector.
 
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Promoting the local development through “Swadeshi” software Free software has other important economic benefits: development and independence. Although India has achieved political freedom 60 years ago, we are still suffering from economic colonisation. This is specially true in the IT Industry which is dominated by many foreign multinationals. When governments buys a software license, the license fees directly benefit multinationals based in foreign countries. However if free software is used, it can be further developed and customized by local software engineers, and local software enterprises and entrepreneurs can also provide support, consultancy, training, services etc. This means that money paid for such services remains in the local economy and also local IT capabilities are developed. This is a very critical consideration in the context of reducing imbalances in economic growth and livelihood opportunities. Public Sector has always been a place where local entrepreneurship has been promoted and using free software can promote local software engineer entrepreneurs. Kerala already has the vision of being the free software destination in India and the next such qualified state would be Gujarat. Free software can make the vision of the Chief Minister on 'IT' (Indian talent + Information technology = India Tomorrow) a reality.
 
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Best use of limited resources – the economics of free software
 
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Free software does not forbid selling and buying copies, but it means that the school system, after acquiring a copy, is free to make more and redistribute them - for instance, to all the schools. The schools do not need to pay for permission to use these copies. This creates the opportunity for great cost savings. In developing countries like India, there is really no reason to spend public money on proprietary software when equivalent free software is available.
 
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For instance, in a state where there are 40,000 schools, with 5 computers for each class, then we would spend - 40,000 * 5 * 25,000 = 500,00,00,000 (Rupees 500 crores) on basic private software (a popular operating system and Office applications suite). On the other hand, if the option of free software is selected, then this entire money could be used for other priorities such as basic infrastructure, hardware, research into hardware innovations. If we take the entire Indian Public school system, comprising of over 1.3 million schools, the amount that we can avoid diverting to proprietary software can amount to more than 25,000 to even upto 100,000 crores.
 
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Software as a public good
 
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Since Governments function on the same principles of free software - transparency/openness, putting public and community interest over private interest, public software should be actively promoted within the public (Government) system and specially the education system. Proprietary software functions on principles of competition, non-transparency / closed nature and 'for-profit' and these are more aligned to the business world than to the Government sector. Hence while Proprietary software has an important role in the business world, the public sector should prefer and promote public software. Back to top
 
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Why Public Software is not yet popular?
 
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However there are also several obstacles in the adoption and promotion of free software, including by the public sector. These include issues relating to support and maintenance, user training as well as 'user friendliness' of the applications. However a much larger obstacle is the general lack of awareness about the concept of free software and existence of free software applications. Just as Xerox is equated to photocopying, software for most users only means Microsoft Windows or Microsoft Office. People of course now buy 'Xerox' machines that may be manufactured by Canon or other companies, in the case of desktop software, people only are aware of Windows and MS Office. Hardware (Personal Computers and Laptops) vendors also usually bundle Windows with their systems and do not offer a choice to the customer (this is actually a malpractice that is anti-competitive). Customers hence are not told about possibilities of opting for free operating system and office applications which can reduce the cost of purchase. Also not all features of one application are available in another and if a person is used to one application, there is a huge inertia to move to another application. Also there is a impression amongst many users of proprietary software that free software applications are not user friendly, support and training is not available, drivers are not available and some applications run only on proprietary software platforms. These impressions are not entirely true, though many of them pertain to the larger issue of the creation and sustainance of a 'eco-system' for free software. It is also ironic that many of the users who believe proprietary software to be superior have never used free software. It would be fair for a user to use a comparable free software application as well for sometime before concluding about its user friendliness Back to top
 
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Why Public Institutions should use Public software?
 
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The social, political and economic externalities of adoption of Public Software by society are enormous. Since Public Software is 'software by the people, of the people and for the people' , it represents democratic values. Hence Governments have special responsibility to both adopt and promote Public Software. Government efforts are necessary and even sufficient to build the Public Software eco-system that can lead to the thriving and universal adoption of Public Software as a principle of software. Realising this, many Governments have adopted policies that clearly promote Public Software, both within Government as well as in public institutions. The section on Policy gives several instances where Governments have clearly supported Public Software, this includes many governments in India. In addition, the actual software deployed in governments also can be Public Software.
 
