ICT in School Education and Policy Matters
September 2010

ICT in School Education and Policy Matters

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eINDIA 2010 hosted the School Education INDIA 2010, where eminent dignitaries witnessed deliberation on Rashtriya Madhyamik Shiksha Abhiyan, strategising and implementation of policies on usage of ICT, challenges in developing eLearning and role of ICT in advancing inclusive education. The track also included discussion rounds on different education models, pedagogy and andragogy in ICT mediated classrooms, as a part of Principals’ Conclave.

Session I

Role of Technology in Rashitraiya Madhyamik Shiksha Abhiyan (RMSA) Programme: Challenges and Opportunities.

The aim of the session was to carry out deliberations focusing on the provisions and hindrance in implementation of the said initiative and role of ICT in its facilitation.


In about 7000 schools ICT implementation has been done, out of the 18000 high schools in the Andhra Pradesh. Teachers are given training for updating them with the ICT element.



The Panelists for Session I consisted o

Chair:Chair: • Dr D Samba Siva Rao, Secretary, School Education, Government of Andhra Pradesh· Co-Chair: • Shri Subhash C Khuntia, Joint Secretary, Department of School Education and Literacy, Ministry of Human Resource Development, Government of India; • Dr SS Jena, Chairman, National Institute of Open Schooling, Government of India; • Dr Subir Roy, Technical Adviser, School education Department, Government of West Bengal; • Amit Gupta, CEO, S Chand Hartcourt (India) Pvt Ltd
HIGHLIGHTS FROM THE SESSION Dr D Samba Siva began the session with a welcome  address, with a note on the Sarva Shiksha Abhiyan. Then he elaborated upon the RMSA  initiative of the government, for secondary and senior secondary education/ high school. He
elaborated that in about 7000 schools ICT implementation has been done, out of the 18000 high schools in the state. Teachers are given training for updating them with the ICT  element. He fi nished by insisting upon improving the quality of service provided, so that RMSA can be worked upon with the best. Dr SS Jena gave a presentation on ICT in open  schooling in context of RMSA. Open schooling is seeing a paradigm shift from one time schooling to life long education, fi xed to fl exible timing, instructional based learning to learner based instruction, and so on. He spoke about the challenges in the fi eld, course delivery system, augmentation of learning resources, PPP and ICT based resource support for open schooling. Dr Subir Roy talked about ICT implementation at schools and use of computers only, for ICT literacy. He told about RMSA in West Bengal with 10,000 secondary schools , grant of INR 5 lac per school, challenges being faced, and concluded by talking about effective elearning systems (to comprise of interactivity and simulation). Amit Gupta then spoke about large Indian market space, requirement of a policy to let the private players interact at large with the education system. RMSA needs to bring not a few but all schools together under the benefi t umbrella. He concluded by requesting government representative Shri SC Khuntia, to consider giving an “actual shape to PPP models” allowing more private participation and benefi t to maximum number of schools. Shri SC Khuntia then addressed the gathering, beginning by speaking about RMSA, as a logical extension to SSA. Universalisation of  ducation through  secondary education is a highlighting factor for RMSA. He emphasised on need to increase access, equity and quality – the three pillars for RMSA. He spoke about new ways of learning, that are ICT enabled and initiatives being taken by government for the same. For instance, in KVS and NVS are mostly ICT enabled now, under the ICT enabled school
scheme. There is an effort to equip high school children to cope with future and it is a must to make teaching-learning can be enhanced using ICT as leverage. He spoke about capacity building of teachers and importance of PPP as being envisaged under RMSA. Government has
been recently working on Draft National Curriculum for Teachers and there ICT is being included in every pre-training course and also the in-service training programmes. He also described about providing online libraries, e-comprehensive evaluation and assessment, easy
monitoring for the parents regarding the school progress of children and scholarships for the children with use of ICT. Near the end of his address, he explained that besides scholastic activities many other educational activities, along with curriculum reforms and classroom transactions will also be facilitated by ICT,  nder umbrella of RMSA.
SESSION II
MOVING TOWARDS DIGITALLY EQUIPPED SCHOOLS: PRIORITIES AND CHALLENGES
The aim of the session was to have secretaries and principals of schools to discuss the ways to deliberate on how interactive classroom teaching learning modules can be developed and
implemented. The Panelists included – In the beginning of the session, Seetha Kiran gave a presentation on digital schools or the smart schools. She appreciated CBSE for bringing in CCE
into curriculum. She insisted that 21st Century demands that students have to be “innovative thinkers and then we have to make them learn, helping them to construct knowledge” and it is a must for teachers to have ICT in classrooms. Andwe can not afford to  say that we do not have ICT enabled schools. Terry Wason, next spoke highlighting the role of in-service professional development and to strengthen teachers skills. He also explained that social networking sites should be considered as learning sites such as teacher tube, a part of YouTube based site, where teachers share their learnings. C Neelap put forth two questions – whether you should create technology or perpetually be acceptable of people who create technology for school. He described that it is important to include ICT in teaching so that we can compete with global standards. He insisted that the preachers must provide guaranteed quality knowledge and smiling learning which makes every student effective user of technology. K Sadagopan mentioned that eLearning is better known as “extended or revolving
or everywhere learning.” He explained that future will be better than. The traditional methods are being challenged today and ICT implementation, especially in past ten years, has proved its worth with increased graduation rate, more meaning connection between staff and students and stronger relationships of academic institutions with business. He told that quality content acquired for effective teaching-learning and fi nally said, “we need to bring learning to people instead of people to learn.”Prof BP Khandelwal, to begin with, spoke about life long learning. Technology has arrived, has made learning more vibrant and things are being turned into more interactive and attractive in classroom. He made an important
point that teachers and their value must never be negated. He mentioned about importance of values that lie in education and International Commission Report for Education adopted by all UNESCO member countries where emphasis is on ‘learning the treasure within’. He put
forth that with technology there should be implementation and supplementation, especially with respect to capacity building.

