Changes

=== Phasing ===

=== Phasing ===

However, the ICT Infrastructure within the education department will not be available to cover large number of teachers. It is very important to build the ICT infrastructure in-house so that it is available whenever required by teachers. Depending on external ICT Labs will not allow this flexibility and will also be expensive. It is better to phase the program over 3-5 years, to include all teachers in the schools. This will support better quality. Hence the program would need to be conceptualized as a multi-year program, since it would not be feasible for all teachers to be enrolled in a year.

However, the ICT Infrastructure within the education department will not usually be available to cover large number of teachers. It is very important to build the ICT infrastructure in-house so that it is available whenever required by teachers. Depending on external ICT Labs will not allow this flexibility and will also be expensive. It is better to phase the program over 3-5 years, to include all teachers in the schools. This will support better quality. Hence the program would need to be conceptualized as a multi-year program, since it would not be feasible for all teachers to be enrolled in a year. This will also support the development of capacities for designing and conducting this program over time.

Secondly, it is important to begin with the highest classes in the school system and gradually include lower classes in a phased manner. In Karnataka, where the school system comprises lower primary schools (grades 1 through 5), higher primary schools (grades 1 through 7 or 8) and high schools (grades 8 through 10), the program began with the high schools. The reasons for this are simple - the high schools tend to be fewer and have better overall infrastructure, as well as larger absolute number of teachers. Comparatively, the lower primary schools on the other end tend to be many more in number, spread out in more remote areas, with fewer teachers and poorer overall infrastructure. The support required to maintain ICT infrastructure and scaffold teachers' learning to integrate ICT into their work, is of a higher order for the higher and even much more for  lower primary schools. Hence, after professional learning communities of high school teachers have been built, higher primary schools could be taken up. The PLCs of high school teachers could in their own geographies, support the PLCs of the higher primary school teachers. Likewise PLCs of higher primary school teachers could in their own geographies, support the lower primary school teachers. PLCs across these types of schools could be created, supporting the development of virtual school complexes over time, which could also link to the teacher support institutions in those geographies to develop the .  

Secondly, it is important to begin with the highest classes in the school system and gradually include lower classes in a phased manner. In Karnataka, where the school system comprises lower primary schools (grades 1 through 5), higher primary schools (grades 1 through 7 or 8) and high schools (grades 8 through 10), the program began with the high schools. The reasons for this are simple - the high schools tend to be fewer and have better overall infrastructure, as well as larger absolute number of teachers. Comparatively, the lower primary schools on the other end tend to be many more in number, spread out in more remote areas, with fewer teachers and poorer overall infrastructure. The support required to maintain ICT infrastructure and scaffold teachers' learning to integrate ICT into their work, is of a higher order for the higher and even much more for  lower primary schools. Hence, after professional learning communities of high school teachers have been built, higher primary schools could be taken up. The PLCs of high school teachers could in their own geographies, support the PLCs of the higher primary school teachers. Likewise PLCs of higher primary school teachers could in their own geographies, support the lower primary school teachers. PLCs across these types of schools could be created, supporting the development of virtual school complexes over time, which could also link to the teacher support institutions in those geographies to develop the .  

At the state level, a steering group / committee needs to be established for the program. It could have sub-groups for the PLC and OER components. The convenor/chair of the committee can be the head of institution of teacher education at the  state levels. Similarly, at the district level, resource groups for PLC and OER components need to be established.  

At the state level, a steering group / committee needs to be established for the program. It could have sub-groups for the PLC and OER components. The convenor/chair of the committee can be the head of institution of teacher education at the  state levels. Similarly, at the district level, resource groups for PLC and OER components need to be established.  

 

  Check list for identification of teachers/teacher educators: Teachers and teacher educators can be enrolled into the state and district resource groups, using some of parameters listed below:

  Check list for identification of teachers/teacher educators  

Teachers and teacher educators can be enrolled into the state and district using some of parameters listed below  

# Subject knowledge  

# Subject knowledge  

# Interest in learning ICT (expertise in ICT is not required)  

# Interest in learning ICT (expertise in ICT is not required)  

# Interest in being a teacher educator / faculty in the workshops  

# Interest in being a teacher educator / faculty in the workshops  

In Karnataka and in Telangana, most of the district teams comprise of teachers. Very few teacher educators are members. This is because, the program has focused on high school teachers and teachers as practitioners tend to be more comfortable in integrating ICT for subject teaching and for resource creation, as compared to teacher educators from DIETs and CTEs.  

In Karnataka and in Telangana, most of the district teams comprise of teachers. Very few teacher educators are members. This is because, the program has focused on high school teachers and teachers as practitioners tend to be more comfortable in integrating ICT for subject teaching and for resource creation, as compared to teacher educators from DIETs and CTEs.