Structure

10.1 Introduction

10.2 Objectives

10.3 Role of ICT in School Administration

10.3.1 Record Keeping

10.3.2 Scheduling

10.3.3 Communicating with Parents

10.3.4 School Management Tools

10.4 Assistive Technology and Inclusion

10.4.1 Assistive Technology - Meaning and Nature

10.4.2 Types of Digital Assistive Technology

10.4.3 Choosing and Using Appropriate AT

10.4.4 Universal Design for Learning (UDL)

10.4.5 Advantages and Limitations of AT

10.5 Managing ICT Infrastructure of the School

10.5.1 Automated and ICT Managed School Processes

10.5.2 School Management Information System

10.5.3 ICT Infrastructure and its Maintenance

10.5.4 Technology Plan for the School

10.6 Let us Sum-up

10.7 Unit End Exercises

10.8 References

10.1 INTRODUCTION
ICT makes dynamic changes in society. It is influencing all aspects of life. The influences
are felt more and more at schools. Because ICT provides both students and teachers with
more opportunities in adapting learning, teaching and managing the individual needs,
society is forcing schools to aptly respond to this innovation. It provides newer and more
effective ways of mitigating some of the challenges being faced by the educational system
of the country. These technologies distinguish themselves by their rapid evolution and
revolution, continuously changing the modes of engagement with them. A decade long
infusion of computers, and more recently ICT, has demonstrated varying impacts on
learning. In the current information age, educational institutions are expected to play a
crucial role as the engine for knowledge generation and learning environment. In this
regard ICT becomes the vital means to facilitate this task. ICT has become an essential
part of our everyday life, accordingly this integration in school improvement is not only for
the purpose of teaching and learning, but also for educational management use, it has
become one of the most effective factors in the school improvement.ICT plays a vital role
in improving the functional effectiveness of school system. In this unit we will be
discussing about how ICT can help the school administrators improve various
administrative tasks of schools.

10.2 OBJECTIVES

After studying this Unit, you will be able to

• give an overview of applications of ICT for school administration and management
• describe the role of ICT in school record keeping and its maintenance
• use various technologies for record keeping and scheduling
• use technology effectively for communicating with parents
• explain the role and functions of school management systems
• list the different types of assistive technology
• explain the role of assistive technology in inclusive education
• explore the application of UDL approach in class room
• use variety of digital assistive technologies in the class room
• explain how to plan, manage and implement appropriate ICT infrastructure
• develop a technology plan for a school

10.3 ROLE OF ICT IN SCHOOL ADMINISTRATION

Change has been happening at an uneven pace in any growth-oriented industry, and the
education sector is no exception. Rapid growth in the field of education has made
governance in academic sector a very complex task. The 21st century has witnessed
tremendous advancements in technology which has led to far-reaching developments in
the administrative system. Cost-effective technology combined with the flexibility in
learning and administrative activities is essential to enhance efficiency.

Information and Communication Technology (ICT) plays a vital role in supporting

powerful, efficient management and administration in education sector. It is specified that
technology can be used right from student administration to various resource
administration in an education institution

Table-1: The administrative information.

Sl.
Construct Content categories
No.
Usage of electronic media by students to apply for admissions
Usage of computers for student registration / enrolment
Availability of time table / class schedule in electronic form
Usage of computers for maintenance of attendance of students
Student
1
Administration Communication of academic details of students to their parents /
guardians through e-media
Usage of e-media for notifications regarding hostel
accommodation
Usage of e-media for notifications regarding transportation
Usage of computers for recruitment and work allotment of staff in
the institution
Automation of attendance and leave management of staff
Staff members in the institution
2
Administration Usage of electronic media for performance appraisal
Communication with staff using e-media
e-circulars from the institution regarding official matters
e-kiosks are available in the institution
Usage of e-media for scheduling / allocation of halls for
examinations
Dissemination of information in the institution through e-kiosks
General Usage of e-media by students to apply for university
3
Administration examinations
Usage of e-media for the processing and display of results of
students
Facility for students to make fee payments electronically

10.3.1 Record Keeping

 School records are books, documents, files and CD ROM in
which is embodied information on what goes on in school (e.g. scholastic, co-scholastic,
non-scholastic activities and important events etc), the school plant as well as other
relevant information focusing on the growth and development of the school.

The school records are official transcripts or copies of proceedings of actions, events,
other matters kept by the school administrator, school records could be viewed as
authentic registers or instruments or documents of official accounts of transaction or
occurrence which are preserved in the school’s office. Therefore, every school must keep
certain specified records.

Importance of school records: School records keeping includes the fact that school
records tell the history of the school and are useful historical sources.

1. Tell the history of the school and are useful historical sources.
2. Facilitate continuity in the administration and management of a school.
3. Facilitate and enhance the provision of effective guidance and counselling services
for students in the social, academic career domains.
4. Provide information needed on ex-students by higher and other related institutions
and employers of labour for admission or placement.
5. Facilitate the supply of information to parents and guardians for the effective
monitoring of the progress of their children/wards in schooling or performance.
6. Provide data needed for planning and decision making by school heads, ministries
of education and related educational authorities.
7. Provide a basis for the objective assessment of the state of teaching and learning
in a school, including staff and student performance by supervisors and inspectors.
8. Provide information for the school community, the general public employers as well
as educational and social science researchers for the advancement of knowledge.
9. Enable school heads to collate information on pupils and staff for decision making
by higher authorities, the law courts security agencies and other related
government agencies when occasion demands.
10. Provide a mechanism such as the school timetable for the productive management
of time and coordination of school work and activities.
11. Serve as data bank on which both the school head and staff and even students
can draw on.

