Difference between revisions of "ICT teacher handbook/ICT in Education"
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==Principles of OERs== | ==Principles of OERs== | ||
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows: | Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows: | ||
| − | Resources can be accessed for free, used and 're-used' | + | #Resources can be accessed for free, used and 're-used' |
| − | Resources can be revised/ adapted to make it relevant | + | #Resources can be revised/ adapted to make it relevant |
| − | Resources can be re-mixed / combined to make a new resource | + | #Resources can be re-mixed / combined to make a new resource |
| − | Resources can be redistributed - the revised/ remixed resource can be shared back. These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) | + | #Resources can be redistributed - the revised/ remixed resource can be shared back. These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) |
| − | Licensing and copyright | + | ==Licensing and copyright== |
These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources. | These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources. | ||
==OERs – A national priority== | ==OERs – A national priority== | ||
At the national level, the is maintaining a National Repository of Open Educational Resources. For more information on NROER, click http://nroer.gov.in/home | At the national level, the is maintaining a National Repository of Open Educational Resources. For more information on NROER, click http://nroer.gov.in/home | ||
| − | [http://karnatakaeducation.org.in/KOER/en/index.php/KOER_background-note Karnataka Open Educational Resources], is a resource repository collaboratively created by the teachers of Karnataka. It is organized on the same principles of OERs and is built on a Mediawiki platform like wikipedia. | + | [http://karnatakaeducation.org.in/KOER/en/index.php/KOER_background-note Karnataka Open Educational Resources], is a resource repository collaboratively created by the teachers of Karnataka. It is organized on the same principles of OERs and is built on a Mediawiki platform like [https://en.wikipedia.org/ Wikipedia]. |
Revision as of 11:40, 14 October 2016
Students must develop ICT competencies and skills through their school years, to fully participate in the knowledge society. If the students must develop ICT skills, it goes without saying that the teachers must be equipped to facilitate them to acquire these skills. The scope for ICT in Education has three broad strands – in the school and the teaching-learning process, in teacher-education and in strengthening the administrative and academic support structures.
Principles for ICT in education
Digital Natives
While considering ICTs in Education, we need to consider that the generation of children entering schools are digital natives. They are born into an age where rapid changes are taking place in digital technologies, and learning to navigate the digital world is an essential skill. An important point to keep in mind here, however, is that these conditions of nativity are not uniform. Socio-economic disparities are mirrored in disparity of access to the digital world and many economically deprived children are deprived of this aspect of education too. It is also important that teachers acquire and internalise technological and pedagogical skills to the extend that they can facilitate the classroom process while working with digital natives and non-natives.
ICTs in education as Public Resources
An important principle in public education, is that curricular resources and the tools for creating such resources need to be publicly owned, so that they are freely available to teacher educators, teachers and students without restrictions. In the same manner, digital tools and resources used in public education, should be publicly owned. Use of free and digital tools/resources can provide a rich and diverse public digital environment. Digital resources are non-rivalrous (sharing does not reduce availability) and hence promoting public creation and sharing of digital resources (both e-content and software) is an important step to ensure systemic benefit from ICTs in education. The National Policy on ICT in school education therefore recommends the use of free and open source software applications. Use of proprietary products can create vendor 'lock-in' which could be detrimental to education.
A free and open source operating system such as GNU/Linux is widely used. This can save public funds on license fees on procuring proprietary software and upgrade fees at later dates. There are a large number of freely shareable educational tools on GNU/Linux, pertaining to mathematics, science, social sciences etc which can be used in schools. There are large number of additional freely shareable tools , such as IBUS which supports word processing in more than 50 languages, including most languages used in India or the ORCA screen reader necessary for the visually handicapped or Scribus for desktop publishing. All these tools can be pre-installed in a 'custom distribution' of GNU/Linux for a one-time installation.
Integration of ICT in education
ICT In school education
There are three ways in which ICTs can be introduced in schools– ICT Literacy, instruction in ICT-related subjects and use of ICTs to as a resource tool to teach various subjects as a regular part classroom teaching-learning-assessment process. Primary ICT literacy requires the acquiring of sufficient working knowledge and proficiencies that are needed to work in an ICT enabled system. This proficiency refers to competencies of navigating an existing ICT ecosystem without changing or modifying the system.
ICT In teacher education
There are three components to use of ICT for teacher education - Digital literacy - It is essential for student-teachers to learn to use ICT tools like radio, audio-cassettes, audio-video (AV) tools, computers etc. as well as methods such as information access, review, classification, communication and net-working. ICTs to create and share digital resources. Teachers and teacher educators can use ICTs to develop networks for peer learning and sharing. Thirdly, digital tools can be used to access, create and revise educational resources. Open Distance learning is also being changed by integrating ICTs, to allow for greater interactions between the educators and learners and amongst the learners.
ICT In education administration
ICTs can be used for planning and implementing training programmes through Training Management Systems.
Open Educational Resources
The National Curriculum Framework 2005 speaks of contextual, inclusive and meaningful education. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.
Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts.
For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. Open Educational Resources (OERs), as they are called are such learning resources. Open Educational Resources are digital resources that are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.
This is a global phenomenon, Wikipedia (www.wikipedia.org) was launched in 2001, this is an encyclopedia on the Internet, where knowledge is created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001). In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on-line. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.
Kinds of OERs
Principles of OERs
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
- Resources can be accessed for free, used and 're-used'
- Resources can be revised/ adapted to make it relevant
- Resources can be re-mixed / combined to make a new resource
- Resources can be redistributed - the revised/ remixed resource can be shared back. These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute)
Licensing and copyright
These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.
OERs – A national priority
At the national level, the is maintaining a National Repository of Open Educational Resources. For more information on NROER, click http://nroer.gov.in/home Karnataka Open Educational Resources, is a resource repository collaboratively created by the teachers of Karnataka. It is organized on the same principles of OERs and is built on a Mediawiki platform like Wikipedia.