Professional Documents
Culture Documents
2014 April-June Digital Equity
2014 April-June Digital Equity
ADVISORY COMMITTEE
EDITORS
P. Rajeswary
(Education Officer)
Niti S. Sharma
(Report Writer)
The views expressed by any author in his/her article /contribution published in Cenbosec do not represent
the views of the Board.
Published by the Secretary, Central Board of Secondary Education, Shiksha Kendra, 2, Community
Centre, Preet Vihar, Delhi-110092, CBSE , Delhi-92 and Printed at India Offset Press, A-1 Mayapuri
Industrial Area, Phase-1, New Delhi-110064, Ph.: +91-11-28116494, 9811526314.
CONTENTS
Page
Gender Sensitization 49
News from Schools 54
Green Pages 89
Health and Wellness Clubs 109
Sahodaya Updates 120
Sports Arena 122
Best Practices 124
Academic Updates 135
News from Administration 136
Circulars 139
Message from the Chairman
There was a time, not so long ago, when education was primarily defined by the course books
prescribed by the school boards and later, the universities. School achievement comprised of the
number of students who could assimilate the quantity of prescribed materials and extensively
answer questions in the Board Examination. In the 21st century, the perception of education has
swung from a product or content driven approach to one that has now re-focused to achieve new
curricular goals, that are process and information driven, supported by readily accessible Information
and Communication Technology [ICT]. The latter is a necessary progression for all schools to
prepare all students for the future through computer education classes that develop the requisite
skills and inculcate knowledge about computers and technology.
The Government of India has approved a blueprint for the Digital India programme, which
envisages all government services be delivered electronically by 2018. It will also provide high-speed
internet as a core utility down to the gram panchayat level and a "cradle-to-grave digital identity -
unique, lifelong, online and authenticable". Therefore, the question that we need to answer is: Is the
present day education preparing all students for such a future?
The Central Board of Secondary Education (CBSE) has constantly laid emphasis on making
school education meaningful and relevant so that it acts as a powerful tool for human resource
development. However, some sections of the student community need more help to gain an
equitable access to such education which will give them the necessary edge, as they transition to
college/university or the workforce. Here, the challenge is for schools to search the market to find
affordable, quality hardware in sufficient quantities, explore options for easy and low-cost internet
access and free open-source softwares to bridge the knowledge and skills-gap between those who
have and the have-not [access to a computer at home]. Besides, ensuring digital equity also implies
the capacity-building for school teachers at all levels, who would be the most important asset to
ensure digital equity for all students. Besides, trained teachers would be able to bring in a more
integrated /holistic approach to their lesson planning and pedagogy through their effective and
efficient use of technology
As cited earlier, preparing students for higher education or the workforce is the primary aim
of education. With the ever - prevalent problem of heavy schoolbags [equated to knowledge growth],
the judicious use of computer technology in schools will significantly reduce this burden. Storage,
easy re-coding and de-coding, exchange and retrieval of information, at anytime, anywhere, by
anyone, is an important facility to be tapped efficiently.
April-June 2014 3
Since, social and professional interactions now and in the future will require students to use
technology in some form to enhance the quality of life. To become informed adults and citizens,
it is only at school that all students, regardless of their background, can have the opportunity to learn
how to use the computer, to conduct online research, surf the internet, learn to check if online
information is legitimate, share and discuss with their peers and teachers through e-mail and
networking, take responsibility for their learning and consequently, construct knowledge. Digital
natives can efficiently configure instruction to solve problems, complete assigned tasks confidently
or even express their creativity is many forms, across the curriculum. Students can begin to create
their own unique conceptual frameworks without feeling the constraint of the prescribed parameters
of their course books or the teaching styles of their tutors. These skills are important life-skills.
Drug and tobacco use touches peoples lives in one form or another, but it is children who
are the most vulnerable to its influence. CBSEs Say No to Tobacco was a fortnight-long national
campaign that included poster -making, cartoon drawing, essay writing, story writing and a quiz
[school-level] and the results of the national level competitions were declared on 30th May on
World No Tobacco Day [vide circ.Acad-13/2014, Acad-14/2014] Outside the home, the school is the
most influential environment and it has been encouraging to see how willingly youngsters have
taken healthy attitudes and ideas to heart when they are exposed to information that foster those
values.
The Board has published the unified Secondary and Senior School Curriculum Documents for
the classes IX-X and XI-XII simultaneously, from the current academic session 2014-15 [vide
circ.Acad-17/2014]. This is to enable schools to accurately access the required information, year
and class-wise.
The CBSE, in its vision of an Inclusive Education, defines a good educational programme
as one that depends upon the needs of the individual child. Thus, it is essential for mainstream
and special-needs schools to build their students skills based on their individual strengths and
challenges. The affiliated schools celebrated World Autism Awareness Day on 2nd May 2014
[Notification No.20] by conducting seminars and lectures for teachers and students, conducting
awareness raising quizzes and poster displays.
In order to ensure transparency in the CBSE Teacher and Mentor Awards, the Board proposes
to select the awardees for the year 2013-2014 from the list of candidates selected based on
their performance and participation in addition to the following criteria: reputation in the local
community, academic efficiency and desire for its improvement, interest in and love for children
and involvement in the social life of the community. Stakeholders have been invited to participate
by sending in their feedback online, on a prescribed online format.
4 Digital Equity
Digital Equity for our students has become an important educational goal. Although
substantial gains have been made through the Boards no paper practice, where schools and their
stakeholders need to access information about the latest academic and administrative directives
uploaded in the website. The increasing use of ICT to conduct school surveys and popular literary
competitions, which bring the digital world closer to the schools, no matter where they are located,
across all time-zones, in real-time.
Nevertheless, the question of digital equity for children demands that we find different
answers, as technology availability improves and the type of technology required in the outside world
keeps changing every few years. Besides, pro-active strategies by schools should also include access
to computer use by students in the primary classes, for both genders without bias, the differently-
abled and children from disadvantaged sections of society or any other characteristics which are
linked to inequality. Besides, for more equitable access to information, the Board recommends the
greater digitalisation of subject content which is cost-effective and its integration in the classroom
pedagogy. Digital equity is a social-justice goal that has to be pursued relentlessly, or else the future
will be burdened with youth who are technologically illiterate.
Vineet Joshi
Chairman,
Central Board of Secondary Education, Delhi
April-June 2014 5
v;{k dh vksj ls
cgqr iqjkuk rks ugha] ysfdu ,d t+ekuk Fkk tc ^f'k{kk* eq[; :i ls fo|ky;h cksMks }kjk fu/kkZfjr
ikB~; iqLrdksa vkSj ckn esa fo'ofo|ky;ksa }kjk ifjHkkf"kr dh tkrh FkhA fo|ky; dh ^miyfC/k* esa ,sls Nk=ksa
dh la[;k dks lekfo"V fd;k tkrk Fkk ftUgksaus fu/kkZfjr ikB~; lkefxz;ksa dh vf/kdrk dks vkRelkr djrs
gq, cksMZ dh ijh{kkvksa esa O;kid :i ls iz'uksa ds mkj fn;s FksA ysfdu 21oha lnh dh ^f'k{kk* dh bl le>
dks] mRikn ;k lkexzh lapkfyr n`f"Vdks.k dh vksj ls cnydj ,d ,sls u, ikB~;e y{;ksa dks izkIr djus
ds fy, iqujdsafr fd;k x;k gS tks fd lgt lqyHk lwpukvksa rFkk lapkj izkS|ksfxdh ICT }kjk lefFkZr
izf;k vkSj lwpuk dh lgk;rk ls pyrs gSaA ;g lHkh fo|ky;ksa ds fy, ;g ,d vko';d vuqe gS fd
os lHkh Nk=ksa dks dEI;wVj f'k{k.k d{kkvksa ds ek/;e ls Hkfo"; ds fy, rS;kj djsa D;ksafd ;g dEI;wVj ,oa
izkS|ksfxdh ls lacaf/kr visf{kr dkS'kyksa rFkk varfuZfo"V Kku dks fodflr djrk gSA
Hkkjr ljdkj us ^fMftVy Hkkjr dk;Ze* ds fy, ,d ,sls [kkds dks rS;kj djus dh eatwjh nh gS
ftlds ek/;e ls 2018 rd lHkh ljdkjh lsokvksa dks bysDVkWfud :i iznku djus dh ifjdYiuk dh xbZ
gSA lkFk gh ;g ^,d ewyHkwr mi;ksfxrk ds :i esa mPpxfr ds baVjusV* dks xzke iapk;r ds fupys Lrj
rd Hkh miyC/k djk,xk rFkk tUe ls e`R;q rd ,d fof'k"V thoui;ZUr] vkWuykbu ,oa fo'oluh; &
fMftVy igpku iznku djsxkA blfy,] bl iz'u ftldk mkj nsus dh vkt gesa vko';drk gS fd D;k
orZeku f'k{kk lHkh Nk=ksa dks ,d ,sls Hkfo"; ds fy, rS;kj dj jgh gS \
dsUh; ek/;fed f'k{kk cksMZ us fo|ky;h f'k{kk dks lkFkZd ,oa izklafxd cukus ij fujarj cy fn;k gS
D;ksafd ;g ekuo lalk/ku ds fodkl ds fy, ,d 'kfDr'kkyh midj.k ds :i ds dk;Z djrk gSA gkykafd]
Nk= leqnk; ds dqN oxks dks ,slh f'k{kk] tks fd mUgsa dkWyst@egkfo|ky; ;k dk;Z{ks= rd igqapkus ds
fy, vko';d ;ksX;rk nsxh] ml rd leku igqap cukus ds fy, vf/kd lg;ksx dh vko';drk gSA ;gka
fo|ky;ksa ds fy,] i;kZIr ek=k esa lLrs] xq.kokkiw.kZ gkMZos;j dks ikus ds fy, cktkj [kkstuk rFkk ftuds
?kjksa esa dEI;wVj dh lqfo/kk gS vkSj ftuds ikl ;g ugha gS] muds chp ds Kku ,oa dkS'ky ds vUrj dks
nwj djus ds fy, de ykxr okys rFkk vklku baVjusV midj.k ,oa eqDr&lkWVos;j lzksrksa dks ryk'kuk]
,d cM+h pqukSrh gSA blds vfrfjDr] fMftVy bfDoVh vkafdd lkE; dks lqfuf'pr djus dk vFkZ] lHkh
Lrjksa ij fo|ky; f'k{kdksa dh dEI;wVj {kerk dk fodkl djuk Hkh gS D;ksafd os gh lHkh Nk=ksa esa fMftVy
lkE; dks lqfuf'pr djus okys lcls egRoiw.kZ lzksr gSaA blds lkFk gh izf'kf{kr f'k{kd] izkS|ksfxdh ds
izHkko'kkyh ,oa l{ke iz;ksx }kjk viuh ikB;kstuk ,oa f'k{k.k 'kkL= esa vf/kd ,dhr@lexz n`f"Vdks.k
ykus esa l{ke gksaxsA
tSlk fd igys crk;k x;k gS] mPp f'k{kk ;k dk;Z{ks= ds fy, gh Nk=ksa dks rS;kj djuk f'k{kk dk
izkFkfed ms'; gSA fo|ky;ksa esa dEI;wVj izkS|ksfxdh dk mfpr iz;ksx] Hkkjh cLrksa ds cks> dh izpfyr
6 Digital Equity
leL;k ftls Kkuo`f) dk vL= le>k tkrk gS dks leqfpr rjhds ls de djus esa lgk;rk djrk gSA
fdlh Hkh O;fDr }kjk dgha] fdlh Hkh le; lwpukvksa dk HkaMkj.k] vklku jh&dksfMax rFkk Mh&dksfMax }kjk
,oa mudh iqu% izkfIr] dq'kyrkiwoZd mi;ksx dh tkus okyh ,d egRoiw.kZ lqfo/kk gSA
pwafd] vHkh ,oa Hkfo"; esa Hkh] Nk=ksa }kjk fdlh u fdlh :i esa thou dh xq.kokk dks c<+kus esa
lkekftd ,oa O;kolkf;d laidZ ds fy, izkS|ksfxdh ds iz;ksx dh vko';drk gksxh] vr% ;g dsoy fo|ky;
esa gh laHko gS fd ,d lqfoK] O;Ld ,oa ukxfjd cuus ds fy, lHkh Nk=ksa dks] fcuk mudh i`"BHkwfe dh
egRo fn;s fdl rjg dEI;wVj dks mi;ksx fd;k tk, ;g lh[kus] vkWuykbu vuqla/kku dk lapkyu djus]
baVjusV lfQx] ;fn vkWuykbu lwpuk oS| gks rks tkap dk rjhdk lh[kus] bZ&esy rFkk usVofdx ds ek/;e
ls vius f'k{kdksa ,oa lgikfB;ksa ds lkFk mls lk>k ,oa fopkj djus] vius f'k{k.k ds lkFk&lkFk vius Kku
ds fodkl dk Hkh nkf;Ro ysus dk volj izkIr gks ldrk gSA rduhd&izseh Nk= leL;kvksa dk lek/kku
djus ds fy, funsZ'kksa dks dq'kyrkiwoZd :i ns ldrs gSa vkSj ;gka rd fd ikB~;e ls ijs tkdj dbZ
:iksa esa viuh jpukRedrk dks vfHkO;Dr dj ldrs gSa ;k vkRefo'okl ds lkFk vkcafVr dk;ks dks iwjk
dj ldrs gSaA Nk= viuh fu/kkZfjr iqLrdksa ;k vius v/;kidksa dh f'k{k.k 'kSfy;ksa ds fu/kkZfjr ekinaMksa dh
dfe;ksa ij fcuk /;ku fn, viuh [kqn dh ,d oSpkfjd lajpuk dk fuekZ.k dj ldrs gSaA ;s gh dkS'ky
egRoiw.kZ thou dkS'ky gSA
u'ks ,oa rEckdw dk bLrseky yksxksa ds thou dks fdlh u fdlh :i esa izHkkfor djrk gS ysfdu
blds izHkko ls cPps gh lcls T;knk vlqjf{kr gSaA CBSE us rEckdw dks ^uk* dgks uke dk ,d ikf{kd
jk"Vh; vfHk;ku 'kq: fd;k Fkk ftlesa iksLVj esfdax] dkVwZu fp=.k] fuca/k ys[ku] dgkuh ys[ku] iz'ukskjh
dh izfr;ksfxrk,a fo|ky; Lrj ij 'kkfey dh xbZ Fkha vkSj bl jk"Vh; Lrj dh izfr;ksfxrk dk ifj.kke
30 ebZ dks fo'o rEckdw fu"ks/k fnol ij ?kksf"kr fd;k x;k Fkk nsf[k, ifji= la[;k % vdk-&13@2014
vdk-&14@2014A ?kj ds vfrfjDr fo|ky; gh lcls izHkko'kkyh okrkoj.k gksrk gS vkSj oLrqr% bl
vfHk;ku dks ;g ns[kus ds fy, gh izksRlkfgr fd;k x;k Fkk fd tc ;qok Nk= ,slh lwpuk ls voxr gq,]
tks fd muesa ewY;ksa dks laof/kZr djrk gS] rc mUgksaus fdruh rRijrk vkSj LosPNk ls vius fny esa bu
LokLF;o/kZd fopkjksa ,oa O;ogkjksa dks txg nhA
cksMZ us orZeku vdknfed l= 2014&15 ls ,d lkFk d{kk IXX rFkk XIXII ds fy, ,dhr ek/;fed
,oa mPp fo|ky;h ikB~;e ds nLrkost izdkf'kr fd, gSa nsf[k, ifji= la[;k vdk-&17@2014A ;g
fo|ky;ksa dks o"kZ ,oa d{kkokj] visf{kr tkudkfj;ksa dk Bhd&Bhd mi;ksx djus esa l{ke cukrk gSA
lekos'kh f'k{kk dh viuh fopkj/kkjk dks CBSE ,d vPNs 'kSf{kd dk;Ze }kjk ifjHkkf"kr djrk
gS] tks fd gj cPps dh vko';drk ij fuHkZj djrk gSA bl izdkj eq[;/kkjk ,oa fo'ks"k vko';drk okys
fo|ky;ksa ds fy, ;g vko';d gks tkrk gS fd os O;fDrxr {kerkvksa ,oa pqukSfr;ksa ds vk/kkj ij vius
Nk=ksa esa dkS'kyksa dk fuekZ.k djsaA CBSE ls lac) fo|ky;ksa us 2 ebZ] 2014 dks vf/klwpuk la[;k&20
April-June 2014 7
f'k{kdksa ,oa Nk=ksa ds fy, tkx:drk c<+kus okyh iz'ukskjh ,oa iksLVj izn'kZfu;ksa] lsfeukjksa ,oa O;k[;kuksa
dk vk;kstu djds fo'o vkWfVTe tkx:drk fnol euk;k FkkA
dsekf'kcks f'k{kd ,oa ijke'kZnkrk iqjLdkj esa ikjnf'kZrk lqfuf'pr djus ds e esa cksMZ us] LFkkuh;
leqnk;ksa esa izfr"Bk] vdknfed n{krk ,oa blds lq/kkj dh bPNk ,oa :fp rFkk cPpksa ds izfr I;kj vkSj
leqnk; ds lkekftd thou esa Hkkxhnkjh tSls ekun.Mksa ds vk/kkj ij p;fur mEehnokjksa dh lwph ls o"kZ
2013&14 ds fy, iqjLdkj fotsrkvksa ds p;u dk izLrko j[kk gSA blds fy, fgr/kkjkdksa dks] fu/kkZfjr
vkWuykbu izk:i ij viuh vkWuykbu izfrf;k Hkstdj Hkkx ysus ds fy, vkeaf=r fd;k x;k gSA
gekjs Nk=ksa ds fy, vkafdd lkE; ,d egRoiw.kZ 'kSf{kd y{; cu x;k gSA gkykafd cksMZ ds dksbZ
dkxt ugha vH;kl ds ek/;e ls i;kZIr ykHk feyk gSA tgka fo|ky;ksa ,oa muds fgr/kkjdksa dks osclkbV
ij viyksM fd, x, uohure 'kS{kf.kd ,oa iz'kklfud funsZ'kksa ls lacaf/kr lwpukvksa dk miHkksx djus dh
vko';drk gS rFkk ICT ds c<+rs mi;ksx ls lacaf/kr lwpukvksa ds fy, fo|ky;ksa dk losZ{k.k rFkk yksdfiz;
lkfgfR;d izfr;ksfxrkvksa dk lapkyu djus dh vko';drk gS tks fd fo|ky;ksa dks fMftVy lalkj ds
djhc fcuk bldh ijokg fd, fd os dgka vofLFkr gSa] mUgsa lHkh leku le; {ks= ls ijs ,d okLrfod
le; esa ys vkrk gSA
fQj Hkh] cPpksa ds fy, fMftVy lkE; dk iz'u ;g ekax djrk gS fd ge izkS|ksfxdh dh miyC/krk
esa lq/kkj rFkk ckgj dh nqfu;k esa visf{kr izkS|ksfxdh ds izdkjksa esa] gj o"kZ gksus okys cnykoksa ds gy [kkstsaA
blds vfrfjDr fo|ky;ksa }kjk lf; uhfr;ksa ds lkFk] fcuk fdlh iwokZxzg ls xzflr gq, izkFkfed d{kkvksa
ds lHkh Nk=ksa] ftuesa fof'k"V ;ksX;rk&;qDr rFkk lekt ds oafpr oxks ls vkus okys Nk=ksa ;k vU; fdlh
fof'k"Vrkvksa] tks fd vlekurk ls tqM+h gks] okys Nk= dks dEI;wVj dk mi;ksx djus dk volj iznkj fd;k
tkuk pkfg,A blds lkFk gh] tkudkfj;ksa rd vkSj vf/kd U;k;laxr igqap ds fy, cksMZ fo"k; lkefxz;ksa
ds vf/kd ls vf/kd fMftVyhdj.k dk Hkh lq>ko nsrk gS tks fd ykxr&izHkkoh gS rFkk d{kk&f'k{k.k esa
bldk ,dhdj.k Hkh gksrk gSA vkafdd&lkE;] ,d lkekftd U;k; dk y{; gS] ftls fujarj viuk;k tkuk
pkfg, ojuk Hkfo"; rduhdh :i ls vui<+ ;qokvksa ds cks> rys ncdj jg tk,xkA
fouhr tks'kh
v;{k
dsUh; ek;fed f'k{kk cksMZ] fnYyh
8 Digital Equity
Feedback Forum
Dear Sir,
Please accept my deepest thanks for being a part of the National Progressive Schools Conference. It was
indeed one of the highlights of the Conference to listen to your thoughts and ideas. May we continue to be
a part of your sharing space. I look forward to you being with us again, sometime in the future, depending
upon your convenience.
