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Department of Education
Aliah University, Kolkata-16
1
Two-Year B. Ed Syllabus
Department of Education
Aliah University
In pursuance with the Gazette Notification (Extraordinary, Part III-Sec 4) on 20th November,
2014 (Appendix 4), NCTE (Recognition Norms and Procedure) Regulations, 2014 and according
to the norms and standards of Aliah University, the B.Ed. curriculum has been framed. The
B.Ed. syllabus includes 7 courses on Perspectives in Education, 5 courses on Curriculum and
Pedagogic studies (including two pedagogy courses on any of the school subject areas), school
internship and 4 courses on enhancing professional capabilities. The optional courses of 2 credits
weightage in the area of educational significance have been covered in the syllabus. The B.Ed.
syllabus covers 18 courses along with internship in four semester duration. A total of 80 credits,
that is, 2000 marks, are covered in four semesters (500 Marks each). It covers teaching of theory
courses of 40 credits, Practicum and Field work 28 credits and internship of 12 credits
respectively. Theory course teaching will include classroom based teaching learning activities
like lecture, discussion, dialogue, small group session, workshop, presentation, etc.
The Practicum and Field works will include hands on experiences in real school situations as
well as in simulated forms. Observations, interviews, focused group discussions, anecdotes,
dairy, maintenance, collection of audio visual data, reflective dairy writing, development of
teaching learning materials, exhibitions, debates, role play, cooperative learning exercises,
demonstration, case studies, action research, projects, etc.
The internship will include fulltime engagement in real school situations for a prolonged period
of 16 weeks duration. This will cover observation, instructional design, planning, intervention
practices, classroom teaching, record keeping, co-curricular activities, formative evaluation
practices and interpretation, and community projects under the supervision of teacher educators
and mentors from the concerned schools.
The B.Ed. programme includes theory based teaching learning activities and Practicum
(including Internship) on 50:50 bases. Total numbers of credits allotted to theory related teaching
are 40 credits (1000 Marks) and Practicum plus internship 40 credits (1000 Marks) out of a total
of 80 credits, that is, 2000 Marks.
One credit of teaching activities means one hour effective teaching of theory course
in each week for 16 weeks: Total 16 hours teaching per credit.
One credit for Practicum / Field work / Internship means two hour effective work in
each week for 16 weeks. Total 32 hours of practicum per credit.
Perspectives in Education,
I. Perspective of Education:
The following are the six courses to be transacted in the two year period, under the
curricular area of Perspectives in Education:
The courses under the curricular area of ‘Curriculum and Pedagogic Studies’ for the two year
period include:
III. Engagement with the Field – the Self, the Child, Community and School:
Tasks and Assignments that run through all the courses as indicated in the year wise
distribution of the syllabus
School Internship
Note:
a) *One Optional Course can be from among the following-
Vocational/Work Education
Health and Physical Education
Peace Education
Guidance and Counseling,
Environmental and Population Education
Yoga Education
J
b) Course codes are abbreviated in the following manner:
1st Digit - Semester
2nd Digit - Course No.
Semester means effective teaching work of l6 weeks excluding admission and semester
end examination period.
One credit of teaching activities means one hour effective teaching of theory course in
each week for 16 weeks: Total 16 hours teaching per credit.
One credit for Practicum / Field work / Internship means two hour effective work in each
week for l6 weeks. Total 32 hours of practicum per credit.
6
BED1.4 Language 50 2 32 -- 30 70
across the
Curriculum
BED1.5 Understanding 50 2 32 - 30 70
Disciplines and
Subjects
NOTE: All practical activities will have both Internal as well as External Assessment (Internal-60%,External-
40%)
7
BED2.7 Pedagogy of a 50 2 32 -- 30 70
a School Subject-
I
BED2.8 Knowledge 50 2 32 -- 30 70
a &Curriculum- I
NOTE: All practical activities will have both Internal as well as External Assessment (Internal-60%,
External-40%)
8
BED3. Pedagogy of 50 2 32 30 70
7b a School
Subject- II
Pedagogy of a school Subject II (Credit-l = Marks 25) and Community-based Activities (Credit-3 = Marks
75)
NOTE: All practical activities will have both Internal as well as External Assessment (Internal-60%,
External-40%)
** School Internship may be conducted in two phases, Semester 2 (4 weeks) and 3 (16
weeks), as per availability of schools. No external evaluation during the Internship of one month
(2nd Semester). In 3 rd Semester 125 marks to be awarded by University appointed External
Examiner. Internal Evaluation 125 marks (Method teacher-85, Principal/ Head of the Institution
40). Files/report submitted-50.Both external and internal examiners shall sign the files and
evaluation will be made by them with equal weightage.
