ICT in Education Curriculum for Students of Assam - Draft 1.0 2019 - State Council of Educational Research and Training Guwahati, Assam 781019 ...
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ICT in Education
Curriculum for
Students of Assam
Draft 1.0
2019
State Council of Educational Research and Training
Guwahati, Assam - 781019
ICT in Education Curriculum for Teachers of Assam
Introduction
Information and Communication Technology (ICT) has massive impact in every aspect of the
society including education. The Government of India has recognized the enormous benefit
ICT will bring once introduced into the education sector and hence is committed to introduce
ICT in the lives of every citizen of the country. ICT will also help to make the citizens to get
digitally connected. ICT has been recognized as a skill along side reading, writing and
numeracy in many countries The Government in order to make India at par with other
digitally empowered countries has introduced the Digital India Campaign (2015) with the
broader vision:
● Digital Infrastructure as Core Utility to Every Citizen
● e-Governance and Services on Demand
● Digital literacy and empowerment of citizens.
This vision has been reinforced in the draft New National Education Policy (2016) which
emphasizes on imparting education with the use of technology. The Government of Assam is
committed to achieve the vision of a digital India campaign as a state initiative to integrate
ICT in the education system. The Government recognizes that without educating teachers in
use of ICT educating the students alone will not serve the purpose in a holistic manner.
The present ICT in Education Curriculum for teachers of Assam is a step towards realizing the
goals of both the National Policy, the National Curriculum Framework (2005) and the
recommendations of Digital India Campaign. As visualised in the Curricula for ICT in
Education for School system (2017), the present curricula is an initiation into exploring
educational possibilities of technology, learning to make the right choices of hardware,
software and ICT interactions, and more importantly, growing to become a critical user of
ICT.
Recognising that teachers as a group represent varying levels of exposure to ICT, the
curriculum for teachers attempts to fast track them into becoming proficient users of ICT by
defining milestones and an evaluation system that allows for teachers to assess their readiness
and decide their pace through the course. The curricula are built around a set of guiding
1
Curricula ICT in Education for Teachers of Assam
principles, enabling the right exposure to emerging technologies to build capabilities in
teachers not only to use technology comfortably, but also employ them judiciously to enhance
their learning.
As per the recommendation of the Curricula for ICT in Education for School System (2017),
the curriculum for teachers is not to be hardware or software specific. Limiting ICT training to
the use of office package alone will defeat the very idea of ICT integration for enhancing
teaching and learning. Use of proprietary software is financially unviable at organisational as
well as individual level. Therefore, Free and Open Source software (FOSS) is suggested as the
preferred choice throughout the curriculum. The use of FOSS will not only help to obviate
software piracy but also enable the customisation of the applications as per local needs of the
state.
2
ICT in Education Curriculum for Teachers of Assam
Educational Scenario in Assam
Assam is the largest of eight states of North-Eastern India. The capital of the state is Dispur, a
suburb of Guwahati. It is known as the gateway to North-East India. According to 2011
Census, total area of Assam is 30,285 square miles (78,438 square km), the population is
31,169,272 and the literacy rate is 73.18%. Geographically, it is situated along the
Brahmaputra and Barak river valleys. Administratively, it is divided into 33 districts out of
which 4 districts are under Bodoland Territorial Council (BTC). While Assamese and Bodo
are the major indigenous and official languages, Bengali and Nepali languages are also
prevalent in the State. The state is characterized by diversity in terms of ethnicity, culture and
biodiversity.
Source:
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Curricula ICT in Education for Teachers of Assam
School Educational in Assam
The school education system in Assam is categorized into elementary and secondary
schools. The administrative control of these schools is under the Directorate of Elementary
Education and the Directorate of Secondary Education of Assam respectively. The
Government of Assam has implemented free and compulsory education for students up to the
age of 14. Schools in Assam are either run under Department of Education of the Govt. of
Assam or under the management of private organizations. While most of the secondary
schools are affiliated to Board of Secondary Education (SEBA), there are several schools in
the state affiliated to the Central Board of Secondary Education (CBSE) or All India Council
Secondary Education (AICSE) or Indian School Certificate for Class XII and the elementary
school curriculum prepared by SCERT, Assam in the light of NCF 2005 is followed by the
Govt. elementary school of the state. The Higher Secondary level is under the control of
Assam Higher Secondary Education Council (AHSEC).
Under elementary education there are two sections—Lower Primary and Upper
Primary and under Secondary Education also there are two sections namely- High School
level and Higher Secondary level. At present the pre-primary section is running under the
Department of Social Welfare and there is a provision of Ka-Shreni adjacent to the Lower
Primary level in some schools. A five-year old child begins his educational journey from a
primary school. The hierarchy in the schools in Assam thereon is:
4
ICT in Education Curriculum for Teachers of Assam
There are multiple Medium of Instruction (MOI) offered by the state for school
education. There are 10 Mediums of Instruction for Lower Primary Level viz. Assamese,
Bengali, Bodo, Garu, Nepali, Hmar, Manipuri, Hindi, English, and Karbi and for Upper
Primary level there are 8 Medium of Instruction viz. Assamese, Bengali, Bodo, Garu, Nepali,
Manipuri, Hindi, English and for Secondary level there are 6 Medium of Instructions.
