This document summarizes key aspects of technology use and integration according to NEP 2020, including developing digital content in Indian languages, improving teacher skills and professional development, enhancing educational access through technology, and catering to diverse student needs. It discusses using technologies like AI, virtual reality, online courses and platforms to improve teaching and learning. The document also emphasizes ensuring equitable access to technology and digital resources, as well as training educators to be effective online instructors. Overall, the NEP 2020 envisions leveraging technology while addressing digital divides to transform and strengthen the Indian education system.
Integrating ICT in TVET for Effective Technology Enabled LearningGreig Krull
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National educational policy on leveraging technologyvijay kumar
The presentation deals with technology integration in higher education. It also deals with the recommendations made in the National Educational Policy.
We are, no doubt, quite habituated with Chalk and Talk method in our class. It is also practiced all over the world. But integration of Information and Communication Technology (ICT) in our teaching-learning process, in our curriculum is an undeniable fact. It is not only the demand of the hour, National Assessment & Accreditation Council (NAAC) has made adopting ICT mandatory. Besides, for promotion or direct recruitment in superior position, now teachers need to furnish Academic Performance Indicator (API) that also provides points for the teachers who has integrated ICT in delivering their lectures. Thus embracing ICT not only benefits Higher Educational Institutions (HEIs) but also facilitates teachers as well as preparing students for the 21st century and beyond. In today's world access, equity and quality are 3 cardinal principles to promote advancement of learning and higher education. I have divided my presentation in 3 parts-firstly I have given few introductory concepts, next, 7 practical steps to inculcate ICT in your college and thirdly, few important initiatives that have taken by the MHRD through its NMEICT project. In fact, ICT has changed our lives, the way we think, work, read and learn. Some people may think that ICT has changed everything which they may not be able to cope up with but this is not true because nothing has changed. Only the form, formats, storage and delivery mechanism have changed. We have to take our education to the next higher level to make our education globally competing and we have to connect with the world through exchanging our ideas and our resources. ICT has empowered us for better and improved communication, collaboration, critical thinking and creativity. ICT is change agent. These 4C's can change the higher educational scenario in our country in the years to come.
Leading e-Learning Adoption in Schools: Human and Technological Structures an...CITE
5 March 2010 (Friday) | 15:30 - 17:40 | http://citers2010.cite.hku.hk/abstract/76 | Prof. Ray HUANG, Distinguished Professor, Department of Engineering Science, National Cheng Kung University
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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10. Variety of learning tools for
teaching, learning and
Simulations AR/VR Online
tests
11. Catering to the multiple needs of
children (CWSN and Others)
• Adjusting fonts
• Audio Books
• Retina attention span testing
• Digital braille script
• Musical apps/software
18. Functions of NETF
organize
multiple
regional and
national
conferences,
workshops,
etc
articulate
new
directions
for research
and
innovation
envision
strategic
thrust areas
in this
domain
build
intellectual
and
institutional
capacities in
educational
technology
19. TECHNOLOGICAL INTERVENTIONS
improving teaching learning and evaluation
processes
supporting teacher preparation and professional
development
enhancing educational access
streamlining educational planning, management, and
administration(admission
,attendance,assessments,etc..
20. NEP-2020
• A rich variety of educational software, for all the
above purposes, will be developed and made available
for students and teachers at all levels
• All such software will be available in all major
Indian languages and will be accessible to a wide
range of users including students in remote areas and
Divyang students.
• Teaching-learning e-content will continue to be
developed by all States in all regional languages, as
well as by the NCERT, CIET, CBSE, NIOS, and other
bodies/institutions, and will be uploaded onto the
21. Artificial Intelligence
(AI) 3D/7D Virtual
Reality
• The National Research Foundation
will initiate or expand research
efforts in the technology. In the
context of AI
22. NRF may consider a
three-pronged approach
(a) advancing core AI research,
(b) developing and deploying
application-based research, and
(c) advancing international
research efforts to address global
challenges in areas such as
healthcare, agriculture, and
climate change using AI.
23. • HEIs will play an
active role not
only in conducting
research on
disruptive
technologies but
also in creating
initial versions
of instructional
materials and
courses including
online courses in
cutting-edge
domains and
assessing their
Conducting
Research
Disruptive
technologies
HEI
Online courses in
cutting edge
domains
Creating
Instructio
nal
materials
Initial versions
24. • Universities will aim to offer
Ph.D. and Masters programme in
core areas such as Machine
Learning as well as
multidisciplinary fields “AI +
X” and professional areas like
health care, agriculture, and
law. They may also develop and
disseminate courses in these
areas via platforms, such as
SWAYAM
27. Given the emergence of digital
technologies and the emerging
importance of leveraging
technology for teaching-
learning at all levels from
school to higher education
28. Key initiatives of this
NEP-2020
(a) Pilot studies for online education
(b) Digital infrastructure
(c) Online teaching platform and tools
(d) Content creation, digital repository, and
dissemination
(e) Addressing the digital divide
(f) Virtual Labs
(g) Training and incentives for teachers
(h) Online assessment and examinations
(i) Blended models of learning
(j) Laying down standards
29. Creating a Dedicated Unit for
Building of World Class, Digital
Infrastructure, Educational Digital
Content and Capacity
