Difference between revisions of "ICT teacher handbook/Preface"
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| − | Information Communication Technologies are as old as humanity itself; yet, | + | Information Communication Technologies are as old as humanity itself; yet, digital technologies have brought in major changes in the creating, processing, organizing and presentation of information, as well as in communication. All ICT bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an [https://en.wikipedia.org/wiki/Information_society “information society”]. <br> |
| − | Development of digital literacy skills is required for all to navigate this ‘information society’. Teachers, student teachers and teacher educators need to be able to use ICTs for their professional development, through self learning, peer learning, in digital resources creation and in teaching-learning. They must develop a critical understanding of the larger positive and negative implications of the design and adoption of ICTs in society. Recent curricular (NCFTE, National ICT Curriculum) and policy (ICT Policy in School Education) documents on education in India have recognized the importance of integrating ICT in school education. We also believe that an effective technology implementation can strengthen the government school system such that the vision of education of ‘equitable quality’ set out by the Indian Right to Education Act is realised.<br> | + | Development of digital literacy skills is required for all to navigate this ‘information society’. Teachers, student teachers and teacher educators need to be able to use ICTs for their professional development, through self learning, peer learning, in digital resources creation and in teaching-learning. They must develop a critical understanding of the larger positive and negative implications of the design and adoption of ICTs in society. Recent curricular ([http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE], [http://ictcurriculum.gov.in/ National ICT Curriculum]) and policy ([http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/revised_policy%20document%20ofICT.pdf National ICT Policy in School Education]) documents on education in India have recognized the importance of integrating ICT in school education. We also believe that an effective technology implementation can strengthen the government school system such that the vision of universal education of ‘equitable quality’ set out by the Indian [http://mhrd.gov.in/rte Right to Education Act] is realised.<br> |
| − | Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom. It is envisaged that technology is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use open | + | Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom. It is envisaged that technology is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use open content and [https://en.wikipedia.org/wiki/Free_and_open-source_software free and open source software] to allow rich possibilities for creating, sharing, communicating and learning. The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes. <br> |
| − | It is in this context that the Telangana SCERT has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and creating and learning. The | + | It is in this context that the Telangana Department of School Education, along with SCERT, has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and creating and learning. The development of the ICT text book and the teacher hand book is in collaboration with IT for Change, under a MOU with [http://cemca.org.in Commonwealth Educational Media Centre for Asia] (CEMCA), an inter-governmental organization, of the commonwealth countries. <br> |
=Scope of the handbook= | =Scope of the handbook= | ||
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It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self reflective professionals.<br> | It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self reflective professionals.<br> | ||
| − | ''The copyright is held by the Telangana SCERT. Keeping in line with the spirit of the National ICT Policy, the handbook is released under Creative Commons License | + | ''The copyright is held by the Telangana SCERT. Keeping in line with the spirit of the National ICT Policy, the handbook is released under [https://creativecommons.org/ Creative Commons] License CC BY SA, allowing teachers and teacher educators to reuse, revise and re-distribute.'' |
Revision as of 09:57, 14 October 2016
Information Communication Technologies are as old as humanity itself; yet, digital technologies have brought in major changes in the creating, processing, organizing and presentation of information, as well as in communication. All ICT bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an “information society”.
Development of digital literacy skills is required for all to navigate this ‘information society’. Teachers, student teachers and teacher educators need to be able to use ICTs for their professional development, through self learning, peer learning, in digital resources creation and in teaching-learning. They must develop a critical understanding of the larger positive and negative implications of the design and adoption of ICTs in society. Recent curricular (NCFTE, National ICT Curriculum) and policy (National ICT Policy in School Education) documents on education in India have recognized the importance of integrating ICT in school education. We also believe that an effective technology implementation can strengthen the government school system such that the vision of universal education of ‘equitable quality’ set out by the Indian Right to Education Act is realised.
Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom. It is envisaged that technology is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use open content and free and open source software to allow rich possibilities for creating, sharing, communicating and learning. The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes.
It is in this context that the Telangana Department of School Education, along with SCERT, has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and creating and learning. The development of the ICT text book and the teacher hand book is in collaboration with IT for Change, under a MOU with Commonwealth Educational Media Centre for Asia (CEMCA), an inter-governmental organization, of the commonwealth countries.
Scope of the handbook
This teacher handbook is meant as an accompanying resource for teachers to help in the facilitation of the student ICT syllabus and provide meaningful linkages to curricular and co-curricular areas. The handbook also has a component of using ICT for Teacher Professional Development which will introduce the pedagogical framework for technology learning, the implications of technology and society and possibilities for advanced learning in digital methods and processes. The handbook also has a discussion on school level implementation guidelines.
It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self reflective professionals.
The copyright is held by the Telangana SCERT. Keeping in line with the spirit of the National ICT Policy, the handbook is released under Creative Commons License CC BY SA, allowing teachers and teacher educators to reuse, revise and re-distribute.