Changes

==== Connectivity ====

==== Connectivity ====

It is essential to look at learning with and through ICT, not only as interacting with a device, but as learners interacting with one another and with the world wide web. Hence, connecting the devices to one another in the lab and to the internet is essential. The former can be by enabling Wi-Fi functionality in the school server, so that all devices can connect to the server and to one another through the server itself, avoiding the internet for this. In addition, through the server, the devices can also connect to the internet. It is recommended to connect through the server, for keeping a track of the actual use of connectivity. Also, as a practice, if the regularly used/required content is stored in the server and accessed locally, it will reduce the need for internet connectivity. For this, every state should consider the data that will be provided as a part of such school content repository.

It is essential to look at learning with and through ICT, not only as interacting with a device, but as learners interacting with one another and with the world wide web. Hence, connecting the devices to one another in the lab and to the internet is essential. The former can be by enabling Wi-Fi functionality in the school server, so that all devices can connect to the server and to one another through the server itself, avoiding the internet for this. In addition, through the server, the devices can also connect to the internet. It is recommended to connect through the server, for keeping a track of the actual use of connectivity. Also, as a practice, if the regularly used/required content is stored in the server and accessed locally, it will reduce the need for internet connectivity. For this, every state should consider the data that will be provided as a part of such school content repository.

  Resource - Detailed guidelines for managing the ICT lab at the school level are available in the [[ICT teacher handbook/School level implementation guidelines|Telangana ICT teacher handbook]]

| text = Resource - Detailed guidelines for managing the ICT lab at the school level are available in the [[ICT teacher handbook/School level implementation guidelines|Telangana ICT teacher handbook]]

[[File:Scaled TCOL - Integrating ICT in teaching TurtleArt, using personal device.jpg|thumb|Teacher using a personal device to teach students TurtleArt application, for creating patterns, using algorithms|526x526px]]

[[File:Scaled TCOL - Integrating ICT in teaching TurtleArt, using personal device.jpg|thumb|Teacher using a personal device to teach students TurtleArt application, for creating patterns, using algorithms|526x526px]]

It is important to encourage every teacher to also have access to a computer, to support professional development. Having anywhere and any time access to a computer will provide more opportunities for development to teachers. The department should enable teachers to acquire personal digital devices through attractive loan schemes to allow teachers to buy personal digital devices such as laptops, tablets, e-book readers etc. In Kerala, the department negotiated with vendors, on behalf of the teacher community, to reduce the price significantly on select laptop models. In Goa, the department provided interest-free loans to teachers to purchase personal laptops.

It is important to encourage every teacher to also have access to a computer, to support professional development. Having anywhere and any time access to a computer will provide more opportunities for development to teachers. The department should enable teachers to acquire personal digital devices through attractive loan schemes to allow teachers to buy personal digital devices such as laptops, tablets, e-book readers etc. In Kerala, the department negotiated with vendors, on behalf of the teacher community, to reduce the price significantly on select laptop models. In Goa, the department provided interest-free loans to teachers to purchase personal laptops.

  Case - [http://education.goa.gov.in/schemes/schemes-planning.pdf Goa laptop loan scheme]

| text = Case - [http://education.goa.gov.in/schemes/schemes-planning.pdf Goa laptop loan scheme]

One benefit from teachers having own devices is that many more teachers would integrate ICT in their teaching, using their laptop for demonstrations in the classroom, (apart from using the ICT lab in the school). There are many instances of this from the Karnataka Subject Teacher Forum program.

One benefit from teachers having own devices is that many more teachers would integrate ICT in their teaching, using their laptop for demonstrations in the classroom, (apart from using the ICT lab in the school). There are many instances of this from the Karnataka Subject Teacher Forum program.

Similarly, schools should be encouraged to purchase ICT devices for use of students and teachers, from their internal funds, funds received from the government and other public institutions, as well as approach local philanthropies, donors and community institutions to support the ICT lab, in terms of acquiring devices or their maintenance. In Karnataka, the department issued a circular that schools could use existing untied school funds as well as the RMSA school grant to purchase laptop and projector for use by teachers. This circular enabled many schools to purchase a laptop for the common use of all teachers, to prepare and demonstrate ICT integrated lessons in their teaching.

Similarly, schools should be encouraged to purchase ICT devices for use of students and teachers, from their internal funds, funds received from the government and other public institutions, as well as approach local philanthropies, donors and community institutions to support the ICT lab, in terms of acquiring devices or their maintenance. In Karnataka, the department issued a circular that schools could use existing untied school funds as well as the RMSA school grant to purchase laptop and projector for use by teachers. This circular enabled many schools to purchase a laptop for the common use of all teachers, to prepare and demonstrate ICT integrated lessons in their teaching.