Schools, Enrollment and Teachers
Ass LP UP High School/ Total
am Higher Secondary
School
Sch Enrol Teac Sch Enro Teac Sch Enrol Teac Sch Enrol Teac
ool l her ool ll her ool l her ool l her
363 2281 1048 573 7303 4007 438 1511 7107 464 4523 2159
10 747 12 2 54 7 7 360 4 29 461 63
Source: School & enroll, 20th Dec, 2018, Teacher HRMS 6th Feb, 2019
Teacher Education in Assam
There are 62 Govt. Teacher Education Institutions (TEIs) for preparation of the
prospective teachers and also to provide in-service teacher training at district level. The TEIs
transact the D.EL.Ed, B.Ed, M.Ed. courses in their institutions for preparing prospective
teachers for elementary and secondary level and also impart in-service training for teachers at
the district. Apart from this the Department of Education, Tezpur University and Assam
University are running 4 year B.Sc. B.Ed./ B.A. B.Ed. course.
At present there are 23 District Institute of Education and Training, 8 College of
Teacher Education (CTE), 2 Institute of Advanced Studies in Education (IASE) , 19 Basic
Training Centers (BTC), 7 Normal Schools, 1 Pre-Primary Teacher Training Center (PPTTC),
1 Hindi Teacher Training College( HTTC) and 1 Hindi Teacher Training Institute (HTC).
Apart from this there are 50 Private B.Ed. Colleges (as per records of NCTE) running
B.Ed. course in the state with recognition from National Council for Teacher Education.
5
Curricula ICT in Education for Teachers of Assam
ICT Initiatives in Assam
Educational functionaries throughout the world has admitted the fact that ICT is an essential
pillar of education system in the 21st century. A wide range of ICT intervention in education
can be seen globally. Considering the importance of ICT, the state of Assam has also taken
many initiative as listed below to reap the benefit of it.
Computer Aided Learning in Elementary School (CAL):
The CAL activities have been done in the state of Assam since 2003-04. Now, CAL
programme is implemented in more than 3267 elementary schools. Two teachers, one from
Science and another from English are trained up in each CAL school.
Information and Communication Technology in Schools (ICT@Schools):
Ministry of Human Resource Development (MHRD), Govt. of India launched
Information & Communication Technology (ICT)@Schools scheme in the year 2007 in
Assam. As a part of this, ICT@School scheme has been implemented in 641 schools of the
State on BOOT Model for a period of 5 (five) years from the year 2009.
Rajiv Gandhi Computer Literacy Programme (RGCLP):
RGCLP was initiated in the year 2003 as a part of the vision of the Chief Minister of
Assam to “Build a computer literate Assam”. The Planning and Development Department,
Govt. of Assam and AMTRON, the State Nodal Agency for Information Technology had
embarked on this ambitious project of providing computer education, free of cost, to the
students of the Government Schools. In pursuance thereof, AMTRON has entered into a
strategic tie up with M/S NIIT Ltd., M/S CMC Ltd. and M/S Educomp Solutions Ltd., to
achieve the highest level of excellence in the project.
Introduction to Integrated Approach to Technology in Education:
Integrated Approach to Technology in Education (ITE), an Initiative of Tata Trusts is
a pedagogical framework to improve teaching and learning processes using technology. It
fosters 21st century skills and authentic learning through project based learning for middle
6
ICT in Education Curriculum for Teachers of Assam
school children and adolescents in some of the most underprivileged geographies (91% rural).
Students, mostly first time computer users, create technology enabled learning artifacts
(projects) carefully designed by the teachers in congruence with the curriculum and lessons
taught in the school. In 2015, Tata Trusts in collaboration with Rashtriya Madhyamik Siksha
Abhijan (RMSA), Assam and implementing partner, Gramya Vikas Mancha to introduce ITE
in about 80 schools including model schools in Assam. Additionally, the ITE is also
implemented in collaboration with Digital empowerment Foundation in Nagaon.
ICT integrated "Subject Teacher Forum" -
UNICEF and RMSA, Assam, envisioned initiating a programme with the approach of
integrating information and communications technology into teacher education, focusing on
building “Teachers Communities of Learning” to create digital learning resources and
network with one another for sharing and learning. The program aims to provide opportunity
for teachers to engage in discussions related to the different disciplines like mathematics,
science, and social science, participate in an online community of learning and create and
share open digital resources. The program hopes to function in high schools that have
information and communications technology facilities provided by the government. The
proposed program is viewed to be based on the extensive and intensive use of public digital
resources to build and support teacher networks as well as to create a resource rich learning
environment in these subjects.
