ICT student textbook/Preface

The objective of the state education department is to integrate technology into teaching and learning in sustained and meaningful ways. The department is upgrading the school labs in 3,000 schools by building a digital lab and through equipping the classrooms with digital resources. SCERT has decided to develop ICT text books which will be used by the school teachers for transacting the ICT curriculum in classes 8 to 10. The text book that is currently available has very limited focus on a few proprietary software applications, not directly connected to school subjects. SCERT has decided to adopt the ICT curriculum developed by NCERT, as the basis for the text book, which leverages the possibilities of ICTs for connecting and learning and creating and learning.

Scope and components of the new textbook

It is proposed to develop the ICT syllabus with the following components:

1. A textbook for students, that introduces ICT skills and applications in a project based way, integrated with the different school subjects. The core competencies and skills to be covered in the text book will be determined based on the National ICT curriculum and the Telangana state subject text books and academic standards. The text book will take a project based approach to the attainment of these learning competencies.
2. A handbook for teachers and teacher educators to help them implement the syllabus as well as support their own knowledge and learning of the ICT applications based on the NCERT ICT curriculum. This accompanying handbook will facilitate the transaction of the ICT syllabus and also provide meaningful linkages to curricular and co-­curricular areas.

Approach and intent of the state ICT syllabus

The state ICT syllabus has been based on the aspirations and guidelines set in the National ICT Policy which focuses on building the skills of computing, creating and collaborating through safe, ethical, legal means of using ICT. #Ability to handle ICT environment, creating original content, sharing and learning and focusing on educational and learning processes rather than on specific applications are the key principles of this syllabus design. The syllabus has been designed keeping in mind the various possibilities of creative expression possible through ICT applications and platforms available today and also seeks to build a mindset that will explore and such applications on an ongoing basis. Without taking a conventional approach to building digital literacy on specific applications the syllabus emphasizes a thematic, project based approach to ICT learning. Such an approach will also enable integration of ICT with multiple school subjects.

In line with the National ICT Curriculum,the syllabus has kept in mind the following dimensions of ICT use.

1. Connecting with the world: Technology is providing new ways for us to access information and learn. Along with this, evaluating information and using it appropriately become skills to be developed. This theme will focus on accessing the internet, evaluating resources available and creating meaningful personal digital libraries for self learning. This will also include an introduction to
2. Connecting with each other: A related dimension of connecting through ICT is in possibilities for learning in communities from each other. The focus of this theme will be on how to interact and learn in peer learning settings and through online, virtual forums. Collaborating an learning is a key learning expectation from this curriculum.
3. Interacting with ICT: Building skills and aptitudes in a technology environment is an important expectation of this curriculum. The theme will focus on building a more proactive approach to engaging with technology, evaluating appropriate technology choices, maintaining ICT infrastructure and becoming critical users of technology, being aware of the social and economic implications of technology.
4. Creating with ICT: This is a theme that focuses on building computing and creating skills in students and teachers using various ICT applications. These include data analysis and processing, creating graphics, creating audio visual communications, working with mapping applications, creating resources with specific school subject related applications and programming.

The state syllabus has anticipated the attainment of the competencies and objectives outlined in the National ICT curriculum and ICT Policy in two phases:

1. Book 1 - which will have three levels to cater to the classes 6-8
2. Book 2 - which will have two levels to cater to the classes 9-10

School level implementation

The ICT syllabus has two distinct components - (i)ICT learning and and (ii) ICT for subject learning. The ICT learning component has been explored through various projects on 4 strands - focussing on data processing and representation, communication with graphics, audio visual communication and the use of internet for learning and communicating with each other. These projects will introduce the various dimensions of ICT as outlined above. The ICT for learning has been explored through various subject-specific educational tools and applications. Recognizing the possibility of using ICT to bring pedagogic integration across subjects, activities have been suggested such that students can explore the connections between various subjects through a project. The course can be anchored by a subject teacher for the ICT learning component with team teaching from respective teachers for the ICT for learning component.