Module-4: Technology,

Vocational Exposure and Indian

Knowledge Systems
Department of Education
Lecture 2
The Hole in The Wall project
 Dr Sugata Mitra and his colleagues to build a computer into a wall near their
office in Delhi. The monitor screen was visible from the other side of the
wall. They also embedded a touch pad into the wall. Children came running
out of the nearest slum and stuck to the window like glue. A few hours later,
Dr Mitra and his colleagues found that the children were surfing the Net.
Within a period of six months, the children had taught themselves many
computer operations. How did they do this?
 An estimated 40,000 children use these computers. They have all made
themselves computer literate. The average icon test scores stand at 40 per
cent in nine months.
Radio Based Innovations
 The Keli-Kali radio project was initiated in 2000–01 in two districts (Raichur and
Gulbarga) of North Karnataka to provide support to classroom teaching. About 2,50,000
Class III students in 5,000 schools benefited from the broadcast aimed from two radios
stations
 “Vindam Nerchukundam” (Let us listen, let us learn) in Andhra Pradesh, similar to the
Keli Kali programme, was begun in Vishakapatnam in 2002 for Class III students. In
2003, it was extended to Class IV and in 2004, to Class V. The programmes were
broadcast from four AIR stations. The programmes benefited about 29 lakh students
and 1.5 lakh teachers.
 The Interactive Radio Instruction (IRI) programme is a USAID-funded project and
organised by the Educational Development Centre (EDC). It is similar to Keli Kali, but
included interactivity during the programme. It was implemented in 2004–05 in two
blocks (50 schools in each block) of North Karnataka, and 72 schools of Bangalore and
Chamarajnagar district
Avehi Abacus Project
 Shanta Gandhi, who had been engaged for a long time in early education and Bal
Bhawan work, conceived the idea of Abacus in 1952, when she was working in
village Nikora on the banks of the Narmada. She began by seeking answers to the
questions of adivasi and non-adivasi children relating to their surroundings,
primarily through drama and song. She began discussing various themes and topics
like evolution, how life emerged, why we are what we are, and how we have
reached here. In 1981, Avehi, an audio-visual research centre, was launched. In
1990, Avehi took up the Abacus programme in Mumbai and operates its programme
using developing learning materials in 180 schools in two wards of the Mumbai
Municipal Corporation
UNESCO reports on impact of
educational technology
 Digital technology has dramatically increased access to teaching and learning
resources. Examples include the National Academic Digital Library of Ethiopia and
National Digital Library of India. The Teachers Portal in Bangladesh has over
600,000 users.
 In Peru, when over 1 million laptops were distributed without being incorporated
into pedagogy, learning did not improve. In the United States, analysis of over 2
million students found that learning gaps widened when instruction was
exclusively remote.
 In China, high-quality lesson recordings delivered to 100 million rural students
improved student outcomes by 32% and reduced urban–rural earning gaps by 38%.
 Finally, it can have detrimental impact if inappropriate or excessive. Large-scale
international assessment data, such as that provided by the Programme for
International Student Assessment (PISA), suggest a negative link between
excessive ICT use and student performance. Mere proximity to a mobile device
was found to distract students and to have a negative impact on learning in 14
countries
Educational Tools and Platforms
 Educational tools and platforms refer to the digital and non-digital resources,
software, and systems that facilitate teaching, learning, assessment, and educational
administration. They support educators, students, and institutions in delivering and
receiving education more effectively.
 Various categories include
 Content Delivery Platforms
 Learning Management systems
 Interactive Learning Tools
 Open Educational Resources
 Content Creation Tools
 Educational Games and Simulations
 Collaborative Learning Tools
 Assessment and Evaluation Tools
Generic Videoconferencing Platforms
used for educational purposes
 Google Meet
 Zoom
 Cisco Webex
 Microsoft Teams

Easy to manage, access, and no maintenance required

Face-to-face connect, sharing of resources
Chat features, control options
Widely used
Have a cap on number of admins/audience members except for the starter plan.
Proposed self mini-activity - 1

 Create an account on all these platforms.

