That was an excellent discussion, with a lot of valuable pointers for the NEP.
I really think, before getting into details, we need to take a step back and imagine what level of ICT-enablement we want in our society, 5-10 yrs from today. Not just in our schools, but in society as a whole.

With that in mind, our entire ICT educationtraining must be designed. Maybe we start with a level that everybody (incl adults) shd at least be comfortable with using ICT. "Coding" is an elective.

केवल syllabus पूर्ण करना ही शिक्षकों का उद्देश्य ना हो।students acquire knowledge through books but techniques from teachers.until our teachers will hold the responsibility like a soldier,expectations of well educated society throughout country is not possible.all states must follow the same syllabus whether govt or private.सभी राज्यों के मुख्य भाषाओं कि basic जानकारी सभी छात्रों मे हो( subject के द्वारा)। एक राज्य से दूसरे राज्य जाने से उसे अपनापन का एहसास होगा लगेगा कि वह भारत मे है

I am a higher secondary school teacher and i think that teachers can really bridge the gaps. I am now running an open education project, which delivers OER to the learners free of cost. www.projectsmartedu.org

We need alternatives to education metrics. A system that gauges success by measuring information storing abilities and not learning and thinking will always find ICT at the periphery of the education system.

In Kerala we have,ASAP, Additional Skill Acquisition Programme is a joint initiative of General Education Department and Higher Education Department, Government Of Kerala. Through this programme, communication skills, IT skills and other skill courses are offered.http://asapkerala.gov.in

Should ICT too be used to consume, like with textbooks, or should it be used to create too?

This question comes up a lot - how do we objectively gauge education that is not marks-based?

Critical thinking is going to be a crucial skill in future. Has ICT been used to inculcate critical thinking? What has been the response?

There are several successful models at small scales at different places in India/outside. Scaling could be a good idea, but who decides what should be replicated where? Can this be left to the local authorities who can choose the model most feasible to them? Or think tanks who know the pros and cons of each model and are better able to predict which models work in which situations?

Nothing wrong with showing a pizza, as long as the teacher can use that to *also* teach about cuisine in Italy (Geography), and draw parallels to our own foods. And that could lead to discussions on food pyramid, etc.