Successful technology integration is more than just getting the tools into the classroom; here are some ideas on how to engage students and enliven your lessons with those tools. November 5, 2007 When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over. The effectiveness of integrating ICT into pedagogies/teaching-learning depends on high levels of interactivity amongst and between students and instructors, and between students and the technologies they use. To locate the place of ICT in teaching and learning, it needs to see the use of ICT as part of an instructor’s pedagogy/teaching-learning. Workshop on ICT-pedagogy Integration A 5-day workshop for teacher educators of TEIs focusing (one for each of the TEIs of the target country) on ICT-pedagogy integration. Effective (training) strategies on how to use ICT into different pedagogy: Pedagogical principles, supporting examples, appropriate tools, etc. There are a wide variety of approaches to integrating the use of ICT into Religious classes. Use the links below to navigate to just a few of these ideas: CathKids: Sunday Gospel Interactive Units; Online Bibles; Units Delivered via Interactive Whiteboards, Projectors or One-To-One Devices: Two Approaches; Music Videos with Religious Links.
- Integrating Ict Into Historyeffective Curriculum Ideas Examples
- Integrating Ict Into Historyeffective Curriculum Ideas Preschool
- Integrating Ict Into Historyeffective Curriculum Ideas 4th Grade
- Integrating Ict Into Historyeffective Curriculum Ideas 5th
1. Overview
Information and Communication Technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding of ICT and mastering the basic skills as part of the core of education, alongside reading, writing and numeracy. The recent efforts of the Government of India (GOI) seek to deepen the use of ICT in almost every sphere of life. The Digital India Campaign (2015) strives to transform India into a digitally empowered society and knowledge economy by focusing on the three vision areas: Digital Infrastructure as Core Utility to Every Citizen, e-Governance and Services on Demand and Digital literacy and empowerment of citizens. The three cardinal principle of the draft New National Education Policy (2016) viz., access, equity and quality could be served well by harnessing the huge potential of ICT.
The present curricula for ICT in education is a step towards realizing the goals of both the National Policy, the National Curriculum Framework (2005) and the recommendations of Digital India Campaign. What's in your bag blog. It has factored in the rapid evolution of technologies and the ground realities of Indian school systems. For the teacher, it 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. For the student, it is an initiation into creativity, problem solving, and an introduction to the world of information and technologies which could also shape career pursuits.
ICT distinguish themselves from other technologies by their rapid evolution, defeating attempts to define a curriculum which can serve the schools for a while. Keeping up with the changes require constant upgradation and at times, unavoidable replacements, which makes it an expensive proposition. Given the dynamic nature of the field, the curricula, emphasising the core educational purposes, are generic by design and focus on a broad exposure to technologies aimed at enhancing the creativity and imagination of the learners. 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.
Integrating Ict Into Historyeffective Curriculum Ideas Examples
Based on the size of the school, the infrastructure available and other related issues like availability of electricity, students may have varying access to the ICT facilities and resources. The student’s curriculum, therefore, is designed as a three year course spanning 90 weeks with three sessions per week. Schools may opt to begin the curricular programme as early as sixth grade (beginning of the upper primary stage), in any case completing the programme before the student leaves school. The ICT curriculum is a common programme for all students in school. As such it is distinct from any optional subject at the plus two stage and distinct from any vocational education programme under the NSQF.
The curricula are built around a set of guiding principles, enabling any school system to provide the right exposure to emerging technologies to build capabilities in teachers and students, not only to use technology comfortably, but also employ them judiciously to enhance their learning. The requirements of the curricula are not to be hardware or software specific. Undoing the general trend of limiting software to office applications, which are not only ill suited for educational purposes but also tend to narrow down the view of what computers and ICT can achieve, a wide range of software applications specifically designed for education are introduced. Use of proprietary software would become very expensive and make the implementation unviable. Therefore, Free and Open Source software have been suggested throughout the curricula. The use of FOSS applications will also obviate software piracy and enable customisation to suit local needs.
The curricula underscore the need for internet connectivity of adequate band- width, particularly for teachers as access to the internet is no more a matter of choice. The educational potential of internet resources and interactions are immense. It also serves the essential purpose of connecting teachers and schools to each other and contributing to bridging of divides.
Responding to the National Curriculum Framework’s observation that treating e-content as yet another teaching aid trivialises the potential of this medium and has detrimental effects on teaching-learning practices and the role of the teacher, the teachers’ curriculum emphasises the involvement of teachers in the creation of e-content, its sharing with peers and its critical evaluation. Taking cognizance of parallel efforts like the National Repository of Open Education Resources, the curriculum encourages the participation of teachers in its collaborative platform to share such evaluated creations.
