Community of Practice for Social Science and Kannada Teacher Educators

Community of Practice for Social Science and Kannada Teacher Educators Workshop on ICT Mediation in Education paper in the Diploma in Education revised curriculum at District Institute of Education and Training (DIET), Bangalore Rural District, February -, 2015 Report from IT for Change

CommunitiesofPractice forteachereducators(cop TE) CEMCA Table of Contents 1Background... 2Programmeaims... Workshopaims... Workshopsessions...5.1Inaugurationsession...5.2Capturingparticipantprofile...5.SourceBookIntroduction...6.BasicComputerLiteracy...6.5Semanticmapping....6EducationalApplications....Audioandvideoediting....8IntroductionofOERandKOER...8.9CommunityofPractitioners...8 5Metaprocessesandlearnings...9 5.1Ownershipoftheeducationdepartmentoverprogramme...9 5.2Main streamingthecop...9 5.Up scalingtheprogramme Cascadeworkshops...10 5.Freeandopendigitalenvironment FOSSandOER...10 6ParticipantsFeedback...11 6.1onwhattheylearnt...11 6.2onwhotheylearntfrom...12 6.Qualitativefeedback...1 Annexures...1.1AnnexureA Participantinformationformdetails...1.2AnnexureB WorkshopAgenda...15.AnnexureC Listofparticipatingteachereducators...19.AnnexureC Cascadeworkshops Listofteachereducatorstobecovered...20 Author ITforChange.ReportreleasedunderCC BY SA.0License ReportonICTMediationworkshopforteachereducators,Bengaluru,March20152

CommunitiesofPractice forteachereducators(cop TE) CEMCA 1 Background Within the overarching objectives of learning for development, CEMCA seeks to promote the adoption of a blended approach to ICT integration in continuing professional development of teachereducators,focusingonthecapacitybuildingofteachereducators,initsthreeyearplan (2012 15). In order to support the capacity building efforts and develop a self supporting and sustainablecommunityofpracticeofteachereducatorsinkarnataka,cemcaanditforchange (ITfC)arepartneringinaprogrammeforenablingteachereducatorstointegrateICTsintotheir professionaldevelopmentthrougha CommunityofPractice (COP)approach. As apartofthis programme,during2012 1and 201 1,ITfCconductedcapacitybuilding workshopsfordietfacultyacrosskarnataka,forthemtolearnavarietyofdigitalmethodsand become familiar with the processes of collaboratively accessing and creating open educational resources.throughthese workshops andanonlineforum,itfc helped create anddevelopthe virtualcopforteachereducators.thetechnicalcomponentsofthecopincludea Drupalweb platform,awikiresourceportalandamailinglist.thedietfacultysharedideas,experiencesand resourcesonthemailinglists,gotorientedonthemediawikisoftwarewhichhasbeendevelopedto supportcollaborativecreationandcurationofdigitalresources andexposedtothedrupalweb platform.inbothyears,thetrainingwascustomisedtomeettherequirementsandprioritiesofthe teachereducators;thatbeingthedevelopmentofsupplementaryopeneducationalresourcesfor mathematics,scienceandsocialsciences. 2 Programme aims During201 15 tostrengthenthecop,theneedsandprioritiesoftheteachereducatorswere identified,todevelopthecurriculumforthetraining.dsertisimplementingthenewcurriculum for the second year of the DEd. Programme, which has been revised in line with NCF 2005 1 principles,thisincludesapaperon'ictmediationinteaching learning2'.dsertwantedtotrain DIETfacultytotransactthispaperintherevisedDEdcoursefrom201 15.Ourinteractionswith 1 NationalCurriculumFramework2005isapioneeringdocumentfromNCERT,whichoutlinesnewapproachesto learning 2 ITfCteamhaswrittentheteacherhand bookandalsothestudentsourcebookforthiscourse.gurumurthy,itfor Change,istheconvenorfortheICTMediationpaper,intheDEdcurriculumrevisionteam ReportonICTMediationworkshopforteachereducators,Bengaluru,March2015