Dear Sir,
On behalf of PHD Chamber, I would like to extend to your heart felt gratitude for your kind presence as
Guest of Honour during the International Conference on Skilling in Schools on 11 April 2014 at Vigyan
Bhawan, New Delhi.
With the participation of 19 speakers in 3 sessions, the Conference was marked by intellectual deliberations
and brainstorming with attendance of more than 380 participants.
The conference was an effort to address the issues, challenges and opportunities of skill Development foo
students in schools with stress on training of staff for imparting vocational education and its linkages with
their higher education. As you are aware that CBSE is putting continual efforts for improvising the existing
courses and devising new courses that are relevant to the industry.
Once again, I deeply appreciate you for taking out your precious time to participate in the Conference, We
will keep on updating you for all the happenings in this sector and hope to look forward to your continued
support and guidance in our forthcoming events.
Yours sincerely
Sharad Jaipuria
President
PHD Chamber of Commerce and Industry, PHD House,
4/2 Siri Institutional Area, August Kranti Marg, New Delhi-110016
April-June 2014 9
Respected Sir,
We would like to express our heartfelt thanks to you for kindly acceding to our request to join us as the Chief
Guest at the Felicitation Ceremony of 31st Aryabhatta-Inter School Mathematics Competition in our school
on Friday, 21st February, 2014.
Congratulating and encouraging the winners, you emphasized the need for girt and perseverance in overcoming
obstacles and achieving one's goals in life. What could have been the best way to encourage the young minds
than quoting the example of Prof. Temple Grandin, an autistic woman who overcame the limitations imposed
on her by her condition to become a Ph.D. and expert in the field of animal husbandry? You also emphasized
on the role of teachers in bringing our latent talent in the students.
Your views are indeed full of wisdom as you have a rich experience of life with you and we have indeed become
richer on hearing the same.
Once again we are grateful to you for the gift of your time, the honour of your presence and sharing the
momentous occasion with the Summer Fields family.
Yours sincerely,
10 Digital Equity
Digital Equity : Demand of the Hour
Dr. (Mrs.) Neeru Joshi*
Digital Equity provides all students adequate access to information and communication technologies for
learning and for preparing for the bright future regardless of gender. Socio economic status, physical problem,
language, race or any other feature that have been linked with unequal and unsatisfactory treatment. Students
must be given equal opportunities to access to technology to prevent them to be called technologically illiterate
and unprepared for their future. Schools must take the initiative to provide a platform for students to access
technology outside the classroom as well. We need to continue to challenge perceptions about the role of technology
in education. We can expect from our technology- savvy teachers to integrate digital text and other accessible
formats into classrooms routines and activities in ways and truly speaking that does not require major shifts in their
instructional practices. If no source in available, School may need to create accessible formats by whatever means
that are available and appropriate, such as scanning printed materials to create a digital file, recording lectures
to create an audio file or enlarging on a copy machine. Teachers will certainly need this method for unpublished
materials, such as teachers designed handouts and tests. The CBSE has already initiated for ICT in schools and
to motivate teachers ICT Awards are also bestowed to teachers who remarkably review the use of ICT in their
work. In particular they strive to ensure greater integration of ICT within the teaching and learning activities in
classrooms and other settings.
Schools must ensure that ICT is used to support students with special educational needs in the most
effective and appropriate way. We can expect our teachers to match fewer students needs to the most appropriate
technology available.
Digital equity provides teachers with a range of new tools to facilitate traditional pedagogies. It also helps
teachers with the potential to develop new teaching methods. For the student growing up in a culture of all
pervasive technology, Digital equity provides new and more exciting and relevant learning opportunities. Teachers
cannot afford to ignore the potential of Digital Equity for enhancing teaching and learning in their classrooms.
Students must be provided with the opportunity to develop the competence required to equip them for life in a
knowledge-based society. It is a big challenge as many schools in India have no computer or internet access. They
hardly know about interactive Smart Board or Smart class. Students do not know how to prepare a Powerpoint
presentation, such is the status of schools in the country where in students and teachers are not computer savvy.
Needless to say, if schools will not be concerned for digital equity, they cannot claim to prepare effective and smart
young Indians as it is tech-savvy world where it is mandatory for students to be updated with all happenings around
them related to content. Please do compare two students, one is tech-savvy and is aware of the content given in a
book with a wide range of supported and integrated material, while others only cram the content with no other
related connection to the topic. For sure, the former because it is updated with everything and is considered to
have more potential than the latter.
I also admit that, the unhealthy and non-selective use of internet by students is a terrible vice, but parents
and teachers need to work as moderators and be smart enough to show students the way which is decisively taken
by them for their holistic development. There are many areas of concern also but how to handle these challenges
depends upon the policies of the school, teachers, parents who act as torchbearers for the young brigade.
Among greatest of all the services that can be rendered by a man
to almighty God is education or training of children.
* Principal, Baal Baari Public School, Ghaziabad, Uttar Pradesh
April-June 2014 11
Right to Digital Equity
Kritika Seth*
Digital equity a phrase or expression that is beyond the imagination of the common man. We have often
heard about economic or social equity but few of us might have heard about digital equity.
Digital equity is the right of each student. As we talk about fundamental rights of each citizen, how many
of us even think about this right of digital equity of a student. Digital equity is more important for a student who
is dreaming to change the world.
Digital equity means that all students should have access to information and communication technologies
for learning. Whatever may be the economic or social status, race or gender-digital equity should be available
for us. The whole world is digitalizing today. You just think of anything where technology is not used. The whole
world is progressing but the question is, how many students are digital friendly? Survey shows that we have not
achieved the target of digital equity. Though all private schools are trying to achieve this level by making computer
education compulsory for all. But how many parents can afford to get their child enrolled in good private schools
where computer education is a part and parcel of educations. In government schools this target of digital equity
is still far beyond their reach. They hardly provide any real opportunity to students to be so able to access the
technology. They hardly even try to relate technology with education.
On the contrary, many school boards are trying to achieve the level of digital equity by making computer
education compulsory in schools and by a conducting various competitions for students where technology is used.
All the schools should help the true sense to attain this level. It is serious issue for the growth of a child.
In my opinion, to create awareness of and achieve digital equity, some innovative digital labs should be
installed by the government where students can freely access the technology. All the trained teachers should come
forward to teach the students in these labs voluntarily. In this way we can spread technology even in slum areas,
where they cant even dream about it. This will definitely change the personality of the child. If human beings can
dare to step on Moon or Mars, why cant we dare to make a wi-fi world. Just dream about it because dream is the
seed of truth. All educators should put their heads together to achieve this level of digital equity. Lets give this
motto to our students and teachers to achieve digital equity
12 Digital Equity
It's Not Just About Access Anymore !
L. K. Trivedi*
In simple terms, digital equity means all students have adequate access to information and communications
technologies for learning and for preparing for the future-regardless of socioeconomic status, physical disability, language,
race, gender, or any other characteristics that have been linked with unequal treatment. (Soloman, 2002)
We cannot achieve excellence in education without equity. Every student needs adequate access to
instructional resources and support services in order to achieve academically.
Digital Equity is a term that often goes hand-in-hand with digital divide- discussions. The term digital
divide refers to the gap between people with effective access to digital and information technology and those
with very limited or no access at all. It includes the imbalances in physical access to technology as well as the
imbalances in resources and skills needed to effectively participate as a digital citizen. The digital literacy and
technology invaded the classrooms in the early 1970s wherein the impregnable bastion of traditional learning
based on rote and memory retention was totally shattered and has made way for research based, innovative,
divergent and critical learning. Initially it was the prerogative of the elite schools who could afford it and reap
the benefits of digital learning.
Education is seen as a route to full participation in society, and the use of learning technology is perceived as a means
of widening participation in education.
The lack of access to educational technology - or an absence of informed guidance regarding its use, can
actually magnify the inequities in students educational experiences and further limit their opportunities in
becoming functional citizens.
The World Wide Web contains an increasingly vast array of valuable content for instruction, staff
development, and research on effective educational practices. Yet, what most of us regard as the Web is better
described, by the library profession, as the Surface Web and represents a small fraction of the content one can
obtain via the Deep Web. The Surface Web consists of materials that are publicly available. Indias K12 student
population is growing increasingly and intensifying the need for schools to use technology-based education as well
as other means to engage students in using relevant content. These dramatic demographic trends are challenging
educators and schools to serve student populations with the technology based education.
We have made many gains bridging the access gap but many challenges still block the road to digital equity.
A continued commitment focused on access to high-end technologies, well-trained teachers, high-quality content,
and student-centered instruction for all, will take us a long way toward achieving digital equity.
April-June 2014 13
Laxmanrekha The limitations
Dinesh Jindal*
Digital equity in the school system signifies that the students are equipped with the skills to make use of
information technology to update, knowledge communicate and interpret of data, in order to be future ready for
learning, irrespective of their varied backgrounds.
Acquiring digital equity should be the dream and aim of every school which will enable them to provide
equal opportunities to their students to use tools and resources required to be effective students, who could
participate in todays digitally powered world; Digital Equity has become a virtual necessity, lack which means
lack of opportunities, This might push the students to encounter problems related to education, career, finance
and the social adjustment, these limitations might affect their quality of life.
The term Digital Equity seems a catchy and positive connotation, at first glance. Its Stake holders might
take it to be very easy to get equipped, whereas digital equity connotes much more then the mechanical and
digital part. It is a whole ambit, which encompasses tools and kits like computers, digital equipment and services
like internet etc. with content base in various modes. The Hardware plays a role only of an infrastructure, the
quality, the soul lies somewhere else, it is the content, and various extensions of the content like its definition,
interpretation, comparison, implication etc. that gives weight to the term Digital Equity.
Since its evolution, the human race, has kept on acquiring new assets for survival, the mode, pattern, shape,
system and utility of these assets kept on changing with the advancement of civilization. During the stone age,
skills of hunting were such an asset, during the neolithic period language and script become prominent, during
ancient times skills to settle and agriculture, during the medieval ages skills to fight, write and progress, during
modern time skills to manufacture, trade, services etc and during the 21st century initially, it has been acquiring
knowledge through various modes. The present time is the time of neo-millennial and thus Digital Equity is the
most coveted asset.
There are many limitations to acquiring digital equity, viz,
1. Teachers themselves should be aware of how to integrate technology into their pedagogy.
2. The teacher also requires latest and updated quality software and resources related to their subject of
teaching.
3. The students and teachers should have access to the internet and cloud technology.
4. The orientation for teachers is required across various dimensions such as:
a. Content planning
b. Synchronizing the content with age appropriate syllabus.
c. Content creation and development
d. Strategising the content and justifying its relevance with social cultural and academic domains.
* Director and Principal, City Coordinator (EA), Rawal Public School, Ballabgarh, Faridabad
14 Digital Equity
e. Developing threads of effective use.
f. Editing to ensure quality in the content
g. Integrating all academic resources with technology resources
5. Removing physical disability is a major task before acquiring digital equity.
6. Socio-economic stakes also hinder the acquiring of digital equity such as barriers of language, race, gender
etc. which are directly linked to unequal treatment.
7. The effective student-computer ratio required should be 5:,1 whereas it is not even 20:1 in Indian schools
which that is a great deterrent.
8. Teaching needs to go beyond the text, only digital equity can strengthen the core of the subject by giving
extensions to it, across curricula, and relating it to the domains of survival.
9. One of the major limitations in achieving digital equity is that, we are the first generation of neomillennial,
thus the initial inertia.
Let us all resolve in the silver jubilee year of creation of www by Sir Tim Berners Lee, that we shall remove
all the anomalies mentioned and make digital equity a reality because school leaders can play a ticket role in this
evolution and revolution.
April-June 2014 15
Future Endeavour
Mrs. Anahita Zubin Najmi*
One of our significant intents is to contribute to the domain of education. We aspire to set up an institution
of substance wherein a child acquires knowledge spontaneously and effortlessly.
Teens World Corporate School is endorsed to design student centered educational approaches so that the
inimitability of every child is implicit, valued and taken the utmost care of. We venture to make an impact on
our students by imbibing in their tender minds, the true value of humanity. I personally believe that every child
is innately giftedgifted with implausible senses; hearing, speaking and feeling. Educational field has termed
these senses as Listening, Reading and Speaking skills.
We, should leave no stone unturned to nurture the child in every area of education. It is very important to
train a child with moral values, etiquettes and wisdom. But involving a child in physical activities like sports and
martial arts has become a very significant factor in every educational institution, today. Considering the present
scenario of our country, it has forced me to conduct this activity for every student. I want the boys and girls to
participate whole-heartedly in this activity, which would help them to gain self-confidence and prepare themselves
for self-defense.
Initially, my decision was opposed by a few parents. Unfortunately, sixty percent of the girls come from
traditional background and their parents opined that girls are delicate species and that they rather learn indoor
skills like sewing and cooking. This was a grave situation for me and I knew that I have to make my girls prove
their abilities. It was difficult, but not an impossible task to convince the parents to encourage their daughters to
learn martial arts. It took me just an hour to bring the facts before the parents who were of the opinion that, girls
should only learn household activities, to change their mindset. It gives me great pleasure and satisfaction to see
the girls practising karate with complete dedication and energy. Hence, we have made an attempt of introducing
martial arts in our school as an obligatory subject. It is an extra-curricular activity, the students will be observed by
the respective class teachers and the P.T. teacher during the training sessions. One hour per day has been allotted
twice a week for karate training for the students of Grade IV to Grade IX. Students of Grade I, II and III will
be taught aerobics during those hours.
It is rightly claimed that, The best speaker can be the best leader. To produce good speakers, students
should be trained in speaking skills right from the toddlers age. Public speaking is one such leisure interest we
have introduced simultaneously in our school curriculum. Facing the audience with confidence and addressing a
crowd with grace and poise, audibility, eye contact are some of the fundamental traits which will be a part of the
training program.
The public have a very wrong perception about debates. Arguing, being voluble, a vociferous attitude and
coarseness of speech are traits observed during debates. The youth ascertain their facts through news channels
wherein they view the sad plight of our leaders hurling objects at each other behaving clamorously and not allowing
the adversary to express his/her views. These inappropriate approaches hamper the tender minds and coerce them
to use invalid arguments and use bad language. Hence, to inculcate true value of words and language, we train
16 Digital Equity
every child from Kindergarten to Grade X to articulate their views in the most dignified manner. Students are
trained to debate with confidence and grace. Every participant will be educated in moral values. They are exposed
to the fact that the opponent should be offered an opportunity to express her/his views without restraint. To learn
the skills of debating explicitly, two groups of teachers demonstrated the debate before the students. The students
thus, learn effortlessly when concepts are demonstrated to them.
The saying, If a woman is educated, the complete family is educated hence, we have taken the responsibility of
training the mothers of our students to speak in English. Spoken English classes will commence in the month
of June in the school auditorium. The Principal, with the assistance of the English teachers, trains the parents in
spoken english. It is a course offered by the school to the parents voluntarily.
In this competitive world, children feel harried. They tend to be the victims of stress and depression.
Pressurized by the three entities; school, parents and private tutors, these young souls develop fear for studies and
perplexities in educative genre. The ultimate consequences are disastrous, loss of self-confidence, lethargy, restlessness
or in some cases it may lead to over-confidence. Thus, to keep the childrens performance going well, they need
to be counseled on a regular basis. Every child should be patiently dealt with. Every teacher essentially plays a
role of a mentor to the students. Individual attention then becomes an important issue in such circumstances. In
order to avoid disruptive conditions school must plan innovative recreational programmes.
A zero period of forty five minutes on the first and the third Saturdays of the month have been allotted.
During this period, students from kindergarten to Grade ten are expected to run down to the quadrangle of the
school. They dance to their favorite music played by the music teacher. The activity is carefully observed by all the
staff. After the forty five minutes of recreation, silence is observed for the rest of the school hours.
This activity has greatly enabled us to make the students concentrate better as they return to their respective
classrooms with complete satisfaction. The reason behind their silence and concentration is purely release of
extra energy. It is observed that the students feel relaxed and content after releasing all the energy that has been
accumulated in their system. Due to family constraint and school restrictions, children are forced to kill their desires
which make them restless. Once, their desires are accomplished, their minds are reset for new assimilation. This
enables them to concentrate on whats being taught during the class hours, and comprehend the subject matter
which further develops interest for learning.
The youth of today is the future of our country; hence, nurturing the tender minds at the early age has
become our prime responsibility. Restrictions should be now replaced by counseling and reprimanding should be
replaced with sensitivity.
Every child is born with the same aptitude. Inculcating moral values and knowledge in the child, is the
responsibility of the parents and teachers. Parents and teachers are hence known to be the gardeners who nurture
the children in the best possible way.
Every staff of Teens World Corporate School strives hard to enhance the innate skills of students. Individual
attention is given, which has made every student confident enough to approach the teacher when in need. Various
inspirational ideas and strategies are designed to raise the educational standard of the institution where not only
the students but also the teachers develop in their skills.
April-June 2014 17
Social Justice Goals
Dr. Anita Bhalla*
In todays fast paced world where everything is technology-based and every one is technologically
proficient, the role of internet, computer and technological tools is very vital. Gone are the days when people
depended on books, encyclopaedias and learned persons to know about anything. But now, all information is
available at the click of a button. Not at only computer or laptops but on smart phones which are quite handy
and easily used. Digital equity ensures that everyone has equal opportunity to use the tools and resources
needed so as to participate as a citizen in todays digitally powered world. The person who is not equipped
digitally is unable to encounter educational, economical and social problems and ultimately gets affected by
his/her deteriorating quality of life.
Technology is so important to our lives that it may be hard to believe that, still there are many who have
limited access to and knowledge of resources available online. Children who are born computer and techno-
savvy cannot imagine their parents having difficulty using these devices. No doubt cell phones have bridged the
gap to some extent. So digital equity is the social justice goal of ensuring that everyone in our society has equal
access to technological tools, computer and internet and it is possible only when all Indians have access to these.
The preparation needs to be started at the very primary stage of students because if it is not used in schools
or classrooms, then we are just leaving many youths technologically illiterate. Quoting here some examples A
ten-year old operates a computer adeptly and completes his/her homework through 'google'. As a routine, he
spends his mornings in one of the top-most schools with of smart-classes and then spends his/her evenings in
the personality-development classes where he/she gives computer-presentations regularly to hone his/her skills
for a potentially competitive life, coming ahead.
Beyond the barricades of chai-walas, hawkers and carts, are the government-quarters, where lives
another ten-year old, who for the hundredth time, delves into his/her science book, mugging up the paragraphs
word for word.
As predictable as it sounds, the latter has been topping ever-since in the numerical-grading system of his/
her state-owned school while the former out of all competitions in the sophisticated alphabet-grading system
and shares an A grade with fifty others of his/her school.
Clearly, technology has brought the world to our feet - at least at the feet of a majority. Even then the
question of digital-inequality is indisputably present. Digital-studies is the new mathematics that every literate
needs to study, and irrespective of the training. The present society expects everyone to be computer.
In schools, undoubtedly, it is started at the initial stage but gap starts to widen as children move to higher
classes, the reason for which is fewer computers and software programmes. In poorer schools, the gap is widened.
