Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

Transcription

1 Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

2 Scheme: MHRD launched in Dec, 2004 and integrated under (RMSA) in 2009 and revised in 2010 To provide opportunities to secondary stage students to mainly build their capacity on ICT skills and make them learn through computer aided learning process. ICT in School Education: ICT is being used in education to learn more effectively by providing access to a wide range of IT based new pedagogy. ICT in schools provide an opportunity to students as well as teachers to transform their practices by providing them with improved educational content and more effective teaching and learning methods.

3 Major Aims and Objectives To promote technology literacy for the students. To implement the principle of life-long learning and to increase variety of educational services. To promote the culture of learning at school (development of learning skills, expansion of optional education, open source of education, etc.) To promote equal opportunities to obtain education and information. To develop a system for collecting and disseminating educational information. To support schools in sharing experience and information with others Access to the NROER; enable integration of ICT into teaching learning and professional development of teachers.

4 Component of the Scheme The scheme essentially has four components:- Partnership with state governments and UT Administrations for providing computer aided education to secondary and higher secondary government and government aided schools. Establishment of smart schools, which shall be technology demonstrators. Teacher related interventions, such as provision for engagement of an exclusive teacher, capacity enhancement of all teachers in ICT and a scheme for national ICT award as means of motivation. Development of e-content, mainly through Central Institute of Education Technology (CIET), six State Institutes of Education Technologies (SIETs) and 5 Regional Institutes of Education (RIEs), as also through outsourcing.

5 Implementation-Guidelines Build, Own, Operate and Transfer (BOOT), Build, Own and Operate (BOO) and Outright Purchase Models Build, Own and Operate (BOO): Under Build, Own, Operate (BOO) model ICT infrastructure and manpower is provided by the private partner/vendor for the implementation of the scheme on service level agreement Outright Purchase Model: This model, IT infrastructure is directly procured from the manufacturer / authorized dealer and the state adopts an appropriate means to undertake all the other tasks under the programme Different combinations of services like equipment only and equipment & manpower will be tried out and appropriate combination, based on feasibility and cost effectiveness, adopted by the States. Based on prevailing depreciation and obsolescence norms, the State may also choose to use a Build, own and operate (BOO) model to avoid out of date / obsolete equipment in schools.

6 Why BOOT/Outright? Reasons to adopt BOO Model for implementation: States which have not established capabilities/ mechanisms to manage the procurement, deployment and maintenance of infrastructure may opt for a BOO/Implementation of the BOO model. ICT is a new area which people in the education system are not familiar with and hence requires training from the 'experts. Reasons to adopt Outright Model for implementation: States where capabilities / mechanisms exist to manage all the components of the ICT programme including the maintenance and upkeep of the IT infrastructure may opt for an outright purchase model. States have identified and established a mechanism to maintain and successful implementation of IT infrastructure throughout their life time.

7 Particulars BOO Model Outright Model Ownership Private partner/ Vendor/ State Education Department Contractor Computer and Software Installation Private partner/vendor installs the computers and software. Number of Educational Software Availability Small numbers of educational software are available. Student/Teacher Training Private partner/vendor is primarily responsible for teaching children. Hardware/ Software Maintenance and Support Software up-gradation cost Integration with regular school curricular activity Private partner/ Vendor/ Contractor Software up-gradation is not part of boo model so needs to be paid. Negligible because private partner/vendor is not aware of regular classroom processes. The computers and software Installation is done by the teachers. Large numbers of educational software are available. Educational department is responsible for student/ teacher training. Trained teachers are appointed for the maintenance of hardware and software. For major issues, local authorized centres are contacted. Software up-gradation cost is nil. Higher level of integration as teachers are connected to regular classroom processes.

8 Why BOOT/Outright? Scope of learning Program Cost Sustainability Private partner/vendor focused on basic computer learning i.e. to Computer Learning operating system, Office automation, internet etc. Program cost is fixed in Boo Model (Private partner/vendor is paid on a turnkey basis). Difficult Once the BOO period is over. The scope of learning is very high in outright model as educational software included in the program connects to the regular subjects. Higher than the Boo model. Sustainability is much higher as program is conceptualized as an internal program. Scalability Difficult as private partner/vendor takes responsibility of program. Scalability is higher (better quality teacher trainer are produced).