SESSION III DIGITAL STORYTELLING: ICT MEDIATED LEARNING AND PRACTICES (SPECIAL SESSION SPONSORED BY COMMONWEALTH OF EDUCATIONAL MEDIA CENTRE FOR ASIA)
The aim of the session was to share stories related to using radio media for dissemination of knowledge in schools. The panel consisted of – HIGHLIGHTS R Shreedher introduced some
international delegates to speak on the digital stories for enhancement in school education. Prof Vasudha Kamat moderated the session. Vandana Arimardan talked about work of CIET, where they have two audio studios and two video studio from where daily networking, conferencing and interactive programmes are broadcasted. She described that they broadcast
programmes from Gyan Vani and Gyan Darshan. They have 12 channels and thousands of audio clips of historical importance. Then she elaborated about the launch of ‘I-Radio’, which is a form of web-casting. For the broadcast towers are required while I-Radio operates with
help of a cost effective set up and from there send signals from internet (use of MTNL Broadband), globally. They work forthe education of children with effective use  f technology.
Prof Kamat added to above that they also convert text books into to digital books that are available to visually challenged students. Khor Kok Yeow talked about ‘Life Size’ webcast method at WOU. He explained about the biggest challenge in usual webcast is the cost, which is very expensive. He talked about challenges available at WOU – the bandwidth, audio
and video and Internet – for implementationof I-Radio in Malaysia. Finally, about the  I-Radio implementation he told, “It was a big success when received positive feedback and comment from different RO and public internet users, knowing that the audio/video is clear and without lag.”Ahmadzulkarnin Ramli presented a case study – ‘Digital Story Telling (DST): The Case of Open University Malaysia (OUM). At OUM, DST has been seen as a facilitator of learning both by itself and in combination with other instructional elements. He concluded by saying, “In order to stimulate DST development for education purposes at acceptable cost and timeline; investing to have an in-house Learning Materials Development Centre (CiDT) is the right decision for OUM.” Buddhika gave a presentation on ‘Telradio’, a form of internet radio service. He briefl y explained the meaning of digital story telling as an “art of telling stories with a variety of digital multimedia and DST workshops that have been conducted in Sri Lanka. He spoke about applications of the same in the area of health care, education, disaster management and community. The challenges faced by his institution mainly comprised of script writing, content dissemination and low number of DST produced after the workshops. Kalinga Athulathmudali spoke about how I-Radio helps in breaking geographical boundaries in elearning. He explained the concept of ‘Tech Katha’, and explained that how iRadio is a highly interactive, on demand way of breaking language barriers, sharing knowledge and
building communities with self-support. Zeena Abdul Gafoor gave a presentation  on I-Radio in Maldives. They started this programme in Maldives about six months ago. She described the workshops hosted through I-radio with parents, teachers and students, to disseminate knowledge to all. To sustain and maintain I-Radio there is an Education Development Centre, where there is a station and a studio; and with  help of professional experts broadcasting of relevant programmes is done but a major challenge is presence of only a few producers. SESSION IV ROLE OF ELEARNING TO ENHANCE SUBJECT KNOWLEDGE OF STUDENTS
The aim of the session was to explore how multi-media instruments can help in encouraging children to learn in productive way, through deliberations amongst the implementers of learning. The panelists included- HIGHLIGHTS Pameila Khanna began by giving an introduction of the topic and elaborating  n the use of ICT in enhancing subject knowledge of students. Simmi Kher introduced Tony Blair Faith Foundation  that connects schools across globe with video conferencing. She then gave  presentation on Web2.0. She spoke from perspective of being teacher and how motivation can help teachers to use ICT effectively for classroom teaching. She gave a few other connotations of ICT – information connecting technology, information collaboration technology, and information cultural change technology. Then Vineet Koka spoke about the how elearning can help students effi ciently grasp knowledge. For them he demonstrated example of how a lesson can be planned with help of technology, which is easy to be memorised and understood by students, on blood clotting. He explained how technology they provide can produce uniformity in teaching, cover absence of a teacher, help students in practicing on their own, is simple to use and requires minimum hardware. James Shanely spoke about use of interactive whiteboards. He introduced Ahmadzulkarnin Ramli presented a case study – ‘Digital Story Telling (DST): The Case of Open University Malaysia (OUM). At OUM, DST has been seen as a facilitator of learning both by itself and in combination with other instructional elements. He concluded by saying, “In
