ICT Mediation

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ICT MEDIATION – D.Ed. Syllabus

Theory - One Unit in Teacher Development Studies - Year 2.

Practice – Will be integrated into each of the papers in Year 2. Each of the papers will outline how they will use ICTs in their syllabus - practice course.

1.3 Rationale

Rapid advancements in information and communication technologies (ICTs) has created many changes in our social, cultural, political and economic aspects of our lives. Since they impact the basic human processes of information sharing and communicating, these changes are creating new demands and priorities for teaching-learning in the emerging information society. Formal content transmission and hierarchical methods and skills are being overshadowed and priorities for general development, self- learning, team-work, project activities are coming to the forefront. ICTs globally are playing a more and more critical role in this process. But it will be an error to think that new ICTs can automatically raise quality of education. In order to exploit effectively the opportunities of ICTs, new methodological and pedagogical approaches need to be understood, created and used by the teachers. The role of a teacher is changing - s/he needs to be exposed to self-learning, peer-learning methods , acquire capabilities that enable response to new and unknown developments. Also new teaching-learning methods and pedagogies are bound to be more and more interlinked with technology. Hence a teacher needs to be prepared in relation to these new needs and demands arising in the school context, to engage with questions of school knowledge, the learner and the learning process. The curriculum needs to encourage and enable teachers as well as learners to understand the principles and processes of the emerging information society, explore various digital methods that impact teaching-learning processes and systems and acquire basic capabilities, on both ICT literacy as well as integrating these into their own teaching-learning.

1.2 Objectives

After studying this course student-teachers are expected to acquire the following abilities.

  1. Understanding the evolution and impact of ICTs on society and in the education system.
  2. Developing capabilities in learning and using computer and web to negotiate the digital or network society1 .
  3. Understanding the advantages and dangers of the internet, the new 'virtual world'.
  4. Use ICTs in the teaching learning process.
  5. Access available resources, review resources created by peers, collaborate to create their own digital teaching-learning resources
  6. Develop ICT skills towards professional development.

1.3 Units

Unit 1: ICT and Society (12 Units)

  1. Meaning of ICT
  2. History and evolution of ICT
  3. Communication changes and its impact on society and the education system.
  4. Socio-cultural and economic implications of ICTs
  5. Social Networks
  6. Ethics and Philosophy of ICTs , Public Software - FOSS (Free and Open Source Software )

Unit 2: ICT in Education (18 Units)

  1. ICTs and teaching-learning processes – computer literacy, computer aided learning, Digital Native/Immigrant2
  2. History of ICTs in education in India and Karnataka education system, ICT and Education policy, different models of ICT programmes adopted, benefits and drawbacks.
  3. ICT mediation for collaborative and peer learning – Meaning of open education resources, accessing, creating, sharing and critiquing digital resources.
  4. Virtual community – blogs, emails, discussion forums
  5. Explore use of a variety of ICT devices in Education – Digital Camera/Video, Radio.
  6. Explore the use of ICT applications that are available for children with disabilities.
  7. Teacher Professional Development - Blended Learning, its meaning and opportunities available for student-teachers, personalising learning through ICTs - exploratory , self learning.

Unit 3: Internet (6 Units)

  1. Internet and the world wide web
  2. Internet: A Library
  3. Cyber bullying – Chatting, Social Networks and Email
  4. Online Privacy – What information is private. What kind of private information is safe to put on the internet. How to control privacy of my personal information
  5. Methods of regulation available for teachers or parents. (both technological and pedagogical)


Unit 1 & Unit 2

Basic ICT Hardware and use - How to connect a computer, use various devices including printers, scanners, external storage devices. Learn to use printer, Scanner.

Text and numeric editing – Documents, Spreadsheet and Presentations. , typing in multiple languages including Kannada, English, Hindi and other Indian languages. Mind Mapping/Concept Mapping

Unit 2

Use of pre-made digital resources available in schools : Learn how to use pre-made digital resources such as CDs , Videos available and integrate it into meaningful lessons.

Creation of digital resources : Develop digital teaching-learning resources using the public educational software tools, digital cameras and videos.

Unit 3

Internet Basics Basics of Internet, Surfing the World Wide Web; Email, Web 2.0 tools including blogs, wikis ; navigating learning environment like Moodle, Internet security controls.

