Which of the following is true in the context of a productive computer session? I. ‘Review what they have done and why’ comes under stage 3. II. ‘Establish ground rules’ comes under stage 1

Which of the following is true in the context of a productive computer session? I. ‘Review what they have done and why’ comes under stage 3. II. ‘Establish ground rules’ comes under stage 1 Correct Answer Both I and II

ICT refers to Information and Communication Technology which is defined as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. It includes physical telecommunication systems, networks, and the services that utilize these. 

• The teachers' curriculum is considered a significant vehicle for the realization of the goals of the National Curriculum Framework and consequently is designed to provide an enhanced exposure to information and resources for ongoing professional support, improved teaching-learning-evaluation-tracking, and increased productivity.
• The National Policy on ICT in School Education organizes the competencies for ICT Literacy into three broad levels, basic, intermediate, and advanced, and the curriculum subsumes them.

Key Points

Stages of ICT (Productive computer session):

Stage 1:

• Basic Basics and ground rules 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.
• Connect to the internet, use e-mail and web surfing, use search engines; keep the computer updated and secure; operate and manage content from external devices (sound recorders, digital cameras, scanners, etc.); connect, disconnect, operate and troubleshoot digital devices.

Stage 2:

• Intermediate Create and manage content using a variety of software applications and digital devices; using websites and search engines to locate, retrieve and manage content, tools, and resources; install, uninstall and troubleshoot simple software applications.

Stage 3: 

• Advanced Use different software applications to enhance one’s own learning – database applications, analysis of data and problem solving, computing, design, graphical and audio-visual communication; undertake research and carry out projects using web resources; use ICT to review what has been done and why, create and participate in web-based networks for cooperative and collaborative learning; become aware of issues of cyber security, copyright and safe use of ICT and take necessary steps to protect oneself and ICT resources.
• The content of the curriculum involves activities that simultaneously draw upon competencies from different levels, such that completion of all levels is ensured. The ICT in Education curriculum broadly attempts to equip teachers with ICT competencies to strengthen their professional capacities and to effectively use ICT tools and devices in their teaching-learning. The teacher will also be trained to manage the ICT environment in the school and function as a local coordinator for organizing capacity-building programs.
• The curriculum, therefore, is rolled out as a series of short courses, spanning the six strands and ensuring together with the basic, intermediate and advanced levels of competence. Three induction and twenty refresher courses leading to a diploma in ICT in Education are proposed. Induction courses are to be conducted in face-to-face mode whereas State (SCERTs/ SIEs) may choose to conduct the refreshers in face-to-face or online mode.

Hence, we conclude that both statements are correct.