ICT teacher handbook/Preface

Information Communication Technologies are as old as humanity itself; yet, the rise of digital technologies has brought in major changes in the way ICT can be used and processes that allow the creating, processing, organizing and presentation of information, as well as communication. All ICT bring significant changes not only to education and knowledge processes, but also to larger socio-cultural, political and economic structures and processes. The ease of creating and sharing information using digital technologies has caused an explosion of information in society, creating what is termed as an “information society”.

Development of digital literacy skills is required for all to navigate this ‘information society’. Teachers, student teachers and teacher educators need to be able to use ICTs for their professional development, through self learning, peer learning, in digital resources creation and in teaching-learning. They must develop a critical understanding of the larger positive and negative implications of the design and adoption of ICTs in society. Recent curricular (NCFTE, National ICT Curriculum) and policy (ICT Policy in School Education) documents on education in India have recognized the importance of integrating ICT in school education. We also believe that an effective technology implementation can strengthen the government school system such that the vision of education of ‘equitable quality’ set out by the Indian Right to Education Act is realised.

Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom. It is envisaged that technology is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be strengthened to transact in this classroom. In line with National ICT Policy, the state intends to use open licensed content and free and open source software to allow rich possibilities for creating, communicating and learning. The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes.

It is in this context that the Telangana SCERT has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed 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. The Telangana Education Department has also entered into a MOU with Commonwealth Educational Media Centre for Asia (CEMCA) for collaborating on the creation of the textbook.

Approach and intent of the state ICT syllabus

The state ICT syllabus 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.

The syllabus has emphasised the different possibilities of ICT in society, briefly discussed below.

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.

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 syllabus design. The syllabus 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. Without taking a conventional approach to building digital literacy on specific applications the syllabus emphasizes a thematic, project based approach to ICT learning. Such an approach will also enable integration of ICT with multiple school subjects.

To facilitate such an approach to ICT learning, the technology environment in schools must be free and open. The syllabus has prescribed the use of free and open source technologies wherever available to facilitate such a free and open access. The educational content used in the schools will also be licensed as open content allowing teachers and students to modify and adapt the content to reflect their contexts.

Scope of the handbook

This teacher handbook is meant as an accompanying resource for teachers to help in the facilitation of the student ICT syllabus and provide meaningful linkages to curricular and co-­curricular areas. The handbook also has a component of using ICT for Teacher Professional Development which will introduce the pedagogical framework for technology learning, the implications of technology and society and possibilities for advanced learning in digital methods and processes. The handbook also has a discussion on school level implementation guidelines.

It is hoped that the textbook and handbook will help support the teachers in meaningful technology integration in the direction of achieving digital classrooms as well as in their own journey of becoming self reflective professionals.

Keeping in line with the spirit of the National ICT Policy, the handbook is released under Creative Commons License, allowing teachers and other education departments to reuse, revise and modify. The copyright is held by the Telangana SCERT.