CommunitiesofPractice forteachereducators(cop TE) CEMCA teachereducatorsrevealedthattheywantedtodiscussandshareideasonthisrevisedpre service curriculum,whichwasquitedifferentfromthepreviouscurriculum,andwantedaforumforthe same.thedsertalsowantedtotrainacoregroupofresourcepersonswhowouldtraintheirpeers acrossthestateintransacting'ictmediationinteaching learning'.basedonthisassessment,itfc proposedtocemcathatthedietcopshouldin201 15focusonthecapacitybuildingofDIET facultytotransactthispaperandbringtheseteacher educatorsintothecop,wheretheycould discuss their requirements, issues/challenges relating to the revised DEd curriculum and also supportoneanother.thiswouldalsobeisanexcellentopportunitytointegrateictsintopre serviceteachereducation,andsupportingteinstitutionstofulfilsuchacoreresponsibilitywould beavaluableopportunitytostrengthenthecop. ITfC designed and conducted two workshops for DIET faculty to help them understand ICT mediation in the D.Ed. Course. The first workshop was for mathematics and science teacher educators. This document is a report on the second workshop and documents the aims, processes,experiences,learningoutcomesandpossiblewaystotakethecopforwardinthe subsequentyears.importantinsightsandlearningshavebeenindicatedinitalicisedbluecolour fontforeasyreadingandreference,intherelevantplacesinthereport.pointsalreadycoveredin the report for the first workshop are not repeated in this report, unless necessary for report comprehension. Workshop aims Theaimsoftheworkshopincluded: 1. Building and strengthening teacher educators' capacities to integrate ICTs into teacher education,focusingontheirprofessionaldevelopment,leveragingthecopplatform 2. HelpingtheDIETfacultydevelopanunderstandingofthe'ICTMediationinteaching learning' course syllabus,objectivesandtransactingmethodologies. Buildingskillsofcollaboratinginvirtualprofessionallearningcommunities. Learningaboutopendigitallibraries/OERs 5. Developingcriticalperspectivesontechnologies,movingbeyondseeingitonlyasatooland andunderstandingitslargerpedagogic,economic,technologicalimplications ReportonICTMediationworkshopforteachereducators,Bengaluru,March2015

CommunitiesofPractice forteachereducators(cop TE) CEMCA Theparticipatingfacultyweretrainedtobecome'MasterResourcePersons'(MRPs),sincetheyhad theresponsibilityoftrainingtheircolleagues across theentirestate.theparticipantsbecamemembersof thecop,tocontinuetheirsharingandlearning. Workshop sessions The workshop was planned for five days and the agendawasframedinconsultationswithdsertand CEMCA. Along with the brief narrative of what happened, the learnings are also provided, in the Inauguration of the workshop by Mr. report. As mentioned earlier, critical learnings are RangadamappaSADPI,DSERT colouredinblueitalicisedfontforeasyreference..1 Inauguration session The workshop was hosted by the Bangalore Rural DIET in its ICT lab. Mr. Rangadhamappa SADPI,DSERTcommencedtheproceedingswithanintroductiontoworkshopobjectivesandthe roleofictmediationinthed.edcourse. HealsospokeaboutICTMediationsourcebookin secondyeard.ed.curriculum,whichpresentedanopportunitytoteachereducatorstolearnhow tointegrateictintoteachereducation. Venkatesh,ITforChange,spokeontheneedforteachereducators tolearnnew methodsand approachestoteaching,integratingicts.inkarnataka,suchintegrationisalreadybeingcoveredin thein serviceteachereducationprogrammesanditisnecessarytobringthisintothepre service teacher educationeducationaswell.oneimportantwayfortheteacher educatorstocontinuetheir learning about ICT integration as well as other methods of professional development, was to becomemembersofa'communityofpractice'(cop)andbothcontributetothecopaswellas take resources, ideas and other inputs from it, he suggested. The workshop would support participantstobecomemembersofthecopforteacher educatorsinkarnataka..2 Capturing participant profile In any capacity building process, it is important to capture participant profile, including their SeniorAssistantDirectorofPublicInstruction ReportonICTMediationworkshopforteachereducators,Bengaluru,March20155

