创新使用资讯及通讯科技促进教育及社区发展

Himani Verma
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摘要

2005年,泰米尔纳德邦政府与英特尔教育计划合作,为该邦的教师提供21世纪的全球技能。这项倡议的目的是在社区发展的同时提高教育水平。这项研究是在两所学校进行的,其中一所学校位于Thiruvarur区的karaikotai Needamangalam区,另一所学校位于泰米尔纳德邦Nilgiris区的Udhagamandalam区的Toda部落。来自政府资助的两个地区的Panchayat联合中学的一组教师接受了培训,将合作、批判性思维和技术素养等全球技能纳入其中,特别是通过基于项目的方法来加强教育。该倡议的目的是审查信息和通信技术在教育中整合创新的教学方法是否有助于消除一些社会弊端并带来社区发展。文盲率超过90%,文盲、童婚(在东田)和童工(在卡拉科泰)等社会弊病猖獗。托达的部落居民非常传统,他们的生存依赖于生态系统,生活在贫困线以下。在卡拉伊科泰,贫穷和缺乏教育导致了童工现象。这些学校的教师被授权将21世纪的技能融入课堂教学,并向学生传授同样的技能。还向学校提供了技术基础设施,从而将技术融入课堂实践。培训结束后,向学校提供了一台可以上网的电脑,并为班级分配了使用电脑的时间。学生们被鼓励就社区面临的问题进行合作项目,可以看出他们能够培养研究、批判性思维和沟通的技能。他们还与不同的媒体合作,制作了一份报告,让社区相信童婚和童工的罪恶。
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Innovative use of ICT for educational and community development
In 2005, the Government of Tamil Nadu collaborated with Intel Educational Initiatives, to provide 21st century global skills to the teachers of the state. This initiative aimed to bring about an enhancement in education along with community development. This study was conducted in two schools serving the underserved children with a similar socio economic status - one in Karaikottai Needamangalam block of Thiruvarur District and one of the Toda tribal in the Udhagamandalam Block of the Nilgiris in Tamil Nadu. A group of teachers from the government aided Panchayat Union Middle School of both the areas were trained to incorporate global skills like collaboration, critical thinking and technological literacy to enhance education especially through Project Based Approaches. The objective of the initiative being to examine if ICT integrated innovative teaching and learning methodologies in education can help eradicate some social evils and bring about community development. With an illiteracy rate of over 90%, social evils like illiteracy and child marriage (in Toda) and child labor(in Karaikottai) were rampant. The tribal people of Toda who are deeply traditional, depend on the ecosystem for their survival and live much below the poverty line. In Karaikottai poverty and lack of education had resulted in the practice of child labor. The teachers of these schools were empowered to incorporate 21st century skills into the classroom teaching and impart the same skills to the students. A technology infrastructure was also provided to the school thereby integrating technology in classroom practices. A computer with an internet connection was provided to the schools after the training and classes were assigned time to work on the computer. The students were encouraged to work collaboratively on projects concerning issues facing their community and it was seen that they were able to develop the skills of research, critical thinking and communication. They were also able to work with different kinds of media and put together a presentation to convince the community about the evils of child marriage and child labor.
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