Some Important School Records

• Admission and Withdrawal Register: This is a permanent record book into which is
entered information regarding the entry and exit, including the details of the education
and progress of each pupil that ever passes through the school.
• Attendance Register: An attendance register is a book in which the presence or absence
of students in a school is recorded on a daily basis. It is a statutory record that must be
kept by every school. This record is kept on individual class basis. The class teacher is
the custodian of this record.
• Log Book: The log book is a historical record of events that have significant effects on
the schools' activities.
• The Visitors Book: The book is meant for recording the visits of important personalities,
including officials and from the ministries of education or other related government
agencies or any other school related visitors.
• Staff and Students' Personal Files: It is necessary that the school should have as much
information on every teacher and student as possible without violating their privacy.
• Cumulative Record Folder: Students' cumulative record folder is a storehouse of
information on students' cognitive, affective and psycho-motor development.

• Students' Report Sheet/Card

1. It keeps data on students' academic performance in termly basis.
2. It assists in monitoring students' academic progress.
3. It is a compliment to cumulative record folders.

• Lesson Notes/Plan
1. It gives information on what a teacher plans to teach the students at a period of time.
2. It clearly shows the teachers' level of preparedness and their level of competence.
3. It challenges teachers for the task ahead.

• Scheme and Record of Work Book: It reflects estimate of academic work which teachers
expect to accomplish in each subject based on number of lessons they will have during
each term. Pertinently it shows the ability of the teacher to organize the year's work and
his/her resourcefulness and enthusiasm regarding the progress of the pupils.

• Staff Time Book and Movement Book

1. They provide information on when staff report and or close at work.
2. They promote regular attendance and punctuality
3. They help checking truancy and gross indiscipline in staff.

• Transfer and Leaving Certificate: Transfer and leaving certificate is the formal exit of the
student after completion of study or leaving during the course of study in a school.
• Library records: The library will have many records like stock register, issue register etc.
Many of the routine function of the library can be automated using library management
software.
• Stock register: it is the record of all equipments and materials available in the school
including the laboratories

• Cash Register
1. It is a record of financial transactions in schools.
2. It gives information about income and expenditures.
3. It promotes accountability and prevents corrupt practices.

Potential of ICT in Record Keeping

The usefulness of keeping school records with Information and Communication
Technologies (ICT) is for the following reasons:
• Administrative Efficiency: One major setback in achieving the educational objective
of the secondary education is inefficiency of the principal in keeping some records. With
the introduction of information and communication technologies such as computers,
digital libraries, e-mail, internet and so on where information are stored and disseminated,
principals can do better in keeping records, and become effective and efficient in
performing their prescribed roles as administrators.

• Availability of Information: Information and Communication Technologies will help

maintain adequate and accurate records in our schools and make it available with ease.

• Easy Retrieval: It also leads to easy accessibility and dissemination of information on

school records, will become available for national planning, financial budgeting, effective
implementation of the educational programs and policies.

School record keeping is all about information collection, storage, retrieval, use,
transmission, manipulation and dissemination for the purpose of enriching
communication, decision-making and problem solving ability in the school system. It is
therefore necessary that this process be as accurate and accessible as possible. Using
ICT in keeping school records will help to facilitate and enhance the administration of the
school towards achieving the goals of the secondary education.

Check Your Progess-1

1 School records are important because they

a) are useful historical sources

b) provide information needed on ex-students

c) only b) is correct
d) both a) and b) are correct

2. Attendance register is

a) not an important document to be maintained in schools

b) only the concern of a class teacher

c) an important school record

d) None of the above is correct

10.3.2 Scheduling
Creating a schedule that will maximize instructional time, provide time to meet the needs of the school's
students, provide time for staff to meet and plan, organise various curricular and co-curricular activities
of the school is very important for any school. Use of ICT helps to ensure that such scheduling happens
smoothly.

Some of the important activities of the school that need to be planned and scheduled are
• School calendar
• Teaching time table
• Examination time table
• Meetings including PTA
There are many software tools which help in such scheduling. Google calendar and FET time table software
are two such commonly used tools.

Google Calendar: Google Calendar is an internet-based time and task-management online application
that allows for access to calendars via web browsers. Calendars can be created by schools and shared
with parents, teachers, and students. Reminders of scheduled activities can be sent via email, text
message, or pop-up messages within a web browser. Users are allowed to create as many calendars as
they choose. One can have day, week, month, and year view of the calendar.

Google calendars can be used by individuals like students, teachers, and principals in scheduling their
personal time. Apart from this schools can use Google Calendar to manage time, coordinate projects, and
share events with others. Academic departments, student clubs, and study groups can create and share
Google Calendars.

Teachers can provide current information on meeting times, deadlines and office hours with students, as
well as post document or presentation files to their calendars. These features can ease the management
of students by providing timely information and reminders. Dissemination of readings or homework can be
accomplished via the attached files. For learners, Google Calendar offers a way to view up to date class
information and helps in collaborating with others.
Some more uses of it are given below:
1. It provides information on when classes begin, when school opens and closes
2. It shows activities to be performed by the teachers and students.
3. It assists in regulating the activities of students and staff of a particular school.
4. It facilitates and enhances student interest and attention and prevents mental and physical strain.

Activity: Watch the quick start tutorial to Google Calendar from

here https://www.youtube.com/watch?v=NombARlSmC8
School Time Table: Generation of time tables is one of the difficult tasks in school management. It takes time
and effort of many school administrators. ICT can be used effectively in this job. There are various time table
generator soft wares which can be used in schools.

The following are some time table generating software.

