Information and Communication Technology (ICT) happens to be the sine-quanon of the present day society to catch up with the emerging trends and holds a lot of promise for posterity.
The State of Karnataka has gained world wide recognition for being in the Vanguard of the revolution in Information and Communication Technology. It is all the more necessary for the State to produce bright scholars who are skilled in computers to meet the requirements of the present day society. Realising this need Government of Karnataka in 2000 took a decision to introduce Information Technology in schools.
Computer Education and Computer based education was introduced in 1000 government secondary schools under the Mahithi Sindhu project, which was funded exclusively by the state. In addition, 150 government secondary schools under Revised CLASS project, 88 government secondary schools under the Eleventh Finance Commission project and 480 government secondary schools under ICT Phase-I project and 1571schools are covered under ICT Phase-II project in the State
The Government of India in 2005 – 06 has approved ICT@ schools under phase I scheme in 480 schools and under Phase II scheme in 1571 schools in Karnataka state. With this the coverage of computer education program in the state has gone up to 3298 government secondary schools.
Under the central ICT scheme the following infrastructure is envisaged:
|SL.NO.||INFRASTRUCTURE PROPOSED||UNIT COST|
|1.||10 PCs/Printer/scanner/web camera/modem etc||4, 05,000|
|2||Operating system/ Application software||20,000|
|8||Maintenance (50% of AMC)||20,000|
|Recurring costs*||1, 34,000|
Additional items such as generators, preparation of computer labs including civil repairs, cabling and provision of electricity is subject to an over all maximum limit of Rs 6.70 lakhs per school. The central governments’ share is restricted to Rs.5.00 lakhs per school
I.C.T. Project phase I in 480 schools has been implemented through Everonn (216 schools) and Educomp (264). ICT Project phase II in 1571 schools through Educomp. The Agencies are identified through Tender process. This project period is over. continuation project proposal sent to RMSA through the MHRD and GOK.
The Government of India ( G.o.No. FNo-11-20/2007 dated .27-09-2007) in 2005 – 06 has approved ICT@ schools scheme in 1571schools in Karnataka state
This project is centrally sponsored scheme. Under I.C.T Phase-II Project, Computer education and computer based education has been implemented in 1571 Government High Schools in all over Karnataka. These schools are categorized on the basis of student’s strength. The students more than 150 are considered as A category and more than 350 is B category. Out of 1571 schools, 108 schools have been identified as B category Schools. The Total cost of the Project is Rs. 105.26 crores. Central Government has released Rs 31.42 Crores (G.o.No. FNo-11-20/2007 dated .27-09-2007)as first installment. The State Government has distributed Rs.11.78 crores for room preparation in 1571 schools (Rs.75, 000/- for each school) Every Year 4, 03,550 lakh students are going to get benefit under this project
Under this project the following infrastructure envisaged
|SL.NO||INFRASTRUCTURE PROPOSED||UNIT COST|
|1||10PCs/ Printer/ scanner/ web camera/ modem etc.,||4,05,000-00|
|2||Operating system/ Application software||20000-00|
|8||Maintenance(50% of AMC||20000-00|
Additional items such as Multimedia Projector j) K-YAN or equivalent kit , Multimedia Projector, TV (optional) , TV tuner (optional) and Additional Head Phones, preparation of computer labs including civil repairs, cabling and provision of electricity is subject to an overall maximum limit of Rs 6.70 lakhs per school. The central governments’ share is restricted to Rs.5.00 lakhs per school. This project period is over. continuation project proposal sent to RMSA through the MHRD and GOK.
Under this project 2633 aided high schools and 1763 government secondary schools (in which Mahithi Sindhu Schools, EFC schools and RCP schools are included) are included. This project will be implemented during 2015-16.
Several changes in functions and role expectations of DIET faculty, such as extensive use of Information and Communication Technology in Elementary Education, prompted the need for a revision of the earlier induction programme.
It was in this background that the Regional Institute of Education(RIE), Mysore, which is a constituent of the National Council of Educational Research and Training(NCERT), New Delhi and the DSERT, Bangalore undertook this joint venture of redesigning an induction programme for the teacher educators working in the District Institutes of Education and Training.
Web Induction training Programme organised for Diet/CTE Faculty is an unique programme in the country. The main objective of Web Induction training is providing required support for the professional development of Diet/CTE faculty at their place of working. In addition to this providing knowledge on the duties expected by the faculty is another concern. Diet/CTE provide opportunity for the professional development.
