9 d infusing dynamism in te-front pages_foreword

Infusing Dynamism in Teacher Education through ICT Integration:

Infusing Dynamism in Teacher Education through ICT Integration

Infusing

Editors

Dr K RamaProf. T. K. S. Lakshmi

INTEL TEACH PRE-SERVICE PROGRAMINDIA

in Teacher EducationThrough ICT Integration

Dynamism

NATIONAL ASSESSMENT ANDACCREDITATION COUNCIL

BANGALORE, INDIA

Learnings from India

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March 2008Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel TeachProgram are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimedas the property of others.

About the Editors

Dr.K Rama is DeputyAdviser at the National Assessment and Accreditation Council NAAC and can be contactedthrough e-mail- [email protected]

Prof. T.K.S. Lakshmi is the former Dean and Professor, Facultyof Education, Banasthali Vidyapith and can be contactedthrough e-mail- [email protected]

The work was supported by Intel Education and the National Assessment and Accreditation Council (NAAC). Theopinions expressed and arguments raised here are those of the editors and autors and do not necessarily reflect thoseof NAAC or Intel Education.

Comments on the publication are welcome, and may be sent to [email protected]

For Copies of the Publication Contact

Intel Education ProgramIntel Tecnology India Pvt. Ltd.23-26 P, Outer Ring Road, DevarabeesanahalliVarthur Hobli, Belandur PostBangalore - 560 103Karnataka, India




FOREWORD

Today, there is growing awareness among policy makers and educators that the educational systemneeds to be reformed if it is to effectively equip students with the knowledge, attitudes and skills that theywill need to succeed and thrive in the knowledge economy. The teacher education system of thecountry needs to take full cognizance of this fact. The need of the hour is to develop teachers who willbe able to prepare students for the 21st century. One of the key ways to achieve this is through theintegration of technology in education. Technology has the potential to transform ways in which teachersteach and students learn.

There are many issues that must be dealt with before such an educational transformation can berealized. One of the foremost issue is to create an enabling and supportive policy environment for thesystematic integration of ICT into education. It is not enough to provide technology infrastructure ineducational institutions. Teachers need to be trained on how ICT supports them in transacting innovativepedagogies that utilize a variety of media to represent ideas and concepts for better learning outcomes.To achieve this, teachers need to be conscious and use technologies that are appropriate in the localcontext and for educational needs. The benefits of using technologies in education should not betaken for granted. Rather, performance indicators should be developed in order to regularly monitoroutcomes of ICT usage and integration in the educational processes. I hope that our educationalinstitutions bear all this in mind as they set off to deploy and use technology in education.

Therefore, I feel that this compilation of Best Practices of integration of technology in teacher educationis as timely as it is relevant. I hope that it will inspire and motivate institutions with limited resources touse existing technology to the optimum levels, and reassures them that the teacher remains central tothe teaching/learning process, even as ICT is integrated.

I am sure this Best Practices document will provide useful inputs for practitioners, theoreticians,managers, researchers and policy makers.

Prof Mohan Menon

Education Specialist, School DevelopmentCommonwealth of Learning

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PREFACEIt is now widely accepted that technology integration in K-12 education is becoming a necessity, and isgrowing exponentially. This makes it extremely significant for teacher education. Integration of technologyin education can actualize the paradigm shift and facilitate constructivist learning far more effectivelythan traditional methodologies. It can enable the paradigm shift from ‘teacher directed’ to ‘studentcentric’ learning environments. Technology integration enables students to choose what they learnand how. Therefore, future teachers need to be trained on using ICT to learn, teach, administer,collaborate, research, communicate, and publish.

It is, however, well known by now that technology by itself does not lead to better learning- it is theteacher who uses technology in an innovative manner to enhance student learning. The above mentionedlearning outcomes are what we strive towards in the Intel® Teach Program, which is a professionaldevelopment program for in-service and pre-service teachers. The program helps teachers usetechnology to support project based learning and encourages active inquiry and higher order thinkingin classrooms across the country. Educators and institutions are provided with extensive training, supportand resources from Intel. Over 4 million teachers in over 40 countries have been trained since 2000.

Intel Teach in India works closely with state governments and educationists. It has two importantsegments: the In-Service segment (comprising Government schools and private schools) and the Pre-Service segment. The Pre-Service segment deals with University Departments of Education and affiliatedColleges of Education. The program has trained over 800,000 teachers, teacher educators and studentteachers from more than 30,000 schools, colleges and universities in India.

The program has been making concerted efforts to encourage research in the area of integration oftechnology in education. The objective is to mainstream it in the academic discourse to help strengthenthe linkages between research and practice. The present study is part of these efforts.