9
BED4.1 Creating an 50 2 32 -- 30 70
0 Inclusive
School
BED4.1 Optional 50 2 32 - 30 70
1 Course***
BED4.E Understanding 50 2 32 -- 30 70
PC4 the Self
NOTE: All practical activities will have both Internal as well as External Assessment (Internal-60%,
External-40%)
10
l. Vocational/Work Education
3, Peace Education
6. Yoga Education
11
SEMESTER – I
Unit V Studying and Interacting with Children’s lived realities and experiences: 5hrs
13
2nd Half Other Developmental Aspects and Mental Health Problems and Life
Fundamental Rights
Directive Principles of State Policy
Fundamental Duties
Centre-State Relationship
Concept
UNIT-II Constraints to achieve UEE: Views of Kothari Commission 6 hrs.
Probable solutions: National Policy on Education -1986, 1992,
Programmes in the 12th Five Year Plan
Concept
UNIT-III Constraints to achieve USE: Views of Mudaliar and Kothari 6 hrs.
Commission
Strategies and Initiatives to achieve USE in the 12th Five Year Plan
Rastriya Madhyamik Shikshya Abhiyan: its goals and objectives
Equalisation of Educational Opportunities
Concept
UNIT-IV Socio-cultural Diversities and Disparities in India: individual, 7 hrs.
region, language, religious, castes and tribes
Inequality in Indian School Education: Quantity and Quality
National Policies for equalization of educational opportunities
(NPE-1986 and its review of 1992)
Constitutional Values and Education
iii) NPE-1992
National Knowledge Commission : 2005 , 2009
National Curriculum Framework For Teacher Education (NCFTE),
2009
Present Structural Pattern of National System of Education
UNIT-VII Right of Children to Free and Compulsory Education Act (RTE, 2009) 6 hrs.
Right of children
Responsibility of Centre, States, local bodies, and parents
Responsibility of schools and teachers
School management committee
Curriculum of Elementary Education
Protection of rights of children
Critical observations
UNIT-VIII Languages in School Education 7 hrs.
Women education
Dalit Education : Scheduled castes, Scheduled Tribe, Minority
communities
Adult Education and continuing in education
Distance and Open Education
Government initiatives towards educational policies
UNIT-X Policy Framework for Public Education in India 6 hrs.
Educational Planning and Management:
Educational Planning
Institutional Planning
Leadership
Administrative structure of Secondary Education
18
Quality Management
Supervision
National Policy and Education. (1986). MHRD. New Delhi: Govt. of India.
&
Any one of the following:- 25 marks
1. School Visit to Find out Communication Problem/Apprehension in
Engagement Students
with Field / 64
2. Designing Games and Exercises for Developing Listening, Speaking,
Practicum hrs.
Reading and Writing Skills
(50 Marks) 3. Assignments on Developing Writing Skills- Summary, Letter,
Paragraph, Essays, Speech
4. Assignments on Developing Speaking Skills – Oral Presentations,
Debate, Elocution, Discussion, Brain-storming
5. Assignments on Developing Listening Skills – Listening to speech,
directions
21
Pearson, J. .C. et al. (2011). Human Communication . (4th ed.). New York: McGraw
Hill Companies Inc.
Floyd, K. (2009). Interpersonal Communication. New York: McGraw Hill Companies
Inc.
Retrieved from
http://multilingualism.pbworks.com/w/page/21913433/Similarities%20and%20Differe
nces%20between%20First%20and%20Second%20Language%20Acquisition
Retrieved from
http://faculty.weber.edu/ppitts/ed4320/Handouts/speakingskills.htm
http://www.educ.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/speaking.html
Retrieved from
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/listening.html
https://blog.udemy.com/listening-skills-exercises/
22
Suggested Sidhu, K. B. (1974). The Teaching of Mathematics. New Delhi: Sterling Pub.
Reading (p). Ltd.
reading.
Acquaint with the skills of reading different types of texts.
Develop different types of reading skills through various activities and met
cognition
Learn the skills of reading comprehension and to enhance vocabulary.