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Since Governments function on the same principles of free software - transparency/openness, putting public and community interest over private interest, public software should be actively promoted within the public (Government) system and specially the education system. Private software functions on principles of competition, non-transparency / closedness and 'for-profit' and these are aligned to the business world than to the Government or non-profit sector. Hence while private software definitely has an important role in the business world, the public sector should prefer Public Software. Given the similarites in the nature of the public sector and Public Software, we can even term Public Software as Public Software or Sarvajanik Software.
 
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Secondly, government cannot purchase software whose source code is not provided to it. This has security implications. The vendor can insert code that can monitor the activities of the Government staff using the software and this can be a security threat to the Government. For this reason, the defence department of the US and many countries will not purchase private software and insist on open source. This threat is not an empty one – recent newspaper reports said that the World Bank has debarred a software vendor from contracting with them, since the vendor installed spy software in the projects they did for the World Bank. It is reported that spyware was also installed in software used by nuclear reactors in Iran, which could have caused a nuclear disaster, if not detected.
 
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Benefits from adopting public software
 
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There are significant pedagogical benefits from using publicly owned software tools.
 
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1. Learning is about concepts and processes, not products. Using proprietary tools keeps focus on specific product and product features rather than on concepts. Multiple freely shareable software resources provides a diversity of learning experiences which is valuable. It also moves focus from product to concept.
 
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2. Education should not allow 'lock-in' into proprietary products, that is detrimental to education.
 
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3. Education should allow for 'constructivist' approaches, where teachers and learners can extend available knowledge. Public software allows for constructivist possibilities
 
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Apart from pedagogical benefits, public software has technological, economic and social benefits as well-
 
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4. Tools such as Drupal or Wordpress or Inkscape/Scribus or PiTiVi Video editors would provide huge employment opportunities to students. Students and teachers can copy the software to their own computers freely.
 
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5. GNU/Linux is freely shareable. This can save public funds on license fees on procuring proprietary software and upgrade fees at later dates.  An IIM Bangalore study estimates India would save around 20,000 crores per year on license fees by adopting public software.
 
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6. There are a large number of freely shareable educational tools on GNU/Linux, pertaining to mathematics, science, social sciences etc which can be used in all schools.
 
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7. There are large number of additional tools on GNU/Linux freely shareable, such as SCIM which supports word processing in more than 50 languages, including all languages used in Karnataka such as Telugu, Telugu, Tamil, Urdu, Marathi, Hindi etc. or the ORCA screen reader necessary for the visually handicapped or Scribus for desktop publishing. All these tools can be pre-installed in a 'custom distribution' of GNU/Linux for a one-shot installation.  
 
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8. A big threat to use of ICTs is virus/worms. Popular proprietary software is susceptible to viruses and schools are unable to keep procuring anti-virus software. In most schools and educational institutions, many computers are unusable due to being affected by viruses. GNU/Linux is virus resistant and hence more secure.
 
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Public software permits local customisation. The Telugu version of GNU/Linux are already available and can be used. Further, the educational tools can be customised in Telugu by teachers as well. Such customisation is not possible with proprietary software platform.
 
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=Open Educational Resources=
 
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You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator).  These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements. 
 
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Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource.  This resource is limited, made once in a year and represent on set of thoughts.  These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. 
 
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For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs.  You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society.
 
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Open Educational Resources (OERs), as they are called are such learning resources. Open Educational Resources are digital resources that are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.
 
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This is a global phenomenon and began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge is created and shared by many many people and not restricted to one person.  Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001).  In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning.  In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.
 
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Kinds of OERs
 
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There are different kinds of  OERs:
 
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- Sharing already created academic  content for free  www.khanacademy.org; www.tessafrica.net  - - Structuring free course materials and courses – like  www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in
 
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- Collaborate and creating materials - www.wikipedia.org
 
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The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.
 
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Principles of OERs
 
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Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users.  These “Freedoms” are as follows:
 
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Resources can be accessed for free, used and 're-used'
 
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Resources can be revised/ adapted to make it relevant
 
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Resources can be re-mixed / combined to make a new resource
 
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Resources can be  redistributed - the revised/ remixed resource can be shared back. These are called the  4 Rs (re-use, re-vise, re-mix and re-distribute)
 
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Licensing and copyright
 
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These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”.  Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute.  When you are accessing/ sharing something as OERs, you can share  it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.
 
