User:Maliva joshi/sandbox

<!-- EDIT BELOW THIS LINE The National  Policy  on  ICT  in  school  education  has  set  the  goal  of  preparing youth to participate creatively in the establishment, sustenance and growth of a knowledge society leading to all round socio-economic development of the nation and to be geared for global competitiveness. The National Curriculum Framework which guides the teaching-learning e ort in schools cautions that technology used as a mere medium to disseminate infor- mation tends to bypass the teacher. It expresses a rm belief that teachers and children must be treated not merely as consumers but also as active producers. It is the two-way interactivity rather than one-way reception that would make the technology educational. The present curricula for ICT in education is a step towards realizing the goals of both  the  National  Policy  and  the  National  Curriculum  Framework. It has factored in the rapid evolution of technologies and the ground realities of Indian school systems. For the  teacher,  it  is  an  initiation  into  exploring  educational possibilities of technology, learning to make the right choices of hardware, software and ICT interactions, and more importantly, growing to become a critical user of ICT. For the student, it is an initiation into creativity, problem solving, and an introduction to the world of information and technologies which could also shape career pursuits. ICT distinguish themselves from other technologies by their rapid evolution, defeating attempts to de ne a curriculum which can serve the schools for a while. Keeping up with the changes require constant upgradation and at times, unavoid- able replacements, which makes it an expensive proposition. Given the dynamic nature of the eld, the curricula, emphasising the core educational purposes, are generic by design and focus on a broad exposure to technologies aimed at enhanc- ing the creativity and imagination of the learners. Reference

ICT CURRICULUM
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