This effort was conceptualized and coordinated by Prof. Vasant D. Bhat of Regional Institute of Education and the peer team consisted of Dr. S.P. Kulkarni and Dr. Asha KVD Kamat of RIE Mysore; Prof. H.M. Kashinath, Karnatak University, Dharwad; Prof. E. R. Ekbote, Gulbarga University; Prof.M.S.Talawar,Bangalore university ; Dr.S. Bhaskar, IASE, Bangalore, Shri Niranjan Das, Vijaya Teachers' College, Bangalore; Mrs. Manjula R and Mrs. Malathi B S, DSERT, Bangalore; Dr. H. Kumaraswamy, Mr. T K Raghavendra, Mr. M A Mulla, Mr. K Rathnaiah and Mr.G.V.Hariprasad who were faculty members in different DIETs in Karnataka.
Prof. G. T. Bhandage, who was the Principal, RIE Mysore and Shri. M. N. Baig,, who was the Director, DSERT provided valuable guidance in this joint venture.
At present DSERT, Bengaluru is running the programme with the assistance of a team of online facilitators who are from various DIETs in Karnataka.
What is an Induction Programme In-service teacher education programmes are of various kinds. Induction programme, Refresher programme, etc. Induction programme is that programme which provides inputs necessary for a person to start performing certain functions expected of him/her. It may have awareness, attitudinal inputs and competency development inputs.The induction programme for DIET/CTE faculty, therefore, would provide inputs necessary for a person to perform functions expected of him/her in a DIET/CTE
Why Induction Programme? District Institutes of Education and Training (DIET/CTE) are the district level institutions with four key functions namely, Preservice Teacher Education, Inservice Teacher Education, Research and Evaluation, and Documentation. A newly recruited teacher educator in DIET/ ,and the faculty members who are coming by transfer,and deputation needs to be inducted into these functions which are not a part of the teacher education curriculum. Each of the States in the southern India is in need of a training design with inputs/experiences to be provided to the newly recruited teacher educators. It is possible to form a project group of State level functionaries/Senior DIET faculty to articulate a programme of induction and prepare content which would then be forming different modules for the programme.
DSERT, Bangalore has been conducting induction programmes for DIET & CTE faculty.* We visualise that the present programme is a revised and updated version of the earlier programme. *Hence, inputs in the earlier package which are useful and appropriate are retained in this version as well.
web based induction programme envisages three kinds of interactions as represented in the diagram. DSERT which is the nodal agency for the programme would provide initial orientation, systemic support and undertake evaluation. The programme would have both Onsite Facilitators and Online Facilitators. The Principals of concerned DIETs would be the Onsite Facilitators and the Peer Team which articulated and developed this programme would act as Online Facilitators. The Onsite Facilitators would provide systemic support at the institutional level and undertake monitoring. Whereas, the Online Facilitators would provide continous support on learning and monitor progress of the enrolled DIET faculty.
An Induction Programme is needed for a person who is new to a nature of work. For example, a lecturer of DIET needs induction training if he has never worked in a DIET, is newly appointed and is not having a previous experience of performing those functions expected of a DIET faculty member. In a way it is an initiation .
Even though an induction programme is provided to a DIET faculty who is new to the DIET, a faculty member on transfer or promotion from some other level or sector may also benefit from induction training. In other words, it is not the age alone or recency of recruitment which decides who needs an induction programme.
The rigidity of timings is relaxed, prioritizing the process part of the training. However, suggestions are made for completing an activity in a time frame. This has been done keeping in mind the fact that the faculty of DIET is also engaged in certain routine activities of the institute while receiving the training inputs. Hence, they may be liberal for those who are having relatively less work load, access to Internet beyond office hours and well versed with the online work and computer use.