1. FET : Free Evolutionary Timetabling for Linux platform can be downloaded from ubuntu software
centre.
2. Automatic Time Table .com : Asc timetable is a fully automatic school time table scheduling
software. http://www.automatictimetable.com/
3. aSctimetables.com which comes under proprietary soft ware whose trail version for windows and
Mac is free now

FET: FET is free software for automatically scheduling the timetable of a school, high-school or university.
It uses a fast and efficient timetabling algorithm. It is free software, open source, licensed under GNU/AGPL
3. The term FET is the abbreviation of Free Evolutionary Timetabling at the beginning stage, as it is no
longer evolutionary, the E in the middle can stand for anything the user prefers.

It is based on C++. Liviu Lalescu of Romania developed this timetable generator in 2003. By 2007 it become
user friendly and fast. Since FET has a very large palette, it can care data of all groups (classes/courses/
students).

Working with FET: FET can be downloaded from Ubuntu software center as timetable generator. First
task to generate a time table using this software is to input data. The data contain the Basic settings,
Activities and Constraints.

Basic setting: Once you open time table generator a pop up window like the one below (left) will open. For
a new file we have to enter data using the following steps. Once you select data in the above mentioned
window we will get the pop-up window as shown below (right)

Basic contains institution name & comments which are optional data. Comments will be printed at the
beginning of the timetables (before table of content). Use the comment to write about problems, latest
added constraint, missing constraint "Free Evolutionary Timetabling"; as it is no longer evolutionary, the E
in the middle can stand for anything the user prefers or constraints that should be modified.
Teachers, subjects, activity tags & rooms: Add teachers, subject, activity tags, rooms and buildings, by
selecting corresponding fields. Things to be taken care while entering years, groups and subgroups:

FET has defined

• Year (form): A set of students at the same stage of their schooling.
• Group, Class, course and division: A set of students who visit the same activities. So they meet the same
teachers to study the same subjects at the same time.
• Category: A set of groups that might have activities simultaneously.
• Class (division of the first category): A set of students who meet (nearly always) for the same activities.

FET avoids using the term class, because this term is used different in colloquial language. Depending on
the context a students say that he visit class 1A. In this example FET will call 1 as year, A as division of a
category and 1A as group.

Activities: an activity contains normally a subject, a student set, a teacher

and duration. It can also contain activity tags, more student sets or more
teachers. It can be splitted into several (sub)-activities. Also pseudo
activities are possible (They don't have any teacher or student). To add an
activity you just need to add (double click with the mouse, or select and
press enter) students, subject and teachers. Normally an activity contains 1
teacher, 1 group and 1 subject. You should always enter the number of hours
that this activity is instructed. Subject mathematics is instructed 4 periods
per week. The periods should be at different days, but they must not be at
different day. But they are not allowed to be consecutive if they are
scheduled at the same day. Add the teacher, the group, the subject, split this
activity into 4 activities per week, keep weight 95% (or modify like you
want) and don't check the force consecutive box. For allotting activities we
have to do the following steps. We have to select teacher, students, subject
and activity tag in the pop up window. If we select Add button we will go
to the following window.
Generating time table: There are two different ways to generate timetables:
• timetable → generate new
• timetable → generate multiple variants
Generating a timetable is very random process. Once all data added we can generate the time table by
selecting timetable button from data window.

View a timetable: If you generated a single timetable by timetable → generate new, you can view the
timetables by:
timetable → view (students)
timetable → view (teachers)
timetable → view (rooms)

Timetables can be viewd with a web browser. They are saved in html format. On Linux systems they are
stored in ~/fet-results/ and on Windows systems they are stored in subdirectory/results/ of the FET directory.
For detailed reading: http://timetabling.de/manual/FET-manual.en.html
Activity: please see the FET guide from the link here http://marvelsoft.co.in/wp/wp-
content/uploads/2012/03/Creating-Time-Table-in-FET.pdf

Check Your Progress 2

1 Google Calendar

a) is an internet-based time and task-management online application

b) can be created by teachers, students and principals

c) can be used for sharing with parents, teachers and students

d) all the above

2 FET

a) is a proprietary software

b) uses a fast and efficient timetabling algorithm

c) can’t take data of all groups

d) uses the term class

3 What is the Potential of ICT in Record keeping?

 




4 List the ICT tools for Communicating with Parents

10.3.3 Communicating with Parents

Communication is important to inform parents about school activities. It

is also a vehicle for developing awareness and understanding among parents of their role in the learning
and development of their children. It is also an opportunity to learn about the children in your classrooms.
Communication between schools and families is essential for building trusting relationships that foster
parental involvement. Parental involvement in schools and social institutes is necessary for youngsters to
develop successfully and to make decisions that will have positive outcomes for their future. The role of
new ICTs in improving parental involvement in schools and social institutes and uncovers barriers that
prevent usage of technology to promote communication. As society becomes increasingly dependent on
technology, schools are investing more time and money in technological means of communication. Access
to computer and Internet technologies is increasing all over world in work places and schools. Both
educators and parents are provided with access to electronic communication. It is well established that
building home-school partnerships is a powerful avenue for increasing the satisfaction of parents and the
community with schooling and for improving schools. Parents' involvement in their child's education is a
key factor in the child's scholastic success. Parental participation ranges from paying little or no attention
to too much attention. As the teacher, he/she must help manage the parental participation so that students
are accountable for their own learning.