=== Technology infrastructure at teacher education institutions at state and district levels ===

=== Technology infrastructure at teacher education institutions at state and district levels ===

The education department should provide for adequate infrastructure for training at the state and district level. Having district level labs (in the DIETs and CTEs) will also allow the state to structure and implement training programmes, based on the needs and requirements throughout the academic year.

The education department should provide for adequate infrastructure for training at the state and district level. Having district level labs (in the DIETs and CTEs) will also allow the state to structure and implement training programmes, based on the needs and requirements throughout the academic year.

The National Policy on ICT in School Education, 2012 recommends a free and open technology environment and seeks the creation of a resource rich environment; yet, many states still use proprietary software and content in their ICT programs in schools. In the proprietary environment, teachers cannot legally copy or share the digital resources and this can impact their agency. A free and open environment, on the other hand provides the teachers the right to make copies, change and re-distribute the resources. Following the National Policy on ICT in School Education and the successful implementation of ICT programs in Kerala and few other states, it is suitable for all states to explore moving away from proprietary technology environments to free and open environments (for both content and software).

The National Policy on ICT in School Education, 2012 recommends a free and open technology environment and seeks the creation of a resource rich environment; yet, many states still use proprietary software and content in their ICT programs in schools. In the proprietary environment, teachers cannot legally copy or share the digital resources and this can impact their agency. A free and open environment, on the other hand provides the teachers the right to make copies, change and re-distribute the resources. Following the National Policy on ICT in School Education and the successful implementation of ICT programs in Kerala and few other states, it is suitable for all states to explore moving away from proprietary technology environments to free and open environments (for both content and software).

The public ownership of ICT infrastructure and resources can enable universal access and equitable participation. Since the government school system is huge, its choice of free and open technologies could support the building of the ecosystem for free and open technologies as well. This is seen in the [http://it@schools.in IT@Schools] program of Kerala.

The public ownership of ICT infrastructure and resources can enable universal access and equitable participation. Since the government school system is huge, its choice of free and open technologies could support the building of the ecosystem for free and open technologies as well. This is seen in the [https://itschool.gov.in/ IT@Schools] program of Kerala.

Unlike their proprietary equivalents, both FOSS and OER permit free use, re-use, revision and re-distribution, creating a sharing environment. Promoting FOSS and OER can help create a rich digital learning environment.  It also reduces or avoids software piracy, which is an unethical and illegal but not uncommon practice. ICT resources that are free and open, can be freely accessed, shared, modified and re-distributed. The use of FOSS software applications is essential to support universal access to software. In addition, since FOSS allow modification by all, this allows possibilities for interactions between teacher communities and free software communities and helps teachers and learners move from being ‘consumers’ of ICT to participants in its creation, enrichment and sharing.  

Unlike their proprietary equivalents, both FOSS and OER permit free use, re-use, revision and re-distribution, creating a sharing environment. Promoting FOSS and OER can help create a rich digital learning environment.  It also reduces or avoids software piracy, which is an unethical and illegal but not uncommon practice. ICT resources that are free and open, can be freely accessed, shared, modified and re-distributed. The use of FOSS software applications is essential to support universal access to software. In addition, since FOSS allow modification by all, this allows possibilities for interactions between teacher communities and free software communities and helps teachers and learners move from being ‘consumers’ of ICT to participants in its creation, enrichment and sharing.  

''In the area of ICT, the ‘private’ often becomes ‘proprietary’ by which the owner of the ICT resource becomes the sole arbiter for its design and use, constraining and limiting the role of teachers, learners and the education system, through legal and technological constraints''. This affects ICT resource distribution and use, impoverishing the digital environment.  

''In the area of ICT, the ‘private’ often becomes ‘proprietary’ by which the owner of the ICT resource becomes the sole arbiter for its design and use, constraining and limiting the role of teachers, learners and the education system, through legal and technological constraints''. This affects ICT resource distribution and use, impoverishing the digital environment.  

The specific benefits of using FOSS platforms and applications in the PLC-OER program are listed below

The specific benefits of using FOSS platforms and applications in the PLC-OER program are listed below

# Since FOSS is '''freely shareable, it can be downloaded  free of cost'''. It can be installed on all the computers in the ICT lab without restriction or needing to pay license fees to vendors. Teachers and students can take the software and install on their home computers, at no cost.

