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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Planning the PLC-OER program (view source)
Revision as of 10:01, 16 January 2018
, 10:01, 16 January 2018→Establishing state and district level design and implementation teams
At the district level, '''resource groups''' for PLC and OER components need to be established, this would be third component of the program structure. These groups can be formed from the Master Resource Persons for each subject. The responsibility of this team is to provide techno-pedagogical support to the other teachers in the district.
At the district level, '''resource groups''' for PLC and OER components need to be established, this would be third component of the program structure. These groups can be formed from the Master Resource Persons for each subject. The responsibility of this team is to provide techno-pedagogical support to the other teachers in the district.
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:
# Subject knowledge
# Subject knowledge
# Interest in learning ICT (expertise in ICT is not required)
# Interest in learning ICT (expertise in ICT is not required)
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.
The department should also identify community organizations promoting free and open technologies at state and district levels and encourage their support to teachers in adopting FOSS tools in schools. In Kerala, the NGO SPACE provided support to the department in supporting teachers adopt FOSS and initially provided the custom distributions of the FOSS platform and applications for their IT@Schools program. In Karnataka and Telangana too, not for profit organizations including the Free Software Foundation, Free Software Movement of India have participated and supported ITfC in the teacher training workshops and also subsequent implementation in schools.
The department should also identify community organizations promoting free and open technologies at state and district levels and encourage their support to teachers in adopting FOSS tools in schools. In Kerala, the NGO SPACE provided support to the department in supporting teachers adopt FOSS and initially provided the custom distributions of the FOSS platform and applications for their IT@Schools program. In Karnataka and Telangana too, not for profit organizations including the Free Software Foundation, Free Software Movement of India have participated and supported ITfC in the teacher training workshops and also subsequent implementation in schools.
=== Challenges ===
=== Challenges ===