It is indeed a matter of great pride and joy for us, to bring out this document in collaboration with theNational Assessment & Accreditation Council (NAAC). I am extremely thankful to Dr K Rama and ProfT K S Lakshmi for their hard work in putting this document together. I hope teacher education institutionswill use this publication to get insights and strategies to develop and augment technology integrationinto their programs and achieve dynamic synergies that help them grow and realize their goals.

Anshul Sonak

South Asia Education ManagerCorporate Affairs – Intel

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LIST OF ABBREVIATIONS USEDAU - Andhra University

CAI - Computer Aided Instruction

CBSE - Central Board of Secondary Education

CBT - Computer Based Training

CIC - Certificate in Computers

CIET - Central Institute of Educational Technology

NCERT - National Council of Education Research and Training

CTE - College of Teacher Education

DET - Department of Educational Technology

DHE - Directorate of Higher Education

DSCE - Dev Samaj College of Education

EDUSAT - Education Satellite

EFA - Education For All

IASE - Institute of Advanced Studies in Education

ICSE - Indian Council of Secondary Education

ICT - Information Communication Technology

IGNOU - Indira Gandhi National Open University

ISP - Internet Service Provider

ITE - Information Technology in Education

LAN - Local Area Network

LCD - Liquid Color Display

LMS - Learning Management System

MDU - Maharishi Dayanand University

METCA - Masters in Educational Technology – Computer Applications

MHRD - Ministry of Human Resource Development

MSU - Manomaniam Sundaranar University, Tirunelveli

M T - Master Trainer

MTPT - Master Trainer’s Participant Teacher

NAAC - National Assessment and Accreditation Council

NCF - National Curriculum Framework

NCTE - National Council for Teacher Education

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NET - National Eligibility Test

NGO - Non Governmental Organization

OHP - Overhead Projector

PBL - Project Based Learning

PFs - Peer Facilitators

PLs - Peer Learners

SLET - State Level Eligibility Test

TEI - Teacher Education Institutes

TEP - Teacher Education Program

UGC - University Grants Commission

WBT - Web Based Training

XPDITTE - X-celerated Professional Development for Integration of Technology

in Teacher Education

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Infusing Dynamism in Teacher Education through ICT Integrationv

TABLE OF CONTENTS

Section I: Introduction vii

Infusing Dynamism in Teacher Education through ICT integration :Learning from India 1

Section II: Case Studies 11

Section II (A): Teacher Education Institutions Integrating TechnologyWithin the Curricular Boundaries 12

1. ICT for expanding learning opportunities: 13Ensuring Quality and Relevance of Teacher EducationDev Samaj College of Education

2. Strengthening Pedagogy with ICT Initiative in Teacher Education 17Smt Kapila Khandwala College of Education

3. From “Peer Facilitation for Computer Education” to “Trainer Facilitation 24for Computers in Education”Sharada Vilas Teachers’ College

4. Facilitating the Advancement of University Curricula and Research 29through Technology IntegrationNeelam Sanjeeva Reddy College of Education

5. Transforming Teaching-Learning through Introduction of Information Technology 34in Education (ITE) Course in B Ed CurriculumB D Shah College of Education

6. Institution Wide Integration of Technology for Building a Quality Culture 42Sohan Lal DAV College of Education

7. Making the ICT Component Relevant in a Teacher Education Program 47New Horizon College of Education

8. ICT Integration for Qualitative Improvement of Teacher Training Programs 50C R College of Education

9. Technology Integration for quality improvement of Pre-Service and In-service Teacher 54Training programs

IASE, Andhra University

10. Teaching by Example and Involvement: Best Practice for Successful Technology 58Integration in Teacher EducationFatima College of Education



11. Experiences on Institution Wide Technology Integration 64Mahavir Mahavidyalaya, Kolhapur

12. Systematic and meaningful Integration of ICTE in Teacher Education Curriculum 69IASE, Jamia Millia Islamia

Section II (B): Teacher Education Institutions Integrating TechnologyBeyond the Curricular Boundaries 73

13. Technology Deployment and ICT integration for Quality Improvement 75of Teacher Training ProgramsSt. Xavier’s College of Education

14. Information and Communication Technology for Enhancing Quality of Traditional TeachingPope John Paul II College of Education 79

15. ICT Aiding in the Development of Instructional Skills 83Amrita School of Education

16. Teach to Reach Each: A Culture of Technology Integration 88H G M Azam College of Education

17. Creating an Environment Conducive to Developing an Encouraging Attitude to ICTsWaymade College of Education 94

18. Evolving an Impactful Teacher Education ProgramNavrachana College of Education 99

19. ICT integration in Teaching/Learning: Developing New CoursesDepartment of Educational Technology, SNDT Women’s University 103

20. Continuous Curriculum Reformation through Need Assessment 109Faculty of Education, Banasthali Vidyapith

vi
