Thiruvananthapuram, <keyword id="19896018" type="General" weightage="100" keywordseo="Kerala" source="keywords">Kerala</keyword>: In a move to empower school children, the <keyword id="22767948" type="General" weightage="20" keywordseo="Kerala-General-Education-Department" source="keywords" meta.keywordsubtype="org" meta.entityname="Kerala General Education Department" meta.hostid="83" meta.entityid="Kerala General Education Department">Kerala General Education Department</keyword> has added 'Fact-Checking' modules as part of new <keyword id="21870096" type="General" weightage="20" keywordseo="ICT-textbooks" source="keywords">ICT textbooks</keyword> for Classes 5 and 7, designed to help students recognize fake news and perform fact-checking on online platforms. The move by the Kerala government was implement even ahead of UK which reportedly is is planning to revise their primary curriculum by including this topic. Earlier in 2022, Kerala Infrastructure and Technology for Education (KITE), the technology arm of Kerala General <keyword id="19921999" type="General" weightage="20" keywordseo="education-department" source="keywords">Education Department</keyword>, had imparted Fake News prevention and awareness creation training for 19.72 lakh students of Grades 5 to 10, as part of the Digital Media Literacy programme. It was the first time in India that such a massive training was given to 9.48 Lakh Upper Primary students and 10.24 High school students with the help of 5920 trainers. The 2.5 hours of training which was titled 'Satyameve Jayathe' focused on four sections which included the 'Use of the Internet in day-to-day life', 'Social Media requires us', 'Rights and Wrongs in Social Media' and how to prevent the spread of fake news. The false information shared through digital media, the negative impact it creates on society and the verification of the authenticity of information were made part of the training through various 'Case Studies'. The training also focused on areas such as understanding the influence of digital media in information transactions, creating an urge towards knowing non-factual interference in digital media and how to react to them constructively, acquiring technical knowledge in understanding the truth behind transacted messages, developing skills to identify and react to glitches in information transaction through media literacy. It also includes specific areas such as the meaning and definition of Misinformation and Dis-Information and their impact on society, non-factual and misinterpreting information shared through digital media, the social impact of facts presented in an emotional language, authenticity of information etc. "The new ICT textbook includes chapters that equip students to identify fake news and malicious content, embodying the spirit of Satyameva Jayate", said K.AnvarSadath, CEO, of KITE. Next year, when the ICT textbooks for Classes 6, 8, and 9, and 10 are revised, they will incorporate the latest developments in this field. Not only does it teach students to identify fake news and verify its authenticity, but the chapter titled 'Let's Search the Internet' in the Class 5 ICT textbook also covers how to effectively manage screen time. Similarly, the Class 7 ICT textbook chapter titled 'Let's Search and Find' elaborates on the importance of verifying the authenticity of information and explains why spreading or sharing false information is a crime. Further, the ICT textbook also includes information about the precautions to be taken before sharing information with others, the need to educate those who provide such information about its potential consequences, and the concept of copyright. In the new (same) ICT textbook for Class 7, for the first time in the country, 4 lakh students have been given the opportunity to learn Artificial Intelligence (AI). Textbooks in Malayalam, English, Kannada and Tamil media are available at www.samagra.kite.kerala.gov.in.

