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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Building Professional Learning Communities (view source)
Revision as of 07:54, 9 January 2018
, 07:54, 9 January 2018→Implementing the program
=== Implementing the program ===
=== Implementing the program ===
Based on the perspective plan and the AWP, the program would be implemented in the selected geographies and for the targeted group of teachers. The agenda of the teacher education workshops would need to be prepared, focusing on digital literacy, learning to use generic software applications as well as subject specific software tools. The agenda preparation should needs to be designed carefully, the National ICT Curriculum NCERT, 2013 should be referred in this process. Digital literacy (DL) often is wrongly conflated with expertise in specific software applications and platforms. Digital literacy MUST enable the teacher to explore DTs with a critical perspective, which means
Based on the perspective plan and the AWP, the program would be implemented in the selected geographies and for the targeted group of teachers. The agenda of the teacher education workshops would need to be prepared, focusing on digital literacy, learning to use generic software applications as well as subject specific software tools. The agenda preparation should needs to be designed carefully, the National ICT Curriculum NCERT, 2013 should be referred in this process. Digital literacy (DL) often is wrongly conflated with expertise in specific software applications and platforms. Digital literacy MUST enable the teacher to explore DTs with a critical perspective, which means being aware that DTs can be useful or useless or even harmful and hence need to be carefully chosen/designed for incorporating into practice, and also being aware of the larger implications of DTs on society - on institutions, governments, markets, media, communities etc - both the positive and negative implications. It is important that digital literacy should move the teacher from being a 'consumer' of DTs - a mere user of applications, to an informed and critical 'citizen' who can decide if, when, how to use DTs and on what terms, and also seek out design of DTs that meet her needs and priorities. This is also necessary for meaningful design of the program agenda.
Apart from digital literacy, the program agenda would include learning digital methods (generic resource creation applications, subject specific applications, web tools and web resources) to create OER, for subject teaching and networking with peers.
It is important that digital literacy should move the teacher from being a 'consumer' of DTs - a mere user of applications, to an informed and critical 'citizen' who can decide if, when, how to use DTs and on what terms, and also seek out design of DTs that meet her needs and priorities.
Resource - Workshop agenda
The program can use the cascade model of teacher education, in which select group of teachers are trained to become 'Resource Persons' (RPs). These RPs in turn will conduct similar programs for their colleagues in their geographies.
Blended cascade{{Collapsed|The cascade model of in-service teacher training has been criticised as being ineffective. One drawback is 'cascade dilution' where the the quality of the program to develop RPs is not replicated in the cascade workshops, since the RPs would not have the same depth of understanding of the training contents, as their faculty who are usually experts in that area.
The cascade dilution problem can be mitigated by using a 'blended cascade' model, wherein, the RPs continue to be in touch with one another, and with their faculty, even after their own workshops. This continued networking has two benefits - the faculty can continue to guide the RPs subsequently and help them to enhance the quality of the cascade workshops. The RPs can also be in touch with faculty and with one another, to solve any doubts, questions that they may have.
In addition, some of the key aspects of the cascade workshop can be captured (by way of text, image, audio and video enabled workshop reports), which can be shared on the virtual networks for peer learning and support.|Blended Cascade, read more ...=}}
==== Duration of the face-to-face workshops ====
The number of days in a workshop should not be less than 5 since this is the initial period of immersion necessary to build basic capacities and confidence. Periods larger than a week can also cause fatigue. In the case of the RPs workshops, it is useful to have 2 sessions of 5-6 days each. The second session can be held after a gap of 2-3 weeks after the first one, so that the RPs can use the interim period for practising their learning, reading additional resources and come with their questions and suggestions.
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]
