Difference between revisions of "A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Establishing ICT infrastructure"
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| − | The ICT infrastructure component has | + | The ICT infrastructure component has two components: |
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| + | === Technology infrastructure in schools === | ||
Infrastructure in the schools: Providing adequate infrastructure that will allow access to students and teachers to create and learn using ICT is necessary. Desktop computers or laptops1 are preferred hardware as these will support resources to be developed using many applications. Only FOSS applications should be used, in line with National ICT Policy and National ICT Curriculum of NCERT. | Infrastructure in the schools: Providing adequate infrastructure that will allow access to students and teachers to create and learn using ICT is necessary. Desktop computers or laptops1 are preferred hardware as these will support resources to be developed using many applications. Only FOSS applications should be used, in line with National ICT Policy and National ICT Curriculum of NCERT. | ||
| − | + | ||
| + | An ICT Lab needs to be seen as a part of the basic infrastructure of the school, to provide opportunities for teachers and students to integrate ICT for their learning. | ||
| + | |||
| + | The setting up of an ICT Lab in the school requires initial investment for creating the lab covering civil, electrical works and furniture. It is suggested to keep wiring to the minimum to reduce maintenance costs. Wireless LAN can be set-up to avoid traditional LAN with wiring. Wiring will be required for providing electricity to each lab. Dependable power supply is an important criterion for success of the program. Solar power costs are rapidly reducing and this should become a model to consider seriously and invest in. The scale of electrifying schools will allow further reduction of solar energy costs due to economies of scale. | ||
| + | |||
| + | The lab requires furniture to allow for the learners to use the devices comfortably and to allow the devices to connect to power and internet sources. Securing and storing the devices safely and providing ‘charging’ access for devices with batteries is another requirement. | ||
| + | |||
| + | ==== Hybrid configuration ==== | ||
| + | As the above table indicates, desktop computers, laptops, tablets and mobile phones are in a spectrum of capabilities with the initial costs and recurring costs (mainly power consumption) reduce from the first to the last, and so do the processing capabilities of the devices. Hence, while desktop computers have been the mainstay of ICT infrastructure in schools, with the increasing use and popularity of the mobile phone, it may be useful to think of a hybrid set-up with desktops, laptops, tablets and mobile phones. | ||
| + | |||
| + | Intensive learner activities will need students to share computers, supporting collaborative learning; but when they are accessing information, each can have access to one access device like a tablet or a phone. However, a hybrid environment would put additional pressure on the maintenance front, since different kinds of devices would have different maintenance issues/ requirement. Hence, the extent of hybridisation can be a function of the level of sophistication of use in the school / institution. Where the sophistication is very low (first time access to ICT), providing one kind of devices may make the maintenance simpler / easier. | ||
| + | |||
| + | ==== Server ==== | ||
| + | In all cases, the lab must have a ‘software and content server’ which provides services to all the other devices including file storage and access, internet connectivity etc. CIET, NCERT is developing a school server using the components of a normal desktop computer CPU, which can provide the services mentioned. There are also simpler computing devices such as the Raspberry PI, which could be considered by more sophisticated environments, these can act as servers or as regular clients. | ||
| + | |||
| + | Cloud architecture is becoming popular, where the software and data are remotely hosted. Cloud architecture enables easier management and maintenance, however it has two demerits – the need for connectivity and reduction in the local location and ownership of the data and software components. Hence, local hosting on of the software and data the school / institutional server should be preferred. | ||
| + | |||
| + | School MIS (Management Information System) and PIS (People Information systems) for supporting the regular transactions of the school and providing information to parents and community members is to be done using the school server, using simple available free software tools. Kerala has customized the free software ‘Fedora’ and adopted it in all government schools. The school server should also house the OER repository for providing content to support learning opportunities for teachers and students. Communicating with parents and other stakeholders using relevant software tools<sup>1</sup> is another school requirement. | ||
| + | |||
| + | ==== Peripherals ==== | ||
| + | Apart from the computers and hybrid devices, each lab should have at least one digital camera, a printer and a web cam if required. The peripherals would be available to all devices through the server. If the lab has desktops, then power back is essential, consisting of UPS and battery. Annexure A (spreadsheet) provides details of the physical lab set-up and rough set-up costs. | ||
| + | |||
| + | ==== Software ==== | ||
| + | This note assumes the use of FOSS and hence does not provide for licence fees towards proprietary software. It is possible that applications will need to be developed for many new areas. These should be purchased by the government and licensed as FOSS, so that there are no constraints on its distribution. | ||
| + | |||
| + | ==== 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. | ||
| + | |||
| + | === 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. | ||
| + | |||
| + | ICT programs in schools often have not sustained beyond an initial period where the infrastructure has been provided / developed. The design of ICT programs must consciously aim for sustainability, where the schools and other institutions can continue the integration of ICT beyond the initial investment period. Developing in-house capacities of teachers and teacher educators to appropriate ICTs for their work can support the sustainable use of ICT, freed from vendor lock-ins. Using ICT to build peer networks of teachers can support continued learning and professional development and serve as a sustainable method of TPD as well as sustain the ICT implementation. | ||
| + | |||
| + | The use of free and open technologies also avoids vendor lock-ins, these lock-ins can affect continuity of the program, if the vendor stops their support. FOSS applications can be periodically upgraded without licensing constraints, which would enable the use of more relevant applications or versions. | ||
=== Free and open technology architecture === | === Free and open technology architecture === | ||
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In the area of ICT, the ‘private’ often becomes ‘proprietary’ by which the owner of the ICT becomes the sole arbiter for its design and use, constraining and limiting the role of teachers, learners and the education system, with legal and technological constraints. Use of software that cannot be shared freely, constrains its distribution and use, limiting the digital environment. Use of copyright content, constrains its free sharing and modification / enrichment. This can become inimical to the larger role of education. | In the area of ICT, the ‘private’ often becomes ‘proprietary’ by which the owner of the ICT becomes the sole arbiter for its design and use, constraining and limiting the role of teachers, learners and the education system, with legal and technological constraints. Use of software that cannot be shared freely, constrains its distribution and use, limiting the digital environment. Use of copyright content, constrains its free sharing and modification / enrichment. This can become inimical to the larger role of education. | ||
| + | |||
[[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]] | ||
Revision as of 13:28, 21 December 2017
The ICT infrastructure component has two components:
Technology infrastructure in schools
Infrastructure in the schools: Providing adequate infrastructure that will allow access to students and teachers to create and learn using ICT is necessary. Desktop computers or laptops1 are preferred hardware as these will support resources to be developed using many applications. Only FOSS applications should be used, in line with National ICT Policy and National ICT Curriculum of NCERT.
