Centre: Centre for Education Innovation and Action Research
EligibilityI. Secondary and senior secondary school teachers with an under-graduate and teaching degree (i.e. TGT or PGT)
II. Middle school subject teachers with a graduate and teaching degree (TGT or DEd/BElEd with BA/ BSc)
III. Student-teachers with a graduate degree.
IV. Graduates employed as teachers in the public or private teaching sphere in both formal and informal sectors.
NOTE: The core criteria for enrolment would be to necessarily have completed one's graduation and having access to teach learners using ICT.
1.E-08: Mentoring for TPD
2.E-04: Designing Learning Experiences for the English Classroom
3. C-03 :ICT and Education for Teachers and Teacher Educators
RTICT or Reflective Teaching with Information Communication Technology is an initiative to develop a community of practitioners to connect with each other through pedagogic and policy discussions rooted in their professional experience. The programme is designed such that practitioners are given a chance to be reflective and to include the latest tools and technology in their teaching.
The need of the hour as per the latest UGC, NCERT and UNESCO Sustainable Development Goals guidelines is the need for the teacher to act as a facilitator of learning in a student-centered classroom that encourages collaboration, uses ICT tools, develops creativity and communication skills and creates a safe space for learning from mistakes. These form the core of the 21st century skills that every child needs to acquire to be a successful, productive citizen of the world.
The Postgraduate Certificate (PGC) in Reflective Teaching in ICT (RTICT) is designed as a programme of teacher professional development for in-service teachers that aims to enhance the practice of elementary (upper primary) and secondary school teachers, with a special focus on the use of ICT in improving the quality of education and pedagogy. The programme has been specifically designed in conjunction with the Centre’s work in and development of interactive ICT-enabled student learning modules that aim to strengthen the quality of secondary schools, particularly government schools, and use Indian languages through the Connected Learning Initiative (CLIx). The research and field action undertaken by the Centre in collaboration with MIT, Cambridge, MA; the Homi Bhabha Centre for Science Education (TIFR), Mumbai; Eklavya, Madhya Pradesh; and other organisations, with support from the Tata Trusts, has provided experience in and understanding of the strategic uses of ICT to support the spread of quality education and teachers’ pedagogy.
The change in the mindset of a teacher to shift from the passive lecture-based classrooms to active and interactive learning spaces cannot be wrought overnight. It is with this thought that the vision of a long-term systemic intervention in the form of inter-related courses to enable deep, sustained engagement with the philosophy that drives the education system was conceptualised.
The PG-RTICT Courses are hosted on TISSx. It is an Open edX based MOOC platform that is easy to navigate and allows the learners to see their progress instantly. This also has an Android-based TISSx App to allow for mobile based learning.
In the PG-RTICT Certification Programme teachers engage in online courses on TISSx, implement ICT-based learning activities in their schools and reflect on their practice. Binding all of this there is a Community of Practice forum through discussions on TISSx that enable teachers to connect and stay connected to each other and to experts as fellow practitioners.
The PGC in RTICT aims to strengthen teacher practice by:
The programme takes to heart the need for instruction in regional languages and currently relevant courses are being offered in both English and Hindi.
The fundamental aspect of the programme is practice-based reflection. The entire programme focuses on enabling teachers to source, use, adapt and adopt ICT-based activities to encourage active learning and develop Pedagogical Content Knowledge. In this programme, In this programme, teachers engage actively in communities of practice to collaboratively generate knowledge of teaching and in turn enable students to become knowledge prosumers and thus consume and produce knowledge. This technology-abled learning pedagogy is implemented by the teachers and documented and shared within the community and beyond.
Distribution of Credit Hours:
There are five primary types of offerings under the RTICT Programme:
PG-RTICT Programme Certification (20 Credits)
Compulsory Course | 4 credits each | 12 weeks duration each
C-01: ICT and Education
Any ONE Subject Pedagogy Course | 4 Credits | 12 Weeks duration
S-01: Communicative English Language Teaching
S-02: Reflective Mathematics Teaching
S-03: Interactive Science Teaching
S-04: Pedagogy of Social Sciences
Any FOUR Electives | 02 credits each | 06 weeks duration each
E-01: Values Development in Adolescent
E-02: Using Media in the Classroom
E-03: Hands-on Learning through Toy-making
E-04: Designing Learning Experiences for the English Classroom
E-05: Assessment for Learning in Mathematics Education
E-06: Teaching Literature: Strategies for Short Stories
E-07: Lesson Study based Professional Development for Mathematics Teachers
E-08: Mentoring for Teacher Professional Development
E-09: The ICT Lab in School
E-10: The School Science Lab
E-11: The Nature of Science and Science Education
E-12: Evaluation in ELT
E-13: Teaching Mathematics and Science using Dynamic Mathematics Software
E-14: Inclusive Education
Culminating Compulsory Course | 4 credits | 12 weeks
C-04: Action Research / Digital Portfolio
PG-RTICT Subject Specialisation with ICT and Research Certification (12 credits)
C-03: ICT and Education for Teachers and Teacher EducatorsAny ONE Subject Pedagogy Course | 4 Credits | 12 Weeks duration
PG-RTICT Subject Specialisation with ICT Certification (08 credits)
PG-RTICT Modular Course Certification
Select courses from the PG-RTICT Programme certification will be announced periodically and learners can enrol in these courses for stand-alone certification worth the credits of the course/s.
Learners can choose to slowly build their portfolio to work towards the RTICT programme certification within a three year period from completing the first course.
Learners of PGC-RTICT Programme Certification can also choose to enrol in additional courses and get modular certificates for the add-on courses.
PG-RTICT Cohort Model
PG-RTICT is also offered to cohorts in a blended learning mode which has a face-to-face workshop component for select courses. So far, the PG-RTICT Cohort Model has been offered in four states: Chhattisgarh, Mizoram, Rajasthan and Telangana in partnership with the state administration.
I. Learners must be practising teachers with access to middle and secondary school students and learning labs to try out and implement ICT resources for student learning.
II. If employed in an institution, the school management must have provided a no-objection certificate to the teacher participating in the programme.
III. Teachers must have access to at least ONE of the following (preferably both) computing devices with internet connectivity for the entire duration of the course/programme:
A. A smart phone with internet to participate in the programme an online communities of practice.
B. A computer with internet access to access the course and complete and upload assignments.
Assessment will be periodic and consist of the following:
All marks will be visible on the progress page.
The overall certification will follow the TISS 10 point grading scale.
The certificate will be made available per course online. For the programme certification, a physical certificate will be issued.
Admission Procedure and Fees
To be announced
Together with teachers, we hope to begin writing a new chapter in the development of education in India.
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