School Science in the National Repository of Open Educational Resources (NROER): An overview of the developmental process of Physics content
Planning and Research Division, Central Institute of Educational Technology, NCERT, Sri Aurobindo Marg, New Delhi-16
Open Educational Resources (OERs) are increasingly being promoted by enthusiasts in the field of education as a solution to the challenges of access, quality and cost of digital content worldwide. The National Policy on Information and Communication Technology by Ministry of Human Resource Development, Government of India (2012), in its policy goals discusses about creating an environment for collaboration, cooperation, sharing and promoting universal, equitable, open and free access to ICT. The most important aspect of openness is the free availability of resource over the Internet, and recurrence of as few as possible restrictions, in the form of licensing activity, on the use of resource by the users. Central Institute of Educational Technology (CIET), National Council of Educational Research and Training (NCERT) and Department of School Education and Literacy, Ministry of Human Resource Development, Government of India has launched National Repository of Open Educational Resources (NROER), which is a digital repository of open educational resources offering resources for all school subjects and grades in multiple languages. The resources are available in the form of concept maps, videos, multimedia, interactive objects, audio clips, talking books, photographs, diagrams and charts, articles, lesson plans and textbook pages. This research paper provides a glimpse to the NROER with special reference to the subject of Science with special emphasis on Physics content of Elementary and Secondary school level. It is an attempt to provide an overview to the complete methodology of development of Science content in the form of concepts, concept maps and multiple resources on the NROER, including the suggestive use of NROER by the Teachers, Teacher educators, Pupil teachers and students.
Open Educational Resources (OERs), National Repository of Open Educational Resources (NROER), concept maps, interactive objects, multimedia.
Attitude of University Students Toward Co-Curricular Activities
Dhanraj Singh Slathia
Rashtrasant Tukadoji Maharaj Nagpur University. (Mahrashtraya)
The Present study deals with the Attitude of University Students towards Co-Curricular Activities who are doing their Master Courses under Jammu University J&K. The aim of the paper was to highlight the students readiness, Knowledge and commitment towards their involvement in co-curricular activities in university. The survey method is used for the present study. A total of 200 respondents participated in the survey from 11 Departments under Jammu University J&K. The departments are selected randomly and the students also. The study reveals that there is the university students have a highly positive attitude towards co-curricular activities, therefore it is inferred that the students have awareness about the importance of co-curricular activities in the present educational system.
Key Words: Co-curricular activities; Students performance, Student readiness, Student knowledge, Student commitment.
A Study on Vocational Interest of Uttar Pradesh (India) Board Students
Central Institute of Educational Technology, NCERT, Sri Aurobindo Marg, New Delhi-16
Indian is a developing country many of the face the difference problem like literacy, unemployment, poverty etc. Unemployment records in India are kept by the Ministry of Labour and Employment of India. From 1983 till 2011, Unemployment rates in India averaged 7.6 percent reaching an all time high of 9.4 percent in December 2010 and a record low of 3.8 Percent in December 2011. In India, the unemployment rate measures the number of people actively looking for a job as a percentage of the labour force. The number of unemployed persons in India decreased to 39963 thousand in 2009 from 39974 thousand in 2007. Unemployed persons in India averaged 36933 thousand from 1985 until 2009, reaching an all time high of 41750 thousand in 2001 and a record low of 24861 thousand in 1985. In India, unemployed persons are individuals who are without a job and actively seeking to work. India has a Gini coefficient of 36.8. Thus, Census 2011 shows the total literacy rate Male literacy rate India 74.0 percent (Male literary rate 82.14% & Female Literacy Rate 81.8%). In Uttar Pradesh total 69.7% (Male literacy 79.2% & female literacy rate 59.5%). In this way female literacy rate is low that male literacy rate. Now to increase the literary rate of Utter Pradesh as well as India Vocationalization in education is necessary. In the light of educational vocationalizaton this study have been conducting and finding show the magical results. The summary of the results of this shows comparatively the interest of vocationalization of female in difference stream (art, science and commerce) low that male. The need of vocationalization is necessary for grow the literary rate of female.
Key Words: Vocational, Literacy (L), Scientific (Sc), Executive (E), Commercial (C), Constructive (Co), Artistic (A), Agriculture (Ag), Persuasive (P), Social (S) and Household (H)
Response of Teachers towards the use of Educational Technology in Schools in India
Yash Paul Sharma
Central Institute of Educational Technology, National Council of Educational Research and Training, New Delhi-11016
The role of teacher to use various technologies in classroom is obviously very important, and every educational reform effort should take into consideration teachers’ knowledge, skills, beliefs, and attitudes. Study was conducted to assess the availability and use of various technologies in schools and efficiency of teacher’s to interaction with these technologies. The model of this study was general survey by online and offline mode. The results show variation among the teachers within a school regarding use of various educational technologies. The study provides us a fair idea about the common technologies available in schools and capabilities of teacher to use them.
Key Words: Educational Technology, ICT, Computers, Internet, Teachers, ICT Pedagogy, Delhi.