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(ITES) IT Service Desk Attendant NVEQ Level 1 – Class IX Teacher's Handbook

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(ITES) IT Service Desk Attendant NVEQ Level 1 – Class IX Teacher's Handbook Information Technology (IT) / Information Technology Enabled Services (ITES) IT Service Desk Attendant NVEQ Level 1 ± Class IX Teacher©s Handbook PSS CENTRAL INSITITUTE OF VOCATATIONAL EDUCATION SHYAMLA HILLS, BHOPAL A constituent unit of NATIONAL COUNCIL OF EDUCATIONAL RESEARCH & TRAINING (MINISTRY OF HUMAN RESOURCE & DEVELOPMENT) Version 2.0Last Updated: August 2012 Government of India Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query Copyright © Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE), a division of NCERT This document is developed and funded by Wadhwani Foundation which retains free joint rights to this content for open usage under its Memorandum of Understanding (MOU) with NCERT. Copyright protects this publication. Except for purposes permitted by the Copyright Act, reproduction, adaptation, electronic storage and communication to the public are prohibited for others without prior written permission. Page 2 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query PREFACE Background This program is offered under Government of India Ministry of HRD's revised Centrally Sponsored Scheme of Vocationalisation of Secondary School Education. This is aligned to their National Vocational Educational Qualifications Framework (NVEQF), which integrates Industry driven Career and Skill education into general education at the school and college level. Levels 1, 2, 3 and 4 are offered at the school level corresponding to standard IX, X, XI and XII respectively as optional / additional classes. This course is geared towards the Information Technology/Information Technology Enabled Services (IT/ITeS) sector. It seeks to enable ªIT-enableº the students to equip them for typical and local jobs in the industry. The curriculum and content has been guided by industry needs as specified by the National Occupational Standards (NOS) for the typical qualifications pack (QP) for such jobs as published by National Skill Development Corporation (NSDC). While the QP/NOS specified requirements is for a Service Desk Attendant, the developed curriculum and training can also equip the students for other typical IT jobs like Rural/Domestic/International BPO operators, IT Assistants/Administrators for small businesses, Computer Service Engineers/Technicians, Internet Café Operators, etc. A Competency Based Approach for Job-oriented Teaching The students are expected to play an active role in this learning and the teacher takes on the role of a ªFacilitatorº. This is done by applying principles of constructivism in class and includes: (a) A student centric method of instruction as compared to typical classroom teaching. The teacher acts primarily as a coordinator (b) the material is more prescriptive and self explanatory so the teacher doesn't need to lecturer extensively.(c) Learning under the competency based model is experiential. It involves the learner engaging with the world and extracting meaning from his/her experiences. For IT jobs, there are two parallel sets of competencies needed. One is Domain skills in IT while the other is general workplace skills. IT domain skills include Computer/Internet competence as well as Typing ability. Workplace skills include English Communication skills (spoken and written fluency ± over and above the typical school English syllabus). This way, holistic competencies can be built in students. The curriculum has been designed in a manner so as to make the student aware of the basic concepts in the IT industry by simulating live scenarios where possible. Care has been taken to accommodate learning elements across the above different competencies ± Language and IT Skills. The whole concept has been designed to have fun at learning. Each practice also includes practical exercises, games and activities to learn by doing rather than by rote. In addition, regular and focused exposure to Industry Practitioners through Industry Guest Lectures in the class-room as well as Industry site visits to familiarize the students with the workplace are made part of the course. An integrated Industry-oriented project, leveraging all the skills being taught, is planned at the end of each term to help the student absorb the various concepts and skills learnt. The topics and contents have been designed to enable the students to acquire enough knowledge and confidence and face the corporate world with confidence and familiarity. Page 3 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query The methods and procedures for teaching each of these subjects are very different due to diverse nature of each domain and is reflected in the varied format of their respective training. As the students will be in the IT field and will have to become conversant in using IT web tools to get information, we have also used an eLearning package to expose them to Computer Based Training to further enhance their real-world skills. Similarly, typing is taught by a Simulator Tool. The different sections (with different learning appropriate formats) are: 1. Functional English ± is taught in a structured format using Comprehension, Sentences practice, Activity and Grammar. It is classroom based and drives learning through practice backed up by revision of theory/grammar/usage concepts. 2. Mastering the Keyboard. If one uses computers, typing ability is essential. An electronic typing tutor software package helps students learn and evaluate their typing skills. These exercises are self explanatory and should be done as part of hands-on practice by each individual students in the computer lab. They can be supervised by the facilitator. 3. IT - Computer and Internet, Productivity Tools(Word Processing, Spreadsheets, Presentation, Email and Databases). This is primarily taught hands-on in the computer lab. The Digital Literacy Program uses an eLearning package which is student driven but moderated by an instructor. The e-Learning material is self-explanatory and hence details aren't reproduced in the text in this book. In addition some conceptual material for the underlying theory and hands-on exercises are described and the students should be guided accordingly. 4. IT Basics - Computer and Internet. This is primarily taught hands-on in the computer lab. The Digital Literacy Program uses an eLearning package which is student driven but moderated by an instructor. The e-Learning material is self-explanatory and hence details aren't reproduced in the text in this book. In addition some conceptual material for the underlying theory and hands-on exercises are described and the students will be guided accordingly. 5. IT Basics ± Mastering the Keyboard. If one uses computers, knowledge of key positions and speed in typing is essential. An electronic typing tutor software package helps students learn and evaluate their typing skills. These exercises are self explanatory and should be done as part of hands-on practice by each individual student in the computer lab. They will be supervised by the facilitator. 6. IT ±Digital Literacy (Computer, Internet, Security & Privacy, Digital Technologies) and Productivity Tools (Word Processing, Spreadsheets, Presentation, Email). This volume 3 covers Productivity Tools and will be taught primarily through hands-on practical exercises which illuminate the concepts and give students first hand exposure to typical application of such tools. 7. INDUSTRY INTERACTION AND INTEGRATED PROJECT Industry Interaction. The industry guest lectures and work-site visits are integral to exposing the student to the world of work. General guidelines are given, but sessions should be arranged to complement concepts being taught in Page 4 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query school by the facilitators. Integrated Project. All the concepts and learning is to be brought together through an integrated project which makes the student apply their learning in English, IT basics and typing to do the project and submit the output. Note to the Facilitator The role of a facilitator / teacher is of utmost importance in shaping the career of a student. It not only equips them with adequate skills to compete in the corporate world but also inculcates the necessary values and discipline for the overall development of a student. This handbook has been prepared to give a general sense of direction to the facilitator in delivering the curriculum through a structured, step-by-step manner, ensuring that no element is left out during the teaching process. Details on how to use this exercise and practical oriented guide is given in the first chapter. Note that various sessions also use a corresponding PowerPoint presentation. In addition, some also show videos as part of the session flow. Both the presentations and videos can be installed on the computer before the class session and projected in the classroom or AV hall using the school projection system. The sessions may not flow as neatly as suggested by this book, nor may all student understand all the concepts uniformly or in time. For this purpose, there are periodic ªrevisionº sessions scheduled. The topics and flow for this revision session isn't specified; it is expected that the Facilitator will evaluate what
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