9 Role of Agencies/Vendor

10 Role of Agencies/Vendor

11 ICT can Imparted : ICT Syllabus ICT can be imparted from 6 th Standard to 12 th Standard Syllabus and Curriculum: Information and Communication Technology for the School System Curricula for ICT in Education of NCERT New Delhi Hours for each Class: Three periods a week, which includes one teacher led session and two hands on sessions Official Website :

12 ICT in Schools Education Given the dynamic nature of ICT, the curricula, emphasizing the core educational purposes, is generic in design and focuses on a broad exposure to technologies, together aimed at enhancing creativity and imagination of the learners. For the teacher, it is an initiation into: Exploring educational possibilities of technology, Learning to make right choices of hardware, software and ICT interactions, and growing to become a critical user of ICT. For the student, it is an initiation into: Creativity and problem solving, An introduction to the world of information and technologies, and An opportunity to shape career pursuits. Teachers who are already proficient in ICT can fast track through the course

13 Role of Principals Principals are key in virtually every aspect of school life Incidental and isolated use of ICT by one or more teachers, Increasing ICT awareness throughout the school, Building up of sufficient hardware and ICT co-ordination, Ensuring enough ICT support and improving innovation, and Integrating ICT in teaching and learning environment. Teacher Training in ICT plays a vital role in Implementation of ICT The Principals are expected to bear the responsibility to implement educational change and reform Principals has to master in order to have a successful ICT integration ICT implementation, various leadership styles, and conditions of change sustainability

14 Lack of Electricity Lack of Knowledge skills Lack of Internet Challenges for Principals? Inadequate of Finances and lack of Technical Support in ICT implementation into teaching and learning How to Overcome Challenges Identify Power cuts schedules and create havoc with the time tables for lab and classes Alternate Power source Exchange of Information on ICT courses by staff meetings and workshop for implementing in teaching and learning Encouraging teachers for In-Service Training in ICT Using of higher officials for official correspondence for teachers and

15 Principal as a facilitator in implementing ICT in schools Three key questions! 1. What is happening around us? 2. Why is it happening? 3. How do we react to it?

16 Principal as a facilitator in implementing ICT in schools What is the schools role in providing the necessary resources for teachers and learners in modern classrooms. What kind of tools and support the Principals need in their work as pedagogic leaders and facilitators.

17 Principal as a facilitator in implementing ICT in schools The Cultural change New Pedagogies Technology change Teacher Education Quality in Education Technology Enhanced Learning

18 Principal as a facilitator in implementing ICT in schools Educational leaders have to make decisions about both professional development opportunities for teachers and the acquisition of technology resources. Educational leadership is required to help ensure the success of ICT integration for the progress of school. Principals need to be aware and capable of addressing associated issues competently and confidently. Educational leaders should focus in understanding the skills both pedagogically and technically.

19 Principal as a facilitator in implementing ICT in schools Principals need to present a coordinated, aligned and holistic approach to building relationships, capacities and competencies that will support and guide learning communities to confidently and coherently integrate and utilize ICTs in the 21st century. Asserting the teachers to use of ICT technology in teaching and learning. Principals should insist the teachers to use ICT/Digital Teaching methodologies by using learning objects or online resources available through web.

20 Learning Objects

21 Learning Objects

22 Solar System

23 Principal as a facilitator in implementing ICT in schools Evaluating teachers and students ability in using of ICT in regular teaching process with respect to the curriculum Reviewing the progress of ICT implementation with vendors/agencies and reporting to higher officials. Recurrently monitoring and reviewing the progress of Implementation of the ICT scheme. Principals should support not only at the initial phase of ICT integration, but throughout the process Usage of latest social media communication for effective knowledge and technology transfer

24 ROLE OF COMPUTER TEACHERS/ INSTRUCTORS

25 Role of Instructors in Project? Planning: A computer instructor must plan the course content and sequence of instruction for computer learners finding the right combination of computer software, computer hardware, hands-on instructional materials, concepts and learning activities. The sequence of instruction must help students move from what they already know to what they will learn as a result of instruction and participation in a course. Tailored Instruction: A computer instructor working in the education sector may have the job duty of tailoring instructional methods to the needs of an individual user. The instructor should identify what type of software the client needs to learn, what prior skills and knowledge the client has and what computer setup will be required to provide instruction. The instructor should customize the learning session to help the client achieve proficiency in using software.

26 Contd. Role of Instructors in Project? Lab Management: A computer instructor responsible for the computers in a computing lab. In a technical capacity, an instructor may be responsible for performing maintenance on computer equipment. Maintenance duties like installing, updating, customizing and removing software, protecting network security and performing repairs to machines. Student users may require assistance with technical issues. If an instructor is also a lab manager, She/he are responsible for administrative duties such as supervising support staff, maintaining inventory, ordering hardware and software and budgeting for a computer lab. Curriculum Development A computer instructor must prepare educational materials for use in classrooms at the request of the schools officials/clients or students. These educational materials may include any type of computer file, such as a spreadsheet, word-processing document, database, PowerPoint presentation, web page, software program or video.

27 Contd. Role of Instructors in Project? Curriculum Development: Print materials might include brochures, curriculum guides, workbooks, textbooks and informational articles. She/he should also teach courses in certain software areas, such as Microsoft Office, Internet browsing and E- Mail and other latest technologies used in computers for communication. Qualification of Instructor: A Bachelor's degree or higher in a technology-related field, such as computer science, computer information systems, computer programming, management information systems or educational technology.

