NATIONAL POLICY ON ICT IN SCHOOL EDUCATION (2012)-ICT

COMPETENCIES
Introduction

 The National Policy on Education 1986, as modified in 1992.

 Stressed the need of employ educational technology to improve the quality of
education.
 The policy statement led to two major centrally sponsored schemes, namely,
1.Educational Technology (ET)
2.Computer Literacy and Studies in Schools
 Information and Communication Technology @ Schools in 2004.
 The comprehensive choice of ICT for holistic development of education can
be built only on a sound policy.
 The initiative of ICT policy in School Education is inspired by the tremendous
potential of ICT .
 This policy endeavors to provide guidelines to assist the states in optimizing
the use of ICT in School education within a national policy framework.
Vision
The ICT Policy in School Education aims at preparing youth to participate creatively
in the establishment, sustenance and growth of a knowledge society leading to all round
socioeconomic development of the nation and global competitiveness.

Mission
To devise, catalyze, support and sustain ICT and ICT enabled activities and
processes in order to improve access, quality and efficiency in the school system.
Policy Goals

Create
• an environment to develop a community knowledgeable about ICT
• an ICT literate community which can deploy, utilize, benefit from ICT and contribute
to nation building
• an environment of collaboration, cooperation and sharing, conducive to the creation
of a demand for optimal utilization of and optimum returns on the potentials of ICT in
education

Promote
• universal, equitable, open and free access to a state of the art ICT and ICT enabled
tools and resources to all students and teachers
• research, evaluation and experimentation in ICT tools and ICT enabled practices in
order to inform, guide and utilize the potentials of ICT in school education
• a critical understanding of ICT, its benefits, dangers and limitations
Challenges
The challenge of developing alternate modes of education


Continuing education


Teacher capacity building


Information systems for efficient management of the school system are being

addressed.


With Information and Communication technologies becoming more accessible

Reliable and mature


The prospect of leveraging ICT for education is becoming increasingly feasible.
Information and Communication Technologies
in Schools
Information and Communication Technologies have enabled the
convergence of a wide array of technology based and technology mediated resources for
teaching learning.
The potential of ICT to respond to the various challenges the Indian
education system poses are:
1. ICT can be beneficially leveraged to disseminate information about and catalyze
adaptation, adoption, translation and distribution of sparse educational resources
distributed across various media and forms.
2. There is an urgent need to digitize and make available educational audio and video
resources, which exist in different languages, media standards and formats.
3. Given the scarcity of print resources as well as web content in Indian
languages, print resources like books, documents, handouts, charts and
posters.

4. ICT can address teacher capacity building, ongoing teacher support

and strengthen the school system's ability to manage and improve
efficiencies.

5. Using computers and the Internet as mere information delivery devices

grossly underutilizes its power and capabilities.
ICT Literacy and Competency Enhancement
The policy defines ICT Literacy in terms of levels of competence. Based on the
stage of schooling at which a student or teacher is introduced to ICT, they may progress to
different levels.

Also, these levels must be revised periodically to keep pace with changing
technology:

Stage 1: Basic

Basics of computers and basic use of tools and techniques – operate a computer,
store, retrieve and manage data, use a computer to achieve basic word and data processing
tasks; connect, disconnect and troubleshoot basic storage, input and output devices
Stage 2 :Intermediate
Create and manage content using a variety of software applications and digital devices,
using web sites and search engines to locate, retrieve and manage content, tools and resources ;
install, uninstall and troubleshoot simple software applications etc.
Stage 3: Advanced
Use different software applications to enhance ones own learning –
Database applications
Analysis of data and problem solving

Computing

Design

Graphical

Audio-visual communication

Copy right and safe use of ICT and take necessary steps to protect oneself and ICT resources .
ICT Competencies
 Surfing the internet and locating useful information from the internet for the
development of lesson plan.
 Developing lesson plans incorporating students use of technology in the learning
process.
 Evaluating and selecting appropriate software for a particular subject as per
student need.
 Technology brings with it new rights and responsibilities, including equitable access
to technology resources and respect for intellectual property, included within the
social issues aspect of ICT Competencies.
 Technical issues is an aspect of life long learning theme through which teachers
update skills with hardware and software, as new generation of technology emerge.
 Generating printed documents like students assignment, news letters,
communication etc utilizing a variety of application software like word processing
and desktop learning
Role of ICT in Teacher Education
 ICT envisages excitement to the students teacher’s eyes, ears and more importantly
head.
 ICT fulfill the needs of students Teacher’s by providing items and packages of
higher standards and interest.
 It helps in transforming the definition of literacy, learning and knowledge.
 ICT facilitate the student Teacher’s to have control on lesson, pace sequence,
content, feedback, which in turn enhances the efficiency of learning.
 Develop the ability of self-learning and interacting individually.
 ICT helps in implementing ICT driven distance education programme where the
teachers are given new opportunities for acquifition of a new knowledge.
 ICT is a powerful new development with ambitious role in teacher education,
digital and internet based multi-media transforms the present trend in the field.
Limitations-ICT
 Only at the awareness development level are objectives being achieved, but higher
order thinking skills regarding the use of ICT tend not to be occurring.
 Technology, pedagogy and content area integration is a rare feature.
 All components are dealt separately which creates confusions for student teacher’s.
 There is a serious discrepancy among syllabi of teacher training institutions and
secondary schools.
 Syllabi of teacher training institutions are not on a par with school level curriculum.
 Time durations of the courses related to ICT education is too short to develop
knowledge and necessary skills among students to achieve higher order thinking
skills.
 Support from technical staffs for maintenance is dismal.
Conclusion

Implementing ICT in school education has many benefits and difficulties. Each school
has its own barriers depending on its contextual factors. To successfully implements
ICT in schools need to consider many aspects it will waste a lot of time, energy and
money is before implementing it, we do not consider those aspects. Those are the
schools culture, leaders, ethics and technological management system. ICT should be
introduced in the education system, as the acceptance rate of ICT by the students and
teachers is high. ICT is one of the source of rural development as it helps in reaching
the education to rural areas and hence develop it. Introduction of New policies and
technology in world has raised the level of education in India.