TE year2handbook/Year2 Unit1 Mode of transaction

1. The theory and practice of ICT will not be split into discrete sections in terms of transaction. Most of the elements of ICT mediation course require practical work, however, the theoretical basis for many of these activities will be introduced through readings, class talks, lectures and group discussions.
2. Subject based tools will be introduced in the ICT Mediation paper. The institution may identify one teacher-educator who will take responsibility for the course transaction. However, it would be ideal to involve the other subject teachers, in the transaction of this course, so that the deeper pedagogical aspects are able to be explored while teaching the different subject based tools. This would facilitate the technology integration in other subjects. The evaluation of the lessons created must be assessed by the concerned subject teacher educator to assess whether the lesson demonstrates the pedagogic approaches for the subject. Such a “team-teaching” approach will be needed for ICT mediation paper.
3. Further, ICT mediation can be a useful way to bring pedagogic integration across subjects; this will be taken up through a holistic project based approach, cutting across different subject areas to explore an idea/ topic. For instance, a group of student teachers can take up a project on ‘Water’ and access, create digital resources on this topic, that has connections to mathematics, science, social science and language.
4. Practical sessions will be conducted in the ICT laboratory, which must be equipped with a laptop connected to a slide projector, white board and students-teachers having access to computers with Internet connectivity.

Transactional Strategies

The transaction strategies are similar to those followed for this course during the first year. Theory and practice of ICT will not be split into discrete sections in terms of transaction, these will flow into each other; the underlying concepts will be discussed before, or along with, or after the hands-on sessions in the ICT lab. Practical sessions will be conducted in the ICT laboratory, which must be equipped with a laptop connected to a slide projector, white board and students-teachers having access to computers with Internet connectivity.

Lecturing, conducting small group  and whole class discussions, reading, watching films/videos,  arranging guest lectures and organising class talks are modes of transacting this paper. Student-teacher assignments, notes, resources prepared can be uploaded on an institutional Wordpress or MediaWiki or Moodle platform for wider sharing.

The mailing-list of student-teachers and faculty created in the first year will continue to be used for virtual discussions on topics covered in the classes and labs. Guest faculty can also be invited to participate in these lists. The mailing-list can also serve to share information and announcements with student-teachers.

Students will continue to use their login-ids to keep their work secure and easily accessible

Unit 1- ICT for resource creation and learning

Unit	Objectives	Suggested activities for classroom transaction / ICT Lab activity	Suggested Assessment techniques
	ICT for creating (subject specific resources) and learning
Creating resources using educational tools	Creating resources using educational tools - Geogebra and Turtle Art (for Mathematics) Creating resources using educational tools - Simulations and Desktop Planetarium (Science) Creating resources using educational tools - Vocabulary tools and digital stories (Languages) Creating resources using educational tools - Digital Maps and atlases (Geography) Creating resources using educational tools - Time lines for history (Social Sciences) Conducting a research study - using spreadsheets	Demonstrate and practice the student activity in the ICT lab - Geogebra for Mathematics, PhET for science, Marble for Geography resource creation
ICT for subject teaching-learning
Integrating digital tools into transaction of Mathematics, Science, Social science and Language subjects
ICTs for creating and using assessment information - conducting formative assessments.
TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development.		Class talk, Presentation and discussions -
Evaluation of ICT resources and determining appropriate use of various ICT resources		Class talk, Presentation and discussions -
Socio-cultural, political and economic implications of ICT on society.	Basic understanding of the socio-cultural, political and economic implications of ICT on society.