CommunitiesofPractice forteachereducators(cop TE) CEMCA expectations and experiences. Such informations can provide a baseline to assess participant learningoveraperiodoftime,aswellasprovideinputsforrefiningtheworkshopcurriculum. Participantsfilledtheinformationthroughtheparticipantsinformationform,createdusinggoogle docs. Since an important aim of the workshop was to enable participants to continue their interactionsandlearningbeyondtheworkshop,emailid'swerecreatedforallfacultywhodidnot havethese,andallparticipantswereaddedtotheteachereducatorteachereducatormailinglistand alsothekannadaandsocialscience mailinglists. SourceBookreadingbyparticipants. Source Book Introduction D.EdsecondyearrevisedcurriculumICTMediation source book was introduced in this workshop to participants. Source book reading was a part of everydayworkforteachereducators. All sessions in this workshops started with this sourcebooksunits.participantsreadouttheirtopics in each sessions. This source book help them to understandtheunderlyingideasandprinciplesaroundictintegrationineducation.. Basic Computer Literacy The participants were at different levels of computer literacy. Even though the workshop was plannedassumingthattheparticipantswouldhavemediumtohighlevelsofcomputerliteracythere were many participants who did not had low computerliteracyskills.thisledtoaslightre arrangement as some topics which were not originallyplannedwereaddedtotheagenda. Mr.Rakeshstartedthesessionwithintroduction of basic hardware and computer device. Participantsspenttimegettingcomfortablewith TuxTypingICTsession Alsoitisobservedthatsocialscienceandlanguageteachersandteachereducatorsaregenerallylessexposedto ICTscomparedtomathematicsandscienceteachersandteachereducators.Theyarealsomuchlesscomfortable withenglish ReportonICTMediationworkshopforteachereducators,Bengaluru,March20156

CommunitiesofPractice forteachereducators(cop TE) CEMCA usingubuntuandemail.ittooktimeforparticipantstolearntonavigateawebsite.mostofthe participantswerecomfortablewithkannadaandnotinenglish. ParticipantsremarkedabouttheavailabilityofwebresourcesinEnglishandtherelativepaucityof materialsinkannada.thediscussionthenwentontotheroleofteachersandteachereducatorsin creatingresourcesinthekannadalanguage,eventhroughtranslatingexistingmaterialsinenglish, sothatthehugeimbalancecouldbecorrected.itwaspointedoutthatwhiletheenglishwikipedia hadmorethan5millionentries,thekannadawikipediahaslessthan20,000entries,itislessthan 0.5%oftheEnglishcontent.TheroleoftheInternetinpromotinglanguageswasdiscussed. Mr.VenkateshtookasessiononTuxTyping,whichwasaspecialisedsoftwaretohelplearnusethe keyboardeffectivelywithalltenfingers.participantspractisedthelessonsprovidedinthistool..5 Semantic mapping ThenextsessionbyMr.VenkateshwasonMindmappingorconceptmapping,thissessioncovered understandthemeaningofconceptmapping,creatingandusingconceptmaps,usingasoftware applicationcalledfreemind.participantsidentifiedkeywordsrelatedtoidentifiedtopicsandlisted allthewordsthatthatcomeintotheirmindwhentheythoughtofthattheword.theaimofthis sessionwastostimulatelateralthinkingandgenerativethinkingamongsttheparticipants,through theprocessesof creatingwordsandassociations.sincefreemindisagenerictoolforbuilding thinking skills,it is popularacross the teacherandteacher educator community,cutting across disciplines..6 Educational Applications ThenextsessioncoverededucationalapplicationswhichisrelatedMaths SciencesuchasMarble, Kgeography;webbasedGoogleapplicationsincludingYoutube(videoresources);Picasa(creating andsharingdigitalalbums),digitalmaps,translation,searchetc.werecovered. Demonstrationof these applications was done by Ms. Radha, post which the participants also had hands on experienceonthesetools.teachereducatorswereinterestedinknowingabouttheseapplications.. Audio and video editing Thenextsessioncoveredothereducationaltoolslike Audacity foraudiorecordingandediting, RecordMyDesktopforscreenbasedvideorecording.InmanyICTintegrationcapacitybuilding workshops,audioandvideoeditingis notcovered,sinceproprietaryapplicationsfortheseare ReportonICTMediationworkshopforteachereducators,Bengaluru,March2015

