Report on the Workshop
Course Title: EDU.401 – EPC 3: Critical Understanding of ICT (30 Hours – 30 Marks)
Workshop Facilitator: Dr. K. S. Sajan
Date: 7th & 8th July, 2025
Venue: NSS Training College, Ottapalam
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Introduction
A two-day intensive workshop on Critical Understanding of ICT was conducted under the EDU.401 EPC 3 Course by Dr. K. S. Sajan on 7th and 8th July 2025. The programme aimed at equipping student-teachers with critical perspectives on the role of ICT in education, moving beyond mere computer literacy to meaningful integration of ICT in teaching, learning, administration, and professional development.
The workshop aligned with the vision of NCFTE 2009 by promoting self-directed, collaborative, and constructivist approaches to teacher education.
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Objectives
The workshop was designed to:
1. Develop critical understanding of ICT as a curricular resource.
2. Enable teachers to integrate technology into pedagogy.
3. Train student-teachers in creating and using digital resources.
4. Reflect on the socio-cultural, political, and economic implications of ICT in education.
5. Equip future teachers with skills for ICT-enabled record-keeping, information management, and content creation.
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Structure of the Workshop
The workshop was organized in three modules (workshops), each with theory inputs, demonstrations, and extensive hands-on sessions.
Workshop 1 – Digital Textbook / e-Resources (Day 1 & Day 2)
Phase I: Spreadsheets as a Tool for Teaching-Learning & Administration
Introduction to spreadsheet applications.
Practical exercises: preparing mark lists, calculating mean/median/mode, grade calculation, and creating graphs.
Phase II: E-Documents and Digital Textbooks
Preparation of digital texts integrating content, images, audio, and video.
Designing classroom timetables using digital tools.
Phase III: ICT-Integrated Lesson Using Presentation Software
Planning and creating ICT-based digital lessons.
Student presentations incorporating multimedia resources.
Outcome: Student-teachers successfully prepared digital lesson plans, e-documents, and interactive digital textbooks.
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Workshop 2 – ICT Integration with Pedagogy (Day 3)
Theme: Teacher as a Techno-Pedagogue
Expert presentation on the role of teachers in integrating ICT meaningfully into pedagogy.
Hands-on training: Creation of personal educational websites.
Outcome: Each participant designed and published a personal website as a platform for professional sharing and academic communication.
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Workshop 3 – E-Content Development (Day 4)
Phase I: Integrating Multimedia Using Open-Source Software
Introduction to free and open-source software for content creation.
Building directories of images, audio, and video resources.
Phase II: e-Content Development with eXe Software
Hands-on training in authoring e-content modules.
Development of interactive digital content by participants.
Outcome: Student-teachers produced original e-content materials, suitable for classroom use, integrating multimedia and interactive components.
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Key Learnings
1. ICT is not merely a technical skill but a pedagogical and curricular resource.
2. Teachers must take ownership of ICT integration, rather than depending on external experts.
3. Effective ICT use promotes collaborative, participatory, and emancipatory education.
4. Open-source tools provide equitable and sustainable alternatives to proprietary software.
5. ICT can support both academic innovation and administrative efficiency in schools.
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Conclusion
The two-day workshop by Dr. K. S. Sajan was highly productive and insightful, providing student-teachers with hands-on experiences in creating digital resources, ICT-integrated lesson plans, personal academic websites, and e-content development.
The sessions helped participants to critically engage with ICT not just as a set of tools, but as transformative educational practices that align with the goals of democracy, equity, and social justice in education.