A virus may be apolitical but our response to it reveals biases and inequities in our systems. As we all adapt to the new “normal”, it is critical that we look at the stated and unstated assumptions, and implicit and explicit changes being made to our social welfare systems, which impact people differently.
Millions of children have been…
Over the last two decades, several private ed-tech companies have rolled out ICT programmes in government schools using the BOOT model and proprietary software. However, the BOOT model bypasses the teacher and fails to demonstrate significant impact on learning processes or outcomes. This article discusses why we need non-profit, free and open…
The paper is the documentation of the ‘Digital Storytelling’ (DST) project run by the authors with teachers and students in seven different goverment high schools. This academic process of creating digital stories and using them in several educational endevours are the central theme of this paper.
India is seen to have…
IT for Change (ITfC) worked with Karnataka Education Department (2011-16) on the ‘Subject Teacher Forum program’ (STF), to build a model of in-service teacher education (INSET) that integrated Information and Communication Technologies (ICT) for creating subject-wise professional learning communities (PLCs) of government high school teachers.…
Gurumurthy is the convenor of the syllabus development committee of ICT Mediation paper in the revised D.El.Ed syllabus for Karnataka. Originally developed in 2012, this paper has now been revised to reflect the experiences from Subject Teacher Forum and the Teachers' Community of Learning programs implemented in Karnataka. The ICT Mediation…
Mathematics teaching in government high schools is challenging. The general difficulty in mathematics, of moving from concrete to abstract, is aggravated by lack of home support, poverty, high stakes SSLC examinations, and students not being ready for high school concepts. Teachers often transact the syllabus, assuming students to have an…
Content and pedagogy are seen as inter-twined components of learning1, However, the textbook culture2 sees the teacher as a mere disseminator of the prescribed text book . This emphasis on pre-defined content and creates a disconnect between the teacher and teaching learning process. It has been found that the creation of digital curricular…
Paper presented at the National Conference on ICT in Education, organized by Regional Institute of Education, Mysuru from 1-3, February 2017.
Abstract
In-service teacher-education (INSET) in the Government school system is characterised by centralised program design, didactic teacher professional development (TPD) processes and…
Sriranjani Ranganathan was invited to be a member of the ‘Research Group on Teacher Education of the Task group - Karnataka State Education Policy’, set up by the Karnataka Jnana Aayoga (Karnataka Knowledge Commission), Government of Karnataka to develop the recommendations for the Karnataka State…