But digital equity aims to ensure all have access to information and communication technologies for learning
regardless of socio-economic status, physical disability, language ,race ,gender or any other characteristics that
have been linked with unequal treatment. As a result the stress and advancement is increasing as it is observed that
* Principal, Bharatiya Vidya Bhavan Sohan Lal Public School, Amritsar, Punjab
18 Digital Equity
between 1993-1999, percentage of classroom with internet access grew from 3% to 65% and at the end of 2001,
99% of public schools had access to internet except some extremely poor schools. Advancement is increasing at
a much fastest pace, but digital equity goals are still a major concern.
To allow children to reap the greatest benefits from using technology, age-appropriate software must also
be developed. They need to be well designed so that children could be engaged in a process of exploration by
maintaining their interest and encouraging active participation from their side rather than and watching. Another
important factor is the efficient use of computers by deploying competent staff.
Digital India
April-June 2014 19
Digital Equity
Mrs. Rooma Pathak*
Teaching in the Internet age means we must teach tomorrows skills today.
Great revolution has come in the field of education due to innovations in teaching. No longer teaching
nowadays is limited to black board, chalk and duster. It was confined and centered round the rigid patterns
of education but in modern times the horizon of imparting education has increased manifold. In fact April
Chamberlain has rightly said, Education is evolving due to the impact of the Internet. We cannot teach our
students in the same manner in which we were taught. Change is necessary to engage students not in the curriculum
we are responsible for teaching, but in school. Period.
This is an era of information technology. In fact, 'seeing is believing' is a new trend. Technology has indeed
become master in every domain of our lives especially in education which brings us to the reality that; Gone are
the days of pencil paper and pen learning with technology is indeed a great fun But the question arises what if
this technology does not reach every corner of the country and is limited to the one set of the society. The country
can progress only if there is equal distribution of technology in education which is known as digital equity. All the
sections of the society walk together, be it rural or urban, then only, the country can prosper and progress. Limited
access will decrease the growth of the nation. In fact digital equity refers to social justice, a goal that all students
have an access to information and technology regardless of socio-economic status, physical disability, language,
race and gender. From 1993-1999, classes that were over powered with technology rose from 5% to 65% and by
the end of 2009, 99% of public and private sectors had the control over the technology, but what about the rest?
The government has thought of introducing Tab at a very nominal price, which is a welcome step. Government
schools are also being provided with computers with internet facility so that weaker and poorer sections would
not be deprived of it. But still, there is an urgent need to bridge the gap between the HAVE and HAVE NOTS,
so that every child may use this technology. Literacy to All should be the top most priority so that students of all
age groups can interact, share and learn on a global scale. Proper training imparted to weaker sections can go a
long way in making the digital equity achieve its purpose. In fact it has been rightly said by David Warlick that
We need technology in every classroom and in every student and teachers hand, because it is the pen and paper of our
time, and it is the lens through which we experience much of our world.
Learning is also very important means of deepening understanding of the world. Earlier it was confined
and centered round the rigid patterns of education but in modern times the horizon of imparting education has
increased manifold.
Computer technology or the word digital is intended to improve education for the 21st century learner.
It is quite helpful to the teachers as well as students. The course material as well as the important information
can be uploaded on the particular website which means the students can obtain the study material very quickly.
Not only this, in this digital era, problem based learning, project based learning and enquiry based learning with
the help of educational technologies facilitate the pedagogy. For instance, high-tech means companies such as
Google, Verizon and Microsoft are making schools their targets, to develop the ability to teach their students
20 Digital Equity
through technology which may lead to improved student performance. Innovative idea of publishers like having
CDs at the end of the books is a refreshing change from the usual and monotonous going through the printed
books. But the question arises, what if this technology does not reach every corner of the country and is limited
to one set of the society? The country can progress only if there is equal distribution of technology in education
which is known as Digital Equity. If all the sections of the society are literate, be it rural or urban, then only, the
country can prosper and progress. Limited access decreases the growth of the nation. In fact digital equity refers
to social justice, a goal that all students have an access to information and technology, regardless of socio-economic
status, physical disability, language, race and gender. Barriers of caste, creed and religion have to be transcended
so that every child first of all be literate and computer trained, then only the things will happen differently. In
early 1990s, many elite schools provided their students with regular computer classes and were over powered with
technology. By the end of 20th century, most of the public and private schools have control over the technology
like, smart boards. But, the question that arises is, 'Are all students receiving adequate access to information and
technology specially the rural sector? The answer to this question is No. Proper distribution of digital tools like
one laptop per child and the thought of the government of introducing electronic Tablets at a very nominal price
is a welcome step. Government schools are also being provided computers with internet facility so that weaker
and poorer sections could not be deprived of it. But still, there is an urgent need to bridge the gap between the
HAVE and HAVE NOT so that every single child may use this technology. Literacy to All should be the top
most priority so that students of all age groups can interact, share and learn on a global scale. Proper training to
weaker sections can go a long way in making the digital equity achieve its purpose.
Last but not the least, the role of digital equity is very significant for education, not only for the students,
but also special training for the teachers will make the technology more accessible. The extra time given for the
implementation of the technology and its effectiveness in the classrooms due to some technological problems
may not be limited. Expenditure on the technology improves student outcomes. In fact, according to Heidi-Hayes
Jacobs teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on,
an afterthought, or an event.
The field of education will shine like a glittering diamond only if the technology in education is polished
side by side.
April-June 2014 21
Leave No Child Behind
Ms. Usha Aswath Iyer*
Digital equity, by definition, "is the goal of ensuring that everyone in our society has equal access to technology tools,
computers, and the Internet," This states that everyone should be able to access computers, but unfortunately this
is not always the case. With the number of Indians living in poverty, not all students have access to the Internet,
let alone a computer outside of school walls.
As a teacher designing a project for my students, one that requires research, I will need to plan the
requirements so as not to leave anyone out. I would never ask a student in front of the class whether or not
they have a computer at home, nor would I assume everyone had one. I would simply have the students answer
questions regarding their projects prior to starting them; this will allow me to see who has access and who doesn't.
From there, I would require that the research be both Internet-based and from book sources, not just one and the
other. Each student would be in charge of the specific content area, despite lack of access to a computer outside
school. The students would be given in class computer time to work on Internet sources, and would be assigned
to research books outside of class. This would allow for every student to be active in the process of the project,
without discriminating against any student. It would also alleviate any embarrassment the lack of a computer
might cause a student to feel.
Critical Issues:
1. What role does technology access play in teaching and learning?
Providing professional development to teachers, building school and district technology infrastructure,
and ensuring equitable access to technology resources within urban and rural settings were specific
issues identified.
2. How do we make digital equity a national priority?
3. How do I become more knowledgeable so that I can support digital equity?
Challenges and solutions
1. Technology is Not Valued as an Instructional Tool. The slogan of No Child Left Behind (NCLB) has made it
increasingly difficult to get educators to integrate the use of technology into instruction. Educators must
recognize connections between the digital divide and achievement gaps in order to reframe digital equity
as an essential component of school improvement plans. If they use technology, it is part of an enrichment
activity instead of an integrated instructional component. We must challenge this way of thinking and
encourage educators to embrace the value of using technology as an instructional tool.
2. Educators need Professional Development. Professional development is the key to digital equity. This training
includes helping them understand and use technology for personal and professional productivity, and
more importantly, for integrating technology into instruction to promote student learning. The problem is
exacerbated when, teachers who are lacking skills are afraid to ask for help.
* Deputy Commissioner and Director, Zonal Institute of Education and Training (ZIET), Bhubaneswar, K. V. No.
3 Complex, Mancheswar Railway Colony, Bhubaneswar, Odisha
22 Digital Equity
3. A Signicant Number of Students With Limited Access To Technology Outside Of The School Remains. The challenge
is not just access, but also a good environment where kids are excited about learning or just want a place to
get help on how to use programs, search for information, and so on.Deep concerns are expressed for those
who experience restricted access to technology. Families in poverty cant get hardware or soft ware. They
cant pay for the Internet. The definition of access would mean: For students to have a true appreciation for
technology, they need continued exposure to it outside of the classroom in a constructive manner.
4. Obtaining Funding For Technology Continues to be Difficult. Because technology is not seen as an instructional
tool, funding for it is usually inadequate. Technology is treated as a poor orphan by individual schools with
limited budgets. Limited access to technology is the lack of available resources that are fully functional
and updated. Generally, banks and IT Sectors write off their computers within a year or two in order to
be abreast with developing technology. These computers (they are well maintained and in good condition)
could be donated to schools in rural areas which, otherwise, cannot afford new ones.
April-June 2014 23
Web : A Treasure trove of Information
Leena Rai Kalra*
Digital equity is equality on the basis of technological advancements of day-to-day life i.e. the provision of
access to every child to information and communication technology for advancement in learning process regardless
of caste, creed, socio-economic status etc. Therefore, one more addition the right of education in accordance
with the changes in technological achievements where they can have laptops, i-pads, mobiles and computers
complementing the education system.
The treasure trove of knowledge in the form of information on the web, the availability of e-books, the
presence of even the minutest to the detailed version of anything you desire on the net acts as a greatest helping
hand into childs learning. This is not only limited to browsing the net or technological innovations but also the
software developments have led the schools not to remain confined to books, chalk and board style of previous
methodology of teaching but got advanced into the same arena using software and hardware to max. extent through
Smartclass concept where modules of various topics/concepts are in the form of audio/video, animation or 3D
presentations to make the learning easy and effective. The digital innovations in the form of photography has
helped the students capture the moments and compile the project work they are assigned. The gaming consoles, the
creative fusions, or the material from the study point of view available on the world wide web enhances students
learning and the exposure.
Therefore, every student needs to know the changes in the world. This access should also be given to all those
who are either employed or unemployed, as now-a-days, filling of application anis done unanimously through the
internet mode and a number of people still feel helpless. However, this facility has added to the level of comfort,
but reduced personal space, but still digital learning and know-how is the need of the hour.
* Vice Principal, Dyal Singh Public School, Jarnailly Colony, Karnal, Haryana
24 Digital Equity
Digital Equity A Must
Promil Bali*
As computer technology becomes a prevalent ruling factor throughout society, concerns have been raised
about reducing the digital divide between children who are benefiting and those who are devoid of this facility
as they will he left further behind their peers who do.
However, hard our school community tries, we cannot achieve excellence in education without reducing
the disparity in digital access or in other words, bridging the digital divide. Its a hard fact that the road to digital
inclusion is lined with hurdles, but if sincere efforts are made in every sphere of the society a part can be paved
can lead to a more prosperous digital future.
1. Schools can contribute by equipping classrooms with one computer for a group of fine students.
2. Institutes can provide students with take-home technologies where they can loan the laptop computer
as they issue text books.
3. Community access centres can be a boon to the disadvantaged members. Here, they can use the
internet.
4. Schools can improve students access to technology and emphasise more on the quality of its
access.
5. There are some non-profit organizations like Close the Gap, which offer pre owned computers
donated by large and medium sized corporations or public organizations to educational institutes.
Schools can contact such organizations to benefit their students.
6. Stay-back-after-school hours to access technology, can be an additional advantage to those who are
without of these resources at home.
April-June 2014 25
Equitable access to Technology
Ms. Ruchie Sharma*
Due to the increase in employment in India by the outsourcing movement, some cities have become enclaves
for IT growth, that benefits the middle-class. They are the few links from the IT sector to the rest of the economy,
which is still largely agrarian and has only a few sectors that make significant use of technology, and in a country
that has a great need to put many people to work, there is always the fear of computers replacing them. Unreliable
power, low bandwidth, slow hardware, low purchasing power, and low literacy outside of the metropolitan cities,
ensure that technology diffusion will face difficulties.
The prevalence of proprietary models is another of the most important causes of disparities in digital
resources at the global level. Such considerations lead to developing a more complex conception of digital divide,
on the basis of a different territorial distribution of powers to regulate cyberspace, and to overcome the established
procedure of measuring digital inequalities by analyzing the number of individual access lines per inhabitant. A
useful solution is the use of open software to overcome the digital divide. Also development organizations and
international non-governmental organizations have been emphasizing the high potential of free and open source
software for the less developed countries, with particular reference to the themes of cost reduction and less vendor
dependency.
Hence, availability and accessibility of technology in all classrooms should be a priority for every school.
Also, all students must be prepared for the technology demands of today's workforce and teachers need to prepare
students for it. Making IT education a compulsory for all students should be planned by Governing bodies, in
order for the students to be prepared for the digital society, students have to learn more than just how to use the
internet or software. Also, students of today need an interactive learning environment. Teachers need to engage
students in lessons that require active participation. There is a need to reform education to meet the demands of
today's digital world.
26 Digital Equity
Create, Communicate, Collaborate
Ritu Joshi*
Digital Equity, in laymans language, is equality in terms of access to information and communication
technologies.
The real world presents a negative picture of society, where people living below the poverty line do not have
easy access to computers and we, at present, stand on the edge of The Digital Divide. Firstly because people
below the poverty line do not have any access to formal computer education and secondly, because there is an lack
of proper utilization of available resources. The reason is technology is not properly blended into our daily lives.
A major responsibility for achieving digital equality in society rests on the shoulders of educators and
schools. By providing digital equity in schools, we will not only able to make our students Techno friendly but
it will also ensure a bright future for our students regardless of their socioeconomic status, physical disability,
language or race. Educators by planning their teaching-learning strategies and processes in such a way that they
make optimum use of the latest information and communication technologies, to ensure that such technological
resources are made available to all students. The technology should be so meticulously woven into school education,
that it replaces the traditional ways of learning.
Role of Educators and Schools
Challenge students perception of information and communication technologies
Give as many tasks to the students as you can which challenge their perception of information and
communication technologies. For this, involve them in online discussions and debates. Make sure that they
make the maximum use of technology in creativity their projects in different subjects (e.g. you can give
them power point presentation etc.)
Integrate technology in classroom teaching
Make the best use of resources which involve technology in classroom practices. This can be done by using
smart boards, PPP, video clips, audio clips and virtual lessons in teaching certain topics in the class. This
application-based learning will ensure class room with Digital Equity and in turn a School with Digital
equity in its campus.
Maximize the use of three Cs
Create opportunities for students to have the maximum access to teaching giving a freedom in school to
create, communicate and collaborate by collecting information through the Internet or other Online
sources for completing their tasks, home work, projects etc.
Achieving digital equity in schools
The school aims to achieve not only Digital Equity but also a digital excellence in our students.. For this
the students are being provided free access to graphical application, web applications and development of different
April-June 2014 27
modules using HLL. They use the internet to collect information and getting updated about latest technologies.
Students more often prepare their projects and assignments under the guidance and supervision of their subject
teachers, by peer discussions. Teachers make use of L.M.S- Leaning Management System- an online platform
which enables the delivery of instructions, resources and activities to students even outside classroom. Teachers
can provide tailored instructions to students anytime.
We not only strive to achieve Digital Equity among students, but are continuously making effort to reach
to a major goal of providing Digital Equity to the entire society. We believe that using technology tools in various
facets of education will directly or indirectly contribute to attaining Digital Equity.
A free and easy access to the digital world for not only mainstream students but also students with special
needs is a small effort to achieve at the school level. This will surely have a positive impact on various stake-holders
and will also contribute towards making us a digitally equipped nation on the global platform.
28 Digital Equity
Need to Raise Awareness
Y. Sreedhar Rao*
It is common to see our students rushing towards the computer lab at the stroke of the bell to secure a seat
in front of the computer. It shows interest computers generate among young students and also speaks volumes
that computers are indispensable in making the teaching learning more lively and effective. It also reveals the
inadequacy of the computers available to students. The digital divide is very wide in India, more particularly in
the rural areas. While computers are commonplace in modern education, many students are deprived of this
important gadget for learning.
Schools and education administrators should make an all-out effort to bridge the digital divide. While it is
a fact that the computers are still very expensive and beyond the reach of the poor, the deprivation of computers
to the students from under served communities will further aggravate the condition and such students will have
a serious setback in their education. The administrators should explore all possibilities to provide computers at
affordable prices to students to make our future citizens digitally competitive and make our country economically
strong. Schools should make use of the several voluntary organizations and software and hardware companies
which are providing computers to schools as a part of their computer education programme.
Merely providing computers to schools does not enable the students to use them effectively in the learning
process. Students should have easy access to the internet to enable them to explore the subject of their choice
instead of depending on a few CDs brought out by commercial agencies. Broadband connectivity should be made
available to all students, though it is still expensive. Though many websites are available on the internet which share
their knowledge free of cost with students, they cannot use them in their learning process as they pose cultural
differences. Therefore, the educational agencies in the country should prepare quality content which is culturally
relevant. Lack of locally available quality content is one of the drawbacks in not using the computers effectively
in the teaching-learning process in the country.
One of the main reasons for not effectively using the computers is the lack of trained teachers in using the
digital technology in classroom transaction. It is no exaggeration to say that very few teachers impart computer
aided instruction to the students. Even those who use computers teach very perfunctorily very often without any
instructional objective. Educational administrators should organize training programmes on a massive scale to
train all the teachers to enable them to become digitally competent enough to help the students in this age of
information technology. All teachers should be provided with a computer with internet connectivity at least by
granting them a loan for their purchase of one.
Educational administrators should ensure that everyone has equal opportunities regardless of socio economic
status, physical disability, race, gender and language to use the tools and resources needed to fully participate as
a citizen in todays digitally-powered world.
April-June 2014 29
Country-wide Need for an ICT Revolution
Ms. Nipun Gulati*
'Digital Equity' means that every student should have access to equal and impartial digital education,
regardless of caste, creed, socio-economic status, physical disability, language, race, gender, or any other
characteristics. Students from every sphere of life should get equal opportunity to access information and
communication technologies for learning.
ICT stands for Information and Communication Technology, and is the integration of information
technology with communication technology. Internet on smart phones, Bluetooth in cars, GPS, social networking
etc, are all due to ICT.
Even in a country like India, where remote areas are yet to enjoy the full benefits of electricity and well-
connected roads, people are very connected to the outside world through their mobile phones. So, digital equity
has become a necessity for India to be a part of the mainstream.
The digital age has so far touched only a tiny portion of the worlds population. In India, the digital divide
is not only in the less developed states with traditionally weak infrastructure like Bihar, Orissa but also in new IT
states like Karnataka and Tamil Nadu. Now the scenario has changed and Internet has become an indispensable
part of everyones life, but still there is a digital divide. Within India, states such as Maharashtra, Karnataka, Tamil
Nadu and Andhra Pradesh are more digital than Bihar and Uttar Pradesh. Moreover, there is an urban-rural
digital divide within a state.
Some challenges which India faces are: computer education is not upto the mark in the schools located in
remote villages. Students have limited access to computers, teachers are not using computers to teacher, internet
connection to search for information and be updated about the latest technologies. Students coming from a
under privileged background are not able to use technology in their studies. Moreover, there is no electricity in
many villages; the tele-density of India is one of the lowest in the world, despite ongoing deregulation of Indias
telecommunications sector.
We should find concrete solutions to overcome these challenges. More funds should be allotted to this
domain. Computer education should be made free and compulsory in government schools from class I onwards.
To make our younger generation ready for the ICT revolution, the curriculum should be centered around ICT.
Discounted computers, peripherals and accessories should be provided to low-income students and their
families and educators, bundled with excellent instructional and professional development resources.
Schools and libraries should receive discounts on telephone services, Internet access, and internal connections
(network wiring) within school and library buildings. The discounts should range from 20% to 90%, depending
on the household income level of students in the community, and on whether the school or library is located in
an urban or a rural area. Free e-mail, blogs and web-hosting facility should also be provided to the schools.
30 Digital Equity
'Assistive Technology' is defined as any item, piece of equipment, or product systemwhether acquired
commercially, modified, or customizedthat is used to increase, maintain, or improve functional capabilities of
an individual with a disability. Specialized software and assistive technology should be considered for students
with disabilities. Physical, social, and learning environments should be designed so that individuals with a wide
range of disabilities can have meaningful access to and participation in general education.
