Total Credits: 2
Total Hours: 30 hours (36 lectures of 50 minutes duration)
Total Marks: 50 (Internal = 15marks, External = 35marks)
This course comprises of combination of theory and practice. The theory part emphasizes on
content related to technology knowledge for technology integration in teaching.
In the practical part the student –teacher acquire knowledge and skills required for the
application of ICT in classroom practices.
This course utilizes a blend of on-line and in-class delivery methods. Activities in the course
include
1. Face-to-face discussions on readings, designed to develop students critical thinking and
facilitating skills.
2. online discussions, used mainly for for reflections during their practice teaching in
schools
3. Tech workshops, for sharing ICT knowledge and skills the students already
have or have just gained, and Performance of student-teachers will be Active engagement and
creation of product will be evaluated.
4. Group projects, done in a digital format and relevant to ICT in Education.
Points to note:
It is compulsory to develop one ICT enabled learning material for each module. The course to
be imparted in constructive setting.
The learning activities given at the end are assessable.
Learning outcomes
After undergoing this course the student Teacher will be able to:
1. Integrate ICT into Teaching Learning, administration and Evaluation.
2. Develop information Management, communication and collaborative skills.
3. Design and develop and use learning materials in Teaching.
4. Practice safe, ethical ways of using ICT.
5. Use ICT for making classroom processes Inclusive
6. Prepare collaborative project for problem-solving, research using ICT
Unit 1. Understanding of ICT in education
a) Concept of ICT and Principles of using ICT in teaching learning process
b) Impact of ICT in education (impact of ICT in social, cultural, economical)
c) Role of teacher (administrator, facilitator, tutor, mentor, counselor, evaluator) in ICT
enabled education.
d) Issues and concerns related to ICT
Challenges (multiculturalism, pedagogical, technological)
Legal and ethical issues in use of ICT- Hacking, Violation of Copyright, downside of
social networking sites
Unit 2: Integrating, Developing and Disseminating ICT enabled educational resources
a Instructional Design –ADDIE model , Implications of Constructivist approach to ID
b Creation of learning resources (Offline & Online)- script writing, story board
c Preparation of CAI package using Blended model of learning (Flipped classroom,
Flex model, Lab model) and narration
d Integrating Digital resources for teaching learning in the context of
Learning Management System (LMS)
Using available Resources –Accessing, Customising, Creating and Redistributing
OERs
Module II: Teacher and ICT enabled administration, evaluation and research
Unit 3 Use of ICT for Administration
a) Skills wrt using ICT for data management system (Populating data, managing the
database, querying and retrieving data)
b) MIS- Maintaining Institutional records,
c) Library Management System
d) E-inclusion
ICT integration for learners with learning disabilities
ICT integration for physically challenged learners
Unit 4. Use of ICT in Evaluation and Research
a) ICT enabled assessment- use of Application softwares and online resources
b) Developing e-portfolios
c) ICT for research
d) ICT for professional growth of teachers
Discuss your case using any mode of online discussion forum. Submit the screenshots
of your group discussion.
Develop a CAI package using ADDIE model of Instructional design for any topic of
your choice. Incorporate any constructivist learning strategy.
Using any LMS carry out following activities for facilitating learning in any of the
unit of your choice:-
o Identify resources for a topic of your choice and upload it.
o Use any discussion forum available for the discussion on the uploaded learning
material.
o Generate a test.
Critically evaluate any one MIS used for administrative purpose in school system.
Collaborate with in-service teachers and carry out a research by conducting online
survey on any social issue. (Exchange and share information using online mode for
closer cooperation among teachers, parents and community) And carry out following
activities:
o Online data collection o Analysing
o Reporting
CASE (2000), Emerging Technologies in Education, the M. S. University of Baroda Press.
Comer D.E., (1997), The Internet Book, New Delhi : Prentice Hall of India.
Refrences
1. Goel, D. R., and Joshi, P. (1999). A Manual for INTERNET Awareness. CASE:
The M. S. University of Baroda Press.
2. Mahapatra, B.C. (2006). Education in Cybernatic Age. New Delhi: Sarup Sons.
3. Mansfield, R. (1993). The Compact Guide to Windows.World and Excel. New
Delhi: BPB Publishing.
4. Saxena, S. (1999). A first course in computers. New Delhi: Vikas Publishing
House.
5. Tanenbaum, A. S. (1996). Computer Networks. New Delhi: Pretince Hall of India.
6. Walkenbach, J. (1997). Excel 97 Bible. New Delhi: Comdex Computer
Publishing.
7. Khirwadkar, A. (2005). Information & Communication Technology in Education.
New Delhi: Sarup & Sons.
8. Khirwadkar, A. (2010). e-learning Methodology: Perspectives on the
Instructional Design for Virtual Classrooms. New Delhi: Sarup Book Publication
Ltd.