Areas of Communication
Parental involvement encompasses direct contact with teachers, parental actions at school, and parental
actions at home. Following are the different kind of communications and involvement expected of parents:
• Basic obligations of parents, includes the obligation of parents and families to provide safe, healthy home
environments. The school can aid parents by providing workshops, presentations, and general information
about health and safety issues. Schools are also expected to provide parents the information needed to
assist their children with homework and other assignments.
• The schools are expected to communicate regularly with parents and keep them informed about school
programs and their children's progress in school.
• Parents are expected to participate in school activities and provide ample volunteer services for the
betterment of the school. Giving parents the information they need about opportunities to volunteer is one
way to increase family involvement.
• The parents involvement in decision making, means giving parents the tools they need to become active
members in the governance of the school.
ICT can play a vital role in communicating and collaborating with parents and the community. Some of the
tools and technologies which help in this process are outlined below.

Tools and Technologies for Connecting with Parents

E-mail: Schools can create and send out a classroom newsletter to keep parents up to date by e-mail.
They can collect the e-mail addresses in the beginning of the school year or give parents the opportunity
to sign in for the newsletter on the school website. Individual teachers can send e-mails when there are
problems in the classroom or for giving parents good news about the learning process of their children. E-
mails can be sent individually or in group. It is very easy to make groups of addresses in the most common
e-mail programs. Parents can read and respond to e-mails whenever they have time. E-mails are also
available in the LMS and students contributions in terms of chats and forum postings get e-mailed
automatically by the system.

Website or Blog: On the school website all information of the school

such as contact information, expectations, school rules, about the school and the teachers, how to use the
internet at home, etc can be showed. The website can also have a calendar with useful information about
school trips, parental evenings, and a map with pictures of activities with learners, etc. A school or class
can make its own website on hired web space or can use free hosting web sites. Many schools are using
free blogging services from Google and wordpress to provide information to parents, students and public
in general.

Online Survey: Technology currently permits to get quick feedback from

parents through online survey. Tools like Google form and survey monkey can be easily set up to get the
information from parents and community members. These tools not only collect the information but perform
the basic analysis and the outputs are provided automatically for quick decision making.

Virtual Learning Environments: A virtual learning environment (VLE)

is a software system designed to support teaching and learning in an educational setting. A VLE will
normally work over the Internet and provide a collection of tools such as those for assessment
(particularly of types that can be marked automatically, such as multiple choice) or self-evaluation,
communication through discussion boards , uploading of content, return of students' work, peer
assessment, administration of student groups, collecting and organizing student grades, questionnaires,
tracking tools, etc. New features in these systems include wikis, blogs, RSS and 3D virtual learning
spaces. It can be seen that the VLE or the Learner Management Systems (LMS) have its own inbuilt
communication modules to interact with the learners which in turn can be monitored by parents at home.
MOODLE is one of the popular open source LMS. You can review the features of MOODLE from its
website at www.moodle.org

Media Sharing: currently it is possible to share various kinds of media online. Most popular one is sharing
of videos through online video sharing sites like YouTube. Schools can use this to communicate with
parents by sharing school programme related videos, videos for training parents on child rearing practices,
helping students manage stress, time etc. School related audio programme could be podcasted using
online podcasting sites. Presentations by teachers and others could be shared with parents through slide
sharing sites. Images can be shared using flickr.

Social Networks. It is possible to use social networks like Facebook, Twitter or MSN to communicate with
parents. It is possible to make groups in Facebook and share information with the parents. Parents can
communicate with each other of the class of their children. They can share pictures, important information,
etc. Facebook is not so difficult to work with and a lot of parents already have a Facebook account. An
interesting website to teach parents to use Facebook is http://facebookforparents.org/

Online Groups and Forums: Communicating with parents are made easy using forum and e-mail groups
like Google groups and Yahoo groups. The school can create specific group of parents using Google or
Yahoo services to communicate each other and among parents. It is also possible to share files among the
group members.

SMS and Instant Messaging: School can send SMS to the parents when the child is not at school. So the
parents will immediately know if their child is playing truant. When the school has to send an urgent
message for parents, school can send a collective SMS, warn parents or an individual SMS to contact a
specific parent. Now days instant messaging service like whatsup is very popular among teachers,
students, and parents. The simplicity of this tool makes it easy for sending information to parents. Specific
Whatsup group could also be formed for taking up discussion on a specific issue.

Activity: Create a whatsup group of your friends and discuss about how ICT can be used for communicating
with parents.

Google chrome extensions and apps: Many teachers deploying Chrome and Chrome Devices for
Education want to force install or recommend Chrome web apps on their students' devices. However, given
the thousands of Chrome web apps available, it's not always apparent which ones are the best for your
class. Google has created Chrome App Packs, which are groups of popular applications from the Chrome
Web Store that are tailored to meet students' needs.

These curated apps save teachers time, offer discounts for bulk app purchases, and help teachers find the
best apps by category and grade level. Many of these apps integrate with Google Drive to provide an easy
way to turn in homework, and many of these apps offer lesson plans for teachers. App Packs are only
available for Google Apps for Education customers. These App Packs are of three types. Some of them
are free, some are freemium (These apps are provided free of charge, but a premium is charged for
advanced features) and many are paid.
Most children today are familiar with the mobile apps even from their pre-school days. Now a day's many
schools are developing their own mobile apps, depending on their needs. It may be giving learning modules
or may be connecting school with community.
Mobile apps offer meaningful ways to engage teachers, students and parents. An app can provide ready in
hand news and event updates concerning schools. It can further inform guardians regarding courses,
timings, class schedules, school policies, etc. Apps can also provide a platform to get results and also
individual student information. Parent can always remain updated on your ward's education. Active School
Apps is one example for school app whose trail version is available in the following
link http://www.activeschoolapps.com.au/

Activity: Install chrome extension and practice on your chrome browser and practice

