Centre: Centre for Education Innovation and Action Research
I. 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 learners to be able to implement teaching strategies using ICT.
Courses Available as Online Certificate Courses November 2020: Courses Commence: 18 November 2020 / Enrolment Open / Fees Rs.1800
C-02: Constructive Teaching & Learning with Technology PART - I
The goal of this course is to develop both a critical awareness and a deeper understanding of the role of technology in teaching and learning. The course will draw on contemporary concepts, models and standards in the area of teaching and learning with technology. Applications which have demonstrated student-centred and constructive use of technology, a record of improving understanding of subjects, and resonate higher order thinking and critical skills will be explored. It will discuss the role of the teacher using technology in the classroom, integrating with the curriculum and making the learning connected and authentic for the students. Various perennial and emerging technology tools and applications will be explored for its value in making teaching and learning more student centric and fostering teachers’ agency.
S-01a: Communicative English Language Teaching (Strategies)
This course aims to build on teachers’ on-going practice and enhance their existing skills and strategies to teach Communicative English.
S-02a: Reflective Mathematics Teaching (Geometric Reasoning)
This course is Part I in the series of two Introductory courses on Reflective Mathematics Teaching (S-02). The theoretical perspectives, and practical components in this course take practitioners through some of the important ideas in Pedagogy of Mathematics and how to teach mathematics with ICT.
S-03a: Interactive Science Teaching (Experimentation)
This course will expose teachers to major issues in science education through readings, videos and activities. simultaneously as they work through the course material to make the connections between broad issues and specific content in the modules.
For further details visit: https://cpd.tiss.edu/rtict
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.
RTICT has been recognised among the top 10 finalists of 198 entries across the world for the UNESCO-Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers in 2020.
The PG-RTICT Courses are hosted on TISSx (https://www.tissx.tiss.edu/) . 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:
Developing professional communities of practice
Supporting the (re)formation of practice through opportunities to use pedagogies with contextual, authentic practices for teachers
Enabling teachers to reflect on their practice and develop as autonomous professionals
Developing critical perspectives on and skills to use ICT in the classroom and for teachers own development.
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, 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-enabled 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:
TWO Compulsory Courses | 2 credits each | 6 weeks duration each | Any Two
C-01: Digital Competencies for School Education
C-02: Constructive Teaching & Learning with Technology PART - I
C-03: Constructive Teaching & Learning with Technology PART - II
TWO Subject Pedagogy Courses in any ONE Specialisation | 2 Credits | 06 Weeks duration each
S-01b: Communicative English Language Teaching (Interplay of Learning and Materials)
S-02b: Reflective Mathematics Teaching
S-03b: Interactive Science Teaching
S-04a: Pedagogy of Social Sciences
S-04b: Pedagogy of Social Sciences
S-05a: Teaching Modern Indian Languages
S-05b: Teaching Modern Indian Languages
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
NOTE: Learners take up an action research project or choose to build their own digital portfolio of teaching-learning activities and materials. This course is intense and each learner has a mentor from TISS to guide him/her through the process.
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 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. This includes the whole programme and the two following models.
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:
Machine Graded Assignments
Multiple Choice Questions, Checkboxes, Drag and Drop and such.
Peer Graded Assignments
Open Response Assessment will be qualitative and marks will be awarded as per a rubric by fellow learners. (Not used in all courses).
Staff Graded Assignments
The uploaded assignment will be graded by the course team.
All marks will be visible on the progress page.
The overall certification will follow the TISS 10 point grading scale.
The certificate with a grade card will be made available per course online.
For the programme certification, a physical certificate with marksheet for each course will be issued.
The admission process for the RTICT online modular courses will be completed on https://tissx.tiss.edu
The candidate will have to register himself/herself on the website and share the information asked for online. The details asked for are as mandated by the UGC Guidelines for Online and Distance Education (June 2018) and TISS rules. There will also be an honour code that the candidate has to read and accept. This honour code reiterates acceptable and unacceptable practices and expectations from and of the candidate and is keeping with the best MOOC practices and the TISS regulations.
Once the details are submitted, the candidate will receive a verification mail on his/her email ID provided. Clicking on the link given in the email confirms the learner’s registration.
To be admitted into a course under the RTICT programme, the candidate will have to first select the course. The candidate will then be directed to the TISS Payment Gateway. Once the online transaction is completed, the candidate will receive an e-mail confirming his/her admission in the course/programme. This process can take upto 04 working days since the bank transaction would need to be verified.
The fees for the two credits online modular RTICT courses are ₹1800/- per 2 credit course of 06 weeks duration.
Since the courses are online and in the distance mode, the course fees only include the following:
Admission to the course selected and paid for.
Online Certification (that can be downloaded and printed by the learner) on successful completion of the course.
Institutional charges, including registration on and continued access to TISSx.
Please note: The fees do NOT include the following:
TISS Identity Card
TISS Email ID
Access to TISS Online Library (available only through TISS ID).
For enquiries about all other certification types under the RTICT Programme please contact email@example.com
Together with teachers, we hope to begin writing a new chapter in the development of education in India.
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