PED 171: INFORMATION AND COMMUNICATION TECHNOLOGY EDUCATION

Course Aim

The present course focuses on moving beyond computer literacy and ICT-aided learning, to help student-teachers interpret and adapt ICTs in line with educational aims and principles. It explores ICTs along three board strands; teaching-learning, administrative and academic support systems, and broader implications for society. The course will help students reflect critically and act responsibly to prevent use of ICTs to support centralisation of larger knowledge structures; it will show student- teachers how ICTs can be adapted to support decentralized structures and processes; as well as build the ‘digital public’ to make education a participatory and emancipatory process.

Course Objectives

At the end of the course, students should be able to:

• appreciate the historical development of various educational media.
• demonstrate understanding of the main components of the computer hardware in use.
• use various digital technologies (hardware and software) for creating resources and providing learning experiences for all types of learners (including differently abled).
• use various ICTs for project based/problem based constructivist learning environment
• explain the role of ICT in authentic and alternative assessment
• understand the social, economic, and ethical issues associated with the use of ICT

Course Content

Introduction to Information and Communication Technology

Use of Technology in Education: In Retrospect.

Information and Communication Technology: Meaning, nature and advantages

Hardware and Software Fundamentals

Computer hardware fundamentals (anatomy, input devices, output devices, storage devices, display devices), types of computers and Computer Network-LAN, WAN.

Use of digital camera, recorder, scanner, printer, interactive white board, visualizer, and multimedia projector for creating and using multimedia resources

Software Fundamentals (Software – Meaning and types; System software and Application software)

Introduction to office applications (Word processing, Spreadsheet Presentations, Databases, Drawing tools, Multimedia tools, File formats and conversion, utility tools

 ICT and Pedagogy

• Approaches to integrating ICT in teaching and learning: Technological Pedagogical Content Knowledge (TPCK)
• Subject specific ICT tools for creating and facilitating learning
• Subject specific online resources and their use
• Designing technology integrated learning experiences
• ICT integrated Unit plan – Use of Web 2.0 for creating constructivist learning environment
• Assistive technology for children with special needs: Tools and processes; Universal Design for Learning (UDL)
• ICT for Pedagogical Innovations
• Project/problem based learning (PBL): Role of ICT in developing technology integrated PBL unit
• Web Quest and virtual field trips: Concept, process, and use in the classroom S Multiple intelligences in classroom: ICT tools and applications S Mobile learning and related applications
• Open Educational Resources – Meaning and importance, various OER initiatives
• Massive Open Online Courses (MOOC)-Concept and use S Flipped classrooms: Meaning and possibilities

 ICT for Assessment and Management

• Electronic assessment portfolio – Concept and types; e-portfolio tools
• Creating and use of electronic rubrics for assessment
• Online and offline assessment tools – Rubrics, survey tools, puzzle makers, test generators, reflective journal, question bank
• ICT applications for CCE
• Learning analytics and feedback
• ICT initiatives and standards
• ICT for personal management: e-mail, task, events, diary, networking
• ICT for educational administration: Scheduling, record keeping, student information, electronic grade book, connecting with parents and community
• Computer security: Privacy, hacking, virus, spy ware, misuse, abuse, antivirus, firewall, and safe practices

Session Work

• Creating account in wikispace/wikipedia/mediawiki and adding/editing content
• Developing an educational blog in www.blogger.com,www.wordpress.com, or www.edublog.com
• LMS experience- hands on various features of LMS – the ICT course may be provided through LMS
• Evaluation of RLO repositories and creating RLO and uploading to repositories
• A critical study of some e-learning courses and enrolling and completing some free e-learning courses
• Developing a multimedia e-content for a topic using eXe Learning
• Field visit to the EDUSAT center and take part in teleconferencing
• Planning and creating digital rubrics for any topic
• Organize web conferencing using Skype/Yahoo Messenger/Google+
• Review of ICT labs (plans and equipments/resources) in school from internet
• Interview of computer hardware engineer/ICT specialist regarding Hardware planning, evaluation, maintenance and up gradation
• Developing an electronic assessment portfolio
• Developing an electronic teaching portfolio
• Readings on emerging ICT trends in education
• Review of national ICT policy and curriculum
• Using FOSS tools for timetabling, grade sheet
• Creating social bookmarking account and creating social bookmarking of internet resources using any social bookmarking tools (diigo, delicious, stumble upon, Shelfari)