 Simulate an online classroom using platforms like Google
Classroom, Microsoft Teams, or Zoom.
 Make a presentation consisting of 5 slides.
 Each group takes turns acting as the teacher, delivering a
short lesson, and utilizing various tools like polls, quizzes,
whiteboard, breakout rooms.
DIKSHA –one nation, one digital platform
 An initiative of the National Council of Educational Research and Training
(Ministry of Education, Govt of India)
 National Teacher Platform has been branded as DIKSHA. The motto of DIKSHA is
'our teachers are our heroes'. DIKSHA – National Teachers Platform is built to
host Open Educational Resources (OER) and tools for teachers in schools,
teacher educators in Teacher Education Institutes (TEIs) and student teachers
in TEIs
 Teachers at any stage can use DIKSHA's features to create:
❑ In-class resources, Teacher training content, Assessment aids
❑ Teacher profile, News and announcement, Teacher community
 Virtual Labs – Simulations, animations
 E-jaduipitaara – diverse materials for foundational stage
 Adult Education
 Materials for facilitating Nipun Bharat Mission (NIPUN – National Initiative for
Proficiency in Reading with Understanding and Numeracy)
 Bhasha Sangam National Initiative to teach everyday sentences in 22
languages
 Vocational Content
 Mobile, WhatsApp, IVRS, Telegram – diksha.gov.in
 Benefits
 By building the National Teacher Platform (NTP), the MHRD envisions following benefits:
 Teachers can access relevant personalised professional development training anytime
and anywhere
 Teachers in Schools can use the curriculum-linked resources to prepare for class or use
them to teach in the class, while Teacher Educators in TEIs can use it to deliver blended
training
 Student Teachers in TEIs and contractual Teachers will be able to take courses on the
NTP to prepare for the TET and/or get certified
 Cluster & Block Resource Personnel can use standardized observation tools on the NTP to
provide need-based coaching support to teachers and do continuous training-needs
analysis
 NTP infrastructure shared amongst many states will avoid duplication of efforts and save
costs
 Teachers will have access to their own personalized workspace where they can plan and
track their progress including courses completed, performance in tests etc.
VidyaDaan -
https://vdn.diksha.gov.in/cbse/contribute/help

 This national program is a call to the nation, particularly individuals &

organizations across the country to contribute e-learning resources in the
education domain to ensure that quality learning continues for learners across
India.
 You can register as a contributor and add to projects from state, and
government agencies and boards by adding interactive video content,
quizzes, learning goals, guidelines, reading materials
 Such contributions must be open-licensed under the Creative Commons
license framework and can be curated by the respective states/UTs & CBSE
and those contributors whose content is accepted and finds high usage, will
be duly recognized.
E-Pathshala - https://epathshala.nic.in/
 E-textbooks, comics, teaching instructions, periodicals, journals
 Audios, videos, interactive images, games
 Curricular resources - policy documents, papers
 Guidelines for development of e-content
 Educational materials, maps, question banks
 SWAYAM – swayam.gov.in
 SWAYAM is a programme initiated by Government of India and designed to
achieve the three cardinal principles of Education Policy viz., access, equity
and quality. Has video lectures, printed materials, online discussion forums,
self assessment tests to
 UGC has already issued the UGC (Credit Framework for online learning
courses through SWAYAM) Regulation 2016 advising the Universities to
identify courses where credits can be transferred on to the academic record
of the students for courses done on SWAYAM
 Coordinating agencies include NPTEL, AICTE, UGC, INI, IGNOU, NCTE, IIMB,
CEC, NIOS,NTTTR
 Free to learn courses for everyone – reducing the digital divide
 A fee is charged for the certification exam, which is in oerson and has
proctorship.
 Self enrichment activity – Enroll in an ongoing SWAYAM course. Optional:
Apply for certification.
 Activity - 2
 Create accounts on the e-platforms discussed
 Task 1: For stage 9 & 10, and stage 11&12, identify a
domain subject and a sub-topic. Utilise learning
resources (videos, lesson plans, worksheets) on Diksha
and e-pathshala portal to create a lesson plan and
present a lesson in the class. Peer feedback is taken
and discussed to see the impact.
 Task 2 : Identify projects on Vidyadaan and create
resources – at least one textual one video, 1
assessment based, based on the projects floated
currently.
 Analysis Work – Self Study and Classroom
discussion
 Conduct research on the reach and impact of
SWAYAM and DIKSHA, focusing on specific states or
regions in India. Discuss the successes and limitations
of these platforms in reaching diverse populations.