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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Planning the PLC-OER program (view source)
Revision as of 15:35, 16 January 2018
, 15:35, 16 January 2018→Establishing state and district level design and implementation teams
A second component would be the '''Technology support team''' at the state and district levels, this will need to be created from the teachers, who are interested in developing technology skills and are trained on technology maintenance and support. The second component was part of the Assam STF, where teachers are much less exposed to ICT, but not in Karnataka, where most teachers have had some exposure to ICTs. This component will be very useful to sustain ICT use, specially where the uptake of ICT is poor.
A second component would be the '''Technology support team''' at the state and district levels, this will need to be created from the teachers, who are interested in developing technology skills and are trained on technology maintenance and support. The second component was part of the Assam STF, where teachers are much less exposed to ICT, but not in Karnataka, where most teachers have had some exposure to ICTs. This component will be very useful to sustain ICT use, specially where the uptake of ICT is poor.
At the district level, '''resource groups''' for PLC and OER components need to be established, this would be third component of the program structure. These groups can be formed from the Master Resource Persons for each subject. The responsibility of this team is to provide techno-pedagogical support to the other teachers in the district. </br?
At the district level, '''resource groups''' for PLC and OER components need to be established, this would be third component of the program structure. These groups can be formed from the Master Resource Persons for each subject. The responsibility of this team is to provide techno-pedagogical support to the other teachers in the district. <br>
Check list for identification of teachers/teacher educators: Teachers and teacher educators can be enrolled into the state and district resource groups, using some of parameters listed below:
Check list for identification of teachers/teacher educators: Teachers and teacher educators can be enrolled into the state and district resource groups, using some of parameters listed below:
# Subject knowledge
# Subject knowledge