• Hands on experience in setting up a desktop PC and working with various input devices, output devices, storage devices, and display devices
• Practicing word processing
• Practice in installing various system and application software
• Using word processor, spread sheet, and presentation software to produce various teaching learning resources and sharing it online
• Locating internet resources – navigating, searching, selecting, saving and evaluating (use standard internet evaluation criteria)
• Creating digital concept maps, flow charts, timelines for a particular content
• Creating screen cast video of a lesson
• Creating a podcast using audacity and sharing it on podcasting site
• Shooting, editing, and sharing of videos segment on any educational topic
• Creating a simple 2D animation using pencil or Tupi
• Creating and editing various graphics
• Creating account in teacher tube/ slideshare and sharing video/presentation. Viewing and commenting on others’ contributions
• Enrolling and completing some MOOC courses of interest
• Creating resources for flipped classroom and practicing flipped learning in school
• Evaluating OER resources. Creating and sharing OER materials
• Developing technology integrated unit/lesson plans and trying out in schools
• Hands on experience on subject specific software tools like Geogebra, PhET, Stellarium, etc.
• Taking part in an ICT integrated online project based or problem based learning activity

TEACHING APPROACHES AND STRATEGIES

3 hours of Lecturers/ Practical sessions and Tutorials are required to facilitate the delivery of the content in this course using teaching approaches strategies that focus on learner centeredness in order to ensure effective transfer of knowledge, skills and values to teacher trainees.

ASSESSMENT

The students will be required to use the ICT skills and knowledge in term two during their peer-teaching and seminar presentations.

There will be theory paper in ICT. This will be in addition to continuous assessment.

1. Tests/Assignments/Seminars/Groupwork will amount to 50 % of the final mark
2. Final Exam (Theory and Practice) (50%)

Total                                               100%

PRESCRIBED READINGS

Ahmad, J., Ahmad, M.S. and Khan, A. (2012), Computer Applications in Education, Neelkamal Publication, Hyderabad, PP-288, ISBN: 978-81-8316-293-7.

Bharihok, D. (2000). Fundamentals of Information Technology. Pentagon Press: New Delhi.

CEMCA (2014). Technology Tools for Teachers, Commonwealth Educational Media Centre for Asia, 13/14 Sarva Priya Vihar, New Delhi.

David, M. (2009). Project Based Learning- Using Information Technology- Second Edition. Viva Books: New Delhi.

James, K.L. (2003). The Internet: A User’s Guide. Prentice Hall of India Pvt. Ltd: New Delhi.

RECOMMENDED READINGS

Laxman Mohanty, Neeharika Vora (2008). ICT strategies for schools- a guide for school administrators. Sage Publications: New Delhi.

Manoj Kumar Dash (2010). ICT in teacher development, Neel Kamal Publications: New Delhi.

MHRD-GOI (2004 and revised 2010) National ICT @ Schools Scheme, Department of School Education and literacy, MHRD, Govt. of India, New Delhi

MHRD-GOI (2012) National Mission on Education through ICTs (NME-ICT), Department of Higher Education, MHRD, Govt. of India, New Delhi

Mishra, S. (Ed.) (2009). STRIDE Hand Book 08: E-learning. IGNOU: New Delhi. Available at http://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/ STRIDE_Hb8_ index.html

Mohit K (2003). Design and implementation of Web-enabled Teaching Tools: IRM Press,UK.

NCERT (2013). Information and Communication Technology for School System: Curricula for ICTs in Education (students and Teachers), Version-1.2, CIET-NCERT, NCERT, New Delhi (www.ictcurriculum.gov.in).

NCERT (2013). National Repository of Open Educational resources (NROET), CIET- NCERT, NCERT, New Delhi (nroer.gov.in).

Roblyer M.D., Aaron H. Doering (2012). Integrating Educational Technology into Teaching (6 th Edition).

Pradeep Kumar (2011). Web Resources in Pedagogy. Apple Academics: Oakville.

Semenov, Alexy (2005). Information and Communication Technologies in Schools. A handbook for Teachers. UNESCO.

UNESCO. (2002). UNESCO Report: Information and Communication Technologies in Teacher Education, A Planning Guide, Division of Higher Education, UNESCO.

UNESCO. (2002). UNESCO Report: Information and Communication Technology in Teacher Education, A Curriculum for Schools and Programme of Teacher Development. Division of Higher Education, UNESCO.