Acquaint with “concept mapping” and “story grammar” to enhance reading
COURSE CONTENT / SYLLABUS
http://www.bbc.co.uk/skillswise/factsheet/en03text-l1-f-different-types-of-text
Models of Reading Process
http://people.ucalgary.ca/~mpeglar/models.html
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3001687/
http://www.tarleton.edu/Faculty/gentry/reading%20models.html
Reflective Skills
http://www.skillsyouneed.com/ips/reflecting.html
http://www.skillsyouneed.com/ps/reflective-practice.html
SEMESTER – II
Theory Engagement with the Credits 4+1
Learning and
Field
Teaching(1st and 2nd
Course-BED2.3 50+50 25 Class 64+32
Half)
Hours
1st Half Learning
(50 marks)
The objectives of the course are to enable the teacher students to:
1. Understand the range of cognitive capacities among learners.
Objectives 2. Reflect on their own implicit understanding of the nature and kinds of learning.
3. Gain an understanding of different theoretical perspectives on learning
4. Demonstrate hi s/her understanding of different skills at different phases of
instruction
Understanding Learning: 6hrs
Ryburn W.N. : Suggestions for the teaching of Mother tongue in India, Oxford University
Press, Mumbai.
Mukerjee, S.N. : Rashtra Bhasha Ki Shiksha, Acharya Book Depot, Baroda, 1965.
UNIT-I 6 hrs.
Foundation of Social Science Teaching
Project Method
CA
7 hrs.
Evaluation in Social Science Education
Evaluation devices, evaluation programme in social studies
Competency based evaluation, continuous and comprehensive evaluation;
formative and summative evaluation, diagnose and remediation;
construction of assessment tools like achievement test.
Presentation of a topic related to the field- 25 marks
&
Visit to
Historical Places
Engagement Ecological Places
with Field/ Commercial Places 64
Practicum hrs.
Political Places
Organization of Programmes
Environment Awareness
Social Awareness
Election Awareness
Exhibition
School
Suggested Agrawal, J.C. : Teaching of Social Studies, Vikas Publishing House, New Delhi.
Reading
Binning, A.C. : Teaching Social Studies in Secondary Schools, McGraw Hill and Co.,
New York.
33
Greene, H.A., Jozgensen, A.N. Gerberi, J.R. : Measurement and Evaluation in the
Secondary School, Mongmans, Green and Co., New York, 1959.
Mathias, Paul : The Teacher’s Handbooks for Social Studies, Blandford Press,
London, 1973.
Konli, A.S. (1996). Teaching of Social Studies, Anmol Publications Pvt. Ltd., New
Delhi.
Reeve, W. D. (1954). Mathematics for the Secondary School. New York: Holt,
Rinehart and Winston, Inc.
Servais, W., and Varga, T. (Ed.) (1971). Teaching School Mathematics. A UNESCO
Source Book. UNESCO, Penguin books.
Shah G. B. (1964). New Dimensions in teaching of Mathematics. Baroda : CASE.
Sidhu, K. B. (1974). The Teaching of Mathematics. New Delhi: Sterling Pub. (p). Ltd.
(LB 1646 14 54)
Singh, H., Avtar, R., and Singh, V. P. (2008). A Handbook for Designing Mathematics
Know different types of teacher made tests and will construct them.
Enlarging notions of 'Subject-based Learning' in a constructivist
perspective
Kinds of Assessment tasks: projects, assignments, performances
Observation of learning processes by Observational Techniques, Self-
Report and by Peer Appraisals
Planning Classroom Tests and Assessment: The purpose of classroom
testing and assessment, Developing Specifications for Tests and
Assessment, Selecting Appropriate Types of Items and Assessment
Tasks, Considerations in Preparing Relevant Test Items and
Assessment Tasks, Constructing Objective test items and Essay
Questions and their Advantages and Disadvantages.
Engagement Any one of the following :- 25 marks
with Field /
Practicum Listing some examples of different scales of measurement; 32 hrs.
(25 marks) Making list of similarities and differences between assessment,
evaluation, test, examination, measurement
43
Suggested Rani, P. (2004). Educational Measurement and Evaluation. New Delhi: Discovery
Reading Publishers.
Rawat, D. S. (1970). Measurement, Evaluation and Statistics in Education. , New Delhi:
New Raj Book Depot.