# Since FOSS is '''freely shareable, it can be downloaded  free of cost'''. It can be installed on all the computers in the ICT lab without restriction or needing to pay license fees to vendors. Teachers and students can take the software and install on their home computers, at no cost.

# A FOSS operating system like GNU/Linux allows 'custom distribution'. This means all the required software like Office suite, web browser, educational software applications can be bundled with the GNU/Linux operating system and '''can be installed on the computer at one time.''' On proprietary operating system, such as Microsoft Windows, each software has to be separately installed, which makes it cumbersome and complex.

# A FOSS operating system like GNU/Linux allows 'custom distribution'. This means all the required software like Office suite, web browser, educational software applications can be bundled with the GNU/Linux operating system and '''can be installed on the computer at one time.''' On proprietary operating system, such as Microsoft Windows, each software has to be separately installed, which makes it cumbersome and complex.

# The '''GNU/Linux FOSS operating system is virus-resistant'''. This avoids any need to procure anti-virus software and also avoids downtime when virus affected computers have to be formatted. This saves time and effort.

# The '''GNU/Linux FOSS operating system is virus-resistant'''. This avoids any need to procure anti-virus software and also avoids downtime when virus affected computers have to be formatted. This saves time and effort.

# Ubuntu GNU/Linux used in both the Karnataka and Telangana programs is customised in Kannada, Telugu and many Indian languages. '''Ubuntu GNU/Linux has the IBUS software in-built which  allows us to type in all major Indian languages, so it can be used in our schools for other languages also'''. Note that Ubuntu uses UNICODE standard for fonts, which is accepted internationally and also by Government of India policy

# Ubuntu GNU/Linux used in both the Karnataka and Telangana programs is customised in Kannada, Telugu and many Indian languages. '''Ubuntu GNU/Linux has the IBUS software in-built which  allows us to type in all major Indian languages, so it can be used in our schools for other languages also'''. Note that Ubuntu uses UNICODE standard for fonts, which is accepted internationally and also by Government of India policy.

# There are numerous free and open '''vocational educational tools''' for '''desktop publishing, video editing, animation etc.''' which can be bundled with the custom distribution.  

# There are numerous free and open '''vocational educational tools''' for '''desktop publishing, video editing, animation etc.''' which can be bundled with the custom distribution.  

# The use of FOSS reduces dependence on software vendors and avoids vendor lock-ins, which can be detrimental to the continued use of ICT in schools.  

# The use of FOSS reduces dependence on software vendors and avoids vendor lock-ins, which can be detrimental to the continued use of ICT in schools.  

# Teachers and students can study the software and customise additional software packages for their own use. They can also share the tools with others  

# Teachers and students can study the software and customise additional software packages for their own use. They can also share the tools with others.

# Government of India has issued the '[<nowiki>http://egovstandards.gov.in/sites/default/files/Policy</nowiki>&#x20;on&#x20;Open&#x20;Standards&#x20;for&#x20;e-Governance.pdf open standards in e-Governance'] policy in November 2010, which requires government departments to use only open standards. The OpenOffice document standard (ODF) has been notified under this policy, while the MS Office format .doc is not open and hence not notified under thus policy

# Government of India has issued the [[http://egovstandards.gov.in/sites/default/files/PolicyonOpenStandardsfore-Governance.pdf 'open standards in e-Governance']] policy in November 2010, which requires government departments to use only open standards. The OpenOffice document standard (ODF) has been notified under this policy, while the MS Office format .doc is not open and hence not notified under thus policy.

# The use of appropriate generic and subject specific FOSS applications can help teachers create OER in many formats, to create a resource rich learning environment.

# The use of appropriate generic and subject specific FOSS applications can help teachers create OER in many formats, to create a resource rich learning environment.

# Teachers can make the philosophical connection between free education and free software. Just as a government funded public education system is necessary for universal education, free software is required for universal access to, and participation in the digital world. This understanding can facilitate a positive mindset of 'our schools', 'our software', encouraging  ICT adoption.