CommunitiesofPractice forteachereducators(cop TE) CEMCA extremelyexpensive.evenifthesearecovered,thechallengeisthatthelearnerscannotcontinue learning these tools beyond the workshops, or need to pirate software for doing so. In this workshop,sincethesoftwareapplicationstaughtarefreeandopen,userscanfreelydownloadthese toolsandusethem. Theparticipantslikedthissessionverymuch,sinceinbothlanguageandsocialsciencesteaching, videoscanbeaveryimportantresource.participantsalsowerehappythattheycoulduserecord My Desktop for dubbing existing videos in English into Kannada. In this context, the role of copyrightwasdiscussed.videosthatarecopyrighted(allrightsreserved)cannotbedubbed.here theimportanceofreleasingresourcescreatedoncreativecommonslicensewasemphasised.this ledparticipantstotheconceptofoer..8 Introduction of OER and KOER Theaimof KarnatakaOpenEducationalResources (KOER)istoconnectteachereducatorswith teachersovertheinternetandmaketheprocessofresourcecreationdynamic.mr.venkateshtook asessionwheredifferentwebsiteswhichcoveredarangeofcategoriessuchas;educationalgames, e commerce,travel,newsandopeneducationalresourceswereintroducedtotheparticipants.the participantswereaskedtoanalysewebsitesbasedonvariouscriteriasuchas;whatdoesthiswebsite havetooffer,istheregistrationfreeorpaid,cantheusercopyandsharetheresourceetc. Participantsalsotheylearnedabouttheimportanceoftheinternet,whatareOERs,thefourR'sof OERs5,whyOERshavebecomeimportant,globalandIndianeffortsinOER.Participantssearched KOERpagesforresourcesandlinks..9 Community of Practitioners TheCommunityofPractitioners(COP)platformseekstoconnectteachereducators.Participants weretakenthroughwww.teacher network.in.sincethisbatchofteacherwerefromkarnatakathey connected with other teacher educators from Karnataka over karnataka_teachereducators@googlegroups.com.the mailing list is accessible from the portal http://teacher network.in/.resourcescreatedbyteachersareavailablebyclickingontheresources linkonthehomepageofthehttp://teacher network.in/portal. ParticipantswereintroducedtoInternetandbrowsingaswellasemailing,sothattheycanhad 5 Re use,revise,re mixandre distribute ReportonICTMediationworkshopforteachereducators,Bengaluru,March20158

CommunitiesofPractice forteachereducators(cop TE) CEMCA interactionwitheachotherparticipants. Posttheworkshoptheparticipantswillsharetheirviews andresourcesovermailinglistsandwillbeexpectedtoparticipateindiscussions. 5 Meta processes and learnings 5.1 Ownership of the education department over programme ChitradurgaCTELecturerMr.Vishwanath Chitradurga CTE Lecturer Mr. Vishwanatha K.V. participated in the workshoponrddayandheinteracted with participants on ICT and Society topic. His session was thought provokingandparticipantsrealisedthat ICTsisnotpanaceaforallills,andcan have its own negative implications as well. MrRangadhamappa,thenodalofficer inchargeofthisprogramme,wasaseriousparticipantonalldaysoftheworkshop.hecontinuously encouragedtheparticipantsandtriedtoresolveanydifficultiesorchallengestheyfaced. 5.2 Main-streaming the COP Thedesignoftheprogrammedeliberatelyaimedtomakeitanintrinsiccomponentoftheteacher education system. The training was conducted by DSERT itself, facilitated by the SADPI responsibleforthededrevisedcurriculumroll out,andtheparticipantcostswerecoveredfromthe DSERT'sbudgetforthisprogramme.ThetrainingwasconductedinaICTlab,whichbelongstothe (Bengaluru Rural) DIET. Conducting the workshops in DIET ICT labs makes the programme sustainable,sincesucheasyorganisingofcapacitybuildingprogramsispossibleonlyduetothelab facilitiesbeingavailablewiththeteachereducationinstitution.itisalsotruethattheregularuseof theictlabfortrainingdietfacultyisalsoanimportantcauseforitsbeingwellmaintained. Integrating the programme into the DSERT's own activities, means that such processes can continue in subsequent years using the regular budgetary outlays of the education department, which makes the programme sustainable. ReportonICTMediationworkshopforteachereducators,Bengaluru,March20159