Education Two Year B.Ed. Revised Syllabus 2015-16
EPC-3
Total Hours: 30 hours (36 lectures of 50 minutes duration)
Total Marks: 50 (Internal = 15marks, External = 35marks)
This course comprises of combination of theory and practice. The theory part emphasizes on
content related to technology knowledge for technology integration in teaching.
In the practical part the student –teacher acquire knowledge and skills required for the
application of ICT in classroom practices.
This course utilizes a blend of on-line and in-class delivery methods. Activities in the course
include
1. Face-to-face discussions on readings, designed to develop students critical thinking and
facilitating skills.
2. online discussions, used mainly for for reflections during their practice teaching in
schools
3. Tech workshops, for sharing ICT knowledge and skills the students already
have or have just gained, and Performance of student-teachers will be Active engagement and
creation of product will be evaluated.
4. Group projects, done in a digital format and relevant to ICT in Education.
Points to note:
It is compulsory to develop one ICT enabled learning material for each module. The course to
be imparted in constructive setting.
The learning activities given at the end are assessable.
Learning outcomes
After undergoing this course the student Teacher will be able to:
1. Integrate ICT into Teaching Learning, administration and Evaluation.
2. Develop information Management, communication and collaborative skills.
3. Design and develop and use learning materials in Teaching.
4. Practice safe, ethical ways of using ICT.
5. Use ICT for making classroom processes Inclusive
6. Prepare collaborative project for problem-solving, research using ICT
Critical understanding of Information and Communication TechnologyModule I: ICT in education and its implications
Unit 1. Understanding of ICT in education
a) Concept of ICT and Principles of using ICT in teaching learning process
b) Impact of ICT in education (impact of ICT in social, cultural, economical)
c) Role of teacher (administrator, facilitator, tutor, mentor, counselor, evaluator) in ICT
enabled education.
d) Issues and concerns related to ICT
Challenges (multiculturalism, pedagogical, technological)
Legal and ethical issues in use of ICT- Hacking, Violation of Copyright, downside of
social networking sites
Unit 2: Integrating, Developing and Disseminating ICT enabled educational resources
a Instructional Design –ADDIE model , Implications of Constructivist approach to ID
b Creation of learning resources (Offline & Online)- script writing, story board
c Preparation of CAI package using Blended model of learning (Flipped classroom,
Flex model, Lab model) and narration
d Integrating Digital resources for teaching learning in the context of
Learning Management System (LMS)
Using available Resources –Accessing, Customising, Creating and Redistributing
OERs
Module II: Teacher and ICT enabled administration, evaluation and research
Unit 3 Use of ICT for Administration
a) Skills wrt using ICT for data management system (Populating data, managing the
database, querying and retrieving data)
b) MIS- Maintaining Institutional records,
c) Library Management System
d) E-inclusion
ICT integration for learners with learning disabilities
ICT integration for physically challenged learners
Unit 4. Use of ICT in Evaluation and Research
a) ICT enabled assessment- use of Application softwares and online resources
b) Developing e-portfolios
c) ICT for research
d) ICT for professional growth of teachers
Learning Activities Select a case related to any one of the issues and concerns by surfing e newsletter.
Discuss your case using any mode of online discussion forum. Submit the screenshots
of your group discussion.
Develop a CAI package using ADDIE model of Instructional design for any topic of
your choice. Incorporate any constructivist learning strategy.
Using any LMS carry out following activities for facilitating learning in any of the
unit of your choice:-
o Identify resources for a topic of your choice and upload it.
o Use any discussion forum available for the discussion on the uploaded learning
material.
o Generate a test.
Critically evaluate any one MIS used for administrative purpose in school system.
Collaborate with in-service teachers and carry out a research by conducting online
survey on any social issue. (Exchange and share information using online mode for
closer cooperation among teachers, parents and community) And carry out following
activities:
o Online data collection o Analysing
o Reporting
CASE (2000), Emerging Technologies in Education, the M. S. University of Baroda Press.
Comer D.E., (1997), The Internet Book, New Delhi : Prentice Hall of India.
Refrences
1. Goel, D. R., and Joshi, P. (1999). A Manual for INTERNET Awareness. CASE:
The M. S. University of Baroda Press.
2. Mahapatra, B.C. (2006). Education in Cybernatic Age. New Delhi: Sarup Sons.
3. Mansfield, R. (1993). The Compact Guide to Windows.World and Excel. New
Delhi: BPB Publishing.
4. Saxena, S. (1999). A first course in computers. New Delhi: Vikas Publishing
House.
5. Tanenbaum, A. S. (1996). Computer Networks. New Delhi: Pretince Hall of India.
6. Walkenbach, J. (1997). Excel 97 Bible. New Delhi: Comdex Computer
Publishing.
7. Khirwadkar, A. (2005). Information & Communication Technology in Education.
New Delhi: Sarup & Sons.
8. Khirwadkar, A. (2010). e-learning Methodology: Perspectives on the
Instructional Design for Virtual Classrooms. New Delhi: Sarup Book Publication
Ltd.
Education Two Year B.Ed. Revised Syllabus 2015-16