10.3.4 School Management Tools

Interactions sharing ideas and communications with teachers, parents, alumni and community members
become the major part of school management. School management includes admission of students to
various courses, assigning subjects and classes to teachers, maintaining records, communicating with
parents, preparing various certificates, analyzing various data etc. It should help all the stake holders in
participating actively in decision-making process. The functions of a school manager are to manage the
school and formulate policies that best suit the needs of the school as well as the overall interests of the
students. A manager is responsible for school planning with a view to creating learning environment for
their students and nurturing talents. Hence, aside from the time and energy spent in school management,
a school manager should have a good understanding of the school itself as well as the trend of education
development.
Going without school administration software could be costing your time and effort. Earlier times school
administration was run without softwares. But present day we are living in a digital world and needs are
changed. Luckily, there are lot of school administration software available free of charge. Some of them are
listed below with special reference to Open Admin for Schools.

• FeKara: FeKara, is an all-round school admin software which cannot be treated as a free software
completely. It covers modern school administration and management software option. It can be used to
conduct exams, assignments, budgeting and internal messaging. Major drawback for FeKara is that it is
meant for small schools only. Additional data storage and other features are available on payment basis.
Website : http://fekara.com/

• SchoolTime: SchoolTime is also a similar type of school administration software .It is also can be
upgraded to non-free software to get more benefits. website : https://school-time.co/#

• TS School: TS School short form of Time Software School is a classic powerful tool that offers the basics
for schools of all sizes. TS School is good for managing your workforce. TS School offers a student
management system and an exam module. Again like the SchoolTime and FeKara TS School also has a
paid version which gives more features. website : http://www.ts-school.com/

• Fedena: Fedena or project Fedena is an open-source school administration software that largely focuses
on handling records. It is based on Ruby on Rails. It was initially developed by a team of developers at
Foradian Technologies. The project was made open source by Foradian, and is now maintained by the
open source community. Website : http://www.projectfedena.org/

• Ascend SMS: Ascend SMS is an entirely free full-program school administration software made for
Catholic and Independent schools. Ascend SMS offers a complete package. From offering a health
management system for the school nurse to a mobile app for parents to a simple discipline reporting system.
Even though Ascend SMS is free for many schools, to avail that facility school has to be listed in their
system. Website : http://www.ascendsms.com/

• SchoolTool: SchoolTool is a cloud-based open-source school administration software made for schools
in the developing world. It provides educators gradebooks, skill assessment documents, class attendance
sheets, and daily participation journals along with organization features including applications like Google
Calendar , and a great report card generator. SchoolTool was made with Python, and is run on Linux
Ubuntu. SchoolTool comes with its own web server and database. To make sure all the necessary
components are installed correctly, it is distributed , through Ubuntu Linux. But there is a draw back for
SchoolTool. It is far more a tool for teachers than it is for administrators. Website : http://schooltool.org/
(Can be downloaded from Ubuntu software center).

• Open Admin for Schools: Open Admin for Schools

is once again open source. It is a freely available, open source software package and is licensed under the
GNU General Public License. Open Admin for Schools offers software features like attendance, reports,
management system; Open Admin for Schools is one of the most comprehensive free and open-source
school administration software options available. The owners of the site offer free support for schools in
developing countries. Website : http://richtech.ca/openadmin/index.html .

Open Admin for Schools is entirely web based tool. Currently several schools use this approach. It is
designed to be lightweight both in server resource requirements and in communication bandwidth. It
currently has the following features:

 o Demographics - It stores student and family information that can be viewed and printed in a
variety of ways.
 Attendance - Attendance can be entered either by secretaries in the school office or by teachers in
the classroom.
 Report Card System - a flexible reporting system with per subject objectives (up to 20), integrated
attendance reporting, etc. All report cards are printed as PDF reports and may include a school
logo.
 Online Gradebook to allow teachers to enter marks and assessments online from school or home.
 Parent/Student Viewing scripts to allow parents to view attendance and report cards
 A Fees System (along with Lunch program) to allow charging of student fees, printing of invoices,
payments, invoices and export summary transactions to external accounting programs.
 Export/Import Modules - to allow students to easily transfer schools within divisions without re-entry
of demographic information. Export of data to other programs via an automated XML based transfer
mechanism.
 An Online Daybook to allow teachers to plan and view their lessons/days. Currently, only a very
rudimentary function.

Activity: Please go through the different manuals available

at http://richtech.ca/openadmin/docs/

Check Your Progress-3

1 Which of the following survey tool can be used for performing the basic analysis and get the automatic
output?

a) E-mail
b) Survey monkey

c) Blog

d) All the above

2 VLE stands for

a) Value Loaded Environment

b) Virtual Learning Environment

c) Value Learning Environment

d) Virtual Learning Error

3. MOODLE is a

a) Online survey tool

b) Open Source Learner Management System

c) Both a) and b) are correct

d) Only a) is correct

Whatsup is a

a) Instant messaging service

b) Survey tool

c) School admin tool

d) All the above

5 Match the following

Read and complete

1) Face book
2) Youtube
3)SMS
4) School Time
5) SchoolTool

10.4 ASSISIVE TECHNOLOGY (AT) AND INCLUSION

Inclusive classroom is an important part of equal opportunity in

education. Demands for inclusive education have increased and fostered major changes to schooling and
education. Students with disabilities are educated alongside their peers within the local community therefore
mainstream schools are required to adapt to accommodate a diverse group of students with a variety of
needs. Approaches to the inclusion of children and young people into mainstream classrooms, and the
identification and recognition of special educational needs, is an integral part of daily school work. The
wellbeing and actualization of developmental and learning potential within a diverse student population is
challenging. Digital literacy is considered as one of main enablers for the participation in the knowledge
society and has to be provided based on the principal of equal opportunity. The educational technology has
an important role in facilitating digital literacy of students and teachers. Within the renewal of the
Educational Technology Curriculum, the ICT competences had been recognized as important in the
process of the formation of teachers' professionalism which is based on autonomy, inquiry, creativity and
innovation.

