Changes

=== Integrating digital tools into transaction of Mathematics, Science, Social science and Language subjects ===

=== Integrating digital tools into transaction of Mathematics, Science, Social science and Language subjects ===

inclusive classrooms

Inclusive classrooms

=== ICTs for creating and using assessment information - conducting formative assessments.  ===

=== ICTs for creating and using assessment information - conducting formative assessments.  ===

ICTs are having far reaching socio-cultural, political and economic implications, both positive and negative on our society

ICTs are having far reaching socio-cultural, political and economic implications, both positive and negative on our society

=== Political ===

==== Political ====

Political processes in many countries have been impacted by ICT. Political leaders now participate on virtual platforms that allow them to communicate with people directly. For e.g. Twitter which is a 'micro blogging' platform, is used by many political leaders, as well as government departments to briefly communicate their work and information.  

Political processes in many countries have been impacted by ICT. Political leaders now participate on virtual platforms that allow them to communicate with people directly. For e.g. Twitter which is a 'micro blogging' platform, is used by many political leaders, as well as government departments to briefly communicate their work and information.  

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=== Socio-cultural ===

==== Socio-cultural ====

Since communication is the essence of social processes, the introduction of ICT has dramatically impacted most of our socio-cultural activities and processes. With the mass use of the cell phone, we now assume that we can reach anyone any time. This kind of access enables us to plan interactions / activities in much more quicker, if not more efficient ways. Even twenty years back, the best of possible communication situations, one was not sure, if one could reach another person using a land-line / fixed line phone. In the absence of email, the formal communication method of a letter sent over postal services (sometimes derisively termed 'snail mail') meant a gap of several days before communication could be established. The reduction in communication time, has opened up numerous more possibilities for each of us (who are part of this digital world).  

Since communication is the essence of social processes, the introduction of ICT has dramatically impacted most of our socio-cultural activities and processes. With the mass use of the cell phone, we now assume that we can reach anyone any time. This kind of access enables us to plan interactions / activities in much more quicker, if not more efficient ways. Even twenty years back, the best of possible communication situations, one was not sure, if one could reach another person using a land-line / fixed line phone. In the absence of email, the formal communication method of a letter sent over postal services (sometimes derisively termed 'snail mail') meant a gap of several days before communication could be established. The reduction in communication time, has opened up numerous more possibilities for each of us (who are part of this digital world).  

The mass sharing of information through the digital networks is also perhaps speeding up the assimilation of  dominant cultures, which began with the advent of mass media. Wherever one travels, we can see the popular symbols of globalization – 'Mac Donalds'  and 'Pizza Huts'. The shopping malls across cities look familiar with the similar brands available on sale. There is research to suggest that this process is undermining local contexts and cultures. An UNESCO study has documented the decline of local cultures and languages and that many languages have become extinct and many dying. As teachers, your role would be in promote digital avenues for storing and sharing local cultures as well, to resist the decline in local cultural resources. For instance, the Wikipedia encyclopedia has more than 5 million articles in English but less than 1% of that in Kannada. Documenting local cultures, resources, literature and sharing it in digital formats on public digital platforms is an important priority for our society, one in which teachers would need to have an important role.

The mass sharing of information through the digital networks is also perhaps speeding up the assimilation of  dominant cultures, which began with the advent of mass media. Wherever one travels, we can see the popular symbols of globalization – 'Mac Donalds'  and 'Pizza Huts'. The shopping malls across cities look familiar with the similar brands available on sale. There is research to suggest that this process is undermining local contexts and cultures. An UNESCO study has documented the decline of local cultures and languages and that many languages have become extinct and many dying. As teachers, your role would be in promote digital avenues for storing and sharing local cultures as well, to resist the decline in local cultural resources. For instance, the Wikipedia encyclopedia has more than 5 million articles in English but less than 1% of that in Kannada. Documenting local cultures, resources, literature and sharing it in digital formats on public digital platforms is an important priority for our society, one in which teachers would need to have an important role.

==== Filter bubbles ====

===== Filter bubbles =====

On the other hand, Eli Pariser tells us the Internet is also allowing each of us to be enclosed in our own 'filter bubbles' – we access information based on our beliefs/ thoughts/ biases. Search engines such as the google search engine, filters out any information we seek, which is in line with our past searches. On one hand it makes it 'easier' for us to get the information we like.  However this can be a dangerous process, which will increasingly curtail the diversity of perspectives that we access. Learning often comes from interacting with the unknown and unexpected and when each of us is taken along the line of our own dominant thoughts, it can create alienation and automation. The daily newspaper provides the 'same' information to all and hence serves as a basis for some common thinking and discussions and can allow some 'bridging' of divergent perspectives. However, when each of us is accessing a different information store, Pariser argues that such bridging becomes difficult.

On the other hand, Eli Pariser tells us the Internet is also allowing each of us to be enclosed in our own 'filter bubbles' – we access information based on our beliefs/ thoughts/ biases. Search engines such as the google search engine, filters out any information we seek, which is in line with our past searches. On one hand it makes it 'easier' for us to get the information we like.  However this can be a dangerous process, which will increasingly curtail the diversity of perspectives that we access. Learning often comes from interacting with the unknown and unexpected and when each of us is taken along the line of our own dominant thoughts, it can create alienation and automation. The daily newspaper provides the 'same' information to all and hence serves as a basis for some common thinking and discussions and can allow some 'bridging' of divergent perspectives. However, when each of us is accessing a different information store, Pariser argues that such bridging becomes difficult.

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=== Economic ===

==== Economic ====

For several centuries, society was agrarian, meaning most people worked in agriculture, food (and related items) production was the most significant part of the gross domestic product (GDP). With the industrial revolution in the 18^th century,  industry / manufacturing sector became very important and its contribution to a nations GDP crossed that of agriculture.  

For several centuries, society was agrarian, meaning most people worked in agriculture, food (and related items) production was the most significant part of the gross domestic product (GDP). With the industrial revolution in the 18^th century,  industry / manufacturing sector became very important and its contribution to a nations GDP crossed that of agriculture.