# Teachers can make the philosophical connection between free education and free software. Just as a government funded public education system is necessary for universal education, free software is required for universal access to, and participation in the digital world. This understanding can facilitate a positive mindset of 'our schools', 'our software', encouraging  ICT adoption.

| rowspan="5" |

| rowspan="5" |

'''SCIENCE'''

'''SCIENCE'''

|Kalzium

|[[Learn Kalzium|Kalzium]]

|Kalzium shows the periodic table and the properties of elements. It is an encyclopedia, explaining states of matter, evolution of elements. Basic equations can be balanced using this tool.

|Kalzium shows the periodic table and the properties of elements. It is an encyclopedia, explaining states of matter, evolution of elements. Basic equations can be balanced using this tool

|-

|-

|KStars

|[[Learn KStars|KStars]]

|Desktop planetarium-Astronomy with over 130000 stars,  planets and other galactic bodies.

|Desktop planetarium-Astronomy with over 130000 stars,  planets and other galactic bodies

|-

|-

|Stellarium

|[[Learn Stellarium|Stellarium]]

|This is another desktop planetarium software that shows exactly what you see when you look up at the stars.

|This is another desktop planetarium software that shows exactly what you see when you look up at the stars

|-

|-

|PhET

|[[Learn PhET|PhET]]

|Interactive simulations of physical phenomena which can demonstrate scientific experiments  

|Interactive simulations of physical phenomena which can demonstrate scientific experiments  

|-

|-

|KTechLab

|[[Learn KTechLab|KTechLab]]

|Can be used to build your own circuits and explain various components  

|Can be used to build your own circuits and explain various components  

|-

|-

| rowspan="3" |

| rowspan="3" |

'''MATHS'''

'''MATHS'''

|Geogebra

|[[Learn Geogebra|Geogebra]]

|An algebra and geometry package providing for both graphical and algebraic input, very versatile to create lesson plans and resources for maths learning

|An algebra and geometry package providing for both graphical and algebraic input, very versatile to create lesson plans and resources for maths learning

|-

|-

|Tux Math

|[[Learn Tux Math|Tux Math]]

|A fun game through which children can practise their addition, subtraction, multiplication and division.

|A fun game through which children can practise their addition, subtraction, multiplication and division  

|-

|-

|KBruch

|[[Learn KBruch|KBruch]]

|This tool can be used to explain fractions as well as for the children to practice arithmetic problems.

|This tool can be used to explain fractions as well as for the children to practice arithmetic problems  

|-

|-

|'''LOGIC'''

|'''LOGIC'''

|TurtleBlocks

|[[Learn TurtleBlocks|TurtleBlocks]]

|TurtleBlocks can be used to create exercises to learn logic.  

|TurtleBlocks can be used to create exercises to learn logic.  

|-

|-

|'''History'''

|'''History'''

|Timeline

|[[Learn H5P#Timeline|Timeline]]

|Time line can be used to represent events across time to create a simple presentation

|Time line can be used to represent events across time to create a simple presentation

|-

|-

| rowspan="2" |'''Geography'''

| rowspan="2" |'''Geography'''

|KGeography

|[[Learn KGeography|KGeography]]

|Can be used to teach political geography   

|Can be used to teach political geography   

|-

|-

|Marble  

|[[Learn Marble|Marble]]

|This acts as a dynamic desktop atlas to explain physical geography.

|This acts as a dynamic desktop atlas to explain physical geography  

|-

|-

| rowspan="4" |

| rowspan="4" |

'''ENGLISH'''

'''ENGLISH'''

|KHangman

|[[Learn KHangman|KHangman]]

|Guess the correct work with a certain number of guesses allowed

|Guess the correct work with a certain number of guesses allowed

|-

|-

|KAnagram

|[[Learn Kanagram|KAnagram]]

IndicAnangram

[https://teacher-network.in/OER/index.php/Learn_Indic-anagram IndicAnangram]

|Unscramble the word for vocabulary development. IndicAnagram supports complex words in Hindi, Telugu and Kannada

|Unscramble the word for vocabulary development. IndicAnagram supports complex words in Hindi, Telugu and Kannada

|-

|-

|KLettres

|[[Learn KLetters|KLettres]]

|Identify the alphabets by recognising the sound

|Identify the alphabets by recognising the sound

|-

|-

|Tux Typing

|[[Learn Tux Typing|Tux Typing]]

|Tux Typing" is an educational typing tutor.

|Tux Typing" is an educational typing tutor

|}

|}

[[File:Ps edu tools.png|alt=Free and Open Source educational software applications|thumb|450x450px|Free and Open Source educational software applications, which can be 'bundled' with GNU/Linux operating system]]