The changes in the student population of students with special needs such as students with disabilities and
language issues are having a major impact on changing the learning goals, the teaching methods, and the
means of assessment for all students. Teachers today, more than ever before, are teaching more students
with special needs, such as students with physical or learning disability, emotional disabilities etc. These
teachers working with these populations are not just the special education or special English language
acquisition teachers, instead more and more of these students are placed in the general student population
with regular teachers. Teacher preparation programs then need to ensure that teachers are educated in
special needs pedagogy and assistive technologies as they relate to general education. The educational
environment needs to be designed or adapted for all students to have the opportunity for success, even
those students who may need modifications and accommodations.

Assistive Technology (AT) devices can decrease

students' isolation and allow them to become part of regular subject area classrooms. Assistive technology
then becomes a tool that provides a method for an individual who is experiencing a disability or other issue
to still participate in a classroom. The application of assistive technology in schools for students classified
as having a disability is required through laws such as Individual with Disabilities Education Act (IDEA). As
the inclusive education of all students occurs more frequently within the standard classroom, then it
becomes important that the knowledge/experience base for all teachers needs to be expanded to
incorporate assistive technology approaches and accommodations.
 10.4.1 Assistive Technology - Meaning and Nature
Assistive technology (AT) means any piece of technology that helps a student with or without a disability to
increase or maintain his/her level of functioning. These often include laptops with specialized programs,
like speech to text, text to speech, graphic organizers and word prediction software.
Assistive technology device means any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the
functional capabilities of a child with a disability.
Assistive Technology helps people with a various range of cognitive/ learning, and physical disabilities, be
it in the home, classroom, workplace and/or community. Assistive Technology is enabling all individuals, of
all ages, including those with disabilities, to be more independent, self-confident, productive and better
included in every day life, education, employment and living. A list of digital assistive technology is given in
the graphics.

Nature of Assistive Technology

• AT compensates for a student's skills deficits, needs and/or area(s) of disability.
• AT is used to lessen or remove barriers faced by persons with disabilities.
• AT refers to both high- and low-tech tools that allow people of all ages to be more independent self-
confident, productive and better included in every day life, education, employment and living.
• AT offers a wide range of equipment to support participation and learning.
• Improve the speed and accuracy of students' work.
• Reinforce effective classroom instruction and strengthen skill development of students with learning
disabilities.
• Help students to 'fit in' with classroom learning and routines
• Motivate students with LDs to set high goals for themselves and to persevere

10.4.2 Types of Digital Assistive Technology

It is important to understand that not all technologies are appropriate for all individuals. People have their
own unique set of strengths, weaknesses, interests, experiences and special abilities. Therefore, a
technology that may be a blessing for one person may be useless for another. Similarly, a technology that
is appropriate for one purpose in a particular setting may be of little value in another situation. So, when
choosing an assistive technology, consider the specific individual, the setting and the task(s) to be
performed.
Low-tech Assistive Technology: Pencil grips, Graph paper, Highlighting pens, Planners, Audio books,
Digital clocks and Calculators, Erasable pens, Coloured coding systems and overlays, Tactile and
Manipulative learning products and Tape.

Mid to Hi-tech Assistive Technology:

• Digital recorders
• Digital books
• Graphing calculators
• Electronic math worksheets
• Portable or adapted keyboards
• Mobile technology, e.g. tablets, iPods, iPads, smartphones, MP3 players, etc.
• Reading systems that utilize a computer, scanner, and software to "read" scanned book pages out loud,
e.g. Kurzweil
• Speech recognition software that allows a computer to operate by speaking to it, e.g. Siri
• Speech recognition system that turn oral language into written text, e.g. Dragon
• Software that predicts and edits words for students who struggle with spelling, e.g. WordQ
• "Talking" calculators that assist students with math challenges
• Mind mapping/outlining software
• Global Positioning System (GPS)

10.4.3. Choosing of AT
From the developmental point of view, the early manipulation of objects and use of tools are of particular
importance The possibility of a cognitive impairment must be taken into account when evaluating the user's
level of cognitive functioning: careful attention should be given to the evaluation of the cognitive demands
that the AT device places on the person. Motivation is very important to support an effective use of AT, for
this reason the goals of the potential user should be carefully defined, so that the device application can
become meaningful and motivating to the person.

AT is to be successfully used by the end-user when it is appropriate:

• Effectiveness or how well the technology enhances the user's capability
• Affordability or how much it costs to purchase, maintain, and repair
• Operability or how easy the technology is to employ
• Dependability or how long the technology operates without reduced performance or breakdown

10.4.4 Universal Design for Learning (UDL) and Inclusion

The origin of the term Universal Design for Learning (UDL) is generally attributed to David Rose, Anne
Meyer, and colleagues at the Center for Applied Special Technology (CAST). Rose and Meyer (2002)
reveal the basis of UDL is grounded in emerging insights about brain development, learning, and digital
media. They observed the disconnect between an increasingly diverse student population and a "one-size-
fits all" curriculum would not produce the academic achievement gains that were being sought. Drawing on
the historical application of universal design in architectural (e.g., curb cuts), CAST advanced the concept
of universal design for learning as a means of focusing research, development, and educational practice
on understanding diversity and applying technology to facilitate learning.
CAST's philosophy of UDL is embodied in a series of principles that serve as the core components of UDL:
• Multiple means of representation to give learners various ways of acquiring information and knowledge
• Multiple means of expression to provide learners alternatives for demonstrating what they know
• Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate
them to learn.
The term "universal design" means a concept or philosophy for designing and delivering products and
services that are usable by people with the widest possible range of functional capabilities, which include
products and services that are directly usable (without requiring assistive technologies) and products and
services that are made usable with assistive technologies.