Integrating into other subjects

Computer Aided Learning : Learn to use the educational tools that are freely available and listed in Annexure A in their subject practice in an integrated way.

Encourage collaboration amongst students (project work) by using digital platforms and tools to access, review available resources and co-create resources.

1.4 Mode of Transaction

Practice: Computer Lab

Theory: Classroom Discussions, reviews, preparation

1.5 Requirements

Each D Ed college will need a minimum of 15 computers in their computer lab available with a public Operating System such as Ubuntu GNU/Linux installed with all the educational tools. Hundreds of educational software applications (ref Annexure) should be bundled with the operating system. SCERT will make available such custom distributions

To enable hands on experience for all student-teachers , the ICT lab hour and the library hour may be exchanged so that students can come in batches to use the computers.

All teacher-educators will be required to undergo training in the above topics as they are new areas and skills.

Given the rapidly reducing costs of ICTs, students and teachers should be provided information about different ICT devices available, features, prices etc.

1.6 Mode of Assessment

Practical assessment will done in the respective practice courses of other papers based on how the student teachers uses ICTs in their projects and assignments.

Theory assessment – There will be one section pertaining to ICT mediation in the Teacher Development Studies paper part 1. Assignments will include online submission via email.

1.7 Special expertise required.

All teacher-educators will be required to develop skills for this paper as per the syllabus.

All Teacher-educators and student-teachers are required to create email ids.

1.8 Resources ***

Suggested Readings

IT for Change will collate and organise resources for teacher-educators and student teachers.

Reading for discussion

IT for Change will collate and organise resources for teacher-educators and student teachers.

1.9 Suggested list of CDs/DVDs, Films, Websites. ***







1.10 Members

Dr. E.R. Ekbote

Professor, Dean of Education

Department of Education,

Gulbarga University


Gurumurthy K

Director, IT for Change,

  1. 393, 17th Main, 35th


Jayanagar, 4th T Block,

Bengaluru 560 041

Bindu Thirumalai

Programme Associate,IT for Change,

  1. 393, 17th Main, 35th


Jayanagar, 4th T Block,

Bengaluru 560 041

1.11 Annexure A

Application Area

Public Software




This shows the periodic table and the properties of elements. It acts as an encyclopedia, explaining states of matter, evolution of elements. Basic equations can be balanced using this tool.


Desktop planetarium-Astronomy with over 130000 stars, all planets, etc.


This is a desktop planetarium software that shows exactly what you see when you look up at the stars.


Fun, interactive simulations of physical phenomenon


This tool can be used to build your own circuits and explain its various components



An algebra and geometry package providing for both graphical and algebraic input

Tux Math

A fun game through which children can practise their addition, subtraction, multiplication and division.


This tool can be used to explain fractions as well as for the children to practice arithmetic problems.

LOGIC and analytical thinking


The turtle will follow whatever directions you give it. Can be used to draw various symmetrical

figures and is a good exercise of logic.




Quiz on different states and capitals across the globe


This acts as a desktop atlas.



Guess the correct work with a certain number of guesses allowed


Unscramble the word


Identify the alphabets by recognising the sound

Tux Typing

Tux Typing" is an educational typing tutor for children.



ORCA, is an open source software (screen reader) for persons with visual impairment. As it is open source, it has been modified and made available in Kannada. It uses various combinations of speech, Braille and magnification and helps provide access to applications and tool-kits

Other Tools

To be explored

Public software tools available and widely used on personal computers


Sarvajanika Software

Operating system

Ubuntu GNU-Linux / Bhartiya Open Source System (BOSS from CDAC)

Office Applications

Open Office / LibreOffice / Bhartiya OpenOffice (from CDAC)

Email client

Mozilla Thunderbird / Evolution

Internet Browser

Mozilla Firefox / Chrome

Desktop Publishing

GIMP, Inkscape, Scribus

Video editing

PiTiVi, Kdenlinve, Openshot



      • All

copyrighted material/software must be purchased or have valid licenses. It is preferable to use open education resources and Free and Open Source Software which have enabling licenses that permit free sharing and customising.

1The term 'network society' popularised by eminent sociologist Manuel Castells is perhaps more useful a term in describing the impact of ICTs on society, though the terms information society or digital society are also used

2 Marc Prensky coined the term digital native in his work Digital Natives, Digital Immigrants published in 2001.