The use of computers and internet in schools enables students to develop important skills that many, if not
most, will need in their future careers. Internet and multimedia can provide students and teachers with access to
current primary source materials, ways of collaborating with students, teachers and experts around the world and
opportunities to express understanding through images, sound and text.
Workshops and training programs should be designed to strengthen the professional credentials of educators
at all levels. Workshops and training programme should be appropriate for preservice and inservice teachers, and
targeted to specific curricular areas and grade levels.
As technology is becoming more integrated into peoples work-lives, more and more should learn to
communicate and work together, using these technologies. Co-workers can communicate with one another
via e-mail, social networks, groups, blogs and tweets. Conferences can take place in cyberspace using video
conferencing.
Students can also join leading experts on collaboration technologies and processes in interactive discussions
with virtual communities, online learning and knowledge management. Students can study online at their own
pace, get research-based answers to critical questions.
Family, peers and community also play an important role in a childs life. So, there should be technology
centers which provide children and adults with access to information technology and related learning services.
They can be invaluable sources of information and technical assistance to educators, students, and students families
in low-income communities and neighborhoods.
In the end, I would like to conclude that this is the digital age, and we should strive to make everyone
technologically sound. Government, private companies, organizations and educational institutions should work
in collaboration to bring digital equity in India and the whole world.
April-June 2014 31
Talent Needs Attention
Praveen Sharma*
While assembling the human machinery God did not show bias but common activities separate student
from student. Some students so, attentive and cooperative to their work that they assimilate the topic of their
interest at the height of digestion and gain applause from others. It does not take into account that one needs
more time to think; more guidance to tackle; more digesting time to assimilate the topic in a perfect way.
It is estimated that, a teacher uses only 20% technically rich words while teaching and the rest 80% words
are connecting and helping words necessary to provide balanced and meaningful sentences. Talented students
focus only on these 20% words, while medium racers keep their minds fixed on the weak vocabulary.
Now from the above theory, it is very clear that possessing a strong refinement capability differentiates a
talented person from other medium pacers.
In the story of Mahabharata, the character of Arjuna surfaces as a talented archer inspite of not being
provided with the same facilities for archery training by the same Guru. The three words attention, commitment
and dedication play a key role in the life of an extraordinary or an incredibly talented person. The very famous act
of Karana in which he takes a vow that one day, he will project himself as a great archer equivalent to Arjun and
gets archery training under the guidance of Bhagwan Parshuram Ji, although he is badly affected by the curse
that the he forgot every talisman at the last moment, as he had illegally secured the favor of his guruji. The above
is one of the best examples to prove that real talent never adopts shortcuts and is always prepared.
* PGT (English), Maa Saraswati Sr. Sec. School, Bahadrabad, Haridwar, Uttarakhand
32 Digital Equity
Need for Quality and Cultural Appropriacy
Ms. Hema Rajguru*
The term 'digital divide' is now generally defined as the difference in information technology use based on
ethnicity and socioeconomic status. Digital divide statistics are most frequently applied to computer availability
and use in schools, and to homes with computers with access to the Internet.
Equitable access to technology resources (computers, software, and connectivity) is one aspect of digital
equity concerns. Other dimensions include effective use of technology for teaching and learning, access to content
that is of high quality and culturally relevant, and opportunities to create new content.
Four Critical Components
1. Access to up-to-date hardware, software, and connectivity
2. Access to meaningful, high-quality, and culturally responsive content along with the opportunity to contribute
to the knowledge based represented in online content
3. Access to educators who know how to use digital tools and resources effectively
4. Access to systems sustained by leaders with vision and support for change through technology issues
However access to computers and the Internet at home is still considered a consumer choice, not a basic
educational right.
Many programmes have been initiated to improve students academic achievement in schools through the
use of technology, to assist students to become technically literate and to ensure that teachers integrate technology
into the curriculum to improve student achievement. Although access to technology resources is improving, still
the equitable access has not been fully achieved.
Most schools now have computers and Internet access, crucial aspects of digital equity as technological
availability improves. Even some studies have focused exclusively on the availability of computers for young
children and their use of computers when they are starting formal schooling.
When used in a developmentally appropriate manner, computers have a great potential to benefit the
learning of young children. Computers can provide assistance, support, and guidance in learning new tasks in
a manner that fits the learning style of young children. Computers can help young children explore a world of
creative possibilities without having all the prerequisite skills; they can enjoy a story without knowing how to read
it, change the ending of a story without knowing fully how to write, and build a house with limited drawing and
geometry skills. A computer can provide the opportunity to access a world of people, places, and information, and
most important, it can do so very quickly. In contrast, non-developmental software resembles electronic worksheets
or flashcards, encourages more competitive behaviour, and can discourage creativity and the exchange of ideas.
Computers in early childhood should be fully integrated into the overall curriculum of the classroom.
Developmentally appropriate computer-based learning experiences have the potential to contribute not only to
what young children learn, but also to how they learn.
* PGT (IP) and Team Head (IT), Laxmi Vidyapeeth, Sarigam, Gujarat
April-June 2014 33
An important factor in the effective use of computers is staff training and technology support. Teachers,
familiarity, confidence, and skill in choosing software and integrating technology into the curriculum are
dependent on teacher training and time for self-directed exploration and learning. Due to the relative newness
of computer technology, many teachers have not received adequate training to select appropriate technologies
and lack support to use them. It appears that the rapidly accelerating investments in computer hardware and
software have not always been matched with the support and training needed by the teachers who are expected
to improve the educational experiences of young children. Thus the mere presence of computers alone does not
ensure appropriate or effective use.
Digital equity for young children, therefore, includes access to computer resources that are used in
developmentally appropriate ways with teachers who have the knowledge and skills to integrate technology into
meaningful activities of interest and relevance to children. Equitable means that computers are fully integrated
into developmentally appropriate curriculum.
eLearning doesnt
just happen! It
requires careful
planning ...
34 Digital Equity
Challenges to be met
Preeti Shrivastava*
I intend to unveil the future,
I dare to claim my aim,
Give me a slot to fit in,
I would brighten in the frame.
In this ever-changing and tech-savvy era, it would be no exaggeration to assert that communication has
attained new, advanced and faster dimensions. What took previous generations a series of efforts now has become
a simplified tool for the present generation, promising to be still modified for posterity.
Its rather apt to mention here that, every field and system has equipped itself with the weapon of technology.
People no longer have to wait in long queues or shed their sweat accomplishing the tasks, devoting a number of
hours in executing them. Just a click of selected options and the work is done!
But its now imperative to state here that, access to technology is still limit and not accessible to all. Due to
a disparity between economic status of people Many are unable to gain from modern technology. Even though
it is time and cost effective, once acquired, it is still a dream for many.
So, who will initiate this? How to enable digital equity for all? Several institutions of higher studies provide
laptops to students. Even the government has tried to provide laptops and computers to the students pursuing
higher studies, subject to terms and conditions. But schools still have a long way to go, to incorporate technology
in its desired state. Although many schools have access for the convenience of students, there are still loopholes.
As globalization turns more tech-effective, there seems no place for illiterates in technology. There is need
to chisel ways and means to provide tools and technology to all students. They need to understand the relevance of
digital world which is taking over non-digital one. Lacking in this sphere would demoralize their spirit in future.
It would be severely hampering their prospects in every field, education, social and economic.
Now the million-dollar question which opens its mouth wide is, how to realise this dream. If we envisage a
better future for our nation, we need to arm our students with resources which enable them to rub their shoulders
with their counterparts in developed nations. Now an excuse to be ignorant is nonetheless ridiculous.
Its the responsibility of schools now, and teachers in turn. Need be tech savvy, in the first place. Its time
to switch to integrated computer technology. Teaching aids have to be modernized. Students are excessively
enthusiastic and potentially energized. They need to be served with an interesting mode, of learning.
There is no point in feeling proud about ones lack of tech-knowledge. Digital equity has to be incorporated
in every life. A definite strategy may be planned, so that every student can be a part of the technology. Mobiles,
definitely, have served a major purpose, with even basic ones providing tech access. But size does matter ! a big
screen is handy and convenient to delve into the world of technology.
April-June 2014 35
School is the best place which can impart basic and elementary knowledge of digital world. Students are
enough competent to learn on their own, once groomed into that stage. We need to empower each and every
student with technology so that life becomes simpler, easier and faster!
Lets not play the same old tune of the past. Lets beat the drum for the beginning of a new era, a digital
world, wherein lies the most wanted dream of today, digital equity.
No more of old ways needed here,
No more of ignorance in this sphere,
A bright new world is peeping through,
Its right time now to bid past adieu
36 Digital Equity
A Wrestle for Educators
Leena Deka Bharali*
Equality is not a concept. Its not something we should
be striving for. Its a necessity. Equality is like gravity.
We need it to stand on this earth to have a life of balance.
- Joss Whedon
From the era of the Mahabharata, demands for equality have brought upheavals to all sectors, let it be the
equality demanded in the quota system during admission to different courses or appointment to a government
job. It has always raised a controversy, whether the system could satisfy all or not.
The drive of digital equity is the result of an intended notion to abridge the gap between those who can
effectively and powerfully use digital devices and internet and those who cannot, as equitable access to technology
resources continues to be a challenge especially in a country like ours, where bureaucracy and aristocracy has still
its strong deep roots.
It has been observed that, equity means to provide equal power to the underprivileged but all means. Here,
the underprivileged are the students. They are the ones who must have backup with necessary equipment. But
a student can be a cut above all only, if his/her mentor or teacher has the knowledge to impart such knowledge
confidently.
To bring digital equity among the students, the digital divide for resources has to be eradicated and
empowered. Introduction of C.C.E by CBSE has not only made it possible, but indispensable too. Therefore, most
of the educators, around the country, are glad today, whereas found the road less travelled difficult initially.
We also have to agree that digital equity which is finding its place in rural and fast growth in urban India,
will soon become a past in foreign schools in developed countries. As asserted by Doug Leving, C.E.O, State
Educational Technology Directors Association that; Increase in the availability of mobile technology will soon make
paper text books a thing of the past in the US schools.
The shift from print to digital text has already created an impact as classroom in modern urban schools are
well-equipped with 24x7 online assistance through digital systems like Educare, Teachnext etc. The educators
have come a long way where the constraint of imparting textbook or printed information was a trend. Now, the
monotonous reading and answering of questions has been replaced by online accessibility to knowledge.
1. An educator takes up challenges to collect information beyond the printed text.
2. Classroom activities are organized in such a way that, without losing teaching learning process, both
sides actively participate.
3. Independence in learning for students has created an environment of liveliness, enthusiasm and
competition.
April-June 2014 37
4. The gap between teacher-student communication has been bridged.
5. Most importantly, the one who has better access and determination, steals the show.
Although, in this world of rapid growth, educators face ample challenges, yet to eradicate the block of digital
divide, the presence of the following is demanded especially in rural areas, as it has remained a major block of social
and economic growth. Before any information is professed, an educator needs to take the following in count.
1. Knowledge to access hardware, software and internet.
2. Access to relevant high quality content in the language of communication.
3. Knowledge to access digital tools and resources.
4. Knowledge of content creation with the help of digital devices.
The rock in the path of accessibility will definitely be overcome if there is ample power in the hands of the
educators to help their students without any constraint or barrier.
38 Digital Equity
Bridging the Digital Divide
Mrs. Kanwalpreet Kour and Mrs.Tania Sawhney*
Basically, it boils down to the fact that, some people have access to information technology and some people
don't, or they may have access, but don't have the necessary skills to use it effectively. Digital equity is achieved
when all students have quick, easy, and appropriately functional access to equipment and the Internet both, in and
out of school, as well as the expert guidance required to ensure effective use across a range of functions.
Merits:
1. Distance Learning
2. Ability to get any posted information regarding classes missed
3. Parent/Teachers/student communication via email or message broad/blogs
4. Collaboration with other students on class projects
5. Student who otherwise have the motivation to extend class tech activities at home
6. Kootmansclass.com provides opportunities to the students to get online trainings and tutorials.
7. Emerging technologies can be transformed into Education
8. Many available social technologies like Wikipedia, Wikispaces which opens education resources
definitely help students and knowledge seekers.
9. Students can have access to curriculum, content and learning tools made available to them.
10. 'Wiki' provides opportunities to the students to develop critical skills of the 21st century, namely
Expert thinking
Complex communication
New media literacies
April-June 2014 39
11. Tech goes Home; http://www.techgoeshome.org/ is a program to provide network and internet
connections to students, along with computer training for the entire family
It's an incredibly exciting time to be working in education, as online learning environment and social
technologies transform the way we learn and grow throughout our lives. We need to work together with a
firm commitment to social justice that makes sure that all students have the opportunities to benefit from
technology.
40 Digital Equity
An Attainable Global Challenge
Ritwiz Gaur*
As an educator, I must confess that in a fast-paced world, the methods of instruction have changed marginally
with the rapid development of technology and the growing industrialized approach to schooling.
In the present epoch, Technology - designed to be pleasing, marketable and to make learning easier - has
not only made access to information easier, infact, it has facilitated easy learning with fewer challenges; though
simultaneously, and imminently as well, it is not often designed to deliberately vex us in ways that improve
knowledge retention. But to whatever school of thought one belongs to, one cannot ignore, or rather undermine the
impact of the changing educational landscape being brought about by our shifting relationship with information
and capability for learning with technology.
In such a fast changing scenario of information technology advancement, digital disparity is rapidly
capturing the attention of educators and policy-makers. The disconnect that occurs between those with access
to technology and those without is gaining a stark attention with explicit myriad factors, viz. socioeconomic
status, ethnicity, demographics, infrastructure and technology resources, etc. The interplay of these factors that
contribute to both digital disparity and also digital equity is quite axiomatic in society and schools by all the
stake-holders (parents, teachers and school leaders). The pressing concern for equity is related to a major motivation
for introducing technology to prepare students for the future.
Many research studies have pointed out that, the major issues in the digital divide are related to the lack
of interest in technology (attitude and approach) as well as a lack of access to technology (resource). Majority
of school are without basic educational technology support. In contrast, there are institutions where technology
prevails in classroom but many teachers or students do not sufficiently and effectively utilize them. Even when
access to technology and connectivity exists, students may have unequal learning experiences revealed by the
comparison between computer usages in schools primarily populated with underserved students or teacher is
limited to teaching of basic skills, as contrasted with affluent schools where computers are likely to be used to
teach higher order literacy and cognitive skills. To further compound the issue, the digital disparity significantly
exists by gender in both the use and proficiency with computers. Research reveals that girls not insignificantly
represented in computer science and technology fields.
Undoubtedly, other than technology resources and infrastructural development, there is much that we
educators can do to lead to digital equity. First of all, the mindset and approach of a teacher needs an astounding
transformation. Professional development is a key to digital equity. The digital training for teachers and school
leaders will help them to become conscious of using technology for personal and professional productivity, and
more importantly, for integrating technology into instruction to promote student learning. More so, educators
seem to be victims of unwarranted perplexity of educational technology usage competing with instructional
priorities, including securing better results in examinations. The training will enable teachers to effectively infuse
technology into new instructional designs, to support new approaches to learning within the syllabus or evaluation
framework.
April-June 2014 41
Technology is taken for granted and is groomed as a poor orphan by schools with budget constraints
or misplaced priorities. Further, the challenge is not simply to access to technology, but infact a congenial and
supportive environment where students are excited about learning or effectuating the technology with their real-
time based experience. Again in such premise of circumstances, teachers can play a meaningful role.
Measures for building environment that can lead to Digital Equity warrants an urgent emphasis on
revisiting the pertinent issue that whether present educational experiences in schools are adequately catering the
needs of culturally diverse students to transform then into 21st century global learner? Moreover, do teachers are
well equipped -both in terms of mindset and competence- for such a challenge before they enter the class-room.
Further, other issues of prime importance are - creating opportunities for students to access technology outside
the classroom; developing an operational definition of equity and an environment that supports it; consistently
challenging perceptions about the role of technology in education; reinforcing resources and infrastructure against
odds, etc.
Before I jump to any conclusion, I attempt to touch upon squarely different -laterally thought- but significant
issues on the subject. Digital equity encompasses preparing students for the future. A recent study suggests
that immediate availability of information has created a particular conundrum in our modern society. When
it takes a mere few seconds to find information about almost any topic, the value of knowledge and expertise
is being devalued and consequently making us genotypically less intelligent than our ancestors. This research
echoes concerns Albert Einstein had when he supposedly said, I fear the day that technology will surpass our human
interaction. The world will have a generation of idiots. In such an inevitable situation, the role of teacher becomes
more crucial and significant. C S Lewis aptly remarked, The task of the modern educator is not to cut down
jungles, but to irrigate deserts.
42 Digital Equity
The Digital Divide
Gurbax Singh Sokhey*
In the 21st century, we cant think of separating ourselves from technology and its uses. The use of technology
is reducing the employment opportunities and the number of employees. Digital equity is a source of concern
for those people who understand the power and the need of internet and digital technologies in the emerging
knowledge based society.
Digital equity means equal opportunities for throughout the globe to use and get benefits of the digital
technologies and internet access.
After the introduction of computers, educators have been talking about giving equal opportunities to all
students which is practically tough. The digital divide, the divide between the students having access to technology
and those without, is a point of major concern in the recent times. Like all other educational equities, in reality,
the digital divide is much more complicated.
Large population and lack of infrastructure.
Improper Internet access throughout the country.
Poor economic condition of the students and schools.
The computers are in sufficient in comparison to the number of students in most of the schools.
Lack of trained professionals to teach.
Lack of awareness is a major issue.
To increase digital equity, educators can play a major role. They need to know how to infuse technology into
the teaching learning process. The digital world is changing very fast, so the educators should update themselves
with the changing digital world. They need quality hardware, software and internet access for the purpose of giving
ample opportunities to all students.
Administrators and school boards must provide the leadership and resources necessary for developing and
implementing quality technology plans. The knowledge about computers and digital technology should be given
through a well designed curriculum.
The government has to play a very significant role by providing proper opportunities, infrastructure and
other necessary requirement specially to economically weaker sections and schools; Government must have to
ensure good internet access throughout the country.
Although very complicated, but yet digital equity is not impossible. HOPE is the seed of SUCCESS.
When we join hands, we can achieve real DIGITAL EQUITY.
April-June 2014 43
Understanding Digital Equity
Swaraj Kumar Rana*
Digital equity is one of the most important human rights in todays society. As technology becomes important
in academia, as well as in workplace and, indeed, in our everyday life, being on the wrong side of digital divide
becomes a discriminating factor. Students from low-income families have considerably fewer affordances for the
emerging model of learning that places heavy emphasis on technology-rich experiences, digital media, online
collaboration, and social networking.
Digital equity by definition is; The goal of ensuring that everyone in our society has equal access to technology tools,
and the Internet. This states that everyone should be able to have access to computers, but unfortunately this is not
always the case. Not all students can have access to the internet, let alone a computer outside school. As a teacher
designing a project for my students, one that requires research, I need to plan the requirements so as not to leave
anyone out. I would never ask a student in front of the class whether he/she has a computer at home, I assume
everyone has one. I would simply have the students answer questions regarding their projects prior to starting
them; this will allow me to see who has access and who doesn't. From there, I would require that the research
be both internet and book sources, not just one and the other. Each student would be in charge of the specific
content area, despite access to a computer outside of school. The students would be given in class computer time
to work on internet sources, and would be assigned to research books outside of class. This would allow for every
student to be active in the process of the project, without discrimination.
The Government of India has to play an important role by:
(a) Providing adequate broadband bandwidth for accessing the Internet and technology-based learning resources
24/7 in schools, in the campus, throughout the community, and at home.
(b) Ensuring that every student and educator has at least one internet access device and appropriate software
and resources for research, communication, multimedia content creation, and collaboration for use in and
out of school.