Reynolds, C.R., Livingston, R.B., and Willson, V. (2011).Measurement and Assessment
in Education. New Delhi: PHI Learning PVT. LTD.
Ten Brink, T. D. (1974). Evaluation - A Practical Guide for Teachers. New York:
McGraw Hill Book Co.
and stakeholders
• On school culture
education
UNIT-IX Directions for Examination Reform and New Trends of Examination 6 hrs.
45
UNIT-X Statistical Tools for Data Analysis, Feedback And Reporting 9 hrs.
Statistical tools—Percentage, graphical representation, frequency
distribution, central tendency, variation, normal distribution, percentile
rank, correlation, Score transformation and their interpretation
• Purposes of reporting
west materials.
Visit the Faculty of Performing Arts in your city and prepare a
detailed report on its multifarious functioning.
Organize a competition on some Decorative / Performing Art forms
in the school during your School Internship programme and prepare a
report on it.
Organize a workshop on some selected Creative Art forms in the
school during your School Internship programme and prepare a report
on it.
Develop a creative design based on your choice for CD Cover or
Book cover.
Develop a design or picture based on collage work.
1) Theory of Drama by A.Nicoll
2) Natya Kala by Dhirubhai Thakar
3) Natya lekhan by Dhananjay Thakar
4) Natak desh videsman by Hasmukh Baradi
5) Gujarati theatre no Itihas by Baradi Hasmukh
6) Acting is Believing by Charls McGaw
7) Art of Speech by Kethlin Rich
8) Natya Sahity na swaroopo by Nanda kumar pathak
9) Bhavai by Sudahaben Desai
10) Bhavai by Krishnakant Kadkiya
Suggested
11) Natya Manjari saurabh by G.K.Bhatt
Reading 12) Bharat aur Bhartiya Natya Kala by Surendra nath Dixit
13) Ekanki nu swarup ane Gujarati Ekanki by Jayant Kothari.
14) The History of Gujrati Theatre- vinod Meghani.
15) Japan ni Rangbhumi by C.C.Mehta.
16) Nakrani, H. (1988). Gamta Gaao Geet. Rajkot, Pravin Prakashan.
17) Deva, B.C.(1981). An Introduction to Indian Music. Publication Division, Ministry
of Information and Broadcasting, Government of India.
18) Abhinav Raga Manjari by Pt. Bhatkhande
19) Kramik Pustak Malika by Pt. Bhatkhande
20) Abhinav Geet Manjari by Ratanjankar
21) NCERT, (2006). Position Paper by National Focus Group on Arts, Music, Dance
and Theatre
49
SEMESTER – III
Theory Engagement with the Full 1+1
Islamic Culture and Field Marks
Course-BED3.11
Education
25 25 50 16+32
The objectives of the course are to enable the teacher students to:
Political scenario
Economic scenario
Cultural scenario
Religious scenario
Social scenario
Unit II The Prophet of Islam 4hrs
Medicine,
Geography and
History
Any one of the following:
4hrs
1. A Study of Islamic History : K. Ali.
2. History of the Arabs : P.K. Hitti.
3. The Caliphate: Its Rise, Decline and Fall : Sir William Muir
Suggested 4. History of Islam : Prof. Masudul Hasan
Readings 5. The Spirit of Islam : Syed Ameer Ali
6. Towards Understanding Islam : Maulana Maududi
7. The Preaching of Islam : T.W. Arnold
8. The Preaching of Islam : Reynold Nicolson
Activities in Language
Fair and Exhibition,
Field Trips / Excursion,
UNIT-IV Debate, 6 hrs.
Wall & Annual Magazine
Sahitya Sabha
Use of ICT
Use of Dictionary, Encyclopaedia and Thesaurus
Assessment of Teaching-Learning Material on Language
UNIT-V 6 hrs.
Text book review and analysis / e-book Review
Teaching learning material on Language learning
Any one of the following :-
Engagement Identify the slow learners, low achievers and high achievers in
Language from the classroom during practice teaching. (Case study)
With Field/ 96 hrs.
Conducting of Action Research for selected problems.
Practicum
Development and tryout of Teaching learning strategy for teaching
of particular Language concepts.
Development and use of Language laboratory.
* Community-based Activities 96 hrs.