CommunitiesofPractice forteachereducators(cop TE) CEMCA DSERTiskeentocontinuestrengtheningtheCOPoverthenextfewyearssothatDIETsandother teacher education institutions can play their mandated role. Based on the priorities outline by DSERT,theplanforthenext 6yearcanbeoutlined. 5. Up-scaling the programme - Cascade workshops TheworkshopswerenotonlytotraintheparticipantsinICTintegrationinteacher education,but also to develop them as Master Resource Persons. As MRPs, they will conduct a similar programme6 formathematics andsciencedietfacultyinalldiets,thus followingacascade approach.thiswouldbethefirstoccasioninthestate,whereteachereducatorswillconductict capacitybuildingprogrammes,asresourcepersons,aspartofarevisedstatesyllabus. While the workshop had 22 participants, these 25 MRPs are expected to train around teacher educators and add them to the COP in the divisional cascade workshops. Having a larger membership can help in providing the traction to strengthen interactions and strengthen discussions amongst the COP members. It significantly leverage s the initial efforts in building the COP. 5. Free and open digital environment FOSS and OER Thelargescaleuseoffewproprietarysoftwaretools restrictstheimaginationandaspirationsof teachers and teacher educators. Many people believe software to be largely synonymous with proprietaryofficesuite.beingexposedtoafreeandopensoftwareenvironmentenablesteachersto seethatinsteadofbeingrestrictedto'whatcanidowiththefewsoftwaretoolsthatihave',the questionchangesto'whatisitthatiwanttodo,andhowcaniaccessanytoolthatcanhelpmedo that'.participantsremarkedthatmovingfromaproprietaryenvironmenttoafossenvironmentisa liberatingandempoweringpedagogicalexperience. Theadoptionofafreeandopenenvironmentenhancesthepossibilitiesofusersinstallingmultiple applications text,image,audio,videoediting,creatinganimations,semanticmaps,simulations, images,audio,videos,whichcansupporttheircontinuedlearning. ParticipantsweregivenacopyofacustomdistributionofUbuntuGNU/Linuxwith,000software packages, called 'Kalpavriksha, 'specially created for teachers and teacher educators by IT for Change.Animageoftheeducationalapplicationsavailableinthisdistributionisshownoverleaf. 6 CascadeworkshopisalreadystartedindistrictcentresanditisexpectedtobecompletedearlyMarch2015. A wish fulfilling divine tree in Hindu mythology, see http://en.wikipedia.org/wiki/kalpavriksha. The name signifiesthatthecustomdistributionhashundredsofsoftwaretoolstomeettheneedsandaspirationsofusers. ReportonICTMediationworkshopforteachereducators,Bengaluru,March201510

CommunitiesofPractice forteachereducators(cop TE) CEMCA WhileOERstandsforfreeandopencontentenvironment,FOSSstandsforfreeandopentool environment,digitaltoolsarewhatweusetocreatedigitalresources.theuseoffreeandopen means(fosstools)forfreeandopenends(oer)wasdiscussedwithparticipants,whounderstood suchalignmentpromotesintegrityinthinkingaboutictintegrationineducation. 6 Participants Feed back Participantfeedbackwasobtainedusinggoogleforms.Asummaryofthefeedbackisbeingshared ontwoareas thelearningareascoveredintheworkshop,andthefacultyfortheworkshops 6.1 on what they learnt Towhatextenttheworkshopwashelpfulinthefollowingareas: basiccomputerliteracy,useofinternetforlearning,understandingtheuseofwritingand accessingoers,developingskillsforcommunicatingwithpeers. (Theresponsesforthisquestionwerethuseither'SomewhatEffectiveor'Toalargeextent Effective'.Thetwootheroptionsforthisquestion,whichnoparticipantselectedwere'Somewhat NotEffective'and'NotEffective'.) Understanding [Understanding and developing and developing Understanding Understanding Understanding skills for skills for Open the use of and developing writing and communicating Educational Internet for skills for basic accessing withpeersover Feeback Resources Somewhat To a large 15 learning 16 ICTLiteracy 12 resources 10 9 mailandcop 12 extent Total 19 19 19 19 19 Result ComparedtotheMathsScienceteachereducators,languageandsocialscienceteacherseducators weremuchlessawareandfamiliarwithicts.(wehaveseenthisinourextensiveworkwithhigh ReportonICTMediationworkshopforteachereducators,Bengaluru,March201511