(c) Supporting the development and use of open educational resources.
The peoples attitude towards technology due to the generation gap as, research suggests, that attitude,
rather than availability, might be the main reason that Indians dont have high-speed internet access, since some
parents say theyre not online just because they are afraid of the dangers lurking on the web.
We, as teachers, give the resources and, can provide the training to our students so that they will use
technology. However, we must be trained ourselves first. It will probably take at least one generation for the entire
teaching force to be trained and so it will be a gradual process of incorporation, not an overnight change. It will
take many people taking small steps to carry the technological revolution forward into the all the classrooms
throughout the nation to achieve the potential benefits of using the internet to develop, produce, and communicate
the thoughts and ideas of different peoples and cultures.
In India, it is not impossible to have digital equity, but as the technology and, computers are new, it will
take time. It will definitely achieve its goal and no child will be left behind. The Government, teachers and learners
will also prove their roles in ensuring Digital Equity.
44 Digital Equity
Closing The IT Divide
Kirti Pahuja Dang*
Recently, The IT Divide in writer, Sudha Murtys Wise and Otherwise impelled me to think about the
digital divide- and- rule policy in operation for IT and non-IT workers. The germination of new century strained
us to make ourselves more high-tech with the state of art technology. But not all of us are blessed with these
digitally powered equipments and lack of these tools and resources causes people to face educational, economic
and social limitations that negatively impact their quality of life.
Digital equity, in its own total domination, seems to be the solution to the IT divide. Digital equity confirms
that everyone has equal opportunities to use the technology to be proactive in this techno-world. It focuses upon
building a digital life worth living, to maximize our time in the online world when so much is happening.
In our country, the digital divide is much more complicated. Before computers were available, poor children
were destined for menial jobs. In Indias multi-tier education system, millions cannot afford to go to a public school
and most are not benefitted by primary education, and education is the key feature which designs the future of
a child. Whatever a child becomes in his/her future, it mostly depends on his/her educational background, and
the school is an institution where the child gets education. No doubt, that every school, every education system
is looking into the matter of how to educate the growing generation but this is not sufficient, because the digital
divide leaves them no option but to move into the same low-paying sectors.
A revolution, in the guise of digital equity, is the urgent and crucial need of schools. As I perceive, school
is an institution which works at the boundary of the physical and digital world. Only schools only can make the
border between students physical world and the digital information surroundings thinner.
In metropolitan cities most schools have been digitalized but the schools, especially in rural areas, are still
ill-equipped with only the basic infrastructure for digital learning. One or two computer labs, necessary space
for learning and uninterrupted power supply are some of essential requirements for initiating digital equity. This
could help underprivileged children in gaining professional skills and in expanding their career options.
Let the power of schools, that is, the teachers, not be forgotten here. Only they can make the students
see the world differently. If teachers are tech-savvy then the school in itself will become digitalized. To increase
digital equity, teachers need to equip themselves with a sound knowledge of computers. Schools must shoulder
responsibility in preparing their teachers to have efficient access to the internet so that they can use technology into
their teaching. Schools must aim at developing and implementing quality technology plans and works on digital
equity strategies and resources to assist education from kindergarten to college. Since digital equity provides skills
far beyond basic computer literacy, it not only breaks the barriers of digital divide for students, but also helps in
multi-faceted ways. School websites, where curriculum, syllabus, data sheets, circulars, results are uploaded help
parents to communicate with school in a techno-way and giving them an opportunity to become techno pro.
To expand knowledge and disseminate information globally, digital equity is the only solution. With this
only we could dream of a radical shift from standardized schools to personal learning, where students can explore
and learn from each other-using resources and mentoring from digital world, where students natural talents can
flourish.
April-June 2014 45
Digital Equity and Social Justice
Deepa Hemnani*
Digital equity is the social-justice goal of ensuring that everyone in our society has equal access to technology tools,
computers and the Internet. Even more, it is when all individuals have the knowledge and skills to access and use technology
tools, computers and the Internet.
Now-a-days with the change in generation all the government and non government departments depend on
computer for daily working and record keeping. So imparting basic computer knowledge to the existing employees
has become mandatory for the organizations, which is a good sign.
Learning the functioning of computers not only benefits organizations, but personally, it upgrades the
person and opens the doors to the technological world.
Keeping the motto of digital equity in mind, Udgam School for Children went an extra mile and conducted
computer literacy programme for the Peons in the school. Students of class 9 were motivated to impart basic
computer knowledge to the 4th level staff (our helpers), the process turned out to be very fruitful, not only the
peons but also the children enjoyed helping their helpers.
For capturing the attention of children and making the concepts crystal clear, a combination of classroom
teaching with technology has gained a lot of attention in the education of field. Teachers are equipped with Smart
Board concepts to make the teaching-learning smoother and deal with the new generation of children.
Students feel involved if technology is effectively integrated in curriculum, as it not only widens the horizon
of knowledge, but also helps them explore the topics taught and understood in class.
Also, a big advantage is that, when students are away from school due to personal reasons, they get to solve
the worksheets online and are not be left behind with the syllabus.
And, if a student knows how to operate the computer, automatically some percentage of knowledge is
passed on to the family too.
So, we can consider that digital equity has proved to be a boon in the educational field, as schools are the
place where pots are moulded out of sand and, now, technologically.
* Academic co-ordinator, Udgam School for Children, Thaltej Tekra, Ahmedabad, Gujarat
46 Digital Equity
Dream of Digital Equity for Equality
Damanjeet Kaur*
The criticality of education (Right to Education and Dream of Knowledge Society), with limited
infrastructure cannot be overestimated.
As in the human body, all the body parts need to cooperate for the whole healthy functionality and in the
same way, for a nation all its people talent must be included in the inclusive growth.
Digital Equity is the need of the hour, to ensure quality and wide spread education. A digital equity
programme includes research and deployment project aimed at providing digital resources to everyone.
Even more, it is when all individuals have the knowledge and skills to access and use technology tools,
computers and the Internet, then only a project like ICT, blended learning and educom are successful in and we
can fight the problem of digital equity gap.
A qualitative study compares the availability of, access to, and use of new technologies in a group of low
and highsocio-economic status (SES). INEQUALITY IN EDUCATION, and how to overcome it, has been a
critical social issue facing the country especially when we have a huge manpower in the younger age group. These
gaps continue to exist in academic achievement, whether measured by standardized test scores, graduation rates,
or admittance to higher education.
In order to standardize and maintain uniformity in the implementation of Education Learning Management
System, CBSE has introduced many useful websites like www.paathshalamasti.com, www.learncbse.com,
ccemacmillaneducation.in, close.oliveedu.com andwww.wisdomleap.com. The implementation of these efforts
cannot be successful without Digital Equality in education.
To empower oneself through these and many other sites and technologies, not only students have to integrate,
but also the educators. As anything new cannot be easily acceptable to the educator, the Digital Equity Toolkit
is available. Toolkit is a guide for educators who want to integrate e-mail and the Internet into their classroom
or project work.
If an educator, wants to overcome the digital divide issue, then he/she has to take the help of the digital
toolkit. I am adding some digital toolkit resources that gives the answers to the following questions in the mind
of an educator.
1. How can I learn more about the digital divide?
2. Where can I find inexpensive computers?
3. Where can I get free Internet service?
4. Where can I get free e-mail?
5. How can I get affordable Internet service for my school?
6. What resources are available to build digital equity?
April-June 2014 47
7. What are Community Technology Centers, and how can they help?
8. How do I use the Internet?
9. How can teachers get help in learning to use technology in the classroom?
10. What about digital equity for persons with disabilities?
11. Where can people use computers in their community?
12. What about sources of internet-based curricula?
13. What if I have more questions that need answers?
No one should blame teachers for inequality that comes from years of neglect. For removing the digital
divide gap, we also have to give education to teachers, the learning to the 21st century students.
For the moment of change, as mentioned in the speeches by Prime Minister Modi, a Digital Nation cannot
be thought of without Digital Equity. For that we have to design a circuit that hasitspath in every state and village,
so when the circuit flows and everyone gets the fuel with knowledge. So, it becomes easy to impart knowledge to
society and the major problem of infrastructure and limited resources can be solved.
For providing jobs to our youngsters, we have to inculcate the skills of digital education, so that they can
easily compete in the global job market, otherwise, they have to face problems. As in the past, we have the great
guru in our society that gives knowledge to the world, we can think of our future with a huge qualified manpower
with pride.
Produced by the Public Broadcasting Service, the site "Digital Divide" reports on the role that computers
play in widening the social gaps in our society, particularly among young people. By providing equitable and
meaningful access to technology, we can ensure that all children step into the 21st century together. This way, we
resolve the problem of education, workplace, gender and race through digital equity.
48 Digital Equity
Gender Sensitization
Helen Keller English Project ordination in terms of creating a scrap book that
Don Bosco School, New Delhi distinguishes the variety and myriad ways of portraying
characters like Helen Keller. Book covers also became
The novel in English turned into a Scrap Book a great journey in dimensions as all kinds of covers and
Project as students were divided into groups with best inside covers were created with elan. The best projects
artists turning into group captains. From favourite will then be combined and collectively grouped into
quotations to characters and portraits the entire exercise an exhibition for junior students to appropriate and
spanned the verbal and the visual to create projects emulate.
that looked like works of art. I wanted the students to
gain an experience which was energizing as well as about
Knowing the Difference
exploring new terrain, both in literary as well as graphic
terms, observed the English Co-ordinator. So we did Gender sensitization must begin athome-but in
it as an exercise in classes 9 and 10. that failure of the system it has to be brought into the
classroom. With more than 80% teachers being women
in schools all over the country, we can make a journey
to bringing home the need and the essential essence of
sensitivity to the classroom.
April-June 2014 49
In a classroom of boys and girls, teachers have The first step to gender equality should begin at
to be careful to ensure that discriminations do not the school level. Parents are, to a great extent, responsible
occur. Of course the class with girls and boys is a more for such discrimination. But the teacher showing the
balanced scenario but these days we are looking at an child his/her place in society. We have to embolden our
overt exhibitionism in all kinds of trends.And attire girls and sensitize our boys. Value education should be a
and dress codes play an integral and imperative role in part of the school curriculum. Besides, all that we all are
the kindling of different kinds of desires.I overhear a responsible citizens. We cannot turn a blind eye to our
conversation between girls the other day at a contest in duties and responsibilities to the society. The future of
which they were upset with a teacher who told them to India is being shaped in her class room. So, as educators,
lengthen their skirts.Natural indeed, but we have to talk it is our duty to provide such types of experiences at the
to them about it.Heightened emotions and adrenalin school level, to our young ones where their minds can
pumping allures can actually have a drastic effect on learn the lesson of equality and sensitivity.
a boys reactions.Then a fine balance must be reached
and dress codes and decorum must be discussed and
defined and neatly laid out.After all, we must know the
difference between looking at someone with admiration
and love rather than lust that gives rise to other notions
and emotions.
Uma Nair
Don Bosco School, New Delhi
Gender Sensitization
City Heart Sr. Sec. School, Ferozepur, Punjab
The status of women all over world is a cause
for grave concern. In all societies men are superior A Voice for Equality
to women and women experience various forms of
discrimination and oppressions. Save the Girl Child Day Celebration
Indo American Sr. Sec. School, Jhajjar, Haryana
Womens space is restricted to spheres of
reproduction and household task. The public space is The school celebrated Save Girl Child Day on 24
still limited to men and a few elite women. Gender January 2014 to show their concern for saving the girl
sensitization is about making people aware of the child. Various activities were planned and organized.
need to bring about a quantum change in our mindset. The theme of the activities was chosen specially to
Todays woman is a smart, dynamic and modern woman, spread the awareness among peoples about the girl
balancing her professional and domestic lives perfectly. child. Students of classes 8th, 9th and 10th participated
in these activities. It propagated the message of 'Save
In modern world, where men and women work the Girl Child'.
together and interest each other, gender equality in an
essential criterion to be observed. There should be a The students successfully touched the issues
mutual respect and trust between the male and female. of female foeticide through their performances like:
The mindset should be laid right from childhood and drama, dance, mime, fusion dance and speech etc. There
that is why the school plays an important role in gender is a short poem:
sensitization.
50 Digital Equity
Rightly said, Building Healthy Attitude
She makes the World Queen Mary's School, Rohini, New Delhi
Bright
But still struggle to see the The educational system in India plays the
Light cardinal role of inculcating among students, moral
Girls are like pearls that are the most precious traditions and responsible conduct. Being one of the
jewels found in the oceans, found by only some and the most prolific systems in the country, the educational
finder gets so much luck through them. In the same system has the power to influence young, pliable minds
way girls are like pearls they are blessed to some people and change stereotyped mindsets. The imperative need
and whom they are blessed which bring luck to them. of the hour is to impart gender sensitive values through
So Save the Girl Child. education because, education is an integral component
to transforming the human mind.
The performances were applauded and appreciated This deeply imbedded undervaluation of women
by all. A fusion dance performance by 11th class girls has to change; it must because it underlies the basic
was well appreciated by the audience. The chief guest belief of a society. We must drown it before it engulfs
awarded the best performance. us and makes way for the beginning of the end.
April-June 2014 51
Literary Events: Talk Show sentences given to the juvenile culprits in rape cases, as
Theme: Violence Against Women the crime committed is heinous and not so petty. Some
Ganga International School, New Delhi participants even had tears in their eyes when some case
histories were over viewed.
52 Digital Equity
A workshop on growing with teenage was providing:-
conducted by team comprising of Principal,
Equal respect and recognition for
Dr. Mrs Shashi Banerjee, School Doctor and
both genders.
School Physiologist, explaining the physical and
physiological changes occurring in the male and Difference between a good and a
female body during adolescence bad touch.
April-June 2014 53
News from Schools
Gita Niketan Awasiya Vidyalaya, Kurukshetra Ek Nayi Ummeed, a play, was also staged by
celebrated its 41st Annual Function, Alankar-2014 the students to give a message, to come forward and
with great zeal and enthusiasm. Lighting of lamps by help the underprivileged for the bright future of our
the chief guest Sh. R.J. Khanderao, Regional Officer, country. The chief guest, Sh. R.J. Khanderao, awarded
C.B.S.E., Panchkula and the guest of honour, Sh. the students who excelled in the fields of sports and
Jatin Narwal, I.P.S. (former student of the school) academics and also applauded the efforts of the students
marked the inauguration of the extravaganza followed and faculty. He stressed that physical training is as
by Saraswati Vandana. Dr. Pawan Saini, Manager, important as studies.
G.N.A.V., welcomed the guests and dignitaries on
The vote of thanks was proposed by Dr.
the occasion.
Pawan Saini. The function concluded with the Vande
The students of the school displayed their talent Matram.
through various elegant and magnificent yogic exercises,
Sh. Balkishan, Hindu Shiksha Samiti Prant
malkhambh, aerobics, karate, and by playing bagpipes.
Sangthan Mantri, Sh. Satyanarayan Gupta, Prant
The Principal, Sh. Rishi Goel, addressed the gathering
Sangthan Mantri, Sh. Mohan Lal Gupta, Treasurer and
by presenting the school report tracing the major events
C. Brij Mohan Sharma graced the occasion.
and achievements during the session.
54 Digital Equity
spoke about their students strengths. The parents of background and the children sang the song- Aye mere
the 100 students went down memory lane with their maan- from the movie Ferrari ki Sawari, depicting
children and teachers as slides of various moments and hope and positivity.
activities of the students, along with their teachers were
presented. The Vice Principal addressed the parents and
the students in her moving speech on nurture and
nature, asking the parents to spend quality time with
their children.
April-June 2014 55
Vidyarthi Vigyan Manthan State Level Camp Awes Flag Raising Day
D.A.V Public School, Unit-8, Bhubaneswar, Orissa Army Public School, Kolkata, West Bengal
29 April 2014 brought in of delight as Army
Public School Barrackpore geared up to commemorate
the onset of AWES under whose aegis all Army Public
Schools have been surging ahead from strength to
strength. Our aspirations soared high as our Principal,
Mrs. Nellie Paul Verghese, unfurled the AWES flag
followed by the cadence of AWES song The beat in
our heart sings Army Public School reverberated in
our heart with a spontaneous overflow of emotions.
The day gained prominence with an informative speech
rendered on the role of AWES. On the occasion, the
school journal Endeavour was inaugurated by the
Principal. Hailing from varied backdrops and segments,
the learners of Army Public Schools bond to create a
microcosmic depiction of national integrity. A dance
Winners at the VVM Camp drama to that effect was showcased by the young
savants. The fiesta marked the undercurrent of the day
Vidyarthi Vigyan Manthan (VVM), a state and evoked pride in all for being a part of the fraternity
level camp, was conducted in D.A.V Public School, of the Army Public School, Barrackpore.
Unit-8, Bhubaneswar on 19 April, 2014. It was
inaugurated by the Chief Speaker, Dr. Bhagyadhar
Bhoi, the Chief Scientist of IMMT. He motivated
the students with his talk on Green Steel Production
and propagated a scientific outlook among students.
Dr. (Mrs.) Bhagyabati Nayak, the Principal and Dr.
(Mrs.) Mamta Banerjee, the Co-ordinator of the school
welcomed the august gathering. On this occasion,
various competitions were conducted like science quiz,
questionnaire, group discussion, demonstration etc.
Prof. Uma Balabh Mohapatra was the Chief Guest
of the valedictory function. He encouraged students
to identify their potential with a scientific temper
and nurture it. Engineer Subhendu Pattnaik, Deputy
Director, Pathani Samanta Planetarium delivered
a popular talk on science. Prof. Nikunja Sahu, the
Education Officer, Science Centre, Bhubaneswar,
demonstrated and guided the students in different
scientific areas. Finally, the winners of the competition
were awarded. The participants from different
schools all over Odisha interacted with the eminent
scientists during The Meet the Scientist Programme. Celebrating AWES
56 Digital Equity
Cultural Exchange Programme - 2014-15 Breaking Boundaries...
Ryan International School, Noida, Uttar Pradesh Maharaja Agarsain Public School, Ashok Vihar, Delhi
MAPS has become an ideal institution with
the expertise and vast experience in meeting growing
challenges and needs of the upcoming global generation.
It is proud moment for us to announce that the British
Council has bestowed the school with International
School Award (ISA) 2014-17. The school worked on 12
International projects out of which 2 were collaborative
project which not only lead to more enriched teaching
learning process but also marked a move towards
Global citizenship. The prestigious acclaim would not
have been possible without the untiring hardwork
and meticulous brain storming and planning of the
Cultural Exchange at Ryan School Principal, the ISA Coordinator, Ms. Jharna
Pradhan, the other staff members and above all the
Mahima Gupta of Ryan International School, support of the parents. The award further fortified the
Noida was privileged to be a part of the Cultural schools endeavour of providing education with an
Exchange Programme between India, Iceland and international dimension and opened more vistas for the
Germany. Mahima, also a classical Odisi dancer had students globally as Mr. Joseph Kapalu, International
the opportunity to perform Indian traditional and folk Coordinator Eumind, and Ms. Reetu Dewar,
dances at Hagaskoli School, Reykjavik Iceland and St. Coordinator, Bal Bharti School, Pusa Road, conducted
Michael School, Germany. She stayed with the host an interactive session in the school auditorium with
families, thereby learning their traditions and lifestyles. school achievers of session 2013-14 and untangled
She also visited various museums, castles and many their queries exquisitely about cross-cultures exchange
other historical places in Iceland and Germany. She was programme. The school Principal threw light on the
heartily welcomed in the school assembly, wherein she purpose behind such programmes which is to give
could share her experiences with the entire school. exposure to students not only beyond school but beyond
Delhi and India as well. This beautiful voyage continued
to International level now as out of 110 projects selected
at the National level by INTEL, 8 were from our school.
Although all the projects won praise from judges, the
project by Daksh Dua and Abhishek Verma won the
gold medals. Their project Rubus Ellipticus; an effective
solution against giardia intestinalis was among the
top 15 selected and will now represent India at the
international level at Los Angeles, USA.