An ICT Lab needs to be seen as a part of the basic infrastructure of the school, to provide opportunities for teachers and students to integrate ICT for their learning.
The setting up of an ICT Lab in the school requires initial investment for creating the lab covering civil, electrical works and furniture. It is suggested to keep wiring to the minimum to reduce maintenance costs. Wireless LAN can be set-up to avoid traditional LAN with wiring. Wiring will be required for providing electricity to each lab. Dependable power supply is an important criterion for success of the program. Solar power costs are rapidly reducing and this should become a model to consider seriously and invest in. The scale of electrifying schools will allow further reduction of solar energy costs due to economies of scale.
The lab requires furniture to allow for the learners to use the devices comfortably and to allow the devices to connect to power and internet sources. Securing and storing the devices safely and providing ‘charging’ access for devices with batteries is another requirement.
Hybrid configuration
As the above table indicates, desktop computers, laptops, tablets and mobile phones are in a spectrum of capabilities with the initial costs and recurring costs (mainly power consumption) reduce from the first to the last, and so do the processing capabilities of the devices. Hence, while desktop computers have been the mainstay of ICT infrastructure in schools, with the increasing use and popularity of the mobile phone, it may be useful to think of a hybrid set-up with desktops, laptops, tablets and mobile phones.
Intensive learner activities will need students to share computers, supporting collaborative learning; but when they are accessing information, each can have access to one access device like a tablet or a phone. However, a hybrid environment would put additional pressure on the maintenance front, since different kinds of devices would have different maintenance issues/ requirement. Hence, the extent of hybridisation can be a function of the level of sophistication of use in the school / institution. Where the sophistication is very low (first time access to ICT), providing one kind of devices may make the maintenance simpler / easier.
Server
In all cases, the lab must have a ‘software and content server’ which provides services to all the other devices including file storage and access, internet connectivity etc. CIET, NCERT is developing a school server using the components of a normal desktop computer CPU, which can provide the services mentioned. There are also simpler computing devices such as the Raspberry PI, which could be considered by more sophisticated environments, these can act as servers or as regular clients.
Cloud architecture is becoming popular, where the software and data are remotely hosted. Cloud architecture enables easier management and maintenance, however it has two demerits – the need for connectivity and reduction in the local location and ownership of the data and software components. Hence, local hosting on of the software and data the school / institutional server should be preferred.
School MIS (Management Information System) and PIS (People Information systems) for supporting the regular transactions of the school and providing information to parents and community members is to be done using the school server, using simple available free software tools. Kerala has customized the free software ‘Fedora’ and adopted it in all government schools. The school server should also house the OER repository for providing content to support learning opportunities for teachers and students. Communicating with parents and other stakeholders using relevant software tools1 is another school requirement.
Peripherals
Apart from the computers and hybrid devices, each lab should have at least one digital camera, a printer and a web cam if required. The peripherals would be available to all devices through the server. If the lab has desktops, then power back is essential, consisting of UPS and battery. Annexure A (spreadsheet) provides details of the physical lab set-up and rough set-up costs.
Software
This note assumes the use of FOSS and hence does not provide for licence fees towards proprietary software. It is possible that applications will need to be developed for many new areas. These should be purchased by the government and licensed as FOSS, so that there are no constraints on its distribution.
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.
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.
ICT programs in schools often have not sustained beyond an initial period where the infrastructure has been provided / developed. The design of ICT programs must consciously aim for sustainability, where the schools and other institutions can continue the integration of ICT beyond the initial investment period. Developing in-house capacities of teachers and teacher educators to appropriate ICTs for their work can support the sustainable use of ICT, freed from vendor lock-ins. Using ICT to build peer networks of teachers can support continued learning and professional development and serve as a sustainable method of TPD as well as sustain the ICT implementation.
The use of free and open technologies also avoids vendor lock-ins, these lock-ins can affect continuity of the program, if the vendor stops their support. FOSS applications can be periodically upgraded without licensing constraints, which would enable the use of more relevant applications or versions.
Free and open technology architecture
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 IT@Schools program of Kerala.
The ‘public’ nature of education aligns strongly with free and open ICT architectures. It is recommended by the National ICT Policy on education, 2012 that the ICT implementation in school education use free and open technologies, including FOSS (Free and Open Source Software) and OER (Open Educational Resources).
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 becomes the sole arbiter for its design and use, constraining and limiting the role of teachers, learners and the education system, with legal and technological constraints. Use of software that cannot be shared freely, constrains its distribution and use, limiting the digital environment. Use of copyright content, constrains its free sharing and modification / enrichment. This can become inimical to the larger role of education.