Implementation of Smart Class room in Govt./Prov. Secondary/Hr.
Secondary Schools across the Assam :
Smart Classroom in Secondary Schools is an initiative by Govt. of Assam for transforming the
teachers’ teaching and students learning in a more attractive and meaningful way with the
help of Information Communication Technology. Students learn difficult and abstract
curriculum concepts watching highly engaging visuals and models. We all know that
something that is taught visually to us is more help to remember rather than the one that is
read through pages after pages. The concept of smart class education is indeed a blessing to
the students of the 21st Century.
7Curricula ICT in Education for Teachers of Assam
Implementation of DIKSHA, ASSAM:
DIKSHA, ASSAM is a digital platform launched by the Elementary Education Department,
Govt. of Assam for teaching community to create and exchange e-resources to bring about
qualitative changes in teaching learning process. Under the chairmanship of the
Commissioner and Secretary to the Govt. of Assam, Elementary Education Department and
with representatives from SCERT, Assam, SSA, Assam, RMSA, Assam, Directorate of
Elementary and Secondary Education, different Universities, NIC, Assam etc. as members
constituted the Project Steering Committee of DIKSHA, Assam for facilitating this digital
interface for the teachers of the state. SCERT, Assam being the Nodal Agency of DIKSHA,
Assam facilitates a panel of subject experts for review and curation of the contents to be
uploaded in the portal.
Under DIKSHA project till now 11 number of textbooks of elementary schools have been
energized with QR codes and implemented in the State from the academic year 2019. So far
English, Mathematics, Social Science and Science textbooks have been covered.
8ICT in Education Curriculum for Teachers of Assam
Need and scope of ICT training for teachers in Assam
In case of Assam, application of ICT in school education is still at infancy level. Mostly, two
challenges are being posed in implementation of ICT in the state. First one is ICT
infrastructure and second one is lack of trained teachers to integrate ICT in teaching-learning.
9Curricula ICT in Education for Teachers of Assam
With regard to the infrastructure, some secondary and upper primary schools are already
equipped with ICT infrastructure and in due course of time all the schools will be provided
with the necessary ICT facilities as envisioned by the Government under the ICT@school
scheme. But when it comes to the competence of the teachers, it has been observed that the
ICT infrastructure although present in the schools are not used by most of the teachers due to
their lack of knowledge, confidence and skill in using them.
Next, coming to the existing training provision on ICT for the school teachers, although some
short duration training programmes, orientation programmes, workshops, etc. are organised
by the concerned authorities from time to time under the various ICT schemes as mentioned
above, yet these training programmes are not full-fledged in nature. Most of the programmes
are designed to impart only the basic knowledge of computer, along with some simple
software skills, such as, word processing, spreadsheet, etc. and a very few of them had taken
into account the pedagogical aspect. Moreover, the scopes of the existing training
programmes are limited as from a particular school only one or two subject specific teachers
are deputed at a time. There has not been any comprehensive training on use of ICT in
teaching-learning in the state.
Now keeping in view the recent advent of ICT in education and its huge impact in all aspects
of education, it has become a great challenge for the school teachers of the state to adapt with
the emerging ICT environment in education. For this purpose, there arise an urgent need of a
comprehensive and massive training programme on ICT in education for the school teachers
of Assam so that they can acquire the requisite knowledge, awareness, skills and
competencies to work with ICT in school environment and able to integrate ICT in pedagogy
effectively.
However, it is not feasible for the schools to depute their teachers to undergo such training
programmes in conventional face-to-face mode for a long period of time. Under such
situation, the most viable alternative would be to opt for a blended (face-to-face and ODL
cum on-line) mode for training the in-service teachers without impeding their regular duties at
school. In this connection the Curricula for ICT in Education (2017) developed by the CIET,
10ICT in Education Curriculum for Teachers of Assam
NCERT has been taken up as a base document to design a comprehensive training programme
on ICT in education for the school teachers of Assam to cater to the specific needs of the state
with an implementation plan to cover all the teachers.
ICT in Education Curriculum for Teachers:
The ICT in Education Curriculum for Teachers of Assam is designed to provide an enhanced
exposure to information and resources for improving teaching-learning-evaluation, support for
continuous professional development and achieve quality through increased productivity. An
appropriate exposure and usage of ICT by the teacher is inevitable in the present scenario. In
the given context, the teacher’s curriculum is relevant to the current need of the education at
large.
With the initiative of the Govt. of Assam, a core team for designing the ICT in Education
Curriculum for Teachers of Assam has been formed by the SCERT, Assam in collaboration
with NCERT, New Delhi. The team designed the curriculum in a workshop mode. The core
committee includes members from NCERT, New Delhi, SCERT, Assam and K. K. Handiqui
State Open University, Guwahati.