April-June 2014 57
K K Aggarwal, Former Vice Chancellor, Guru Gobind education, he said that the future of students and the
Singh Indraprastha University and presently, Chairman, society is shaped by the kind of education that we give
Malaviya National Institute of Technology, Jaipur, to the students.
was the chief guest. In his speech, he appreciated
the well-synchronized performance of our young The other eminent guests who added to the
instrumentalists, he emphasized the importance of team grandeur of the occasion included Mr K K Khullar,
work in the present day world. He also highlighted that President, Child Education Society and the Chairman
parents and teachers need to collaborate to help the child of our school; Mr J C Ajmani, Secretary (Manager) of
win the race of life. He also stressed on the need to make the school and Executive Director of Child Education
children believe in themselves as, life has always been Society; other illustrious members of the Managing
full of challenges and it is won only by those who believe Committee; Principals of other units of Bal Bharati;
that they can do it. members of the Alumni Association, Parent Teacher
Association; and parents of the students.
The noted litterateur, Dr. Harisuman Bisht,
Secretary, Hindi Academy, graced the occasion as the The Principal, Mr L V Sehgal, in his address
Guest of Honour. He congratulated the school for focused on the immense potential possessed by the
the superlative programme. Emphasizing on quality youth. He highlighted the importance of innovation
58 Digital Equity
in teaching pedagogy and the need for empowering without them. Lillipitians assembled to pay tribute to
students with the requisite skills such that they could labourers. The Labour Day in India is celebrated in
make the optimum use of the opportunities that order to honour the contribution of working men and
the 21st century world offers. An impressive audio women. Manager, Mrs. Pramila Gupta, appreciated the
visual presentation brought to fore the highlights of students when they expressed their views and feelings
the activities and achievements of the school and its for the different labours,
students during the academic session 2013-14. About
105 students received prizes for excelling in various No one is beat till he quits,
categories, in both scholastic and co- scholastic areas. No one is through till he stops,
Ms Geeta Gangwani, Vice Principal, proposed the No matter how hard failure hits,
vote of thanks. A fellow is not down till he lies,
In the dust and refuses to rise
The cultural extravaganza of the day was the
rich amalgamation of enthralling music, dance and
drama items. It commenced with the instrumental
presentation, Ehsaas, a musical medley bringing
together the richness of pure Indian classical music
traditions and the beauty of lively folk tunes by
140 instrumentalists of the school. The Montessori
Department presentedThe Queens Necklace, imparting
the values of self-sacrifice, morality and honesty with
all the exuberance and innocence typical of the little
participants. The school choir, represented by 170
singers, through their eloquent melodies made a fervent
call for the intervention of love to resolve all divisive
conflicts among people. A 120-strong talented group Learning about the Dignity of Labour
of students presented the dance drama, Kamyani, based Principal, Dr. Dolly Jaitly, appreciated the efforts
on an abridged version of the mythical Hindi epic by of students and gave the message that no job is less.
Pandit Shri Jaya Shankar Prasad. The performance that She puts a light on child labour. They are underpaid
began with Dashavatar presented an odyssey through and over worked. These practices are to be abolished
time, showing the values of the old world matching once and for all, without leaving traces for the future
the sensibilities of the modern one. An Exhibition of generation.
Photographs besides an Art Exhibition showcasing
the creativity and imagination of our students was also
Founder's Day Celebration
displayed. The cultural extravaganza indeed proved to
be a feast for the aesthetic sensibilities of the visitors. Nav Bharti Public School, Pitampura, Delhi
Nav Bharti Public School, Deepali, Pitampura,
International Labour Day celebrated the Founders Day on 30th April 2014. This
VSPK International School, Rohini, Delhi auspicious day happens to be the birthday of our revered
founder and eminent educationist, Honourable Sh.
VSPK International School celebrated the Kulanand Bhartiya Ji.
International Labour Day on 1 May 2014. The
Chairman, Sh. S. K. Gupta Ji spread the message that The occasion was graced by Sh. Jagdish Tytler,
labours are very important for us. Our life is incomplete Former union Minister; Sh. Shyamlal Garg, Former
April-June 2014 59
M.L.A; Sh. P.C. Bose, Former deputy Director of The Chief Patron of the school, Jathedar Baba
Education, and other dignitaries. Balbir Singh Ji, and Mrs. Sukhvinderjit Kaur, President
of the school, gave their blessings on the occasion.
The programme commenced with a traditional
pooja, invoking the blessings of God. The students The event was inaugurated by the Admn Officer
welcomed the guests with a melodious song Bhav Mrs. Parminderjit Kaur Brar in the presence of the
Bhini Vandana. This was followed by the beautiful Principal Dr. (Mrs) Amrit Aujla, staff and students of
performance of the students that left the audience spell the school.
bound. A musical programme of devotional songs was
also performed out by the staff of the schools under The celebration began with the colourful display
Bharti Education Society. of a march past, where the students were smartly dressed
in their respective house uniforms.
60 Digital Equity
Pramila Gupta, the students of VSPK International Culture Department of Rajasthan by the Director,
School raised awareness for the modernizing in the field Tagore Group of Institutions, Sh. P. D. Singh and Mrs.
of education through a special assembly organized on 5 Neena Rathore, which was followed by lamp lighting
May 2014. The students presented their knowledge and ceremony. Formal commencement of the programme
understanding of education : What it was, What it is and was with a classical dance recital Ganpati Vandana.
what it should be. The students gave a fabulous dramatic
presentation through which they highlighted the aims
and advantages of the recent introductions like the
CCE the concept of Open Text Book assessment, ASL
and the emphasis on Values-based Education through
co-Scholastic activities, projects and observation of
the behavioural tendencies among students. The event
ended with an speech by the school Principal, Dr. Dolly
Jaitly, who reiterated the educational goal of creating
enlightened, empowered and responsible citizens of
society.
Ras Rang
April-June 2014 61
was directed by the famous theatre personality Rajeev build character and ensure a stable future for mankind
Ayachi. through these global citizens of tomorrow, ushering in
ever-widening thoughts and ideas. This year also, the
This was followed by the release of school day was celebrated keeping these objectives in focus.
magazine TAPAS 2014. The final presentation We call it the Helpers Day here and the students learn
showcased - the flavor of Rajasthan through well- to respect the uncles and aunties who toil hard to give
choreographed folk dances like chari, ghoomar, kalbelia them a healthy environment, a conducive atmosphere
etc. for their education and upbringing in their alma
Most of the cultural performances were inspired mater. The sweepers, the gardeners, the watchmen, the
by our cultural moral education. This added many new office staff, - all were felicitated with flowers of love
dimensions to the function. The chief guest applauded and words of gratitude. A meaningful prayer service
the efforts of the teachers and the performances of was conducted for their well-being and prosperity.
the students. The programme culminated by a vote of The cultural programme that was staged was not for
thanks by the Academic Co-ordinator, Mrs. Shubra entertainment alone. It was carefully planned to send
Mukherjee. across a message to the student audience, to wake up
to the importance of the workers and to generate in
their budding hearts the well deserved respect and
Labor's Day in Sophia appreciation for the service the workers render them.
Sophia Secondary School, Khetri Nagar, Rajasthan Games were conducted for the helpers. The children
I believe in the dignity of labor, whether with cheered when they won prizes and learnt to love them
head or hand; that the world owes no man a living, but as an integral part of the Sophia family. The day ended
that it owes every man an opportunity to make a living. with lunch and gifts for the helpers. The occasion thus
- John D. Rockefeller served the dual purpose of making the helpers feel
valued and cherished and educate students to respect
all forms of labor. Such celebrations, indeed, have a far
reaching effect in building a society and a nation sans
class discrimination of the rich and the snobbish and
in creating a feeling of brotherhood among all.
62 Digital Equity
Head mistresses, Ms. Vanita Sehgal, Ms. Anita Singh
Environment Festival and Mr S.K. Arora, Head of the Biology Department,
Panchtatva-The Elements of Nature also graced the occasion.
Delhi Public School, R. K. Puram, New Delhi On-site competitions like Dance of the
Delhi Public School, organized Panchtatva-The Elements of Nature, Street Play on the Green Road,
Elements of Nature, an environment festival on 25 t-Shirt Painting and Terra-Quiz, were conducted
April 2014 on the occasion of Earth Day. Themed Sync during the fest among other online events like Green
Energies, Panchtatva, was a mega event, which saw the Rhymes, eZoom-In eZoom-Out, Green-o-tisement,
participation of 57 schools from Delhi and the NCR Tree-n-School and eFile. Illustrious personalities
with more than a thousand students. A collaborative from the Sri Ram School for Performing Arts like
effort of the Environment and Geography Clubs of Mr. Amitabh Pandey, renowned for his contribution
the school, the fest comprised 9 competitions in two to theatre and astronomy; famous theatre artist, Mr.
categories. Rajesh Tiwari, who had directed a large number of
plays; and personalities from the field of dance, Mr.
Feroz Hyder and Ms. Rupali Singhal, constituted
the jury. In Dance of the Elements, the Mothers
International School stood first. Terra-Quiz was won
by Mayur School, Noida. D.P.S. Faridabad stood first
in t-Shirt Painting while D.P.S. Noida and D.P.S. R.K.
Puram won the Street Play on the Green Road.
April-June 2014 63
and all the teachers of the Biology and Geography Sharma and Akshita Sinha, took the oath as the Prime
departments for their commendable effort in putting Minister and Deputy Prime Minister respectively. In
up the event. The Chief Guest, B.S. Bassi, answered the junior wing, Arushi Bannerjee, was inducted as the
questions from the audience on the role of the police Prime Minister and Parth Chaturvedi was appointed
in the capital. The Guest of Honour, Dr. Sabat, said as the Deputy Prime Minister. The Chief Guest was
that environment related activities in schools go a Lt. Cdr. D.K. Upadhyay was presented the badges of
long way in making students aware about the issues of responsibility to the new cabinet and blessed them with
the environment. The magazines of the Environment words of motivation and encouragement. He gave them
Club- Terravision and Geography, Clubs- Geomania valuable tips on being successful leaders and humble
were launched. The day concluded with the prize students.
distribution ceremony.
The elected students expressed their gratitude to
their mentors, Chairman Dr. Augustine F Pinto and
Investiture Ceremony at Ryan International
Managing Director, Grace Pinto, for giving them the
School, Noida 2014
opportunity to exhibit their leadership skills.
Ryan International School, Noida, Uttar Pradesh
The final week of April 2014 saw a hub of A Celebration in the name of the Procreator
electioneering in the school. The election process Greenwood Public School, Gurgaon, Haryana
began with the filing of nomination under the aegis
of the Principal, Mrs. Anuradha Sharma, who ensured Mother is undoubtedly the most precious gift of God.
a fair election for the post of the Prime Minister and Her pre-eminent presence in our life cant be substituted
the captains of the four houses of the school, namely by anyone.
Aryabhatta, Einstein, Newton and Raman. The
Greenwood Public School and Greenwood
President was elected later by both the elected and the
Kindergarten, celebrated Mothers Day on 7 May 2014
nominated members of the school cabinet.
in order to honour mothers and express their gratitude
for the hardship they bear in bringing up their children.
The celebration took place in the respective school
premises, where mothers were invited to be a part of
the celebration and enjoy and rejuvenate themselves by
involving in exciting games.
64 Digital Equity
Many mothers spoke and seemed very touched by Techno India Group has the vision to deliver
the special occasion for bonding. The School Principal, knowledge driven-education of the highest quality.
Ms. Jyoti Sharma, highlighted the important place of
a mother in ones life and quoted, Each mother in her Over the years, TIG has expanded its wings
own capacity is un parallel and a winner as she carries a from the field of Science, Technology, Management
divine bonding of motherhood. studies to Health care / Hospitality TIG has more
than 16 public schools nationwide as well as outside
the country.
April-June 2014 65
Voters Awareness Rally LCD presentation etc. Vice chairperson, Ms. Rasna
Rosy Public School, Shahjahan Pur, Uttar Pradesh Singh, graced the occasion along with the Principal,
Mr. George Mathew, and Headmistress, Ms. Renuka
The school organised Voters Awareness Rally Kamal.
on 15 April 2014 on the eve of General Elections held
here on 17 April 2014. It was flagged off by the S.D.M.
of Jalalabad, Mr. Hari Shankar Lal. The Rally was led
by the Principal, Mr. Anil Sindhwani, along with 30
teachers and 300 students. It covered the populated
area of Jalalabad for about 4 kms. Students carried
pamphlets, banners and slogans and urged people to
vote on 17 April 2014. The idea of organizing rally a was
appreciated by general public and promised children
that they will vote. On 10 of may 2014 the school
celebrated MOTHERS DAY. during this celebration
mothers were invited to school. Children performed a Inter-house play Competition
cultural show for the mothers. Games were conducted
Jaspalians, showcased a plethora of mind-rocking,
for the mothers and winners were given prizes by the
eye catching and head scratching events which aimed
school. The function started with putting the welcome
at exploring the talent in today's competitive world.
tikka for children to their mothers, and they also gave
The audience was mesmerised by the performances and
them handmade greeting cards. The mothers enjoyed
appreciated the zeal and fervor of the Jaspalians.
the day.
Talent on Stage
House Day Function
Jaspal Kaur Public School, Shalimar Bagh, New Delhi International Day of Families
Rainbow International School, Nagrota Bagwan,
The school opened yet another chapter in Himachal Pradesh
its sphere of co-curricular activities by organizing
the House Day Function on April 21 and 22, 2014 The School celebrated International Day of
respectively. Students from four houses namely-Ashoka, Families on 15 May 2013. The students from classes
Ranjit, Nalwa and Akbar participated in various Nursery-X classes were involved in various activities,
events like English Plays, Talent hunt, Shabad recital, like drawing activity, writing views about family and
66 Digital Equity
rhymes. The purpose behind celebration was to inculcate the venue, where a tree planting ceremony was held.
the respect for family and family values. The celebration The children sang patriotic songs and shared their
provides an opportunity to promote awareness of issues experience of the rally.
related to families and to increase their knowledge
about the social, economic and demographic processes
affecting families.
Kids for Tiger Students visited the Tribal Museum where brings
Happy School, Daryaganj, New Delhi together culture, lifestyle, customs and beliefs of the
various tribes hailing from different districts of Andhra
Happy School in association with Gandhi Smriti Pradesh. Some of the tribes here are Kondareddi,
and Darshan Samti was a leading participant in "The Bagata and Hill Reddi. The tribes constitute 6.59 per
Kids for Tiger Rally" which saw about 1000 students cent of the population of Andhra Pradesh.The museum
from 25 schools of Delhi and NCR gathered at Rajghat. throws light on their heritage and a way of life which is
The children assembled armed with posters and simple and yet vibrant. Stories are told through pictures,
placards that displayed messages in support of wildlife literature and the figurines that as displayed. The library
conservation and environmental awareness. They also is well equipped.
came with their faces painted and wearing tiger masks.
Some even came dressed in animal costumes and made
a truly delightful sight! The rally started with children
gathering around the Gandhi Samadhi, where they paid
their respects to the Father of Nation, and took on oath
to protect their forests in spirit and in action to fulfill
the vision of their forefathers. The rally then proceeded
to the streets where they were joined by Chief Guests,
the legandary Bedi brothers, Naresh and Rajesh. They
walked with the kids, chanting slogans : Bagh Bachao,
Bharat Bachao and Save Tigers, Save Us. The combined
voices of the children in support of the tiger made for
an impressive sight and the atmosphere was charged
with their passionate display. The rally then came to At the Tribal Museum
April-June 2014 67
Located right in the heart of city, near Banjara
hills, celebrating the aboriginals who lived on this
very hill is the Nehru Centenary Tribal Museum. It
is dedicated to 35 tribes that inhabit in the state of
Andhra Pradesh and intends to showcase their culture
and heritage through various displays and dioramas.
Located in three floors, the museum has a detailed
information kiosk that gives visitors information about
all the tribes in India. Adorning the walls inside and Visitors at the museum
outside the museum are typical white on red tribal
motifs. On both sides of the entrance gate are tribal The First floor has beautifully done households
dances exhibited along with the pillars that represent of various tribes, with specialty of each highlighted like
the tribal deities and around which the tribal people the Ediding design of Savara tribe, circular hut with
dance. conical roof of Chenchus, liquor making of Lambadas
from Babool tree, garments made from Adda leaves by
Porja tribe, soothsayers of Yerukala tribe, conical huts
of Yanodis and masks of Naikpod tribe. In between
spaces they display common things like weekly markets,
weighing measures, household equipments and deities
that sometime happen to be ancestors as well. The
second floor showcases the musical instruments, such
as the Rim Zim made out of bamboo with grooves in
it. There are hunting and fishing equipment along with
array of traps, different for different catches like fish,
rats, rabbits and birds. There are agricultural equipment
with a noise-making bird scare followed by handicrafts
in bell metal, wrought iron and terracotta. I particularly
liked a chappal or slipper made out of tree bark and
Models of Tribal Dancers bamboo strings. The displays end with a depiction of
a burial scene.
On the ground floor, dioramas of Chenchu tribe,
showcase their conical huts, their honey collection
technique, their hunting equipment and techniques
as they continue to be hunter-gatherers. Rest of the
section has collection of photographs showcasing
the differences between various tribes their facial
features, fabric designs, hut designs, deities, dances
and occupations. Then there are pictures that together
showcase the similarities across tribes in terms of
activities of women and cultivation methods called
Podu where they keep clearing the jungle in small
patches for agriculture. The other half of the hall focuses
on the developmental activities by the government for
the tribal communities. Exhibit about traditional knowledge
68 Digital Equity
At the Museum Students Performing Artistic Yoga
Museum office houses a small library that you The Chief Guest, Shri Vineet Joshi, Chairman
can access. The museum building, tribal hut shaped CBSE and Guest of Honour was Shri Rama Raman,
structures have been erected, to sell tribal products. Chairman and CEO, Noida and Gr. Noida Authority.
There is also a small amphi theatre that does not seem to The function was conceived and executed under the able
have been used till now. Since there is no museum shop, guidance of the Principal Ms. Rima Dey. Shri Vineet
you can ask the caretaker to show us items for sale. Joshi observed : I am happy to learn that the school in
imparting quality education and gives equal Importance
It is a small museum, with limited but well to co-curricular activities for the all round development
maintained displays. Photography inside is strictly of child. I am also sure with the unswerving efforts for
prohibited, and I wonder why. There is nothing that you all, the school will attain new heights of excellence in
will be harmed with photography here, instead the all the fields of education, thus reflecting the spirit behind
museum management can charge for cameras and have CCE and other initiatives of the Board. He was highly
a steady revenue from it. A guided tour would make delighted and impressed with the schools achievements
this visit more interesting as a lot of information about and lauded the hard work and efforts of the Principal,
tribal culture are not intuitive to the urban mind. We staff and students for putting up such the show and
thank Shankar Ji, the sculpture artist at the museum, for focusing on the girl children.
giving us a guided tour of the museum and the curator,
Dr. Satya, for giving us the background information
about the tribes.
Field Display-MYRIAD
Savitri Bai Phule Balika Inter College,
Greater Noida, Uttar Pradesh
The inter college celebrated its 4th Annual
Field Display MYRIAD, which was a blend of both
cultural and sporty events. Our theme was women
empowerment which depicted that girls excelling in
the field of Academics, dance, music, sports or when
they have to fight for their motherland. Shri Vineet Joshi with the Winners of the Champion Trophy
April-June 2014 69
This being a girls residential school we believe that the other dignitaries lit the lamp. Then the school flag
if good values and the spirit of service could be instilled was hoisted. The Chief Guest invested the leaders
in the them along with academically challenging liberal and the elected leaders took their oath to fulfill their
education, then they will be responsible citizens of responsibilities and bring laurels to their alma mater.
tomorrow who can face all challenges in their lives. The The Chief Guest delivered a very inspiring speech in
programme concluded with the song I have a dream, which she urged students to work with passion and
a song to sing. dedication. The parents of the student leaders were the
special invitees of the day.