CommunitiesofPractice forteachereducators(cop TE) CEMCA schoolteachers aswell.mathsscienceteachereducatorsarefarmoretech savvycomparedto languageandsocialscienceteachers).henceamajorityofparticipantsfelttheyneededmoretime forpractice. 12 Understanding and developing skills for communicating with peers 9 Understanding and developing skills for writing and accessing resources 10 12 Understanding and developing skills for basic ICT Literacy Use of Internet for learning Understanding Open Educational Resources Somewhat 0 2 To a large extent 16 15 6 8 10 12 1 16 Thelowestscores(withmost'somewhat'response)isfor Understandinganddevelopingskillsfor writingandaccessingresources,whichisunderstandablesincewritingisaverydifficultacademic process. 6.2 on who they learnt from Q.Kindlyrateingeneraltheeffectivenessofthetrainers Theresponsesforthisquestionweremostlyeither'SomewhatEffective'or'Toalargeextent Effective'.Forlasttwoquestions,oneresponsewas'SomewhatNotEffective'.Theremaining optionforthisquestion,whichnoparticipantselectedwasand'noteffective' ReportonICTMediationworkshopforteachereducators,Bengaluru,March201512 18

CommunitiesofPractice forteachereducators(cop TE) CEMCA Somewhat Effective 9% 100% 90% 80% 0% 60% 50% 0% 0% 21% 20% 10% 0% Very Effective 5% 6% Somewhat Not Effective 9% 68% % b.organization and Presentation a.knowledge of the subject matter % 26% 16% c.style and delivery d.responsive to participants e.creating appropriate learning environment 6. Qualitative feedback Qualitativefeedbackwasalsosoughtfromparticipants. Q.Howcanwemakethegroupofteachereducatorsintoa'ProfessionalLearningCommunity" (PLC)alsocalledasCommunityofPractice(COP) Theresponsesincludedthefollowing(languageeditinghasbeendonetomakeitcoherent): 1. Bymakingitalargergroupsandbyconductingregulartrainings. 2. Bysharingofviewsthroughthenetwork. Byusingourphysical,intellectualeducationalandtechnicalresourcesatthemaximumextent forthedevelopmentofourprofessionandthenation.. Byplanningfornewconceptsandideastodevelopinourprofessionallearning 5. Bystudyanduseoftechnologyinpersonalandprofessionalliveseveryday 6. BycreatingnewactivitiesregardingeducationdevelopmentthroughICT.. Byinteractionsofteachereducatorswithoneanotherthoughtheystayindifferentplaces. 8. Bysharingandbyraisingourdoubtsandseekthenecessaryhelpfromresourcepersons TheKeylearningsandWayforwardsectionarenotcoveredhere,sinceithasbeencoveredinthe firstworkshopreport. ReportonICTMediationworkshopforteachereducators,Bengaluru,March20151

CommunitiesofPractice forteachereducators(cop TE) CEMCA Annexures.1 Annexure A - Participant information form details Theparticipantsfilledagoogledocandprovidedthefollowinginformation 1. Yourname ನಮ ಮ ಹಸರರ 2. Yoursubjectsofinterest/work. YourSex. YourDateofbirth 5. YourInstitutionname 6. District ಜಲ. Yourcellphone ದದರವಣ 8. Email ಇಮಮಲ 9. Doyouuseacomputer ಕಕಪಪಟರ ಬಳಸರತತಮರ 10. Doyouownapersonalcomputer ಮಮಯರಕತಕ ಕಕಪಪಟರ ಇದಯ? 11. DoyouaccessInternet ಇಕಟರರನಟ ಬಳಸರತತಮರ 12. Haveyouattendedasimilarprogrammebefore?(ICTintegrationintoeducation) 1. Whatareyourexpectationsfromthisworkshop ಈ ಕಯರಗರದಲನ ನಮ ಮ ನರಮಕಗಳಮನರ ReportonICTMediationworkshopforteachereducators,Bengaluru,March20151

