TE year2handbook/Year2 Unit1 Mode of transaction

1. The theory and practice of ICT will not be split into discrete sections in terms of transaction. Most of the elements of ICT mediation course require practical work, however, the theoretical basis for many of these activities will be introduced through readings, class talks, lectures and group discussions.
2. Subject based tools will be introduced in the ICT Mediation paper. The institution may identify one teacher-educator who will take responsibility for the course transaction. However, it would be ideal to involve the other subject teachers, in the transaction of this course, so that the deeper pedagogical aspects are able to be explored while teaching the different subject based tools. This would facilitate the technology integration in other subjects. The evaluation of the lessons created must be assessed by the concerned subject teacher educator to assess whether the lesson demonstrates the pedagogic approaches for the subject. Such a “team-teaching” approach will be needed for ICT mediation paper.
3. Further, ICT mediation can be a useful way to bring pedagogic integration across subjects; this will be taken up through a holistic project based approach, cutting across different subject areas to explore an idea/ topic. For instance, a group of student teachers can take up a project on ‘Water’ and access, create digital resources on this topic, that has connections to mathematics, science, social science and language.
4. Practical sessions will be conducted in the ICT laboratory, which must be equipped with a laptop connected to a slide projector, white board and students-teachers having access to computers with Internet connectivity.