ICT teacher handbook/Introduction

Overview

The ICT curriculum and syllabus for the state has been developed, along the lines of the National ICT Curriculum, The approach has been to look at technology as integrated with educational processes.

1. The curriculum has been based on the aspirations and guidelines set in the National ICT Policy which focuses on building the skills of computing, creating and collaborating through safe, ethical, legal means of using ICT.
2. Ability to handle ICT environment, creating original content, sharing and learning and focusing on educational and learning processes rather than on specific applications are the key principles of this curriculum.
3. The curriculum has been designed keeping in mind the various possibilities of creative expression possible through ICT applications and platforms available today and also seeks to build a mindset that will explore and such applications on an ongoing basis.
4. The curriculum does not take a conventional approach to building digital literacy on specific applications but rather emphasizes a thematic, project based approach to ICT learning. Such an approach will also enable integration of ICT with multiple school subjects.

Approach and intent of the NCERT ICT curriculum

1. The curriculum has been based on the aspirations and guidelines set in the National ICT Policy which focuses on building the skills of computing, creating and collaborating through safe, ethical, legal means of using ICT.
2. Ability to handle ICT environment, creating original content, sharing and learning and focusing on educational and learning processes rather than on specific applications are the key principles of this curriculum.
3. The curriculum has been designed keeping in mind the various possibilities of creative expression possible through ICT applications and platforms available today and also seeks to build a mindset that will explore and such applications on an ongoing basis.
4. The curriculum does not take a conventional approach to building digital literacy on specific applications but rather emphasizes a thematic, project based approach to ICT learning. Such an approach will also enable integration of ICT with multiple school subjects.
5. There is a curriculum for teachers to develop their ICT skills as well as for students. The scope is discussed below.

While the student curriculum focuses on how various ICT competencies can be bu The overall principles of the student and teacher curriculum remain the same though specific areas of content focus may differ.

The themes of The National ICT curriculum

1. Connecting with the world: Technology is providing new ways for us to access information and learn. Along with this, evaluating information and using it appropriately become skills to be developed. This theme will focus on accessing the internet, evaluating resources available and creating meaningful personal digital libraries for self learning. This will also include an introduction to
2. Connecting with each other: A related dimension of connecting through ICT is in possibilities for learning in communities from each other. The focus of this theme will be on how to interact and learn in peer learning settings and through online, virtual forums. Collaborating an learning is a key learning expectation from this curriculum.
3. Interacting with ICT: Building skills and aptitudes in a technology environment is an important expectation of this curriculum. The theme will focus on building a more proactive approach to engaging with technology, evaluating appropriate technology choices, maintaining ICT infrastructure and becoming critical users of technology, being aware of the social and economic implications of technology.
4. Creating with ICT: This is a theme that focuses on building computing and creating skills in students and teachers using various ICT applications. These include data analysis and processing, creating graphics, creating audio visual communications, working with mapping applications, creating resources with specific school subject related applications and programming.
5. Possibilities in education: ICTs have changed how we learn, the processes of learning and even places for learning. Numerous applications have also been developed for subject learning. Along with this, it has become necessary to develop a critical perspective on technology in education, an understanding of how technology will alter learning processes, making appropriate choices of technology, media and content and evaluation of technology for various learning processes.
6. Bridging digital divides: Technology holds a lot of promise for development. Technology can also lead to exclusions and marginalizations. Understanding the social, economic and political impacts of technology as well as an understanding the various possibilities of platforms can help in making sure technology can be used for equitable opportunities. Another area of focus in the curriculum is in the use of technology for exploring inclusive education possibilites.

Teacher and Student curriculum

1. The teacher curriculum is expected to be completed over a 2 year time frame, resulting in a certification. While the 2 year time frame is for a comprehensive program, the curriculum has been designed in a modular manner to allow for need based learning. All the themes listed above will be covered in the student curriculum. This can be structured as a course for both pre-service and in-service training, and specific subjects can be differentiated.
2. In the student curriculum, the focus is on bringing digital literacy for students as well as introducing the digital methods as a method of subject learning. Themes 1-4 will be a part of the student curriculum. The digital literacy will focus on building computing and creating skills and not merely office applications. Logical,this has been developed as a 3 year curriculum (from Classes 6-10) though individual states can structure it based on their requirements and constraints. The expectation is that this can be tested as a core subject area at the end of Class 10.