Expected Outcome of the ICT Training in Assam
The implementation of the ICT in Education curriculum is expected to equip every teacher in
the state with necessary competencies for integrating ICT in the teaching learning process. It
will enrich the teaching-learning process and to make it more interactive, interesting and
engaging for the students and productive for the teachers.
It is also expected to enable the state resource persons to develop competencies in creating
ICT environment and making it sustainable for transforming the education system in the state.
On the whole, this implementation of the curriculum will enable each teacher to become self
sufficient in creating the ICT environment as per their requirement to bring about positive
11Curricula ICT in Education for Teachers of Assam
impact on the overall education system.
Guiding Principles of the Curriculum
12ICT in Education Curriculum for Teachers of Assam
The Learning Strands
The learning strands are adopted for the state of Assam from the Curricula for ICT in
Education developed by NCERT. The learning strands seek to build capacities to handling
today’s and tomorrow’s technologies appropriate for use in education, capitalizing on
technology to master technology, managing the ICT infrastructure, using technology to
surmount barriers and to acquiring insights to lead technology educationally. The six strands
are:
Source: https://ictcurriculum.gov.in/mod/page/view.php?id=18
13Curricula ICT in Education for Teachers of Assam
14ICT in Education Curriculum for Teachers of Assam
Course Syllabus
ICT in Education curriculum for teachers of Assam is to be seen as a catalyst in developing
competencies for proceeding progressively across various stages of ICT integration. The
content of the ICT in Education curricula for teachers of Assam involves activities builded
upon competencies from different levels, such that a attainment of certain competencies is
ensured at the completion of each level. The ICT in Education curriculum for teachers broadly
attempts to equip teachers with ICT competencies to strengthen their own professional
capacities and to effectively use ICT tools and devices in their teaching learning. Teacher will
also be trained to manage the ICT environment in the school and function as a local
coordinator for organising capacity building programmes. The curriculum therefore will be
rolled out as a series of short courses as proposed by the Curricula for ICT in Education for
School Systems by NCERT, spanning the six strands and together ensuring the progressive
movement across the stages given by UNESCO. UNESCO ICT competency framework for
teachers (2010) envisages ICT integration in Education proceeds progressively a series of
broad stages namely: Emerging, Applying, Infusing and Transforming. These successive
stages enhance the teacher’s competency, both in terms of technology as well as pedagogy
that helps in integrating ICT in the teaching learning process.
Source: http://www.unesco.org/education/ICT-Workshop2014-day2/policy-development.pdf
15Curricula ICT in Education for Teachers of Assam
Stage 1: Emerging
Emerging is the first stage of the framework. At this stage, teachers are made aware of
Information and Communication Technology (ICT) by discovering different tools of ICT. The
emphasis is on learning to use a range of tools and applications and becoming aware of the
potential of ICT in their teaching. Pedagogically they are able to use productivity tools such as
word processors, databases, spreadsheets, and multimedia tools.
Stage 2: Applying
At this stage, teachers are able to professionally use ICT tools in their own subject of
teaching/learning which enriches traditional teaching methods. They apply specific software
tools such as drawing, designing, modelling and simulations in their teaching.
Stage 3: Infusing
At this stage, teachers are able to understand how to use and when to use ICT tools to achieve
a particular purpose. ICT infuse all aspects of teacher’s professional life leading to
improvement in teaching-learning. In pedagogical situation, they are able to use blended mode
of teaching/learning approach, use ICT to assist students to assess their own learning,
collaborate with other teachers and share their teaching experiences.
Stage 4: Transforming
This is the most advanced stage of competency. Here, the teachers are able to use ICT tools to
transform learning. They will become specialized in designing and using ICT. They will be
able to create and manage universal & interactive e-learning environment for their
teaching-learning process.
16ICT in Education Curriculum for Teachers of Assam
Objectives
Keeping in view the competencies to be achieved, the ICT in Education curriculum will
enable the teachers to:
1. Effectively use ICT tools, software applications and digital resources
2. Integrate ICT into teaching-learning and its evaluation
3. Acquire, organize and create her own digital resources
4. Participate in the activities of teachers’ networks
5. Participate in the evaluation and selection of ICT resources
6. Practice safe, ethical and legal ways of using ICT
7. Use ICT for making classroom processes more inclusive and to address multiple
learning abilities
Course Structure:
As per the recommendations of NCERT in the Curricula for ICT in Education for School
Systems, the following course structure will be followed in the state of Assam. Diploma in
ICT in Education: Basics will be mandatory for all teachers selected under this project and the
diploma course will consists of three short courses namely:
○ Induction - Level 1 (Face to face mode)
○ Refresher 1 : ICT- Pedagogy Integration in Teaching and Learning ( Blended
mode)
○ Refresher 2 : Social, Ethical, Legal and Technical aspects of using ICT (Online
mode)
Induction - Level 2 will be mandatory for the State Resource Persons (SRPs) and Master
Resource Persons (MRPs) that will be conducted in a face to face mode.