Academic Day Celebration
Sishya School, Hosur, Tamil Nadu Voter Awareness Rally 2014
Acme Public Sr. Sec. School, Jalalabad(w), Punjab
The Sishya School, celebrated the Academic
Day on the 26 April 2014, a day for the students to
taste the fruits of their hard work. The Director of the
ARGEE Equipment Pvt. Ltd., Mr. Santhosh Kumar
was the Chief Guest.
70 Digital Equity
shops and people somehow they might have enticed On 11 May 1998, India tested explosions for five
by our efforts to raise awareness. Our motto was to let nuclear devices at the Pokhran Test Range, launching
them know how their votes can make a big difference the country as a fiery force to be reckoned with. Since
and our show that democracy could leap up to a new then 11 May is celebrated annually as the National
vibrant future. Technology Day all over India, to commemorate Indias
technological breakthroughs.
April-June 2014 71
displayed their love for their country. The students The installation of the Interactive Smart Boards
who lead the rally were Hasrat, Taranpreet, Harnishan, has been a stepping stone in the development of both
Jatinder, Simran, Simran Mangat, Rupinder, Harpreet, teaching and learning. The technology has motivated
Jashan, Simerjot, Tarun, Ranvir, Arshpreet, Sumanpreet, the students to hone their creativity, problem solving
Sumandeep, Gaganpreet, Damanpreet, Komalpreet of and critical thinking skills. The teachers also have been
class XII. able to refine their teaching with the use of media. The
elaborate and instantaneous use of videos, illustrations,
maps, graphs have definitely made the teaching more
dynamic. This novel classroom teaching has also
aroused the interest of the students and has increased
their attention span and enthusiasm for learning.
Digital Equity
Indira Ideal Sr. Sec. School, Janak Puri, New Delhi
Digital Equity has been aptly and pertinently put
into practice at Indira Ideal Sr. Sec. School. We have
installed interactive Smart Boards in all the class rooms
of the school as this networked learning environment
is a key tool to shift into the innovative pattern of
imparting information.
72 Digital Equity
University, and by the school management committee, for performing various duties at the school. Assignments
Mrs. Gayatri Kaushal, Principal, M.P.S, Rajpura, were given to the elected prefects and captains to step
extended a warm welcome to the revered guests along ahead with a true spirit of democracy. The school
with the management committee. Dr. Madhu Chitkara, observed its Investiture Ceremony on 29 July 2013
Chief Guest praised the budding scientists and wished where in the school G. M. Finance, Mr. A. Samantaray
good luck for their bright future. The Judges for the spoke about the enhancement of leadership qualities
event were Educationist from various fields of Science among the staff and students. In a swearing in ceremony,
and Mathematics, Dr. Malkiat Singh (Ph.D Zoology), Vice Principal, Mr. A. B. Sultan, and Head mistress,
Dr. Daljit Singh (Agriculture), Er. Adarsh Mathur Mrs. Swagata Sur, made the captains and prefects take
(Ph.D Education), Er. Pushpraj (B.tech elect.), Dr. an oath for smooth functioning of the school. Mas.
Supreet Pal Singh (Ph.D Physics), Dr. Vinay (Ph.D Taib Khan and Ms. Pariniti Masih, were elected as
Chemistry), Dr. Sharanjit Kaur (Ph.D Botany), Dr. the Head Boy and the Head Girl first ever taste of
Darshan Singh (Ph.D Physics). Altogether 67 Schools leadership was savored by the newly elected student
had participated with 106 innovative projects. The council members. The President of local managing
projects were based on the theme: Agriculture, Energy, committee, Mr. S.P. Chaturvedi urged the students
Environment, Resources and Mathematics. The main to remember the fact that leadership and learning are
focus of the exhibition was to inculcate scientific indispensable to each other and student leaders have to
awareness among students and to demonstrate progress be vigilant and not compromise on the issues of values
and achievements in various fields of Science. The and school discipline.
participants explained the working of their models with
great interest to the judges, staff and students. The best
project from each sub-theme were judged and total
21 exhibits were selected for National Level CBSE
Exhibition. The exhibition proves the hidden talent and
logical thinking which is helpful to our society.
April-June 2014 73
with, Ganesh Vandana. The Chief Guest, Sh. I.K. The Malaysian International Youth Inventors Olympiad
Jain, the President of the managing committee of the Tagore International School, Vasant Vihar, New Delhi
school felicitated 173 meritorious students for their
exceptional feats in varied academic and co-curricular Project Green City, presented by four students
spheres. of class XI from Tagore International School, Shailja
Kumar, Nikita Arora, M.Swetha and Sahitya Rajagopal
at the Malaysian International Youth Inventors
Olympiad was the proud winner of the Silver Medal
from among 180 other entries from different parts of
the world. The school was invited for this prestigious
competition by RCE (Regional Centre of Expertise)
and was the only representative school from India. The
competition was hosted by one of the best residential
schools in Malaysia, Sekolah Menengah Sains Tun
Syed Sheikh Shahabuddin Secondary Science School.
Working under the guidance of Ms. Nishtha Mahindru,
TGT Science, the school team participated in the
competition under the category - Environmental
A Vibrant Performance Science. Using the latest technology like piezo sensors,
The spectators were regaled with a cultural free space optics and parabolic dishes in the city, along
extravaganza showcasing the innate faculties of children with existing methods like traditional roofing, grey
and displaying their euphoric spirits coloured with water treatment and rainwater harvesting, made the
the hues of achievement. The highlight of the show project unique. Solar energy was used to generate
was the touching pantomime Taare Zameen Par, electricity for street lights and residential areas, charging
depicting the plight of special children and urging battery operated cars all through the day, thus making
all to show compassion towards team. Visit to the the city futuristic. Projects from schools of Thailand and
World of Toddlers, a medley presented by the tiny Philippines and the host country were also appreciated,
tots of the kindergarten wing enthralled the audience. but the initiatives taken by Tagore International to
The programme came to a close with of the national protect the environment impressed the judges and
anthem. inspired many participating schools to follow suit.
74 Digital Equity
Events Update The recitation of Hindi poetry was an enthralling
Army Public School, Chandimandir, Haryana experience for the listeners in which children spoke on
the various social and national concerns in a satirical
Activities help the students to explore the and humorous way.
knowledge content in an effective manner. Today, the
need is to ensure that the education system is child- Various inter-house competitions of basketball,
centered, as well as activity-centered. handball and football were held. These activities helped
in keeping the children not only physically, but also
Keeping in view the holistic development of mentally fit.
the, school students conducted various activities and
organized many competitions to refine their application Apart from this, talk shows on various explorative
skills. and social topics were also organized for the students
in the school premises.
The poster making competition was conducted
for classes VI to XII in which students highlighted the
Nav Chetna, Annual Day Celebration
causes of the national and social issues given as topics
Seth Hukam Chand S.D. Public Sr. Sec. School,
and gave remedies to root out those problems.
Sangal Sohal-Variana, Jalandhar, Punjab
The extempore competition was a completely
The grandeur of annual function glued the
new experience for the students in which they spoke
audience to the seats on 28th December, 2013. The
on the given topics without any preparation.
well arranged socio-cultural theme based grabbed
April-June 2014 75
all eyeballs of the audience. The function started prospect education is observed, lived and experienced.
with benign presence of the Chief Guest Mr. Pawan He appreciated the presence of more than 60 students
Kumar Tinu, Chief Parliament Sec. Department of in every item presented. The boisterous 'Bhangra'
Sports and Youth Services and Welfare of SC's and dance changed the ethos of the evening with its verve
BC's Punjab, and various dignitaries were present. The and vivacity. Prizes were distributed for co-curricular
programme commenced by the group song presented activities, academics and sports achievements. In the
by school choir. The well choreographed dance items end strains of Jana Gana Mana enthused the audience
depicting various themes and the problems of the with love for the motherland.
society were presented before the audience. The theme
of social discrimation, exploitation and justice were well A Report on the Indo-Saudi Cultural Event
represented in the dance replicas. Mystical God, Saintly organised by the International Indian School,
Vision, Perceptions, Yuva Dance and Bhangra were the Al-Jubail, Kingdom of Saudi Arabia
various thematic dance performances.
The International Indian School Al-Jubail
organized an Indo-Saudi inter-cultural event for the
first time of its kind in the Kingdom of Saudi Arabia
on Wednesday the 5th March, 2014. It was a colourful
day for the students to participate, enjoy and learn
about Saudi and Indian heritage, culture and cuisine
under one roof.
76 Digital Equity
All teachers and students of the Secondary feedback, photographs and e-mails were gathered and
Girls' Section wing of IIS Jubail participated in this a portfolio was submitted to the British Council in
grand cultural show of India and Saudi Arabia which February 2014. It was assessed by a panel and approved
reinforced the importance of all-round personality for International School Award valid for 3 years i.e.
development of students and of CCE under the CBSE 2014-2017. The entire school community participated
guidelines. in this exciting journey and contributed in their unique
ways to the cultural exchange.
British Council's International School Award
Gyan Mata Vidya Vihar, Nanded, Maharashtra
The IT-enabled learning resources can be used
to transform teaching learning process into an exciting
experience for the teachers and an enjoyable experience
for the students and teachers alike.
April-June 2014 77
this competition. All the schools performed very well A Traffic Park with the sign boards related to
and the Bal Bhawan team was adjudged the best. The traffic rules is also beautifully and especially
lyrics of the songs given by the organiser and music was designed to create awareness about the traffic
composed by theschools music teacher: safety rules among the school children.
Aye Bhole Bhale Bacho, nadano, natwano Thus this state-of-the-art infrastructure, with
Sar pe bado ka saya, Saya Khuda ka jano all modern amenities and its beautiful landscaping
Hukm inka manne me, Barkat he tum jano. combined with study-friendly class rooms, provides a
perfect academic ambience and an ideal nurturing ground
DAVIS is 16 Years Old for a child to grow up as a complete personality.
DAV International School, Amritsar, Punjab I am delighted to mention here that the school
The school which started its amazing journey has shown excellent results both quantitatively and
with its establishment in 1998 by the DAV's visionaries qualitatively in the final examinations of Std. X and
with just 187 students and 10 teachers now proudly XII.
stands as a premier institute with 5400 students and
It is a matter of great pleasure to inform you that
about 200 teachers. It is affiliated to Central Board of
the school has once again created history by winning the
Secondary Education (CBSE) up to Senior Secondary highly prestigious British Council International School
Level. In XI and XII classes, the school offers four Award for the session 2010-2013. This achievement
streams : Non-Medical, Medical, Commerce and becomes all the more significant because our school
Humanities. has won this prestigious award for the second time
Sprawling over 8.5acres of lush green lawns successively.
nestled amidst highly picturesque & truly wordsworthian The school is also the proud recipient of
surroundings at Verka By-Pass Road, the school National School Sanitation Award (NSSA), 2012
provides pollution-free and study-friendly environs from Human Resource Development, Govt. of India
for the healthy growth of its pupils. Ergonomically and Green School Award-2013 under New School-
constructed, the three storey school building is well- National Category instituted by Centre for Science
equipped with the entire modern infrastructure and and Environment and Gobar Times.
state-of-the-art facilities.
Last but not the least, the school has been
The school building comprises Academic & showing excellent performance even in the fields of
Administrative Blocks, rich Library, Multimedia Room, Sports and Co-Curricular Activities.
Science Labs, Computer Labs, Language Lab, Maths
Lab, Social Science Lab, a fully A.C. Seminar Hall, 48th Annual Day Celebration
'The Kids Castle', a separate Block for the Pre-Primary Sainik School, Ghorakhal, Uttarakhand
students, IPA Room, Audio Video Room, Smart
Classrooms, Art and Craft Room, Music Room, Dance The school celebrated its 48th Annual Day on 23
Room, Skating Rink, Basketball Court, Lawn Tennis and 24 May 2014, with Maj General AKS Sengar YSM,
Court, Yoga Room and a Yajna Shala. VSM as the Chief Guest. Gen. Sengar who was an
ex-cadet of the school spent his formative years in this
A National Integration Rose Park based on picturesque school from 1968- 1975 before joining the
Geometric Shapes is decked with 675 plants of 54th NDA course and thereafter getting commissioned
different colours of roses. in 1979 from the Indian Military Academy earning the
78 Digital Equity
coveted Sword of Honour and Gold Medal for topping series of infrastructure and academic-oriented projects
his course. He is at present the Additional Director for the all-round development of students including
General of Mechanised forces at the Integrated Head the construction of a state of the art multi purpose
quarters, Ministry of Defence. Speaking at the function, indoor stadium.
the chief guest expressed his delight to be back in his
alma mater and said that he was proud to be part of this The annual day celebrations was spread over
great school which has churned out many a great officer two days, the first evening included a vibrant and
not only in the defence forces but in all walks of life. colourful cultural programme by the cadets. The
He urged the cadets to make use of the opportunities following day included an annual exposition of various
available and to leave no stone unturned to fulfill their exhibits prepared by different hobby clubs that exist in
dreams adding that, they have to dream big to excel in the school . This included the Geography club, Arts
life. The friendship and camaraderie developed here Club, Maths Club, as well as displays by the Physics,
would last them and assured the parents of the cadets Chemistry and Biology Labs. Following tradition, this
that they have made the right decision in sending their exhibition was inaugurated by the parents of the School
children to Sainik School, Ghorakhal. Captain Abhay Joshi. The Annual Day culminated with
the annual sports competition which saw the cadets
put up an impressive display of strength, stamina,
flexibility and co-ordination. This included mass PT
display, karate, aerobics, flag PT, a band display by
the highly acclaimed school band and dare devilry on
the high horse including the famed leap through the
ring of fire which kept the audience enthralled. Gen.
Sengar also gave away the Cock House Trophy to
Kesari House for standing first amongst all houses. He
also awarded the coveted Governors Trophy to Senior
Under Officer Cadet Gautam Garhia for being the best
overall cadet, gave away scholarships to NCC Cadets
and also conferred badges for the cadets who excelled
Inaugurtion of NDA Milestone & View Point in Academics. Officers, teachers, staff, of the school,
parents and other dignitaries witnessed the events.
Earlier presenting the Annual report, Colonel
Devesh Gaur, the Principal said that his school has Earlier on arrival, Gen AKS Sengar who was on
been doing extremely well in fulfilling the objectives a two day visit to the school was received by Colonel
of sending boys to the prestigious National Defence Devesh Gaur, Principal Sainik School, Ghorakhal and
Academy. This time also it has stood first among the later given an impressive ceremonial Guard of Honour
countrys 24 Sainik schools in the UPSC's National by the NCC cadets. He also inaugurated the NDA
Defence Academy entrance examination. He added that Milestone and View point, commanding a majestic view
this is a much sought after school as it grooms the all of the Bhimtal Lake and the valleys down below.
round personality of boys turning them into responsible
citizens. He hoped that the visit and achievements of Being younger than elder members of the Sainik
inspiring personalities like Gen Sengar would further School fraternity, 502 cadets have joined NDA up to
spur the cadets to work hard. He also said that the July 2013. A large number of the alumni have also
school is gearing up to celebrate its Golden Jubilee in joined directly at IMA, OTA, Air Force Academy and
a grand manner and said that the school has lined up a Naval Academy, AFMC, Coast Guard and Merchant
April-June 2014 79
Navy. Many others have joined the IAS, IPS, IIT, Lect.), Miss Minakshi (Mathematics. Lect.) quizzed
Banking services etc, and most of them are presently the students.
holding prestigious positions. The school has the honour
of winning the 'Raksha Mantri's trophy' for sending
the largest number of cadets to the NDA seven times
since 2000.The only one of its kind in the state, which
prepares cadets for joining defence forces in the officer
cadre Sainik School, Ghorakhal is spread over 400 acres.
The school functions under the Ministry of Defence
and is considered to be the best amongst the 25 Sainik
Schools around the country.
80 Digital Equity
healthy and good relationships among students and the the Chairman, Director and Principal of the school.
whole society and, that is, obscenity-leaving movement This activity showcased their talent, creativity, and
(xkyh NksM+ks vfHk;ku) helped them learn teamwork, time management and
also helped them develop their confidence. Through
this activity, they were motivated by the success and
achievements of these great personalities.
April-June 2014 81
out an election awareness campaign. It was conducted a follow up activity, our students visited the village again
by 9th and 10th standard students at Polachery village on 30.04.14 after the Lok Sabha elections were over. It
on 19.04.2014. Students took out a rally from school was noted that more than 90% of the voters had cast
to the village which is one kilometer from our school, their vote. This activity also helped our students to learn
carrying various banners written in English and Tamil, the election process and the importance of voting.
emphasizing awareness on casting ones vote during
election by the general public. Inter-house Banner Making Competition
Maples Academy, Deoband, Uttar Pradesh
82 Digital Equity
In the end, the Principal, Mrs. Meenu Arora, of Small Island Developing States and International
motivated students to participate in such programmes, year of Solidarity with Palestine People. Dr. Rajesh
so that their multifaceted talents may be explored. All Grover, Director Pushpa Gujral, Science City was the
the family members should work together with love, Chief Guest. About 1400 students from nursery to
harmony, adjustment and adaptability. She also said class XII and 2500 visitors took part in the exhibition.
that a school is the second home for a child. It is also The students showed their talent through their exhibits,
a family where students study, play and enjoy together charts, powerpoint presentations, videos, role-plays,
and teachers play the role of parents here. dances and songs depicting the themes of UNO
2014.
April-June 2014 83
the stars, conveying the message : If you can dream it, The fest was a unique amalgam of creativity,
you can do it. thinking and innovation.
84 Digital Equity
22nd April 3-8) Students of the Biology and Biotechnology
streams performed blood and blood glucose test for
Activity : The Treasure Hunt was conducted
the teachers.
by Ms. Geeta Madan and Ms. Robica for the students
of class 10 in which students were expected to find the 25th April
clues for a scientific term from a given area.
Activity 1 :- The Act Like a Scientist-The
23rd April students of class 10 enacted as great scientists and
went to juniors classes to make the younger students
Activity 1 :- The Scientific Rangoli was organized
aware about their discoveries and contribution in the
under the supervision of Ms. Rajnish and Ms. Veena
field of science.
Kulkarni for class 5 and 6.The students made logos
using colored pulses, cereals and vegetables. The winners
were : I position Team 3-Nisha sharda, Jiya Nagpal,
Jhanvi Goel, Bhakti Bhandari and II position Team
4-Nikita Bakshi, Gaurangi Dayal, Aditi Bhati, Yash
Kanojia.
24th April
Activity 1 : The role play of parts of a plant
This activity was conducted by Ms. Jyoti Kohli, where
students of class 3 enacted as parts of a plant in a
beautiful outfit. The winners were-I position- Prithvi jai Activity 2 :- The Clay Modeling The tiny tots
B. Nair, Yubraj Bhardwaj, II position- Surabhi Kalra, of class 1 exhibited their imagination through clay
Tanveen Kaur, Parag Goel and III position - Ishmeet modeling under the supervision of Ms. Harpreet and
Kaur, Hardik Gami Ms. Mita Khanna. The winners were- I position-Noyal
S. Paul, II positionDeeksha, III position- Tening
Activity 2 : The Role Play of Nutrients The Bhutia, Bhavishya Singh and IV position Jigyashu.
students of class 4 enacted as different nutrients and
explained their importance under the guidance of Ms. Activity 3 :-The Vegetable Printing Competition
Renu Dwivedi. was organised for class 2. The winners were- I position
-Diksha Digwal, Vanshika, Neha, Hriday, Kartik
Activity 3 :- The Tell and Show The students of Vashisht, II position- Gurshabad Singh, Bhawin,
class 7 and 8 presented habitats of different organisms Shivani, Manpreet Khatri, III position- Ayush,
under the supervision of Ms. Rajnish and Ms. Veena Radhika, Himanshi, Tejas Sethi and IV position-Alisha
Kulkarni. The best performers were Nishta Jain, Riya Chawla, Himani.