AREA OF TRAINING
NUMBER OF ASSIGNMENTS
SUGGESTED DATES FOR COMPLETION
|e-MEDIA||e media, FOSS/Edubuntu Public Software, Power Point Presentation/odp, Documentation of data in Tables/Files, Use of e-Mail, Locating Resources on the Internet/Web browsing, Use of computers for audio- video CDs/Dvds, Creating Forms, Handling Hardware, Using Multimedia/LCD Projector/MFD, Analyzing Data, Creating Educational Programs, ICT in Education||July 30, 2015|
|DIET ROLES AND FUNCTIONS||Functions of DIETS, Competencies of DIET Functionaries, Linkages-Academic, Linkages-Administrative, Linkages-Non Governmental Organisations||August 30, 2015|
|TRAINER SKILLS||Role Expectations from a Trainer, Communication Skills, Management Skills, Transaction Skills, Evaluation Skills||September 30, 2015|
|RESEARCH & ACTION RESEARCH||General Orientation to Research, Action Research in relation to Other Types of Research, The Procedure of Action Research, A Review of Efforts done so far, Reporting and Documentation of Research, Appraisal of Research, Supporting Action Research at the School Level||November 15, 2015|
|PLANNING||Planning, Budgeting, Auditing||November 30, 2015|
|GENERAL TOPICS FOR AWARENESS||Rights of the Child, UEE and ELL, Gender Equity, Inclusive Education, Critical Pedagogy, Constructivism, Multi-Grade/Multi Level Teaching, State and Central Schemes, National Policies, Right to Information, Citizen's Charter, Dealing with Legal Matters, Alternative Schooling, NGO Initiatives in Education in Karnataka, Karnataka Education Act, Education for Sustainable Development||January 15, 2016|
|FROM THE BOOK SHELF||Book Review, Case Study of Innovative Teachers, Shikshana Varthe, Study of Circulars||25th of August, September, October, November, 2015|
|END OF TRAINING EVALUATION||Post Evaluation on All Areas||Report of Onsite Facilitator, Online Facilitator, Observation during Face to Face Programmes, Performance in Teleconference and a Post Test||First week February 2016|
The programme consists of 2 teleconferences to be held in September and December to help you seek clarifications and for exchange of feedback between you, the facilitators and DSERT. Each of the teleconferences would specifically focus on the area to be covered in the next month.
Teacher’s Training Management System Software is designed in house by the team of e-governance in department. To monitor the quality of education. Software objectives are Pre-planning process of training, implementation of Training, capturing data of Trained Teachers and study of impact & Implication of Teacher’s Training Technical Audit is already done and It has been hosted in department server, after incorporated all suggestions taken from failed functionaries. Training to use the software has been given to training implementing officers.
If there is more than one batch receiving the same kind of Training, then the Software would allow Trainer to obtain batch wise consolidated list of Participants pertaining to the training.
Tele education special programme in Karnataka selected 19 Districts for Dr.Nanjundappa Report (EBB 36 Blocks) Satellite & Advanced Multimedia Education (SAME) is aimed at addressing the problem of poor quality of education which students in the present Government and aided schools face in rural areas. SAME overcomes the shortcomings by providing satellite based LIVE quality training with multimedia content.
SAME is designed to help students in their efforts to enhance clarity of concepts, knowledge and mental ability in Mathematics, Science and English subjects. To make this possible, SAME uses unique Hybrid Satellite-Terrestrial Communication Delivery Model, to bring the knowledge sources at a single platform, so as to make their teaching available to all the participants of the program, via LIVE & multi way interactive sessions from studios.
Centre for Public Policy, IIM Bangalore and its consortium partners implemented Satellite and Advanced Multimedia Education (SAME).
Classes have been transmitted from DSERT SIT Studio to 1000 rural Govt. & Aided High Schools.
|Project Lead||:||Center for Public Policy at Indian Institute of Management, Bangalore|
|Technology Lead||:||Gumbi Software Private Limited|
|Content Lead||:||Edutel technologies Private Limited|
|Manpower Lead||:||Opel Consulting|
|Total Schools||1000 rural schools, In 18 Districts, 36 Taluks|
|High Schools ( Class 8-10)||666|
|Upper Primary Schools ( Class 5 -7)||264|
|UPS & HS||70|
|No. of LIVE sessions conducted||634 ( November 2014 to March 2015)|
|Avg. no. of students benefitted on a daily basis||1,86,243|
A hybrid technology which integrates the best features of satellite and the terrestrial technologies (Broadband, Voice & Data) are being used. It enables multi-way video, audio and data transfers. A unique Moderator System is deployed for simultaneous doubt clarification.
To monitor the transparency of the project, the Consortium has developed a comprehensive Online Monitoring System, which provides real time status of all the aspects of the project, such as, school wise number of students attending at each session, status of satellite & internet connectivity, class run status etc. At any given point of time, LIVE photos of classroom can also be accessed through the OMS.
Apart from online system class run status is monitored manually by Nodal officers present at every Taluka. Nodal Officers call coordinators at school level and send the report to Information team present at the Head Office.
Moderator System: For Live interaction sessions, 84 moderators are assigned i.e. One Moderator per 12 schools to answer LIVE calls from students. Subject matter Experts are placed as moderators in schools at Taluka HQ and at the Studio. They are answering Questions using animated content.
As Tele-Education in 1000 schools has received good response, Government of Karnataka has approved extension of the project in an additional 1000 rural schools from the academic year 2015-16.
Last Modified on 18/6/2018