CommunitiesofPractice forteachereducators(cop TE) CEMCA.2 Annexure B - Workshop Agenda No Topic Method Day 1 Time Objectives/Outcomes Introduction,Computerbasics,conceptmapping Participants fill up the participant information form. Objectives/ Outcomes/ approach discussion and common understanding.sincethisisamrpworkshop,participants will need to fully understand the course contents, course methodologies and how these can be shared with teacher educatorsinthecascadeworkshops.mrpswillbeexpected Presentati togothroughthecoursecontentsandmakepresentationsin 100 on and teams,whichwillbecreatedonday1.allocatesectionsfrom Introduction to 1 theprogramme 110 s subsequently. ICT and Society 110 Demoand (history 2 discussion source book to teams of faculty to read and present and discussion evolutionofict) 1200 s SharedunderstandingofthehistoryandevolutionofICTs Practise tux typing. Text editing as a resource creation method. Embedding images and links in text documents. Kannada set up and Kannada typing using i Bus. (Basic navigation) Since the MRPs are already expected to be reasonablycomfortableinusingtexteditors,thiswillserve asarefreshers/supplementingwithadvancedtopicsintext Basic Processing Text 12.00 hands on thisworkshopandsaveitintheirownfolderinthecomputer Demonstr Explain about Computer Hardware. Input Output devices, a Demoand editing,eachmrpwillmaketheirownmetadocumentfor ation and Ubuntumenu,Applications overview,creatingfolderand OperatingSystem 0 hands on fileandrenaming.creatingshortcuts,exploringthemenu Using Freemind for creating mindmaps in Kannada and Demonstr English, use of mindmaps for explaining concepts for a 0 ation and topic.insertlinks,images,images,formatingseeingconcept Conceptmapping 50 hands on mapsonkoerfordifferenttopics ReportonICTMediationworkshopforteachereducators,Bengaluru,March201515

CommunitiesofPractice forteachereducators(cop TE) CEMCA Create mail id for those not having and add to Karnataka_teachereducators@googlegroups.comandalsoto subjectforumsasrelevant.makeparticipantsasmanagersof thetecopgroupsandtheirsubjectgroups Day 221.01.2015 /0.02.2015 Internet, Web Educationaltools(science,language),email browsingict and education (teaching Presentati learning on, processes,collabo discussion Morning recap of previous day. reading time. concept, rative and peer 90 s 1 2 learning) Language 11 and presentation and discussions. Possibilities in integrating hands on ICTsandeducation.KOERbrowsing(includingusefulsites) Presentati Kanagram/Khangman,onlinedictionaries,translationtools, teaching on and resources,languageresourcesites,accessingkoerlessons integratingicts hands on forthetool(2binsecondworkshoponly) Presentati on and E mail,sentandreceivingthemailseachotherandgoogle Emailing Exploring 0 hands on groups.attachments,emailetiquette,plcs Presentati different gadgets on, laptops,mobile discussion gmail / email on phone. configure whatsapp group phones, digital 0 s cameras using different electronic gadgets comfortably, configure and (DEdMRP),transferringphotosandsongs frommobileto 50 hands on computertopendriveetc Day ICTandSociety Educationaltools Presentati (Socio cultural on and and economic 90 discussion Morning recap of previous day. reading time. concept, 1 2 implications) 11 s Social Science 11 presentationanddiscussions Kgeography, Mapping, Marble, Accessing KOER lessons teaching forthetool ReportonICTMediationworkshopforteachereducators,Bengaluru,March201516

CommunitiesofPractice forteachereducators(cop TE) CEMCA integratingicts Presenting lessons 0 Participantswilldemoandsharebothscienceandmaths Presentati on and 0 discussion browsinganddiscussiononunit2ofsourcebookandhand Openhouse 6 s book(indivisionalgroups) Day Advanced Internet (basic Morningrecapofpreviousday.readingtime.Introductionto working/ Internet.Searchingresourcesininternet,searchforrelevant architectureofthe Presentati material and useful websites, Internet safety. Becoming Internet), on and members of the "Teacher Educators Communities of information 1 accessmethods 11 Audio, image usage 2 90 discussion Practice"(COP)andsharingmessagesintheCOP virtual s forums themailinggroupandthecopportal Presentati and 11 on and Audio, image and Video usage and processing. Creating processing 10 handson audiorecordswithmobilephone,videowithlaptop Presentati on, Principles, access, use and adoption of OERs, Internet discussion OERs,Internetsafety.Digitalcommons,thefreesoftware Understanding 20 s and and open access movements, demo OERs on maths and digitalcommons 0 handson 0 Demo Videorecording 5 1 science browsinganddiscussiononunit1ofsourcebookandhand Openhouse 50 book(indivisionalgroups) Day 52.01.201 Cascade Openhouse 90 Presentati BrowsinganddiscussiononUnitofsourcebookandhand 11 on and book(indivisionalgroups) discussion ReportonICTMediationworkshopforteachereducators,Bengaluru,March20151

