1) The document discusses the use of technology in education, highlighting several key points from a workshop on the topic. 2) It outlines different learning styles and argues that technology can help address the varied needs of diverse learners. 3) Research is cited showing that technology can enhance literacy and skills when used to supplement rather than replace teachers. 4) Blended learning that combines technology and traditional teaching is presented as an effective approach.

1. Buddhist Monks: Digitization of
Heritage of their Predecessors

2. Teaching ELL through Technology – Day 1
‘The Theosis of using Technology’
Dilip Barad
Prof. & Head,
Dept. of English,
M.K. Bhavnagar UniversityRefresher Course
RTM Nagpur Uni.
17-18 October 2013
dilipbarad@gmail.com

3. The movement in this workshop is
from theosis to praxis . . .
• Best results are
generated at the end of
the day, only if best
ideas are generated at
the beginning of the day.
3
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

4. Let’s empty our minds – make it devil’s
workshop
• ICT Audit
– Do you use technology for non-academic works?
How? Why?
– Do you use technology for academic works? How?
Why?
– Have you seen following TV commercials?
– What do they say?
• Two women at the Bus Stand – Airtel email in mobile
• Old Man and his device – Vodafone
• Save Trees – Idea
• Education for All – Idea
• Internet Baby
• Learned from TV
• Reunion

5. Why?
• What's wrong with present system?
• Learning Styles and History of EdTech
• Out come of the Research
• I teach, therefore you learn, or do you? (4.06)
• Sugata Mitra (3.30) (9.00) – Decolonization of Education System
• Ken Robinson (5:00) – Euro-American Education System
• Divergent thinking & Collaborative Vs self Learning
• Khan Academy – Salman Khan
• Constructivism * - What is it?
• What do President & Prime Minister of India have to say?
• Pedagogy and ICT: Pyramid – LOTs to HOTs
• Teacher vs Technology:
– If the teacher can be replaced, should be? (1.15) (3.00) (2:55)
– Teachers are makers of Future: What would happen? (6:00 to 8:55)
Let’s conclude . . .

6. Paradigm Shift . . .
• No Problem . . . Purpose of education – future
generation – it is about Tomorrow, neither Today,
nor Yesterday
• From isolated learning to collaborative
learning…
• From teaching to ‘engage’ in learning process . . .
• From active learning to interactive learning…
• From downloaders to uploaders…
• From users to contributors…
• From islands to bridges…
• From teacher to student… (decentering the centre)

7. Why? Learning Styles
• No two individuals are similar, neither in their
teaching nor in the learning styles.
• Each and every class is unanimously a class of
mixed- ability.
• The IQ test of the class (or for that matter any
such tests) may display common ability among
the class/group but psychologically all have
different abilities in their learning.

8. • The ‘Psychological Types’ as described by C. G.
Jung and Myers-Briggs Type indicator - which
divides personality types along four
dimensions: introvert-extrovert, sensing-
intuitive, thinking-feeling, and perceiving-
judging. (Jung, 1921 & Myers, 1998)
8
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

9. No single learning style is appropriate
for everyone.
• While some students assimilate visual
information best, others prefer auditory
information.
• While some students prefer information to be
structured as facts about things, others prefer a
structure based on relationships among things.
• While some students prefer starting with first
principles and using deductive reasoning, others
prefer starting with examples and using inductive
approaches. (Sivilloti and Pike, 2007).
9

10. Three types of learners:
• From the perspective of personality type
theory, the edu-researchers have identified
three main types of learners, viz. visual,
auditory and tactile / kinesthetic.
10
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

11. Learning Styles
• A. Visual (65%):
• B. Auditory (30%)
• C. Kinesthetic / tactile learner (5%)
11
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

12. WHY? Educational Technology
• Every new age has its own problems and has
to solve them …
• The journey – from the symbolic language of
pre-historical man to the symbolic language of
e-Modern teacher…
• Advancement form Oral – Spoken word to
written word… writing is also a technique…
• Four major advances in pedagogy…
12
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

13. The Blackboard
• The inventor or introducer of the blackboard
deserves to be ranked among the best
contributors to learning and science, if not
among the great benefactors of mankind.
• Josiah Bumstead -1841.
• From Wayne’s introduction to the WikiEducator Project.
http://www.wikieducator.org/User:Pschlicht
13
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

14. The Printing Press
• Johannes Gutenberg – inventor of European
technology of printing…
14
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

15. The Motion Picture
• The motion picture is the most revolutionary
instrument introduced into education since
the printing press.
• Hoban 1940.
• http://www.wikieducator.org/User:Pschlicht
15
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

16. Television
• It now seems clear, however, that television
offers the greatest opportunity for the
advancement of education since the
introduction of printing by movable type.
• Stoddard 1957.
• http://www.wikieducator.org/User:Pschlicht
16
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

17. Computers and Internet
• The impact of computers on society, and
hence on education, has been compared to
that of movable type and the printing press
since Gutenberg.
• Caffrey and Mossman 1967
• http://www.wikieducator.org/User:Pschlicht
17
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

18. Moodle Philosophy
• Constructivism:
– From a constructivist point of view, people actively
construct new knowledge as they interact with
their environments.
Creator: Martin Dougiamas, Perth, Western Australia
33.3 million registered users
3.13 million courses
1.2 million teachers
206 countries
Available in 78 languages
Largest site – 607,500 users
Fast growing since 2003

19. Social Constructivism
• Social constructivism extends constructivism
into social settings, wherein groups construct
knowledge for one another, collaboratively
creating a small culture of shared artifacts
with shared meanings.
• When one is immersed within a culture like
this, one is learning all the time about how to
be a part of that culture, on many levels.
• Eg. Cup.