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OERs – A national priority
 
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At the national level, the is maintaining a National Repository of Open Educational Resources.  For more information on NROER, click http://nroer.gov.in/home
 
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Karnataka Open Educational Resources, is a resource repository collaboratively created by the teachers of Karnataka.  It is organized on the same principles of OERs and is built on a wiki platform like wikipedia.  Teachers and teacher-educators play a key role in creating locally relevant, meaningful and dynamic resources. 
 
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The objectives of KOER are
 
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1. To develop a process of learning, sharing and creating by building collaborative peer networks
 
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2. To provide for  continuous learning through the process of resource creation
 
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3. Provide a sustainable model of creating and sharing educational resources that can enhance the educational outcomes
 
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4. To build a repository of teaching resources – for teachers, teacher educators and as a resource base for teacher education
 
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For information on KOER, visit  http://karnatakaeducation.org.in/KOER/en/index.php/KOER_background-note
 

Revision as of 14:57, 14 October 2016

ICT teacher handbook
ICT and society ICT in Education Guiding principles for organizing a resource repository

Students must develop ICT competencies and skills through their school years, to fully participate in the knowledge society. If the students must develop ICT skills, it goes without saying that the teachers must be equipped to facilitate them to acquire these skills. The scope for ICT in Education has three broad strands – in the school and the teaching-learning process, in teacher-education and in strengthening the administrative and academic support structures.

Principles for ICT in education

Digital Natives

While considering ICTs in Education, we need to consider that the generation of children entering schools are digital natives. They are born into an age where rapid changes are taking place in digital technologies, and learning to navigate the digital world is an essential skill. An important point to keep in mind here, however, is that these conditions of nativity are not uniform. Socio-economic disparities are mirrored in disparity of access to the digital world and many economically deprived children are deprived of this aspect of education too. It is also important that teachers acquire and internalise technological and pedagogical skills to the extend that they can facilitate the classroom process while working with digital natives and non-natives.

ICTs in education as Public Resources

An important principle in public education, is that curricular resources and the tools for creating such resources need to be publicly owned, so that they are freely available to teacher educators, teachers and students without restrictions. In the same manner, digital tools and resources used in public education, should be publicly owned. Use of free and digital tools/resources can provide a rich and diverse public digital environment. Digital resources are non-rivalrous (sharing does not reduce availability) and hence promoting public creation and sharing of digital resources (both e-content and software) is an important step to ensure systemic benefit from ICTs in education. The National Policy on ICT in school education therefore recommends the use of free and open source software applications. Use of proprietary products can create vendor 'lock-in' which could be detrimental to education.
A free and open source operating system such as GNU/Linux is widely used. This can save public funds on license fees on procuring proprietary software and upgrade fees at later dates. There are a large number of freely shareable educational tools on GNU/Linux, pertaining to mathematics, science, social sciences etc which can be used in schools. There are large number of additional freely shareable tools , such as IBUS which supports word processing in more than 50 languages, including most languages used in India or the ORCA screen reader necessary for the visually handicapped or Scribus for desktop publishing. All these tools can be pre-installed in a 'custom distribution' of GNU/Linux for a one-time installation.

Integration of ICT in education

ICT In school education

There are three ways in which ICTs can be introduced in schools– ICT Literacy, instruction in ICT-related subjects and use of ICTs to as a resource tool to teach various subjects as a regular part classroom teaching-learning-assessment process. Primary ICT literacy requires the acquiring of sufficient working knowledge and proficiencies that are needed to work in an ICT enabled system. This proficiency refers to competencies of navigating an existing ICT ecosystem without changing or modifying the system.

ICT In teacher education

There are three components to use of ICT for teacher education - Digital literacy - It is essential for student-teachers to learn to use ICT tools like radio, audio-cassettes, audio-video (AV) tools, computers etc. as well as methods such as information access, review, classification, communication and net-working. ICTs to create and share digital resources. Teachers and teacher educators can use ICTs to develop networks for peer learning and sharing. Thirdly, digital tools can be used to access, create and revise educational resources.

ICT In education administration

ICTs can be used for planning and implementing training programmes through Training Management Systems.

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