Changes

Through the course of human history, there have been discoveries and inventions that have changed social processes and structures greatly.  The agricultural revolution and industrial revolution created the agrarian and industrial societies respectively. We are now in another such age, brought on by [[wikipedia:Information_and_communications_technology|Information Communication Technologies]] (ICT).  With information creation , access, processing and sharing becoming quicker and simpler, society is now being shaped these processes, so much so that  to be called the Information Society. Participating in this society requires the development of new skills as well as an understanding of how these processes are impacting justice and equity in society. It is the responsibility of the education system to respond to this by bringing into school education, an understanding of ICT, the impact of ICT and society, the possibilities for learning through ICT while at the same time building skills in students that will make them capable of functioning and responsive to a society shaped by ICT.   

Through the course of human history, there have been discoveries and inventions that have changed social processes and structures greatly.  The agricultural revolution and industrial revolution created the agrarian and industrial societies respectively. We are now in another such age, brought on by [[wikipedia:Information_and_communications_technology|Information Communication Technologies]] (ICT).  With information creation , access, processing and sharing becoming quicker and simpler, society is now being shaped these processes, so much so that  to be called the Information Society. Participating in this society requires the development of new skills as well as an understanding of how these processes are impacting justice and equity in society. It is the responsibility of the education system to respond to this by bringing into school education, an understanding of ICT, the impact of ICT and society, the possibilities for learning through ICT while at the same time building skills in students that will make them capable of functioning and responsive to a society shaped by ICT.   

In this context, the Telangana Education Department is seeking to implement an ICT program in the state through an integrated approach that will focus on teacher capacity building, development of a comprehensive syllabus for ICT learning, development of content to support learning and provisioning of adequate infrastructure.  The department is upgrading the school labs in 3,000 schools by building a digital lab and through equipping the classrooms with digital resources.  The Telangana SCERT has decided to also develop an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10.  The SCERT has developed the state syllabus and the textbook based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and  creating and learning.  

In this context, the Telangana Education Department is seeking to implement an ICT program in the state through an integrated approach that will focus on teacher capacity building, development of a comprehensive syllabus for ICT learning, development of content to support learning and provisioning of adequate infrastructure.  The department is upgrading the school labs in 3,000 schools by building a digital lab and through equipping the classrooms with digital resources.  The Telangana SCERT has decided to develop an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10.  The SCERT has developed the state syllabus and the textbook based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and  creating and learning.  

=Approach and intent of the state ICT syllabus=

=Approach and intent of the state ICT syllabus=