CommunitiesofPractice forteachereducators(cop TE) CEMCA s Planning the cascade workshops, readiness Presentati to on and transact course, 11 discussion Review thehandbookformethodology.discussingthe 2 methodologies 120 s dayagenda.settingictlab,discussdietlab Presentati Basic numerical on, computations discussion using 120 s and spreadsheets Continuing 10 hands on resource sharing on KOER and Presentati learning through on and forum, follow up discussion activities Discuss s Assignmenttocomplete(digitalresourcecreation) and develop assignment for self ReportonICTMediationworkshopforteachereducators,Bengaluru,March201518

CommunitiesofPractice forteachereducators(cop TE) CEMCA. Annexure C List of participating teacher educators No ParticipantsName InstitutionName DistrictName 1 A.N.PYATI DIETBELAGAVI DIET BELGAUM anpyati15@gmail.com CHIKKABALLAPU 2 5 HARISHAHG SANNAPYATEPPA SYEDSAMIULLA SHANKARAPPA.GANJI CHIKKABALLAPUR DIETYERAMARUSR DIETKOLAR DIETBELAGAVI GOVT.D.EDCOLLEGE R RAICHUR KOLAR BELGAUM DAKSHIN harishahg@gmail.com aspujwal12@gmail.com syedsamiulla1@gmail.com sdganji15@mail.com 6 VIJAYALAKSHMI.A.M PADMANABHA.H.N. BALMATTA DIET.MANDYA KANNADA MANDYA UTTARA amvijayalakshmi22@gmail.com dietpadmanabha@gmail.com 8 9 KALPANANSHETTY DIETKUMATA VIJAYALAXMINKUNTI DIETILKAL DIET,BANGALORE KANNADA BAGALKOT BANGALORE kalpanashetty50@gmail.com kuntivijaya@gmail.com 10 11 SMT.M.SHEELARANI. G.RUDRAMUNY. SHIVAPRAKASHA RURAL DIETBALLARI RURAL BELLARY sheelaranim2@gmail.com rudramunig56@gmail.com 12 1 1 15 16 CHIGATERI NAGABHUSHANAHB V.VASANTHAMMA. K.M.KRISHNAKUMAR JANAKISP BASAPPAC DIETBALLARI DIETBALLARI DIETMANDYA. DIET RAMANAGARA GMWTTIMYSORE T.T.IFORUMEN BELLARY BALLARI MANDYA RAMANAGARA MYSORE spchigateri68@gmail.com nagbhushanhb@gmail.com vasanthakumar.cst@gmail.com dietkrish@gmail.com janakisp@gmail.com 1 YERALADINNI DHARWAD DHARWAD basavpriya@gmail.com GOVT.T.T.I.CHICKBALL CHIKKABALLAPU 18 MOHANESHA.K.H APUR ALAMEENDED 19 SHAHEENTAJHA COLLEGEKOLAR KOLAR SOWBHAGYALAKSHMI ST.TERESA'SWOMEN'S BANGALORE shaheentajdec5@gmail.com 20 BAIK. URBAN BANGALORE sowbhagya.stti@gmail.com 21 JAYANTHIMAGDALENE SACREDHEARTTTI URBAN jayanthiantic@gmail.com T.T.I. R EmailID khmohanesh@gmail.com ReportonICTMediationworkshopforteachereducators,Bengaluru,March201519

CommunitiesofPractice forteachereducators(cop TE) CEMCA. Annexure C Cascade workshops - List of teacher educators to be covered No 1 2 5 6 8 9 10 11 12 1 1 15 16 1 18 19 20 21 22 2 2 25 26 2 28 29 0 NameoftheDIET DIETBengaluruurban DIETBengalururural DIETThumakuru DIETRamangara DIETChikkaballapura DIETKolara DIETChitradurga DIETShivmoga DIETDavanagere DIETMysuru DIETKudige DIETChamarajanagara DIETMandya DIETHasana DIETChikkamagaluru DIETMangaluru DIETUdupi DIETBelagavi DIETDaravada DIETBijapura DIETIlakal DIETGadaga DIETHaveri DIETUttarakannada DIETKamalapura DIETBidar DIETYaramras DIETYadgiri DIETBallari DIETKoppala Total Numberofteachereducatorstobecovered 26 10 6 9 10 5 10 1 8 5 1 25 11 12 8 9 18 9 6 The21DIETfacultywhoweretrainedinthisworkshopwillfurthertraincolleaguesacrossthe entirestateandbringthemintothecop. ReportonICTMediationworkshopforteachereducators,Bengaluru,March201520