20. What message is conveyed by this
example
• If milkman wants to sell 10 liters of milk and cow
gives only 6 liters, how much water will he have
to mix with milk?
• 10 – 6 = 4 Liters.
• The message conveyed is - ‘there is nothing
wrong in mixing milk with water to increase
sales’.
• Raises questions – ethics in business – ‘Aren’t our
best models of entrepreneurship dealing with
mixing milk and water as ethical practices?’
201/24/2015

21. Connected & Separate
• Separate behaviour is when someone tries to remain
'objective' and 'factual', and tends to defend their
own ideas using logic to find holes in their opponent's
ideas. (Negation, skepticism)
• Connected behaviour is a more empathic approach
that accepts subjectivity, trying to listen and ask
questions in an effort to understand the other point
of view. (accepting, positive)
• Constructed behaviour is when a person is sensitive
to both of these approaches and is able to choose
either of them as appropriate to the current
situation.

22. WHY? Research on pedagogy
• Min Liu, Zena Moore, Leah Graham,
Shinwoong Lee – A Look at the Research on
Computer-based Technology Use in Second
Language Learning – Review of Literature
1990-2000.
• 21 Journals and 246 Articles
• Two Research in USA and UK
• Two research in Gujarat – Kadi Uni.
12/19/2009 22
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

23. Research in UK Universities
• Goodwyn, A., et al., 1997. The future curriculum in English
and IT: how teachers and student teachers view the
relationship. Journal of Information Technology for Teacher
Education, 6(3), pp. 227-240.
• A study of student teachers of English from three
universities in England to establish what their attitudes
were towards ICT and to identify key influences on their
practice and their thinking.
• The study suggests that these students have a broader view
of literacy than is currently predominant in schools and this
view positively embraces the role of ICT in literacy.
• Findings suggest that this cohort of newly qualified English
teachers have a positive and committed attitude towards
the use of ICT in the current and future literacy curriculum.
(UK)
12/19/2009 23
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

24. Research in America
• Karchmer, R., 2001. The journey ahead: thirteen teachers
report how the internet influences literacy and literacy
instruction in their K-12 classrooms. Reading Research
Quarterly, 36 (4),pp. 442-466.
• This report explores ICT-literate primary and secondary
teachers' perceptions of how the internet has or has not
changed the way they taught reading and writing in their
classrooms.
• Findings indicated that the teachers viewed the internet's
influence on reading and writing as an extension of
traditional literacy skills but had difficulties finding internet
materials written for a range of reading levels. Teachers
were teaching skills of evaluating internet materials in more
depth and at a much earlier stage. (USA)
12/19/2009 24
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

25. Research in Gujarat – Kadi University
• IMPACT OF CALL MATERIALS IN TEACHING
ENGLISH GRAMMAR AT HIGH SECONDARY
LEVEL – Mehul Rana
• Experiments with some ICT tools to enhance
communication skill among undergraduate
students of Business Administration –
Jitendra Vaghela
12/19/2009 25
Dr. Dilip Barad: dilipbarad@gmail.com:
Bhavnagar University

26. Blended Learning: Using Web Tools in
Convergence with Traditional Learning
• Several research on using technology in teaching has
pointed out that technology does help in enhancing
learning experience.
• At the same time most of the research agrees that
technology devoid of live contact, either online or
offline, without teacher is not that effective.
• Wherever and whenever institute attempted to
replace teacher with technology, it has failed
desperately.
• This throws light on the fact that blended learning is
going to emerge as the time tested mechanism for
convergence of technology with traditional teaching
methods.
NEXT PAGE

27. http://www2.unescobkk.org/ict/elearning/
NEXT PAGE

28. Pedagogical Pyramidical Structure
LOTs
HOTs

29. Ken Robinson

30. Sugata Mitra

31. Let us never forget . . .
• Technology is a tool . . . Not destination!
• Structured education system . . .
Unstructured Life!

34. If Monks can, why can’t we?

35. It is vital for teachers to be comfortable in using ICT and
to ensure that students get full benefit of ICT and emerge
as citizens knowledgeable in the use of the information
technology with the aim of pursuing higher education or
entering the job market with relevant IT skills.
Teachers influence the life of students by being their role
models. They are the beacons of light who guide and
motivate students throughout their academic life.
President of India, Dr. Pranab Mukherjee on Teacher’s Day 2014

36. • I will request all the teachers that if something is
needed to be learnt, it should be learnt. We
should keep on learning irrespective of our age
being 40, 45 or 50 or 55 to 60 plus.
• We are living with children who are growing in
the age of technology. We should not keep them
deprived from this. That will be a social crime.
Our efforts should be that our children should
be well versed with modern science and
technology.
• Prime Minister Narendra Modi on Teacher’s Day
Speech 2014