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→1. Availability of good quality curricular resources
This wiki attempts to create an education resource repository where appropriate contextualisation, curation and co-creation are key elements. In all these elements, teachers play a key role. The processes of contextualising and curating will involve using existing educational resources, including OERs, to develop new versions that incorporate local contexts, local needs, aspirations and priorities as well as, to the extent possible, rendering these resources in the local language and idiom.<br><br>
This wiki attempts to create an education resource repository where appropriate contextualisation, curation and co-creation are key elements. In all these elements, teachers play a key role. The processes of contextualising and curating will involve using existing educational resources, including OERs, to develop new versions that incorporate local contexts, local needs, aspirations and priorities as well as, to the extent possible, rendering these resources in the local language and idiom.<br><br>
For a resource to be effective, it has to allow for feedback and continuous improvement from practitioners. The curricular resource creation is thus the process as well as the objective of teacher professional development. <br><br>
For a resource to be effective, it has to allow for feedback and continuous improvement from practitioners. The curricular resource creation is thus the process as well as the objective of teacher professional development. <br><br>
=== 2. Collaborative resource creation by a community of educators as a method of Teacher Professional Development ===
The resource creation will build on the collaborative peer networks built by the STF and CALC programmes. These networks can both build and be built out of the shared objective of resource creation. One of the challenges of the Indian education system is the geographical isolation faced by the teachers. Collaborative, peer networks built around the context of resource creation will address this challenge. The digital and networked community can also help redefine identities of subject teachers and consequently impact the learning processes of their students. This will also address the need for teachers to relate to one another to discuss and challenge one another's beliefs and dispositions, making explicit folk pedagogies and holding them to reason in the very spirit of scientific method, making explicit hidden curriculum, engage with the school administration and challenges in the school teaching learning processes.<br><br>
Such a community of educators is in line with the NCF and NCFTE principles of collaborative and constructivist approaches in education. Here, teachers will be trained to create digital resources. This will allow the teachers to build their Technological Technological Pedagogical Content Knowledge1 (TPACK) that attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. A teacher should have an idea of the various educational technologies available, the multiple representations, ideas and approaches possible for teaching, besides possessing content knowledge.<br><br>
Such a community also provides a sustainable model since it is within the education system and different teachers will act as creators, reviewers, curators, editors and publishers, moving across roles across time. Such resources created and published would belong to the public education system.<br>