(vide details at the end of Semester-III syllabus)
1. Bennett, W. A. (1969). Aspects of Language and Language Teaching.
2. Cambridge: Cambridge University Press.
Suggested
3. Braden K (2006). Task Based Language Education: From Theory to
Readings 4. Practice. Cambridge: Cambridge University Press.
5. Britton James (1973). Language and Learning. London: Penguine Books.
6. Hill, L.A. and Dobbyn, M.A. Training Course, Trainer's Booh Cassell,
52
7. London, 1979.
8. Richard J. and Theodore S. Rodgers T.S. Approaches and Methods in Language,
Cambridge University Press, 1986.
9. Witkins, D.A. Linguistics in Language Teaching, Edward Arnold, London, 196.
10. Mukalel, J.C. Creative Approaches to Classroom Teaching, Discovery
11. Publishing house, New Delhi, 1998
12. Ryburn W.N. : Suggestions for the teaching of Mother tongue in India, Oxford
University Press, Mumbai.
13. Mukerjee, S.N. : Rashtra Bhasha Ki Shiksha, Acharya Book Depot, Baroda,1965
6 hrs.
Assessment of Social science learning
*Community-based Activities 96
(vide details at the end of Semester-III syllabus) hrs.
11. Konli, A.S. (1996). Teaching of Social Studies, Anmol Publications Pvt.
Ltd., New Delhi.
6 hrs.
Assessment of Science learning
Concept of Assessment and Evaluation;
Achievement Test
Text book Review
Preparation of a continuous and comprehensive evaluation plan for
a particular class (VI to XII).
*Community-based Activities 96
(vide details at the end of Semester-III syllabus) hrs.
Previous knowledge;
Instructional Objectives in behavioural terms;
Sub-unit wise concepts
Teaching- Learning Strategies
Use of teaching aids
Blueprint for criterion reference test Items.
UNIT-V Simulated and Integrated Lesson 6 hrs.
SEMESTER – IV
Theory Engagement Credit 2+1
Gender, School and With the Field
BED4.6
Society 50 25 Class 32+32
Hours
The student teachers will be able to :-
Develop gender sensitivity among the student teachers.
Objectives Understand the gender issues faced by the schools.
Understand the paradigm shift with reference to gender studies.
Understand how gender, power and sexuality relate to education (in terms of
access, curriculum and pedagogy).
Unit I Gender Issues: key concepts 6hrs
Definition of gender.
Difference between gender and sex.
Social construction of gender.
Gender including transgender and third gender, sex, patriarchy.
Gender bias, gender stereotyping, and empowerment
Equity and equality in relation with caste, class, religion, ethnicity,
disability and region.
Unit II Gender Studies: paradigm shifts 7hrs
Publishers.
Herbert, J. W. & Geneva, D. H. (1990). International Encyclopedia of Education
Evaluation. New York: Pergamon Press Oxford House.
Jenkins, D., & Shifrnan, D. M. (1976). Curriculum an introduction. London: Pitman
Publishing House.
Jhompson, K., and White, J. C. (1975). Curriculum development. London: Pitman
Publishing
Khan.M.I. and Nigam,B.K.(2007).Curriculum reform change and continuity. New Delhi;
kanishka publication
Kumari, S., and Srivastava, D. S. (2005). Curriculum and Instruction. New Delhi: Shipra
Publishers.
Macdonald, B., & Walker, R. (1976). Changing the Curriculum. Britain: Pitman Press.
Structure and function of human body and the principles of first aid
First aid equipment
Fractures-causes and symptoms and the hrst aid related to them
Muscular sprains causes, symptoms and remedies
First aid related to hemorrhage, respiratory discomfort
First aid related to Natural and artificial carriage of sick and wounded
person
Treatment of unconsciousness
Treatment of heat stroke
General disease affecting in the local area and measures to
prevent them
68
1. Nel Noddings. Peace Education: How we come to love and hate war 4hrs
2. J. Delors. (2001). Learning the treasure within.
3. Page, James, Page, James Smith. Peace Education: Exploring ethical and
philosophical foundations.
4. R. P. Shukla. (2010). Value education and human rights.
5. Bemard Jessie.,The Sociological study of conflict" International
sociological Association, The Nature of conflict, UNESCO Paris (195',7\
6. Barash, P. David Approaches to Peace, Oxford University Press, New York
(2000)
7. Galtung, Johan, Peace by Peaceful Means: Peace and conflict,
Suggested
Development and civilization.
