Changes

- [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education, 2010 (NCFTE)]

- [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education, 2010 (NCFTE)]

Since teacher education is accepted as the most important factor in quality of school education, the first priority for ICT integration in education, should be in teacher education. The aim of such integration should be to achieve the aims of teacher education, and be based on the principles of teacher education, as envisioned in NCFTE and other documents.  

Since teacher education is accepted as the most important factor in quality of school education, the first priority for ICT integration in education, should be in teacher education. The aim of such integration should be to achieve the aims of teacher education, and be based on the principles of teacher education, as envisioned in NCFTE and other documents. The tool-kit proposes a model of ICT integrated teacher education in line with NCFTE vision, through building professional learning communities of teachers.  

=== Subject Teacher Forum program ===

=== Subject Teacher Forum program - building professional learning communities of teachers ===

The Professional Learning Community (PLC) approach to TPD evolved out of the Subject Teacher Forum program (STF) in-service teacher education program, in Karnataka and Telangana, which was designed and implemented by Centre for Education and Technology, IT for Change in partnership with the education departments of both states. The model focused on building professional learning communities, using FOSS digital applications for e-content creation, subject-teaching and networking.

The Centre for Education and Technology, IT for Change designed the Subject Teacher Forum program (STF) in-service teacher education program, in Karnataka and Telangana in partnership with the education departments of both states. The STF  focused on building professional learning communities of teachers, using digital methods for e-content creation, subject-teaching and networking.

The Karnataka [http://karnatakaeducation.org.in/KOER/en/index.php/Subject_Teacher_Forum STF] (2011-16) developed the capacities of 20,000+ Mathematics, Science, Social Science, English and Kannada teachers across 4,500 government high schools, built the bi-lingual [http://karnatakaeducation.org.in/KOER/en/index.php Karnataka Open Educational Resources] repository and contributed to curriculum revisions and e-learning courses.  Teachers have exchanged resources and experiences on the mailing lists and on several mobile phone based learning communities, most deal with academic issues and resources. The academic resources from 150,000+ emails shared in the forums, have been published on the Karnataka Open Educational Resources (KOER) web portal.  KOER contains 8,000+ web page teacher created resources and 4,000+ files for Mathematics, Science and Social Science subjects in English and Kannada languages.  

The Karnataka [http://karnatakaeducation.org.in/KOER/en/index.php/Subject_Teacher_Forum STF] (2011-16) developed the capacities of 20,000+ Mathematics, Science, Social Science, English and Kannada teachers across 4,500 government high schools, built the bi-lingual [http://karnatakaeducation.org.in/KOER/en/index.php Karnataka Open Educational Resources] repository and contributed to curriculum revisions and e-learning courses.  Teachers have exchanged resources and experiences on the mailing lists and on several mobile phone based learning communities, most deal with academic issues and resources. The academic resources from 150,000+ emails shared in the forums, have been published on the Karnataka Open Educational Resources (KOER) web portal.  KOER contains 8,000+ web page teacher created resources and 4,000+ files for Mathematics, Science and Social Science subjects in English and Kannada languages.