17Curricula ICT in Education for Teachers of Assam
Description of the courses:
Induction - Level 1 (10 days - 120 hours)
Session No Session Title Description
1 Registration and Registering in course port, introducing to the co-learners
Entry level and filling the entry level competency questionnaire
assessment
2 Creating with ICT Creating/ capturing images as piece of communication
– Media : Images in multiple ways using mobile
3 Creating with ICT Creating audio and video as piece of communication in
– Media : Audio multiple ways using mobile
and video
4 Creating with ICT Creating text as a piece of communication by inputting
– Text and formatting text.
5 Inputting in Creating text as a piece of communication in regional
regional language language by inputting and formatting text
6 Creating with ICT Understanding forms of data, different formats in which
– Data data can be captured - images, numbers, text, audio,
video etc and various ways of representing data.
Reading data and making meaning out of it
7 Bringing together Acquainting with the functionalities of a system and
hardware and general features of operating system. Connecting and
software configuring the hardware for specified purpose.
8 Introduction to Accessing relevant information from the web using
browser and URL
browsing
9 Accessing Accessing textual information using search engines
information
through web
10 Exploring Web Accessing images in several ways and using various
resources I techniques
18ICT in Education Curriculum for Teachers of Assam
11 Communicating Communicating through email using the web in a safe
through Email and responsible manner
12 Exploring Web Accessing media resources by exploring various
resources II repositories
13 Working with data Working with spreadsheets to input, organise, classify,
– Exploring order and analyse data – text and numeric
spreadsheet 1
14 Working with data Working with spreadsheets to extend and represent data
– Exploring using graphs.
spreadsheet 2
15 Creating with ICT Creating textual communication and enhancing with
- Textual tables, various media, special characters, symbols and
Communication formulae
16 ICT in the Practising various possibilities of using hardware and
classroom – software in classroom environment
hardware and
software
17 Introduction to Understanding assistive technologies and ICT based
Assistive assistive devices
technologies
18 Collaborating and Collaborating with others through e-groups.
transacting with Acquainting with web based courses platforms and
Web transacting through web
19 MIS systems for Understanding the need, important, structure and
educational functioning of School based MIS
management
20 Exhibition and Output created for assignments will be evaluated based
Evaluation of on the rubric. Best works will be showcased
e-portfolio
submission
19Curricula ICT in Education for Teachers of Assam
Refresher 01 - ICT - Pedagogy Integration in teaching and learning (10 days - 120 hours)
Session No Session Title Description
1 Check Yourself Administration of ICT competency questionnaire
to study the impact of induction- level 1 course
2 ICT Initiatives in India Understanding various ICT initiatives at national
and state level
3 ICT in Education: Understanding What? Why? When? How?
Introduction Whom? of ICT
4 Know your context Understanding the role of context in terms of
learners and infrastructure while using ICT in
education
5 Content Attributes and Understanding the scope of using ICT based on
scope of using ICT the nature of subject matter and the process of
content analysis
6 Handson Activity Identifying appropriate ICT tools based on the
nature of content through content analysis
7 ICT and Innovative Understanding innovative methods of teaching &
methodologies learning using ICT and criteria for selecting ICT
tools/ techniques
8 Handson Activity Analysing the content, identifying the appropriate
teaching method/ techniques and identifying
appropriate ICT tools/ techniques
9 Exploration of ICT Exploring various ICT tools, understanding FOSS
tools and resources and the need for ICT competencies
10 Handson Activity Exploring and identifying appropriate ICT tools/
techniques based on the requirement
11 Development of Understanding the concept of e-resources, types of
e-resources e-resource, need for developing e-resources and
process of developing e-resource
12 Handson Activity Exploring various e-resources and identifying the
20ICT in Education Curriculum for Teachers of Assam
type of e-resource to be developed for the selected
content
13 Visual resources in Understanding the types of visual resources, its
Education needs and tools & techniques for developing
visual resources - mind maps & infographics
14 Handson Activity Developing mind maps & infographics
15 Audio Resources & Understanding the types of audio resources, its
Education needs and tools & techniques for developing audio
resources
16 Handson Activity Recording, editing and publishing audio
programmes
17 Multimedia (Interacts) Understanding the types of interactive resources,
resources & Education its needs and tools & techniques for developing
interacts
18 Handson Activity Developing interacts - Interactive quiz, image
hotspots, interactive video etc
19 Exploring Subject Understanding various subject specific software,
specific tools & its needs and use
techniques
20 Handson Activity Developing resources using subject- specific tools
21 Multimedia Understanding the types of animation, its needs
(Animation) resources and tools & techniques for developing animations
& Education
22 Handson Activity Recording, editing and publishing animations