Readings 8. Sage Publications, New Delhi, 1996
9. Galtung, Johan,The Struggle for Peace Gujarat Vidyapith' Ahmedabad,
1984
10. Gandhi, M.k., Non-Violence in Peace and War Navajivan Publishing
House, Ahmedabad, 1944
11. Galtung, J., Searching for Peace- The road to TRANSCEND' sterling
Virginia (2003)
12. Hanis Ian. M, : "Peace Education" Mc Farland & company, Inc Publisher
London, 1998
13. Howlett, Charles F., John Dewey and Peace Education, Encyclopedia of
Peace Education , Teacher college, Columbia University 2008.
Concept
Characteristics
Role of home & School
Mental health of a teacher
Unit III Adjustment & Maladjustment 7 hrs
Concept
Purpose
Techniques
Criteria of good adjustment
Causes, Prevention &Remedies of Maladjustment
Maladjustedbehaviours
'Truancy,Lying,Timidity,Stealing,Anxiety,Phobia,Hysteria,
OCD,Depression,Suicidal tendency, Substance Abuse Disorder, Anti-
social Behaviour.
Unit IV Tools &Techniques 7 hrs
Its importance
Unit II Concept of environmental education 6 hrs
Quality of life,
Sustainable life style,
Ecofeminism,
Empowerment of women,
Environmental and social pollution,
Effect of population explosion on environment,
Adolescent reproductive health.
Any one of the following:-
Visits to polluted sites and preparation of repon.
Interviewing people and reporting the inconveniences due to any of the
Environmental problems.
To study innovations done by any organization to improve the local Environment.
To study the implementation of Environmental Education
Programmes.
Engagement To prepare models and exhibits for general awareness of public regarding
With Field/ environmental hazards.
Practicum To prepare a programme for environmental awareness and to conduct the same,
(25 Marks) with school children.
To visit industries and study alternative strategies of Environmental management.
To prepare a resource material on any of the environmental problems along with
a suitable evaluation strategy.
To prepare quizzes and games on environmental issues.
To study the contribution of NGOs in improving the
environment of the city.
77
1. Kumar, A. (2009). A text book of environmental science. New Delhi: APH 4hrs
Publishing Corporation.
2. Singh,Y. K. (2009). Teaching of environmental science New Delhi: APH
Publishing Corporation.
3. Sharma, R. A. (2008). Environmental Education. Meerut: R.Lall Books
Depot.
4. Sharma, B. L., &Maheswari, B. K. (2008). Education for Environmental
Suggested and Human value Meerut: R.Lall Books Depot.
Readings 5. Sharma, V. S. (2005). Environmental education. New Delhi, Anmol
publication.
6. Pal,S. And Deb,N.(2014) Paribesh Siksha,Aaheli Publishers ,Kolkata
7. YadavSaroj (1988) "Population Education", Shree Publishing House, New
Delhi.
8. Bhenda, A.A. &KavitkarTava (1985), "Principles of Population Studies"
Himalaya Publishing House, Bombay.
9. Kuppuswamy B. (1975), "Population and Society in India", Popular
Prakashan, Bombay.
1. Understand the social, economic, security and ethical issues associated with the use of
ICT
2. Identify the policy concerns for ICT
3. Describe a computer system;
4. Operate the Windows and/or Linux operating systems;
Objectives
5. Use Word processing, Spread sheets and Presentation software;
6. Acquire the skill of maintaining the computer system and the skill of trouble shooting
with the help of Anti-Virus and Other tools.
7. Operate on Internet with safety
8. Elucidate the application of ICT for Teaching Learning
9. Develop various skills to use computer technology for sharing the information and
ideas through the Blogs and Chatting groups
Unit I Digital Technology and Socio-economic Context 4hrs
MS Word
MS Power Point
MS Excel
MS Access
MS Publisher
Unit III Internet and Educational Resources 4 hrs
Introduction to Internet
E-mail, Search Engines, Info-Savvy Skills; Digital Age
Skills, safe surfing mode;
Internet resources for different disciplines like natural Sciences, social
sciences, Humanities and Mathematics.
General Introduction to E-learning, Mobile earning'
distance learning, On-line learning,
Virtual University, Wikipedia, Massive Open Online Courses
(MOOCs);
Social networking
Unit IV Techno-Pedagogic Skills 4hrs