Bhardwaj, Naina.
On behalf of whole Science Department, Ms.
Activity 4 :- The Display of Scientific Experiments Vidhu Vijayan, Proctor (Sr.) invited our Manager, Sir
and Apparatus The students of classes 10 and 11 Mr. Sarat Chandran, and our Principal Ms. Vandana
explained the experiments ,apparatus set up in Physics, Sachdev, to release the Science Magazine which
Chemistry and biology labs to the juniors (classes comprises of the report of all the events conducted
April-June 2014 85
during the week and the journals of the students which We have become highly dependent on technology. One
would be as display in the library. cannot deny that digital equity becomes a part and
parcel of daily lives. It is rightly said-
Inter School Sahodaya Drawing and Painting
There will be an uniformity
Competition held in Lala Jagat Narain D.A.V When India adopts digital equity
Model School, Jalandhar, Punjab Indians fly high, it is certainty.
No country can defy its integrity
86 Digital Equity
we must simultaneously fight for humanity. If students
have limited computer access and they are not given
access to technology, then they will be technologically
illiterate and unprepared for their future. Economically
poor students do not have internet access, because it is
too expensive. They should not be deprived of access
to a technology based education, Opportunity should
be created for them through classrooms activity. Five
strategies help them a to make progress towards
digital equity. They are content creation, cultural
relevance, effective use, quality content and technology
resources.
An Interaction Session with Teachers
Digital equity is defined as equal access and
opportunity to use digital tools, resources, services to tools available for teaching the Principal of Basava
increase digital knowledge, awareness and skill. When International School, Dr. Manimala Roy takes a lot
considering the role of technology in development, of initiative to train the teachers by organizing various
digital equity is more than a comparable delivery of workshops from time to time. She organized a three
goods and services. day workshop on Enhancing Educational Processes
- Effectiveness for Excellence conducted by Dr. A.
Senthil Kumaran from CII Institute of Quality from 21
to 23 May. The workshop dealt with the fundamentals
of school excellence. It also talked about what was
quality and fundamental principles with respect to
school. Dr. Senthil talked about educational processes
- the need of educational processes, how to map it, how
to measure and improve various processes of the school.
The teachers had a fruitful learning experience and
participated enthusiastically in the formation of various
school processes. They brainstormed in groups and
A Satellite Model
Workshop by CII
Basava International School
To keep the teachers abreast of the changes in
the education industry and equip them with the latest An Activity - based workshop
April-June 2014 87
created validated processes for the school. Dr. Senthil All the mothers were invited to the various
set the thinking process active and asked teachers to programmes and activities on this occasion Mrs.
reflect do a lot of critical thinking as to why they were Poonam Gautam, principal welcomed all the invited
doing certain activities year on year without reflecting. mothers and also share her views and underlined
He also gave a lot of ideas on how to make a difference the need and importance of educated and devoted
by doing small things and what one could do to make and caring mothers for upliftment of society. Various
the system workable and systematic. He stressed on competitions such as flameless cooking, best out of
the integration of educational processes for a complete waste, show your talent, dance competition etc. were
turnover of the teaching- learning process. organized. There were certain games too to entertain
mothers like musical chair race etc. All mothers were
Mothers-Day Celebration so excited to join in all the competitions and enjoyed
Gautam Public Sr. Sec. School, Ghaziabad, UP participating in the games.
A Tableau Formation
88 Digital Equity
Green Pages
Earth Day Celebration 2014 it. The school receives constant guidelines from its
Ryan International School, Noida, Uttar Pradesh Chairman, Dr. A.F. Pinto and Mrs. Grace Pinto, who
are themselves ardent environmentalists.
April-June 2014 89
is reciprocated in equal measure. Through a special various ways and means to control the wastage and
assembly, students gave ample evidence of their reusing the Water were displayed. School Manager,
awareness of the issues and concerns with respect to Mrs. Pramila Gupta, potted a plant and an oath was
prevention and preservation. taken by all to act as the Natures Saviors to merit the
title of being Worthy Children of Mother Earth.
90 Digital Equity
and then black, icebergs melting, volcano erupting to The schools introducing the NIE (Newspaper in
conclude with a happy ending. The dance medley was Education) programme resulted in the accumulation of
a poetic expressions in rhythm, depicting Earth in a lot of newspaper. This gave birth to the idea of using
its well-being. The programme served its purpose of old newspaper to make paper bags. Students and staff
awakening the inherent desire to preserve and improve alike have used their spare time willingly in this arduous,
the ailing condition of Mother Earth yet rewarding task.
April-June 2014 91
Activities of Eco-Club
D.B.M.S. Kadma High School, Jamshedpur, Jharkhand
The Eco friendly choices we make today will
bring a greener and brighter tomorrow. With this
objective Green Aura The Eco Club provides
an excellent way of learning about environmental
concerns.
92 Digital Equity
The Eco Club also encourages students to enrich We have a dream
their knowledge about the environment through the To make India clean and green. Its a long way to go
environment and for the environment by participating but with our efforts we will definitely do so.
in competitive exams like Green Olympiad conducted
by TERI which help them to explore their immediate Science Day Celebrations 2014
environment and the world as a whole. Bharatiya Vidya Bhavan Girdhardas Mohota Vidya
The students of Eco Club created awareness of Mandir, Wardha, Maharastra
the environment by participating in Van Mahotsava
programme conducted by Tata Steel Zoological Park.
Van Mahotsav
April-June 2014 93
The noon session we arranged different activities passed through the main streets of the city sending
for classes Class III to V who show their love for the message to protect our Mother Earth. The public
nature by writing slogans. Std. VI to VIII expressed appreciated the efforts of the students. A play-cum-
their thoughts through paintings class IX students fancy dress show was presented by students.
participated in the science quiz. Thus, over all, we
celebrated Science Day with great enthusiasm and on Principal, Mrs. Bhushan Bhatia, urged students
students enjoyed it. to take a pledge not to waste paper. The Chief Guest
also requested students to save water.
A message was spread by students on Save
Water, through aZanki on Republic Day 2014. Crusading for a Better Future
Rainbow English Sr. Sec. School, New Delhi
Earth Week Celebrations-2014
CCAS Jain Sr. Sec. School, Ganaur, Haryana Keeping in view that the health of every student
is of prime importance, the school has divided its
sanitation programme into various measures so as to
achieve Zero Waste School:
94 Digital Equity
foil is reused again by the students. Thus children are Sanitation in toilets: Many diseases spread from
encouraged to follow 3 Rs i.e. Reduce, Recycle and non-cleaning of hands, toilet seats, urinals. Disease
Reuse. Students reuse the paper from this bag for doing causing germs and worms eggs present in the excreta
rough work especially in Maths period. Now, no paper of diseased children are transmitted from one student
is thrown into the dust bin. Use of polybags is strictly to another through hands, insects etc. use of sanitary
prohibited and is checked daily by students in-charges latrines stops the spread of disease such as diarrhea,
and records are maintained for the same. Flex Banners cholera, typhoid, intestinal worms, hepatitis, polio etc.
are reused to cover the table or anything else and is also in view of same, the school has provided sanitary latrine/
used for craft work. Vegetable or fruit peels are sent for urinals separate for male and female students and staff.
composting in Roly Poly compost bins. Dried leaves It is ensured that there is sufficient water for flushing.
/ twigs are collected and treated in Mulchy Bulchy The toilets are provided with soaps for hand washing.
and whatever compost is formed, is used in the herbal The school has provided six sweepers to cover all areas
garden, lawns, potted plants etc. of the school. The girls toilet is on each color and only
female sweepers are assigned to clean them. The toilets
are cleaned three times a day. The cleanliness is checked
by administrative as well as teacher floor in charges.
April-June 2014 95
it is not handled properly. Therefore, from the sanitation The school has not only provided sufficient
point of view, it is important to keep water safe right resources to maintain satisfactory sanitary conditions
from its collection to consumption. in the school, it is also taking measures to impart
knowledge to students on maintenance of good sanitary
In view of above, the school has adopted practices and hygienic conditions so as to prevent diseases and
of proper collection, storage and handling practices promote conducive atmosphere for studies. The motto
of drinking water. The municipal water is collected in of school is to achieve Zero Waste Generation through
cleaned tanks. This water is only used for drinking. The the implementation of 3RS i.e. Reduce, Reuse and
tanks are cleaned each month to keep it in sanitary Recycle.
conditions. In order to save water, children are also
instructed to bring water bottle from their homes. World Earth Day
Food hygiene: The food which is uncovered can Gems Cambridge International School,
get contaminated by flies and germs carried by wind. Hoshiarpur, Punjab
In view of the same, the school does not allow any
outside food vendor in or around the school. The small
children are provided in house food whereas senior
students bring their home cooked food. The students
are encouraged to clean their hands before and after
eating. The spillage of food is monitored and cleaned in
a timely manner. The teachers are assigned to monitor
activities of students during recess time so as to have
better monitoring.
96 Digital Equity
the biological systems is the basic idea that we need to woollens and grocery for the rag-pickers
inculcate among our students. The entire Cambridge in the area every year
fraternity realized that the survival not just of the people
Reaching out to some of the restaurants
but of the planet has to be our transcending concern.
to motivate them to join hands with us in
segregating Tetra Pak cartons.
Vasundhara-Bhavan Eco Club
Bhavan Vidyalaya, Chandigarh, Punjab Leadership Programmes for students by
TERI
In order to intensify its eco-friendly practices and
focus more on generating awareness regarding various It is a matter of great pride that, this year, TERI
ecological problems, the school instituted a club in and TETRA PAK acknowledged the Eco-Clubs
2010 and ever since Vasundhara has been successfully endeavours by bestowing The Best School Award on
functioning to meet its objectives. The school was the school Eco-Club and The Best Teacher Award for
certified as a GREEN SCHOOL, by the Ministry of the Eco-Club in-charge for their consistent efforts in
Environment and Forests under their project National fulfilling the clubs objectives and of that of project
Green Corps-Students Environment Movement. SEARCH.
Vanmahotsav
Herbal Garden
Cycling Expeditions:
Awareness Programmes by celebrating
important days such as Earth Day.
Enrichment Programmes: Teachers
in-charge and students occasionally
participate in workshops and seminars
Bulletin Board competition to mark earth day organized by various agencies
The focus of the club has been Waste Management
and the school has been partners with TERI (The
Energy and Resource Institute) and TETRA PAK in
their nationwide project called SEARCH (Sensitization,
Education, Awareness Regarding Cleaner Habitat) for
the last four years, ever since the project was introduced
in Chandigarh. Under this project, the main areas of
focus are:
April-June 2014 97
Celebrating Earth Day committee, Mr. Cyril Samuel and Principal, Mr. T.R.
Indian School Salalah, Sultanate of Oman Brown.
Going Green
S.K.R. Public School, Inderpuri, New Delhi
How pleasant it feels, when we walk bare footed
on the grass, when the chirping of birds seem to be
ever better than the latest songs and when the beauty
of rainbow makes our dull life bright and colorful. It
Adding Greenery
is indeed, Gods gift to us to increase the beauty of our
A Green Walk was organized where the students surroundings. We can never ever wonder about lives of
of class VII went from class to class in the school a life without a good environment, it is a nightmare.
building in order to sensitize the students about the But, the destruction to nature, can cause many problems
importance of saving environment. They were informed which can cause this nightmare to come true. Nature
about the importance of trees and recycling. A tree provides us with almost all our basic needs, but it never
plantation drive was organized where the students of demands for anything in return, what it expects from us
class IX took a pledge and planted saplings to make is just love and care. Nature is just like a child, which,
the occasion a truly meaningful one. when nurtured properly, can grow up properly.
The event was organized and supervised by Mr. We may never know what may happen in the
Unnikrishnan, H.O.D Social science, and the associate very next moment. Similarly, the natural disasters,
teachers. The of the Social Science Department was which are increasingly being faced by us, are a warning
appreciated by the President of the school management by nature.
98 Digital Equity
It is rightly said that The importance of a thing is after us, too can enjoy it. Small steps can make big
known when it is no more with us. We need to understand differences.
the importance of protecting nature, before its too late.
Slogans like, GO GREEN are very popular now-a-
days. Implementing such slogans is more important
than their popularity. The rainy season irritates us, but
the soothing atmosphere makes us feel fresher, summer
makes us feel very hot, but the cold lemonade in the
sunlight relaxes us.
April-June 2014 99
and wonder, understanding the challenges that it face Earth: Secure Future. To commemorate this day, a
and internalizing, completely, the reduce-reuse-recycle rally was organized by the sensitive students of the
concept. middle and senior classes under the able guidance of
their Principal and teachers. The rally was flagged off
by Sh. Jagdish Kajal, DSP Tohana. which encompassed
the main market and halted at Sangam Hospital. The
students of classes VI to X participated enthusiastically.
We students took up the responsibility of making
people aware of the need to conserve nature. They
enthusiastically voiced their cause by carrying placards
with slogans, performed a Nukkad Natak and made a
plea to the public to save the environment and Mother
Earth. They also distributed pamphlets containing
effective tips to save water and energy.
The Eco-club members also enact dance dramas - Pre-nursery to class II Show and Tell
on forest/ animal conservation during the Annual Day
- Class III to class V Activate Quiz
function. The HKV Eco-club partnered with CEE
and the Science Express (Biodiversity Special) train - Class VI to class VIII Poster Competition
to perform dance drama in Kamakhya Railway Station
Autism Awareness Week, 2014 cognition of the autistic children makes this disorder
Workshop on Enabling Abilities the least understood in a mainstream set-up.
Apeejay School, Kolkata, West Bengal
The resource person stressed on the shift from
Resource Persons : Dr. Monidipa Bannerjee, the negative to the positive frame of thought process
Developmental Paediatrician with Peerless Hospital, to help students with ASD, evolve as confident and
Dr. Anindita Chatterjee, Clinical Psychologist with engaged learners adding a value to the society. The
Peerless Hospital and Apollo Gleneagles Kolkata strategic classroom interventions in the form of
Venue- Apeejay School, Park Street structured curriculum, visual cues, social stories and
use of schedules was stressed upon to help the regular
The CBSE, in its vision of an Inclusive Education, teachers tackle effectively with the autistic learners, as
had directed School Heads to observe the Autism they are strong visual learners.
Awareness Week, 2014, starting 2 April 2014, to raise
awareness about the disorder through workshops and
lectures by specialists and resource persons. In view
of the notification sent by CBSE on 1April, 2014,
Apeejay School, Kolkata, welcomed this initiative and
organised a workshop titled, Enabling Abilities to
rouse awareness for teachers on Autism Spectrum
Disorder (ASD)
The programme began with a short speech by the The programme ended with laurels and
Teacher in- charge Ms. Nikita Jain, on the symptoms appreciation by Principal Ms. Vandana Sharma in
and needs of autistic children. She also poured out her inspirational speech. This was followed by a cake-
On the occasion, Mr Kush Kulshrestha, principal School management presenting momento to the
of the host school also spoke. Comparing childhood Chief Guest, Dr. Geeta Narhari
Inter school B. B Tournament School by a score of 22 to 20. The 2nd runner-up was
Khaitan Public School, Noida, Uttar Pradesh Vishwa Bharti Public School team. Dhananjay Dev of
Khaitan Public School, Noida was adjudged the Best
The 2nd Inter-school B. B Tournament was held Player of the tournament.
in Khaitan Public School, Noida from 28 to 30 April.12
teams were grouped into 4 sections Referees for these School Trustee, Mr. Vedant Khaitan, and Director
matches had come from Delhi BB Association. (Education) Mrs. S.L. Gupta, along with the Principal,
Mr. S. K. Mishra, gave away the trophies, medals and
The winner of the tournament was Amity certificates to the winners and the runners-up.
International School, who won against Khaitan Public
World Sparrow Day-2014 bright future. The faculty, staff and administration of
Delhi public School, Satna, Madhya Pradesh DPS, Satna, look forward to all others joining this
exciting journey to create a peaceful, conserved and
Delhi Public School students had taken the balanced eco-system.
initiative to save different species of birds and hence,
save nature by celebrating the World Sparrow Day.
Educational Tours
This unique programme was organised in the school
Alpine Public School, Bangalore, Karnataka
and students had decorated their classes with various
bird conservation slogans and paintings. The school has adopted a few practices which
has made it stand apart from other schools in the
One special trophy
city. Among a few of the applications that have been
symbolizing a 'Sparrow'
implemented in the school, the most outstanding is the
was specially designed
educational trip, conducted twice a year. The students
to initiate and promote
have traversed the country from Andaman in the South
this incredible journey
to Leh and Ladakh in the North and from Gujarat
to achieve our goal to
in the West to Assam in the East. This summer the
save birds. A speech
Alpinians visited the immediate, neighboring country
competition was also
of Bhutan.
organised to present ways
to protect these innocent Every trip has evolved to become better
birds. Students gave the as improvements were discovered. One of the
significant information methodologies used during every trip is to visit a
and details to save the local school. A day is always set aside just for this and
birds. the Alpinians spend a day in that school, observing
and interacting with their peers to learn about their
Our school imparts
education system and discover a new curriculum and
both knowledge and
ways of learning. They build up their ability to adapt
wisdom to its students so
and be a part of the whole new world and experience.
that they can empower
These trips expose them to various cultural contexts
them holistically for a
The Sparrow Trophy and provide opportunities for social service. It has
On another occasion, the parents of class IX Report for Fire-fighting Equipment Awareness
students were invited on 26 April 2014 to be familiarised ABPS School, Kovaya, Gujarat
with the Continuous and Comprehensive Evaluation
Pattern along with the latest updates in the system. A human beingis the only creature that dares to
The parents were applauded for their enthusiastic light the fire and only live with it. Whats the reason?
turn-out and eagerness to understand the evaluation Because a human being alone has learned to put it
pattern and its pre-requisite of qualifying scholastic out.
and co-scholastic areas. The session was conducted
It is with great gusto that the training programme
collectively by Senior teachers, Ms. Abha Jha, Ms. Anni
and demonstration were held where in the students of
Kumar and Ms. Rashmi Sharma. The importance of
The Aditya Birla School, Kovaya Gujarat participated.
co-scholastic areas was enunciated, in order to make
A team of four Barons of Safety and Fire department
them aware of its role in the up-scaling of grades in
of Ultratech Cement Ltd. [Aditya Birla Group] headed
scholastic subjects. Besides, they were informed about
'Now the shop is out and gone and we are proud that we did it.'
Self-defence Training
CBSE CAER International Conference The central theme of the International conference
was Global Trends in Large Scale Assessments. The
conference was able to disseminate information on
The first CBSE CAER International Conference world-wide best practices in school assessments so
was held on 28-29 April 2014, bringing together that the understanding can be shared in the areas
assessment experts, educators, policy makers and school of transitioning from norms referenced to standards
leaders on a single platform. and school-based assessments, technology enhanced
assessments and the approaches to evidence-based
The speaker at the conference aimed to answer
decision-making in assessments. The conference opened
the following question. Why do we want to introduce up new opportunities for global co-operation and
Large Scale Assessment on School based Assessment? collaboration for the best assessment practices.
Conference Highlights
Affiliation May Discontinuation of the use of rare/endangered species of plants and animals
03/2013 in laboratories of schools
Affiliation May Guidelines to schools for the selection of books for classes I - VIII.
04/2013
Affiliation May Advisory/Guidelines under Section 35(1) of the Right of Children to Free
26/2014 and Compulsory Education (RTE Act), 2009 for emlimination of Corporal
Punishment in schools: reg.
Acad-28/2013 April Invitation to attend the Seminar on Skill Development in Uttar Pradesh
Issues, Challenges and Opportunities at PHD House, Gomti Nagar,
Lucknow on 6th May 2013.
Percentage of Marks Required to Qualify the Summative Assessments In Class IX Session 2013-14
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