order to stimulate DST development for education purposes at acceptable cost and timeline; investing to have an in-house Learning Materials Development Centre (CiDT) is the right decision for OUM.” Buddhika gave a presentation on ‘Telradio’, a form of internet radio service. He briefl y explained the meaning of digital story telling as an “art of telling stories  ith a variety of digital multimedia and DST workshops that have been conducted in Sri Lanka. He spoke about applications of the same in the area of health care,  education, disaster management and community. The challenges faced by his institution mainly comprised of script writing, content dissemination and low number of DST produced after the workshops. Kalinga Athulathmudali spoke about how I-Radio helps in breaking geographical boundaries in elearning. He explained the concept of ‘Tech Katha’, and explained that how iRadio is a highly interactive, on demand way of breaking language barriers, sharing knowledge and building communities with self-support. Zeena Abdul Gafoor gave a presentation on I-Radio in Maldives. They started this programme in Maldives about six months ago. She described the workshops hosted through I-radio with parents, teachers and students, to disseminate knowledge to all. To sustain and maintain I-Radio there is an Education Development Centre, where Chair: • Pameila Khanna, Principal, CHIREC Public School; • Simmi Kher, India Coordinator, Tony Blair Foundation; • Vineet koka, Vice President, Marketing & Ops, Designmate (I) Pvt Ltd· J a m e s Shanely, Director Sales, Mimio; • Peter Cahill, Education Media and Publishing Group International (an affi liate of Houghton Miffl in Harcourt), VP Business  Development and Strategy, Ireland; • Praveen K Pavuluri, Vice President, Prapan  olutions Pvt Ltd.Mimio’s new suite of interactive  whiteboards. He laid emphasis on delivering quality and effectiveness through content loaded within the interactive white boards. Praveen K Pavuluri talked about integrating technology in primary education. He spoke about the addon technology education services, his company provides to schools and state governments, especially after school, to disadvantaged children. He talked about empowering schools with technology and using multimedia for helping students and teachers to build their respective capacities. Peter Cahill, talked about how before use for teachers it’s a must to  nderstand any elearning technology which has to be used. The motive of his company is to empower teachers to create better learners. He spoke about quality of teacher in classroom, appreciating different activities that teachers indulge in schools, understand the needs of teachers, understand student needs  and considering increasing level of engagements of students. After each session, there was a question-answer round, after which all the speakers were thanked with a token of appreciation.
SESSION V
STRATEGISING AND IMPLEMENTATION OF POLICIES ON USAGE OF ICT IN LEVERAGING LEARNING
The aim of the session was to invite stakeholders from government to discuss effective use of ICT tools in School Education. The Panelists included – The session began with address by K Anwar Sadath. He spoke about the ICT implementation in school Chair: • K Anwar Sadath, Director, IT@ Schools Project, General Education Department, Government of Kerela; • Dr Sushmita Mitra, Director, SSS, NIOSS Selvaraj, Assistant Commissioner, KVS, Andhra PradeshAmit Khanna, Business Development Director, N Computing; • Satish Jha, CEO, One Laptop Per Child (OLPC); • Ranjit Singh, CEO, Genee Solutions India Pvt Ltd; • John Reder, Education Market Development Manager, DLP Products, Texas Instruments. (L-R) Shri K Anwar Sadath, S Selvaraj, Amit Khanna, Satish Jha, Ranjit Singh and John Rede  education in Kerela. He highlighted points on policy framework, infrastructure readiness (equipped computer labs with broadband), capacity building (extensive teacher training programmes) and content development and management (inlcuding multi-faceted approach in schools including tools such as – Print, TV, Satellite & Web Media). Dr Sushmita Mitra talked about how ICT has changed learning into a 24/7 process. She elaborated that technologies available today and traditional pedagogy are bound to have some tensions as they are different in terms of activities done, type of learning (collaborative vs instructional), creativity, integration of theory and practice, and evaluation. She concluded by saying, “Strategy plan ought to stress on complete integration with existing structures, processes and critical issues for a change for future.” S Selvaraj presented a comparison of education at Kendriya Vidhyalayas before the advent of ICT and in present situation. He described the ICT facilities available at schools and how teachers use the same effectively to teach the class. He later discussed the research papers
and articles available on ICT use in schools. Ranjit Singh to begin with gave introduction on his company – Genee Solutions. He later elaborated how they provide educational solutions to supportteachers in making classroom learning  more fruitful. He explained, with help of  emonstration  f the equipments they manufacture, that “Technology has so much more fl exibility, impact and opportunities for student inclusion.”
SESSION VII
BREAKING BARRIER TOWARDS ACCESS AND SUCCESS: TECHNOLOGY AS ENABLER IN INCLUSIVE EDUCATION
The aim of the session was to invite the educationists to discuss how technology can support seamless education across various disparities. The panelists included – HIGHLIGHTS Usha D Reddy began the session by introducing the title and deliberating on the same. She spoke about the importance of using technology in a balanced manner – neither over doing it or underplaying its role. She described that it is essential for teachers to be familiar with the technology and use the resources that are available with them. Cooperation from private
sector is of equal importance. She fi nally spoke about importance censorship of digital content and bridging the gap between the economically diverse groups. Md. Afzal Hossain Sarwar, spoke about ICT implementation with respect to teacher training, classroom teachinglearning, supplementary materials, and self-learning materials. He talked about different kinds of digital content and efl ected on the ‘Bottom-up’ approachin teaching, in Bangladesh. He further elaborated upon empowerment of teachers, use of multimedia and need of active leadership for combining the efforts of technologies and human efforts; along with Business Process Re-engineering.  S Venkatesh talked about Manipal Education and TutorVista. He talked about the credentials of the same, elaborating the methodology (containing canned teaching, mapping the learning process, using semantic technology and assessingMd Afzal Hossain Sarwar  It is essential for teachers to be familiar with the technology and use the resources that are available with them. (L-R) S Venkatesh, Hariharun M, Md Afzal Hossain Sarwar, Dr Usha D Reddy and Krishan Kha na Chair: • Usha D Reddy, Principal Meridian School • Md Afzal Hossain Sarwar, Content Development Associate, Access to Information Project, PMO, Bangladesh; • Hariharun M, CEO, Hicommands Tech India Ltd; • Krishna Khanna, Chairman, i2K; • S Venkatesh, Tech Architect, Edurite. the impact). He described a view of next generation classrooms, that would be solar powered, 3G connectivity, and projection technologies. Krishan Khanna began by describing thirty one demos of technology platform  that i2K provides. He talked about the future education which will see artifi cial intelligence, 24/7 learning, one to one mentoring, change from teacher centric system to student centric learning system.  e told that every human being has a different style of learning- so teachers will have to learn to work with diverse personalities. He fi nally spoke about the interactive, one to one mentoring, artifi cial intelligence platform they provide supports 11 Indian languages and is low cost . Hariharun M spoke about the platform
Hicommands company provides in education sector. He explained how ICT implementation is usually confi ned to use of computers and projectors in the classrooms. He explained that his company specialises in emerging pedagogy and they train teachers to be comfortable with use of technology. They support interactive reinforcement, help teachers customise course to suit
students and be part of learning process. With this the two day track on school education came to its closure.

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