28 Effective of ICT Teaching Traditional education system may find these techniques gimmicky, but many teachers now claim that flashy multimedia lessons are the only way to engage children whose ability to absorb information has been shaped by continuous exposure to technology from a young age. Using technology in an educational environment not only better reflects children s life outside the classroom, but also allows them to hone their digital skills in a way that will continue to be valuable throughout their adult life. "It's not about just shifting traditional lessons onto screens - it's about allowing pupils to make use of their devices to truly enhance their learning while giving teachers better ways to track individual achievement and personalize lessons."

29 Role of School Teachers using ICT ICT has significant impact on teachers and teaching processes ICT can improve teaching by enhancing an already practiced knowledge and introducing new ways of teaching and learning. ICT can change the lessons pace. Tools can enhance the quality of teaching and learning in schools, and so help learners to achieve better outcomes. Work in teams and share ideas related to schools curriculum. Provides an evidence that many teachers use ICT to support innovative pedagogy. New technologies that provide a good fit with existing practices, such as interactive whiteboards are first to be embedded. Interactive whiteboards play a central role in fostering teachers communication and increasing collaboration between educators. Sequencing classroom activities.

30 Role of School Teachers The Learning Strands Connecting with world. Connecting with each other Creating with ICT Interacting with ICT Possibilities of education Reaching out and bridging divides

31 Digital Story Telling Capturing information in not-textual ways, appropriate media choices for given communication need Combining text, graphic and audio visuals to create communicate Developing a story and scripting by combining multiple digital methods Developing digital stories for communication classroom Evaluation digital stories Exploring possibilities for inclusion using digital story telling

32 Story Telling

33 Digital Teaching and Learning Digital technologies are electronic tools, systems, devices and resources that generate, store or process data. These includes social media, online games and applications, multimedia, productivity applications, cloud computing, interoperable systems and mobile devices Tools : Tool-based software, Including web-based tools, can make a substantial contribution to the success of Personalized Learning Environments in today s learning environments. The Tools section of DTL contains information on tools that educators have found to be effective.

34 Digital Teaching and Learning Resources : The resources section of DTL includes all kinds of digital content, including Open Educational Resources, that educators have found to be effective. In many cases, these resources are the raw material that teachers and students can incorporate into their own projects. VEO : Virtual Education Opportunities are online courses, learning modules, and activities that can be used to extend student learning. These include activities that are facilitated by an instructor and self-guided activities.

35 Using of Open Source Software Open educational resources :( OERs) are learning materials that can be modified and enhanced because their creators have given others permission to do so. The individuals or organizations that create OERs which can include materials like presentation slides, podcasts, syllabi, images, lesson plans, lecture videos, maps, worksheets, and even entire textbooks. Open educational resources are most useful when educators distribute them in open formats, so teachers and students can use those resources regardless of the particular technical platforms their schools have adopted. Projects like the OER Commons act as repositories for highquality open educational resource. What are MOOCs? Massive open online courses (MOOCs) are online courses accessible to anyone with a computer and access to the Internet. People call these courses "massive" because their enrollment is open to more students than traditional educational institutions might permit meaning that hundreds (even thousands) of students might participate in a particular MOOC.

36 Using of NROER National Repository of Open Educational Resources ( NROER) :National Repository of Open Educational Resources launched in August, 2013 by the Ministry of Human Resource Development (MHRD), Govt. of India, with aim to map teachers and students, schools and institutions into nation-wide peer network to enhance the quality of education, the NROER offers digital and digitisable resources (audio, video, interactive, images, documents) in different languages together with online activities centered on them to service the need of all the stakeholders. Website:

37 Using of Apps APPs: A mobile app is a computer program designed to run on mobile devices such as smartphones and tablet computers. Most such devices are sold with several apps included as pre-installed software, such as a web browser, client, calendar, mapping program, and an app for buying music or other media or more apps.

38 Outcome of ICT Effectively use of ICT tools, software applications and digital resources Integrate ICT into teaching-learning and its evaluation Acquire, organize and create own digital resource Participate in activities of teacher's networks Participate in the evaluation and selection of ICT resources Participate safe, ethical and legal ways of using ICT Use ICT for making classroom process more inclusive and address multiple learning abilities.

39 Learning Comparison

40 21 st Century Learning Outcome

41 Impact of ICT for Students & Teachers

42 E-PATHSHALA E-Pathshala, a web portal which hosts educational resources for Students, Teachers, Parents and Educators is available through especially developed mobile app interface on Android, IOS and windows platforms for wider access and contains textbooks and other e-books as E-Pub 3.0 and Flipbooks in English, Hindi and Urdu..

43 E-PATHSHALA Students, Teachers, Educators and Parents

44 Quiz Tools for 21st Century Teachers

45 ICT Award for Teachers iles/upload_document/ict_award_letter.p df

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