23 Social media and Understanding the concept of social media, its role
Mobile Apps for in education, types of social media, using social
Education media in education
Exploring various mobile apps and its use in
education
24 Handson Activity Exploring various mobile apps and developing
resources/ learning activities based on mobile apps
21Curricula ICT in Education for Teachers of Assam
25 Multimedia (Video) Understanding the types of video resources, its
resources & Education needs and tools & techniques for developing audio
resources
26 Handson Activity Recording, editing and publishing video
programmes
27 Evaluation of Understanding the parameters of quality
e-resources e-resources, tools & techniques for evaluation of
resources
28 Handson Activity Evaluating e-resources using evaluation tools
29 Integration of ICT in Understanding the models and levels of
classroom practices - integrating ICT in Education
Process, Models
30 Handson Activity Identifying the levels of ICT use in the given
context
31 Designing ICT Understanding instructional design in planning the
Integration Session ICT integrated lesson
Plan
32 Handson Activity Designing a session plan with appropriate ICT
integration
33 Development of Designing an unit plan, session plan and
resources - Handson developing required e-resources for the selected
Activity unit
34 Development of Designing an unit plan, session plan and
resources - Handson developing required e-resources for the selected
Activity unit
35 Development of Designing an unit plan, session plan and
resources - Handson developing required e-resources for the selected
Activity unit
36 Development of Designing an unit plan, session plan and
resources - Handson developing required e-resources for the selected
Activity unit
37 Mock Practice Practicing one ICT integrated classroom teaching
22ICT in Education Curriculum for Teachers of Assam
38 Mock Practice Practicing one ICT integrated classroom teaching
39 Mock Practice Practicing one ICT integrated classroom teaching
40 Activity Report Sharing the experience and learning, discussion on
the follow up activities
Refresher 2 - Social, Ethical, Legal and Technical aspects of using ICT (10 hours)
Online course on social, ethical, legal and technical aspects of using ICT will cover the topics
related to cyber safety and security, social behaviour in cyberspace, ethical aspects of using
ICT, Health concerns etc.
Induction Level 2 (10 days - 120 hours)
Session Session Title Description
No
01 Troubleshooting and Solving problems while working with ICT tools.
seeking help Getting assistance on solving the issues from web.
02 Installing hardware Identifying the requirement for installing software.
and software Understanding the process of installation.
03 Synchronous Communicating with other at real time. Exploring
communication on various tools for communicating with others at real time
web
04 Uploading to the Sharing resources in web for wider dissemination
web
05 Advanced text Creating blogs for sharing information.
processing 01
06 Advanced graphics Exploring various tools for editing images. Creating
01 graphics by applying editing images
07 Advanced Analysing data using advanced formulae and functions.
spreadsheets 01 Working with multiple worksheets
23Curricula ICT in Education for Teachers of Assam
08 Storage and backup Exploring various ways storing resources offline and
online
09 Evaluation of Output created for assignments will be evaluated based
e-portfolio on the rubric.
10 Showcase of Best works will be showcased
e-portfolio
11 Safe and clean ICT Understanding the security measures to safeguard the
environment system in the school
12 Updating and Getting and installing updates operating system and
upgrading software application software
13 Exploring educator Exploring various educational groups for sharing
communities informations, ideas and resources
14 Exploring social Exploring various social networking websites and apps.
networks Communicating through social networking sites and
apps in safe mode
15 Advanced text Development of text based interactive resources
processing 02
16 Advanced graphics Development of graphic based interactive resources
02
17 Advanced Understanding analytics based on school data.
spreadsheets 02 Analysing and interpreting school based data
18 Creating a web Identifying ways of communicating through web and
communication being connected to the world
19 Evaluation of Output created for assignments will be evaluated based
e-portfolio on the rubric.
20 Showcase of Best works will be showcased
e-portfolio
24ICT in Education Curriculum for Teachers of Assam
Methodology of the Course:
Induction courses will be a face to face programme having 20 sessions. Each session will be a
three hours session where first one hour will be a instructor (mentor) led demonstration
session followed by a two hours practice session by teachers to build their eportfolio. Each
session has an associated deliverable to be recorded in a portfolio (an e-portfolio). Course
content will be accessed from the course portal and eportfolios will be submitted in the course
portal itself.
Refresher 1 will be conducted in a blended mode where learning will take place through
face-to-face presentation & demonstration of the mentor, through recorded lectures and virtual
classes with external experts. Multiple learning strategies like collaborative activities,
participation in forums, online quizzes, group activities etc will be adapted. Each session will
be of 90 minutes where most of the sessions will be followed up by a hands on session on the
same topic. Eportfolio for this course will have eportfolio submission, participation in forums
etc.
