Brief:
Computer Masti addresses the need for an active computer learning based curriculum through a cutting edge IT curriculum titled. CM is designed as a content-service solution to teach computer science in schools. The content is presented in a story format through two children, Tejas and Jyoti having a conversation with Moz who is conversant with computers. CM adopts a constructivist pedagogical approach which encourages the characterstokeep asking questions, andtoexplore on their own.The content apart from teaching the computer literacy skills, also teaches others concepts like step wise thinking and logical reasoning. The purpose of the document is to highlight our research, involved for Computer Masti. The document contains the following: 1. 2. 3. 4. 5. 6. Approach to Problem: Our initial research Computer Science Curriculum Outline Pillars of CM Product Evolution from Worksheet to class room Continuous Evolution of Computer Masti Research Team & Authors
Ini1al Research
www.inopen.in www.computermas1.com InOpen Technologies, M-03, SINE, CSRE, IIT Bombay, Powai, Mumbai 400076 Tel: +91 22 2576 5596
Outline of CM Curriculllum
3. Pillars of CM
Computer Masti is based on three pillars. These are:
B. Spiral curriculum
A spiral curriculum is one in which there is an iterative revisiting of topics across themes throughout the course. Each successive encounter of the topic builds on the previous one and aims to deepen the knowledge of that topic. There is continuity from one stage of the curriculum to the next and vertical integration between the different stages. New learning is explicitly connected to previous learning and
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InOpen
Technologies,
M-03,
SINE,
CSRE,
IIT
Bombay,
Powai,
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400076
Tel:
+91
22
2576
5596
Pillars of CM
topics are revisited across grades. In the context of computer education curriculum, this involves, iterative revisiting of topics across grade levels.
C. Thematic integration
Thematic integration views learning and teaching in a holistic way and reects the interactive nature of the real world (Hanlon & Ayer, 2005). One of the multiple ways to apply thematic integration is through the development of an interdisciplinary thematic unit, supported in its development and execution through technology (Miller, 1997). This entails use of computer enabled learning as the tool. In the developed countries, most of the students have access to desktops/laptops/handhelds in the classroom. At school, learning of different subjects and assignments and drill is being implemented with the help of technology. Hence, in their context thematic integration of technology is more of application of technology into other subjects (Eteokleous, 2005). On the other hand, in the developing countries such as India, where resources are constrained, computers are mostly implemented as a separate school subject. To address their needs, we suggest a thematic integration for IT curriculum that involves reinforcing what is taught in other subjects while learning computer science. In other words, build on what students learn in subjects such as Science, Maths to acquire an understanding of conceptual and procedural understanding of computers.
2. Scalability Pillar
Use of free applications ensures maximum reach, particularly to resourced constrained groups of developing countries. It has been recognized that unless an attitude and aptitude of knowledge creation is established in developing countries, they will continue to remain as mere consumers of technology. Use of FOSS facilitates a culture of freedom and builds condence in the user to be in command of technology. Besides, it brings down the implementation cost drastically. Given that most of technology initiatives in India are focused on acquiring technology, efforts are mainly driven towards purchase of hardware. There is a monopoly in terms of software exposure to the extent that students are not even aware than an alternative exist. For a novice adult learner, it is generally believed that the learning curve of free and open source software is steep. But if the schools equip the students with the necessary technical sophistication, it will bridge the gap. Students can function as technology leaders for their families, thus multiplying the user base of FOSS applications and operating system.
www.inopen.in www.computermas1.com InOpen Technologies, M-03, SINE, CSRE, IIT Bombay, Powai, Mumbai 400076 Tel: +91 22 2576 5596
Pillars of CM
www.inopen.in www.computermas1.com InOpen Technologies, M-03, SINE, CSRE, IIT Bombay, Powai, Mumbai 400076 Tel: +91 22 2576 5596
Product Evolu1on
InOpen rmly believes that every school or academic organization is unique, hence the same curriculum wont suit all. The education team is involved right from the initial phase and analyze the behavior of the school. A customized curriculum is developed for every school after understanding the needs and the physche of its functioning
www.inopen.in www.computermas1.com InOpen Technologies, M-03, SINE, CSRE, IIT Bombay, Powai, Mumbai 400076 Tel: +91 22 2576 5596
www.inopen.in www.computermas1.com InOpen Technologies, M-03, SINE, CSRE, IIT Bombay, Powai, Mumbai 400076 Tel: +91 22 2576 5596
Con1nuos Evolu1on
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www.inopen.in www.computermas1.com InOpen Technologies, M-03, SINE, CSRE, IIT Bombay, Powai, Mumbai 400076 Tel: +91 22 2576 5596
Research Team
Thank You