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  • 1. Infusing Dynamism in Teacher Education through ICT Integration: Infusing Dynamism in Teacher Education Through ICT Integration Learnings from India Editors Dr K Rama Prof. T. K. S. LakshmiNATIONAL ASSESSMENT AND INTEL TEACH PRE-SERVICE PROGRAM ACCREDITATION COUNCIL INDIA BANGALORE, INDIA Infusing Dynamism in Teacher Education through ICT Integration
  • 2. Infusing Dynamism in Teacher Education through ICT IntegrationAbout the EditorsDr.K Rama is Deputy Adviser at the National Assessment and Accreditation Council NAAC and can be contactedthrough e-mail- ramakondapalli@hotmail.comProf. T.K.S. Lakshmi is the former Dean and Professor, Faculty of Education, Banasthali Vidyapith and can be contactedthrough e-mail- tkslaksmi@yaoo.comThe 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 csrindia@intel.comFor Copies of the Publication ContactIntel Education ProgramIntel Tecnology India Pvt. Ltd.23-26 P, Outer Ring Road, DevarabeesanahalliVarthur Hobli, Belandur PostBangalore - 560 103Karnataka, IndiaMarch 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.Printed at:Replica Offset Printers14/1, 1st Main Road, Industrial Town,Rajajinagar, Bangalore-560 044Ph. : 23357963, 23355337
  • 3. Infusing Dynamism in Teacher Education through ICT Integration: FOREWORDToday, 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 MenonEducation Specialist, School DevelopmentCommonwealth of Learning i Infusing Dynamism in Teacher Education through ICT Integration
  • 4. Infusing Dynamism in Teacher Education through ICT Integration 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 SonakSouth Asia Education ManagerCorporate Affairs – Intel ii
  • 5. Infusing Dynamism in Teacher Education through ICT Integration: LIST OF ABBREVIATIONS USEDAU - Andhra UniversityCAI - Computer Aided InstructionCBSE - Central Board of Secondary EducationCBT - Computer Based TrainingCIC - Certificate in ComputersCIET - Central Institute of Educational TechnologyNCERT - National Council of Education Research and TrainingCTE - College of Teacher EducationDET - Department of Educational TechnologyDHE - Directorate of Higher EducationDSCE - Dev Samaj College of EducationEDUSAT - Education SatelliteEFA - Education For AllIASE - Institute of Advanced Studies in EducationICSE - Indian Council of Secondary EducationICT - Information Communication TechnologyIGNOU - Indira Gandhi National Open UniversityISP - Internet Service ProviderITE - Information Technology in EducationLAN - Local Area NetworkLCD - Liquid Color DisplayLMS - Learning Management SystemMDU - Maharishi Dayanand UniversityMETCA - Masters in Educational Technology – Computer ApplicationsMHRD - Ministry of Human Resource DevelopmentMSU - Manomaniam Sundaranar University, TirunelveliMT - Master TrainerMTP T - Master Trainer’s Participant TeacherNAAC - National Assessment and Accreditation CouncilNCF - National Curriculum FrameworkNCTE - National Council for Teacher Education iii Infusing Dynamism in Teacher Education through ICT Integration
  • 6. Infusing Dynamism in Teacher Education through ICT IntegrationNET - National Eligibility TestNGO - Non Governmental OrganizationOHP - Overhead ProjectorPBL - Project Based LearningPFs - Peer FacilitatorsPLs - Peer LearnersSLET - State Level Eligibility TestTEI - Teacher Education InstitutesTEP - Teacher Education ProgramUGC - University Grants CommissionWBT - Web Based TrainingXPDITTE - X-celerated Professional Development for Integration of Technology in Teacher Education iv
  • 7. Infusing Dynamism in Teacher Education through ICT Integration: TABLE OF CONTENTSSection I: Introduction viiInfusing Dynamism in Teacher Education through ICT integration :Learning from India 1Section II: Case Studies 11Section II (A): Teacher Education Institutions Integrating TechnologyWithin the Curricular Boundaries 121. ICT for expanding learning opportunities: 13 Ensuring Quality and Relevance of Teacher Education Dev Samaj College of Education2. Strengthening Pedagogy with ICT Initiative in Teacher Education 17 Smt Kapila Khandwala College of Education3. From “Peer Facilitation for Computer Education” to “Trainer Facilitation 24 for Computers in Education” Sharada Vilas Teachers’ College4. Facilitating the Advancement of University Curricula and Research 29 through Technology Integration Neelam Sanjeeva Reddy College of Education5. Transforming Teaching-Learning through Introduction of Information Technology 34 in Education (ITE) Course in B Ed Curriculum B D Shah College of Education6. Institution Wide Integration of Technology for Building a Quality Culture 42 Sohan Lal DAV College of Education7. Making the ICT Component Relevant in a Teacher Education Program 47 New Horizon College of Education8. ICT Integration for Qualitative Improvement of Teacher Training Programs 50 C R College of Education9. Technology Integration for quality improvement of Pre-Service and In-service Teacher 54 Training programs IASE, Andhra University10. Teaching by Example and Involvement: Best Practice for Successful Technology 58 Integration in Teacher Education Fatima College of Education v Infusing Dynamism in Teacher Education through ICT Integration
  • 8. Infusing Dynamism in Teacher Education through ICT Integration11. Experiences on Institution Wide Technology Integration 64 Mahavir Mahavidyalaya, Kolhapur12. Systematic and meaningful Integration of ICTE in Teacher Education Curriculum 69 IASE, Jamia Millia IslamiaSection II (B): Teacher Education Institutions Integrating TechnologyBeyond the Curricular Boundaries 7313. Technology Deployment and ICT integration for Quality Improvement 75 of Teacher Training Programs St. Xavier’s College of Education14. Information and Communication Technology for Enhancing Quality of Traditional Teaching Pope John Paul II College of Education 7915. ICT Aiding in the Development of Instructional Skills 83 Amrita School of Education16. Teach to Reach Each: A Culture of Technology Integration 88 H G M Azam College of Education17. Creating an Environment Conducive to Developing an Encouraging Attitude to ICTs Waymade College of Education 9418. Evolving an Impactful Teacher Education Program Navrachana College of Education 9919. ICT integration in Teaching/Learning: Developing New Courses Department of Educational Technology, SNDT Women’s University 10320. Continuous Curriculum Reformation through Need Assessment 109 Faculty of Education, Banasthali Vidyapith vi