Kerala government implements 'Fake News detection' in school textbooks

New Delhi, Nov 23 () The literacy rate among those in the age group of seven years and above was recorded at 77.7 per cent during July 2017-June 2018 in the country, showed a National Statistical Office (NSO) survey on Saturday.
 This rate was 73.5 per cent in rural and 87.7 pe cent in urban areas, showed the NSO survey on Household Social Consumption: Education as part of 75th round of National Sample Survey (NSS).
 The study further showed that among persons in the age group of 15 years and above, 30.6 per cent had completed secondary or above level of education in villages, 57.5 per cent in urban areas.
 Nearly 10.6 per cent of the persons of age 15 years and above in India had completed graduation and above level of education. This rate was 5.7 per cent in villages and 21.7 per cent in cities.
 Among persons of age 3 to 35 years, 13.6 per cent never enrolled, 42.5 per cent ever enrolled but currently not attending while 43.9 per cent were currently attending.
 In rural areas, 15.7 per cent never enrolled, 40.7 per cent ever enrolled but currently not attending while 43.5 per cent were currently attending.
 In cities, 8.3 per cent never enrolled, 46.9 per cent ever enrolled but currently not attending while 44.8 per cent were currently attending.
 Among males, 11 per cent never enrolled, 42.7 per cent ever enrolled but currently not attending while 46.2 per cent were currently attending.
 Among females, 16.6 per cent never enrolled, 42.2 per cent ever enrolled but currently not attending while 41.2 per cent were currently attending.
 The Gross Attendance Ratio (GAR) at primary level was 101.2 per cent. The figure was 94.4 per cent at 'upper primary / middle level' and 98.7 per cent at 'primary and upper primary /middle level'.
 The Net Attendance Ratio (NAR) at primary level was 86.1 per cent. The figure was 72.2 per cent at 'upper primary / middle level' and 89.0 per cent at 'primary and upper primary /middle level'
 Nearly 96.1 per cent of the students were pursuing general courses and 3.9 per cent were pursuing technical/professional courses. Among male students, nearly 95.5 per cent were pursuing general courses and 4.5 per cent were pursuing technical or professional courses.
 Among female students, nearly 96.9 per cent were pursuing general courses and 3.1 per cent were pursuing technical/professional courses.
 Among students pursuing general courses, nearly 55.8 per cent were male students and 44.2 per cent were female students.
 Among students pursuing technical/professional courses, nearly 65.2 per cent were male students and 34.8 per cent were female students.
 Under indicators relating to 'free education', 'free/subsidised textbooks' and 'free/subsidised stationery' to students of age 3 to 35 years currently attending at pre-primary and above level, the study showed that nearly 57 per cent in villages and 23.4 per cent in cities received free education.
 Nearly 15.7 per cent students in villages and 9.1 per cent in cities received scholarship/stipend/ reimbursement.
 It also showed that nearly 54.2 per cent of the students in villages and 23.7 per cent in cities received free or subsidised textbooks.
 Nearly 10 per cent of the students in rural and 7.2 per cent in cities received free/ subsidised stationery.
 On the expenditure on education for students of age 3 to 35 years currently attending pre-primary and above level basic course, it showed that in villages, average expenditure per student pursuing general course in current academic year was Rs 5,240, while in cities it was Rs 16,308.
 In villages, average spend per student pursuing technical/professional course in current academic year was Rs 32,137, while in cities it was Rs 64,763.
 About use of Information and Communications Technology (ICT) among students, the study showed that nearly 4.4 per cent of rural families and 23.4 per cent in cities had computer.
 Nearly 14.9 per cent of rural households and 42 per cent of urban households had internet facility.
 In rural areas, among persons of age 5 years and above, 9.9 per cent were able to operate a computer, 13 per cent were able to use internet and 10.8 per cent used internet during last 30 days.
 In urban areas, among persons of age 5 years and above, 32.4 per cent were able to operate a computer, 37.1 per cent were able to use internet and 33.8 per cent used internet during last 30 days. KKS MKJ

77.7% literacy rate among those above 7 yrs of age during July 2017 to June 2018: Survey

<img class="gwt-Image" src="/photo/53004547.cms" />Nothing can be worse than teaching children about different cultures, monuments, experiments, etc and asking them to visualise without giving them any visual presentation. 
 
Schools in urban areas still have the facilities and funds to take students out and show them or even have special screenings in classrooms, but what about those who study in rural areas, where even a blackboard or furniture is a privilege. 
 
Here comes the concept of digitalised classrooms, which gives students and even teachers an audio and visual presentation of what they are learning and teaching in textbooks and otherwise also. 
 
This concept of digitalised classrooms is gaining momentum in urban areas as an array of companies has come up that offer computer-backed classroom teaching. 
 
This market also gained momentum when the Indian government funded Sarva Siksha Abhiyaan for ICT@Schools programme with Rs 15 lakh per district per year. 
 And to make sure this initiative is also taken to the rural areas, one of the companies is ‘<keyword id="3457893" type="UNKNOWN" weightage="20" keywordseo="learning-delight">Learning Delight</keyword>’ that has till now digitalised 3,300 rural government schools across nine districts of India’s western Gujarat state. 
 
Two students from Nirma University, Harshal Gohil and Vandan Kamdar, came up with the idea of Learning Delight while they were pursuing MBA only. 
 
“We came up with this idea five years back when we were studying at Nirma. We wanted to back rural classrooms with technology so that students could also see what they learn. Learning Delight is not only for students but also for teachers as technology makes teaching also easy. You can’t leave everything on a student’s imagination,” said Vandan. 
 
Shortcomings: 
When Harshal and Vandan went to different rural government schools in Gujarat, they found there was no uniformity and teachers were just verbally explaining everything to students. 
 
“When an audio-visual medium adds to textbook learning, it becomes a memory and you don’t forget it your entire life. Now, the words have become videos too,” said Vandan. 
 
Challenges: 
Getting a digital concept to small classrooms can be a tough task as faculty and students are always sceptical to try new methods of teaching and learning. 
 
“Teachers, initially, were apprehensive in learning new technology. They thought learning computers will be a cumbersome task. We had to convince them and tell them it was easy to navigate. They finally were convinced and now you can see the reach,” said Parinita Gohil, who joined forces with them later. 
 
Parinita said motivating block level officers to adopt technology is also a task but they are changing with times. 
 
Curriculum 
Learning Delight mapped the Gujarati state board curriculum into audio-video presentations. Presently, they cater to Class 1-8. 
 
They also take regular feedbacks from students and teachers. Apart from textbooks, the learning is also made a delightful experience by incorporating animation, riddles, puzzles and stories, aligned to support teacher and class interaction. 
 
Funding and future plans 
Learning Delight gets donations from individuals and organisations and is taking this venture to Rajasthan next.

You Searched For "ICT textbooks" and got 3 results

Kerala government implements 'Fake News detection' in school textbooks

ANI

77.7% literacy rate among those above 7 yrs of age during July 2017 to June 2018: Survey

PTI

Students in rural schools of Gujarat get to see for real all that they learn

Akanksha Jain