TE year2handbook/Year2 Unit1 Mode of transaction
- 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.
- 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 teacher educators, 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, specially for this unit.
- 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.
- 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.
Subject based tools will be introduced in year 2. While the institution may identify one teacher-educator who will take responsibility for the course transaction, it would be ideal to involve the other subject teacher educators, 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.
Unit 1- ICT for resource creation and learning
| Unit Topic | Major objectives | Suggested activities for classroom transaction / ICT Lab activity | Suggested Assessment techniques |
| Unit 1 - ICT for creating (subject specific resources) and learning | |||
| ICT for creating (subject specific resources) and learning | 1.1 Creating resources using educational tools - Geogebra and Turtle Art (for Mathematics)
1.2 Creating resources using educational tools - Simulations and Desktop Planetarium (Science) 1.3 Creating resources using educational tools - Vocabulary tools and digital stories (Languages) 1.4 Creating resources using educational tools - Digital Maps and atlases (Geography) 1.5 Creating resources using educational tools - Time lines for history (Social Sciences) 1.6 Conducting a research study - using spreadsheets Each of the above, to support 1. constructivist possibilities from using ICT in education 2. self learning 3. collaborative learning |
This unit will require team teaching between the teacher educator coordinating this course and the teacher educator teaching the subject for which the resources are being created.
This team should demonstrate and practice the student activity in the ICT lab - Geogebra for Mathematics, PhET for science, Marble for Geography resource creation Guide students on creating the resource and saving in their PDL. This will be part of their digital portfolio. Students will work in small teams of 2-3. The team will guide the students to record the data collated from their action research in a spreadsheet Reference: |
Student will create using the educational software, a lesson plan / resource for their chosen subject(s).
Preparation of a lesson plan / resource using the tool for explaining a relevant topic ·Portfolio of lesson plans ·Team project work to prepare a lesson plan integrating the tools/methods learnt The assessment will be based on the manner in which the tool has been used to create the resource. |
| Unit 2 - ICT for subject teaching-learning | |||
| ICT for subject teaching-learning | 2.1 Integrating digital tools into transaction of Mathematics, Science, Social science and Language subjects
2.2 ICTs for creating and using assessment information - conducting formative assessments. 2.3 TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development. 2.4 Evaluation of ICT resources and determining appropriate use of various ICT resources |
Conducting a demonstration class, using the digital tool for classroom transaction, followed by discussions.
Presentation on using ICT for conducting formative assessments. This could also be integrated with the subject teaching itself. Class talk on "TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development", and whole class discussions - Presentation on parameters for evaluating ICT resources |
Student will conduct a "demonstration class", using a resource created from Unit 1, for their chosen subject(s).
The assessment will be based on on the manner in which the resource has been integrated into the lesson, any innovation in pedagogy for the lesson (how has the digital method been used in teaching). |
| Basic understanding of the socio-cultural, political and economic implications of ICT on society. | Readings Henry Giroux - "How Disney Magic and the Corporate Media Shape Youth Identity in the Digital Age" (Kannada translations can be simpler commentaries on these articles)
followed by whole class discussions Class talk on "Socio-cultural, political and economic implications of ICT on society" and whole class discussions |
Student-teachers should search on the internet for different articles on this issue and share the same in the class, with a brief commentary.
These commentaries can be discussed in small group discussions and from each group, one student could make a presentation to the class. The commentaries as well as the presentation will be assessed |