10.4.5 Advantages and Limitations of AT

Advantages of AT
Assistive technology can help to support and enable people with memory problems including Alzheimer's
disease and other forms of dementia to live more independently.
For example, assistive technology and telecare can help to:
• Remind the persons to take their tablets at the right time.
• Help locate a lost item.
• Orientate the person that it is day time or night time.
• Assist the person to phone a relative or friend using preprogrammed numbers or pictures.
• Switch on the lights automatically if the person gets up at night time.
• Switch off the gas automatically if it has been left unlit.
• Alert a career or monitoring centre that the person needs assistance.

Assistive technology may also help to support and reassure careers. For example, it may free careers to
spend better quality time with the person. Or it may enable a career to get a good nights rest, knowing that
if the person gets up at night they will be alerted.

Limitations of AT
Assistive technology may not be the answer for everybody. People have different additional career support
or services rather than using technology at all.
If assistive technology does not meet the individual needs and preferences of the person it may be
ineffective or may even cause additional confusion or distress.

For example, assistive technology and telecare may not be the answer if:
• the person switches off or unplugs the equipment
• the person is confused or distressed by any alarm sounds or recorded messages
• there are insufficient careers or care workers to respond to an alert.
Assistive technology on its own cannot provide human contact and personal care. Many older people
experience loneliness and social isolation. Technology should only be provided as an addition to contact
and care, not as a replacement.

Check Your Progress-4

1. AT is the abbreviation of

a) Assisted Teaching

b) Assistive Technology

c) Assistive Teaching

d) Assisted Technique

2. Dragon is the example of

a) Speech recognition software that allows a computer to operate by speaking to it.

b) “Talking” calculators that assist students with math challenges

c) Speech recognition system that turn oral language into written text

d) Mind mapping/outlining software

3. The term 'universal design’ includes

a) Designing and delivering products and services that are usable by people.

b) Products and services that are directly usable

c) Products and services that are made usable with assistive technologies.

d) All the above

4 Match the following

1) Highlig
hting Pens
2) UDL

3) Digital
Books
4) Assistive
Technology

5 Mention any four Digital Assistive Technology

6 Define UDL.
10.5 MANAGING ICT INFRASTRUCTURE OF THE SCHOOL

Managing the ICT infrastructure is a key element in any organization. This infrastructure
is composed by a set of hardware, software, services, procedures, processes and
persons. It considers ICT Infrastructure as an organization, with a great number of
elements, with persons that interact with these elements and with other persons, with
complex processes, with a great number of procedures, etc. This infrastructure should
interact with its environment, should adapt to it and should evolve. With this vision we
have to consider the ICT infrastructure as a complex system.

10.5.1 Automated and ICT Managed School Processes

School will adopt or adapt an e-governance and automated school administration

programme for schools, build capacities for its implementation and deploy school based
Management Information Systems (MIS). These MIS will be integrated with the proposed
state wide web based School Education Management Information System.

A school wide local area network enables automation of a variety of processes. Beginning
with library automation, locally cached offline access to internet resources, office
automation, maintenance of records, student tracking, resource planning, using the
existing ICT infrastructure will increase efficiencies. At the same time, savings in cost,
time and effort will also accrue. The school wide local area network will be used to
facilitate this automation.

10.5.2 School Management Information System

 A nation wide network will be established in which schools, teachers, students,

school managers, and the community at large participate. This implementation will
include the School Management Information Systems (School MIS); digital
repositories of tools, content and resources; professional development and
 continuing education platforms; and guidance, counselling and other student
support services.
 School MIS will emerge as a single window clearing house on all information
related to the secondary school system. The information will facilitate research and
analysis activities and guide decision making at different levels in the education
system, contributing to enhanced efficiencies.
 The scope of information to be collated by the MIS will be broad and include
student and teacher tracking, particularly for their academic needs. The norms will
also define standards of technology including language fonts, word processors,
technical dictionaries, etc. Open standards facilitating universal access to
information, content and resources will be ensured.

10.5.3 ICT Infrastructure and its Maintenance

Concept of ICT Infrastructure

Our concept of the ICT infrastructure is not only a set of equipment or elements. The ICT
infrastructure enables to share the ICT capabilities which provide services for other
systems of the organization. These capabilities require the complex combination of the
technical infrastructure (cabling infrastructure, hardware platform, base software
platform), ICT shared services (as communications services), ICT applications (as WEB
services), the human operators and the managerial expertise to guarantee reliable
services. All these resources are designed, developed and managed over time. In the
system ICT infrastructure does not include the specific computer applications, but the
teachers or other users should experience and innovate using specific computer
applications on the ICT infrastructure.