[[File:Ps edu tools.png|alt=Free and Open Source educational software applications|thumb|450x450px|Free and Open Source educational software applications, which can be 'bundled' with GNU/Linux operating system]]

|-

|-

|'''Operating system'''  

|'''Operating system'''  

|Ubuntu GNU-Linux / Bhartiya Open Source System (from CDAC)

|[[Learn Ubuntu|Ubuntu]] GNU-Linux / Bhartiya Open Source System (from CDAC)

|Microsoft Windows

|Microsoft Windows

|-

|-

|'''Office Applications (text editing, numeric editing and presenting)'''  

|'''Office Applications (text editing, numeric editing and presenting)'''  

|Open Office / LibreOffice (text editor, spreadsheet, presentation, database, drawing tools)

|Open Office / LibreOffice ([https://teacher-network.in/OER/index.php/Learn_LibreOffice_Writer text editor], [https://teacher-network.in/OER/index.php/Learn_LibreOffice_Calc spreadsheet], [https://teacher-network.in/OER/index.php/Learn_LibreOffice_Impress presentation], [[Learn Database|database]], [[Learn MyPaint|drawing tools]])

|Microsoft Office

|Microsoft Office

|-

|-

|Image editor

|Image editor

|Tux Paint

|[[Learn GIMP|GIMP]], [[Learn Tux Paint|Tux Paint]]

|

|

|-

|-

|Animation editor

|Animation editor

|Tux Paint, Tupi, Peek

|[[Learn Tux Paint|Tux Paint]], [[Learn Tupi|Tupi]], [[Learn Peek|Peek]]

|

|

|-

|-

|Audio editor

|Audio editor

|Audacity

|[[Learn Audacity|Audacity]]

|

|

|-

|-

|Screen casting tool (creating videos)

|Screen casting tool (creating videos)

|Kazam, RecordMyDesktop

|[[Learn Kazam|Kazam]], [https://teacher-network.in/OER/index.php/Learn_Record_My_Desktop RecordMyDesktop]

|

|

|-

|-

|Concept map editor  

|Concept map editor  

|Freeplane, Freemind

|[[Learn Freeplane|Freeplane]], [[Learn Freemind|Freemind]]

|

|

|-

|-

|'''Email client'''  

|'''Email client'''  

|Mozilla Thunderbird / Evolution

|[https://teacher-network.in/OER/index.php/Learn_Thunderbird Mozilla Thunderbird] / [[Learn Evolution|Evolution]]

|Microsoft Outlook

|Microsoft Outlook

|-

|-

|'''Internet Browser'''  

|'''Internet Browser'''  

|Mozilla Firefox / Chrome

|[https://teacher-network.in/OER/index.php/Learn_Firefox Mozilla Firefox] / [[Learn Chromium|Chromium]]

|Internet Explorer

|Internet Explorer / Microsoft Edge / Google Chrome

|-

|-

| colspan="3" |'''Vocational Educational tools'''

| colspan="3" |'''Vocational Educational tools'''

|-

|-

|'''Desktop Publishing'''  

|'''Desktop Publishing'''  

|GIMP, Inkscape, Scribus

|[[Learn Scribus|Scribus]], [[Learn Inkscape|Inkscape]]

|Page Maker, Corel Draw

|Page Maker, Corel Draw

|-

|-

|'''Video editing'''

|'''Video editing'''

|PiTiVi, Kdenlinve, Openshot

|[https://teacher-network.in/OER/index.php/Learn_Kdenlive Kdenlinve], [[Learn Openshot Video Editor|Openshot]], [[Learn PiTiVi|PiTiVi]]

|Adobe photoshop, Final Cut Pro

|Adobe Premier, Final Cut Pro

|-

|-

|'''Animation'''

|'''Animation'''

|Blender

|[[Learn Blender|Blender]], [[Learn Synfig studio|Synfig studio]]

|Adobe Macromedia

|Adobe Macromedia

|-

|-

|-

|-

|Web platform for OER publishing

|Web platform for OER publishing

|MediaWiki

|[https://teacher-network.in/OER/index.php/Learn_Mediawiki MediaWik]

|

|

|-

|-

|e-learning courses Learning Management System (LMS)

|e-learning courses Learning Management System (LMS)

|Moodle

|[[Learn Moodle|Moodle]]

|

|

|-

|-

|Digital resources authoring and publishing   

|Digital resources authoring and publishing   

|H5P

|[[Learn H5P|H5P]]

|

|

|}

|}

[[File:Foss editors.png|alt=FOSS generic resource creation software applications|thumb|FOSS generic resource creation software applications|450x450px]]

[[File:Foss editors.png|alt=FOSS generic resource creation software applications|thumb|FOSS generic resource creation software applications|450x450px]]

  Resource - For more information on how teachers can use these tools, please refer to the [[Explore an application|on-line user manual]].

| text = Resource - For more information on how teachers can use these tools, please refer to the [[Explore an application|on-line user manual]].

                 [[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

                 [[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]