ICT in Education

This course prepares future school teachers to decide when technology helps learning, and to use it well: for preparing, teaching and assessing lessons, in online, blended and low-device classrooms, safely and inclusively.

Teaching team

Questions

Email sudarshansudarshan@gmail.com and copy (CC) pavani.ayinampudi@vicharanashala.ai and prakash.hegade@vicharanashala.ai. Put HB302 and your topic in the subject line. Bring doubts about the content to the live sessions, where everyone benefits from the answer.

Community norms

• Ask early. If something is unclear, ask in the live session or by email. There are no silly questions.
• Respect everyone. Disagree with ideas, never with people. This applies in sessions, peer reviews and on GitHub.
• Give useful peer feedback. Say what works, what to improve, and why.
• Credit your sources. Name the people, resources and AI tools you used, and say how you used them.
• Protect students' data. Never share a child's name, photo or marks in course work.
• Keep the deadlines in view. The capstone is built in weekly steps; a step missed is hard to recover in a four-week course.

Weekly plan

Every week has 4 lab hours. In weeks 1 to 3 they cover that week's lab work and a step of the capstone. Week 4 has no new content: it is only for the capstone and support sessions, so that everything closes before exams begin on 16 November. Short lecture videos are on ViBe, and live online sessions are for doubt clearing.

Readings

Textbook: Bates, A. W. (2022). Teaching in a Digital Age (3rd ed.). Tony Bates Associates. Free and openly licensed: read it online. The section numbers below follow the digital copy shared with you.

Each week pairs textbook sections with a few references for what the textbook does not cover.

Week 1

Textbook: Section 7.1, Choosing technologies for teaching and learning; Chapter 10, Choosing and using media in education (10.1 to 10.10, the SECTIONS model)

• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? (TPACK)
• OECD. (2015). Students, Computers and Learning: Making the Connection. Read the executive summary.
• Ministry of Education. (2020). National Education Policy 2020, Chapter 23 (Technology use and integration).

Week 2

Textbook: Section 8.4, Video; Section 8.5, Computing; Chapter 11, Modes of delivery; Section 12.2, Open educational resources

• National Education Policy 2020, Chapter 24 (Online and digital education). Same link as Week 1.
• Ministry of Education. (2020). PRAGYATA: Guidelines for Digital Education. Read the sections on blended learning, screen time, and learners with limited or no device access.

Week 3

Textbook: Section 6.8, Assessment of learning; Section 10.9, Security and privacy

• Cambridge Assessment International Education. Getting started with Assessment for Learning.
• Mollick, E., & Mollick, L. (2023). Using AI to implement effective teaching strategies in classrooms: Five strategies, including prompts.
• UNESCO. (2023). Guidance for Generative AI in Education and Research.
• CAST. (2024). Universal Design for Learning Guidelines, version 3.0.
• Government of India. (2023). Digital Personal Data Protection Act, 2023, Section 9 (children's data).

Week 4

No new readings. Use the Chapter 7 readings above (UDL and the data protection law) for the accessibility and privacy check of your own project.

Capstone: start building

The capstone is built one hour a week. In pairs or small groups you set up GitHub, learn to raise pull requests and contribute to Tenali, an open-source maths learning platform. Then, on your own, you build something and publish it on GitHub. You choose what to build: a teaching portfolio site, a small learning page or tool, or another project. This one product holds your course work, a link to your Tenali contribution and a short reflection.

Submission: 15 November 2026. End-semester exams begin on 16 November.

Getting started with GitHub: Hello World · About pull requests · Publishing a site with GitHub Pages

Assessment