Refresher 2 course will be conducted completely as an online course. Each eportfolio activity
of induction as well as refresher course will be assessed through peer evaluation. The
cumulative record in the portfolio, representing their achievements during the courses
provides comprehensive and continuous assessment. Provision for improving upon one’s
performance is also built in. The portfolio attempts to capture all learning and complements
the periodic summative assessment through the course. Induction- level 2 will be conducted
similar to
Induction-level 1.
Formative assessment is continuously done throughout the courses through various means like
assignment, forum participation etc.
Summative Assessment:
At the end of every course (induction/ refresher), a summative assessment will be conducted
based on which a certificate of completion will be issued.
25Curricula ICT in Education for Teachers of Assam
Induction - 1
The teachers after completing the 10 days induction programme need to prepare themselves
for assessment. The assessment for Induction - 1 is a three hours practical assessment and will
be based on the areas covered during the whole duration of the Induction-1 programme. Based
on the performance of the teacher in the three hour practical assessment, evaluation will be
done and certificate will be awarded to teachers.
Refresher - 1
The teachers are suppose to complete the 10 days refresher programme and prepare
themselves for assessment. Summative assessment of refresher 1 will include :
a) Submission of:
i) instructional plan for five sessions of classroom activities
ii) the e-resources developed for the selected five sessions of class
iii) one video recording based on any one of the five sessions of selected class
b) Classroom observation
Based on all of this, evaluation will be done and certificate will be awarded to the teachers.
Refresher - 2
The teachers are supposed to complete the Refresher-2 programme in online mode. The
assessment will be based on an online examination and an online certificate will be awarded
to the teachers.
Induction - 2
The teachers need to complete the 10 days induction-2 programme and prepare themselves for
assessment. The assessment for Induction-2 will be a three hours practical assessment and will
be based on the areas covered during the whole duration of the Induction-2 programme. Based
on the performance of the teacher, evaluation will be done and certificate will be awarded to
the teachers.
26ICT in Education Curriculum for Teachers of Assam
Implementation Plan
The ICT in Education courses for teachers will be implemented in the state as a collaborative
activity by SCERT - Assam and CIET - NCERT. State shall partner with any agency/
organisation for executing the implementation plan. As Krishna Kanta Handiqui State Open
University (KKHSOU) has proposed to partner with SCERT for executing the training for
teachers, state shall make the further plans for the executive in collaboration with KKHSOU.
KKHSOU is the only open university in Assam. The University was established with the
purpose of promoting education to reach the unreached through Open and Distance Learning
System, with the motto of the University ‘Education Beyond Barriers’ of age, academic
background and geographical boundaries. The University was assigned by the Government of
Assam to train around 60 thousand untrained in-service elementary school teachers through
two years D. El. Ed. programme which the university has successfully completed. The
University has currently 305 study centres distributed across Assam. All the study centres are
situated in provincialized government colleges of Assam and are well- equipped with
computer laboratory having facility of LCD projectors, LCD TVs, DVD players, internet
connectivity.
Proposed method of Implementation of Diploma in ICT in Education:
Basics in the state:
1. Course instance for the state of Assam created by CIET will be utilised for
implementation of ICT in Education curriculum in the state. Assam state instance can
be accessed at https://ictcurriculum.gov.in/course/index.php?categoryid=25.
27Curricula ICT in Education for Teachers of Assam
2. State shall form the team structure as follows
3. CIET will conduct a 5 days training for Course administration team
○ State shall identify at least 5 administrators for the following roles who will be
managing the state instance in the course portal and provide support to the state
in the implementation process
Role Responsibility
State admin - Director, Approving the process of implementation, list state
SCERT resource team, course implementation structure,
schedule, certification etc.
28ICT in Education Curriculum for Teachers of Assam
State Manager - ICT Manages the state instance in the course portal and
coordinator of SCERT/ managing the whole implementation process. Send
any nominee given by reports to CIET on timely basis for further reporting
Director, SCERT and also for updation in the state instance.
Credential manager (2 Registers & enrolls mentors & learners. Also supports
nos) maintenance of user accounts and its database.
Course manager Uploads and modifies courses in the state instance.
Course mentor Works on the course in creating specific activities
phase/ group wise
○ CIET will train this team on the implementation process and competencies
required for managing the state instance in the course portal.
4. CIET will conduct Induction - Level 1 and mentor training (12 days) for State
Resource Person (SRPs)
○ SCERT shall give the list of SRPs (25 nos) to CIET-NCERT
○ Training will be conducted by CIET-NCERT in face to face mode (12 days)
○ 1 month to be given for the SRPs to build their e-portfolio by completing all
assignments given in Induction - Level 1 (Almost 40 assignments are given
that will help to assess the competencies acquired by the trainee)
○ Practical exam will be conducted for certification purpose
○ 6 - 12 months period to follow up with their learning in induction 1 through
regular hands on activities given in induction 01. (Only sufficient practice will
build the confidence of teachers in using ICT in the teaching-learning process.