Hardware

 The Schools will establish state of the art, appropriate, cost effective and adequate
ICT and other enabling infrastructure in all secondary schools
 Based on the size of the school, needs of the ICT programme and time sharing
possibilities, States will define an optimum ICT infrastructure in each school. Not
more than two students will work at a computer access point at a given time. At
least one printer, scanner, projector, digital camera, audio recorders and such
other devices will be part of the infrastructure.
 Each school will be equipped with at least one computer laboratory with at least
10 networked computer access points to begin with. Each laboratory will have a
maximum of 20 access points, accommodating 40 students at a time. The ratio of
total number of access points to the population of the school will be regulated to
ensure optimal access to all students and teachers.
 In composite schools, exclusive laboratories with appropriate hardware and
software will be provided for the secondary as well as higher secondary classes.
  In addition, at least one classroom will be equipped with appropriate audio-visual
facilities to support an ICT enabled teaching-learning.
 Appropriate hardware for Satellite terminals will be provided to selected schools in
a progressive manner.
 Computer access points with internet connectivity will be provided at the library,
teachers’ common room and the school head’s office to realise the proposed
objectives of automated school management and professional development
activities.
 ICT enabled education can be significantly enhanced and the range of classroom
practices expanded with the introduction of digital devices like still and video
cameras, music and audio devices, digital microscopes and telescopes, digital
probes for investigation of various physical parameters. These will also form a part
of the infrastructure.

Network and Connectivity

 All computers in the school will be part of a single local area network to enable
optimum sharing of resources. In addition to the laboratory, internet connections
will also be provided at the library, teachers’ common room and the school head’s
office.
 Each school will be serviced with broadband connectivity capable of receiving
streaming audio and video, a range of digital learning resources and interactive
programmes. The number of computers given internet connectivity will be
governed by the available bandwidth, in order to ensure adequate speeds. A
mechanism to have offline access to internet content will be set.
 Teachers and students will be educated on issues related to the safe use of
internet Firewalls and other security measures will be implemented to guard the
school network against cyber attacks and misuse of the ICT facilities. Appropriate
guidelines for network security will be developed.
 An EDUSAT network will be planned at each state with interactive terminals (SIT)
and receive only terminals (ROT)

Software

 A software environment favouring pedagogy of learning which promotes active

learning, participatory and collaborative practices and sharing of knowledge is
essential to nurture a creative society. Free and Open Source Software – operating
system and software applications will be preferred in order to expand the range of
learning, creation and sharing.
 A wide variety of software applications and tools, going well beyond an office suite
is required to meet the demands of a broad based ICT literacy and ICT enabled
teaching learning programme. Graphics and animation, desktop publishing, web
designing, databases, and programming tools have the potential of increasing the
range of skills and conceptual knowledge of the students and teachers. A judicious
mix of software applications will be introduced in schools.
  Creation and widespread dissemination of specialised software for different
subjects, software compilations, including simulations, virtual laboratories,
modelling and problem solving applications will be encouraged. These will be
distinct from multimedia packages and digital learning resources.

Enabling Infrastructure: its maintenance

 The enabling infrastructure required to efficiently maintain the ICT facility will be
defined, established and maintained.
 Regular and regulated supply of electricity, appropriate electrical fixtures,
adequate power backup and support, including alternate sources of energy, where
needed, will be ensured. Students and teachers will also be trained in the safe use
of electrical outlets and fittings.
 Physical facilities like an adequately large room, appropriate lighting and
ventilation, durable and economic furniture suitable for optimisation of space and
long hours of working will be established. Alternate layouts and arrangements
facilitating interactions amongst students and with the teacher will be encouraged.
 Adequate safety precautions and rules for use will be established. Each laboratory
will be equipped with a portable fire extinguisher and students and teachers trained
in its use. An appropriate fire drill will also be implemented.
 All the equipment and resources will be secured from theft and damage. They will
also be covered under an appropriate insurance policy against theft and damage.

10.5.4 Technology Plan for the School

In pursuit of excellence, the school mission is to educate, guide, and challenge all
students to develop lifelong learning skills necessary to successfully contribute and
compete in a rapidly changing global community.

Principals and program leaders have sufficient technology available to support

curriculum, instruction, and assessment.

Building Schools of the Future

The following conditions are recognized as critical elements of future schools:

 Schools of the future must be open and flexible, focusing on learning

 New communication should promote new collaborations and a higher level of
cooperation and creative problem-solving
 Educators must be supported in their use of new technologies for learning and also
in their use of technology for professional development and collaboration
 Learners (students, educators, parents, etc.) must be able to use technology to
achieve new levels of learning and to acquire new information age skills and
abilities
  Educational managers need to use technology as a tool for managing schools and
learner communities
 Free from one geographic location: anywhere, anytime, anyplace
 Supportive of all learning styles
 Educators must be researchers and mentors
 New skills required in info-society: abilities to quickly adapt to new situations and
new technologies and to be able to process vast amounts of information
 All staff members must receive adequate training and support to effectively use
the technology
 Principals, superintendents and school boards need to understand how the current
structure of a educator’s and learner’s day impact on their effective use of the
technology. In effect, managers must provide the vision of change that includes
empowering teachers and learners in new ways and then must learn how to
effectively manage these empowered educators and learners.
 New on-line communities

Students will be able to use technology in an ethical manner to:

1. Communicate Globally

 Students will use appropriate resources to communicate with others (e-mail, chat,
video conference, text-messaging, etc.)

2. Locate Information

 Students will use appropriate resources (library, Internet, CD-ROM, laser disc,
simulations, videos, etc.) to locate information.

3. Gather Research Data

 Students will use research skills to investigate specific topics using various
technological media.

4. Organize Information

 Students will organize knowledge by using keyboarding, word processing,

database, spreadsheet, etc.

5. Utilize Decision Making

 Students will make decisions to effectively present the information they have
researched and the knowledge they have organized.

6. Produce Presentations and Projects

  Students will organize research into a multimedia format to communicate
information.

7. Evaluate Presentations or Projects

Students will critically review, assess, and revise presentations and projects.