As ICT competencies are the base for ICT-Pedagogy integration this practice
will enable the teachers for further learning. State shall plan the strategy for
tracking this practice with the support of CIET
○ Course content developed by CIET is uploaded in the course portal for states/
UTs (Course content can be accessed at
https://ictcurriculum.gov.in/course/view.php?id=10 - use guest access). State
29Curricula ICT in Education for Teachers of Assam
can customise/ adopt/ adapt the course content. If any additional content is
required to be developed, CIET will support the state/ UT team for developing
the resource materials
5. SCERT, Assam shall select the schools and the number of teachers to be trained phase
wise
6. Induction- Level 1 training for MRPs
○ State will prepare MRPs list by selecting at least 2 to 3 persons per district as
per requirement
○ SRPs trained by CIET will conduct the training for MRPs in face to face mode
(12 days) . CIET- NCERT will provide support during the training as per the
need
○ 1 month to be given for the MRPs to build their e-portfolio through completion
of all assignment given in Induction 01
○ 6 - 12 months period to follow up with their learning in induction 1 through
regular hands on activities given in induction 01.
7. Induction - Level 1 training for teachers
○ State will prepare teachers list and schedule for training
○ MRPs will conduct the training for teachers in face to face mode (10 days)
○ 1-2 months to be given for the teachers to build their e-portfolio through
completion of all assignment given in Induction 01
○ 6 - 12 months period to follow up with their learning in induction 1 through
regular hands on activities given in induction 01.
8. Refresher- 1 Training
○ CIET will conduct the training for SRPs through blended approach (120 hrs)
○ Same cascade approach followed in Implementing of Induction -1 course to be
followed for refresher 1 training
○ Resources developed as output of this practice can be vetted by state and can
be contributed as open educational resources to the state - OER and
NCERT-NROER. This will help in building the e-resources for the state.
9. Refresher 2 training - Course will be offered online. SRPs. MRPs & teachers will do
the course simultaneously
30ICT in Education Curriculum for Teachers of Assam
10. Teachers who complete all three courses induction 1, refresher 1 & 2 will receive
Diploma in ICT in Education- Basics
Induction - Level 2 will be offered as online course for SRPs & MRPs by CIET. Once they
complete they will be certified as national level mentors.
Certification
Altogether, Diploma in ICT in Education: Basics is a forty credit programme. Any teacher
completing one induction and two refresher courses becomes eligible to receive a Diploma
certificate in ICT in Education: Basics. SRPs will be trained and certified by CIET-NCERT.
MRPS and teachers will be certified through a joint certification by CIET-NCERT,
SCERT-Assam and implementing agency if any. SRPs & MRPs will be additionally certified
with a mentor certificate.
Course portal
A dedicated course portal is developed and can be accessed at www.ictcurriculum.gov.in.
This course portal is an open source LMS which enables the instructor to share resources,
conduct sessions and the students to submit their assignments. An instance created for the
state will be utilised for implementation of the ICT in Education Curriculum for Teachers of
Assam.
31Curricula ICT in Education for Teachers of Assam
References
Anderson, J. (2010). ICT transforming education: A regional guide. Bangkok, TA: UNESCO.
Miao, F. (2014). UNESCO’s toolkit and programmes for ICT in education policy
development.
CIET, NCERT. (2017). Information and Communication Technology for the School System:
Curricula for ICT in Education.
Core Team Members
1. Dr. Indu Kumar, Associate Professor, CIET, NCERT
2. Dr. Angel Rathnabai, Assistant Professor, CIET, NCERT
3. Dr. Nirada Devi, Director SCERT
4. Dr. Jayanta Kr. Sarmah, Joint Director SCERT
5. Mr. Sanjib Kakati, Joint Director SCERT
6. Ms. Ruksana Saikia, Assistant Director, SCERT
7. Ms. Piyanu Boruah, Assistant Director, SCERT
8. Mr. Raju Baruah, Lecturer, DIET, Titabor, Jorhat
9. Mr. Himanshu Sinha Roy, Lecturer, DIET, Goalpara
10. Dr. Pranab Saikia, Associate Professor, Dept. of Teacher Education, KKHSOU
11. Dr. Tapashi Kashyap Das, Assistant Professor, Dept. of Computer Science, KKHSOU
12. Ms. Devajani Duarah, Assistant Professor, Dept. of Teacher Education, KKHSOU
13. Ms. Sruti Sruba Bharali, Assistant Professor, Dept. of Computer Science, KKHSOU
14. Dr. Krishna Kalita, Assistant Professor, Dept. of Teacher Education, KKHSOU
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