REPORT on OUTREACH PROGRAMME: FEB – MARCH 2017

A REPORT ON
OUTREACH PROGRAMME
FEB – MARCH 2017
Prepared by
Prof. Dilip
Barad
Head, Dept. of
English, MKBU
15-Mar-17
A Report on Activities carried out under
Outreach Programme during Feb – March
2017 by Department of English, MKBU.
Contact:
dilipbarad@gmail.com
+91 9898272313
www.dilipbarad.com
The Department of English (MKBU) has carried out three activities as
outreach programme during the said time. This report presents brief
overview of the activities carried out under the banner of this
programme. It also presents the outcome of outreach activities with
feedback from stakeholders.

A Report on Outreach Programme Feb – March 2017
Page 1
Contents
Introduction ................................................................................................................................................3
Objectives..................................................................................................................................................4
Snapshot of Three Activities ...................................................................................................................6
Outreach Activity 1 | In-house Workshop...........................................................................................7
Feedback of participants.....................................................................................................................7
.....................................................................................................................................................................7
Outreach Activity 2 | Samter, Una, Kareni, Diu.................................................................................8
Samter Village: Higher Secondary School .......................................................................................8
Chanakya Science School, Una........................................................................................................10
..................................................................................................................................................................11
..................................................................................................................................................................12
Kareni Village: Primary, Higher Secondary School and NSS Camp of HMV College.........12
..................................................................................................................................................................13
Diu College ..........................................................................................................................................13
Outreach Activity 3 | PDPU, Shamlaji School & College, Mt. Abu School & College, Ambaji College 15
Day 1 (6 March 2017) at PDPU: #ExtAct #MKBU #PDPU.......................................................15
Day 2: (7 March 2017): PDPU.........................................................................................................17
Day 3: Shamlaji School and College..............................................................................................20
Day 4: Mountaineering Institute, Mount Abu School and College ............................................23
Day 5: Mount Abut B.Ed. College....................................................................................................27
..................................................................................................................................................................27
Day 6: #ExtAct #MKBU #Ambaji College....................................................................................27
Outcome: Charts, Graphs and Summaries of Activities..................................................................28
1. Interview of Teachers on Use of Technology in Teaching: Parth Bhatt ............................28
2. Survey of English & Gujarati Medium School Students’ Approach towards English Language: Divya
Chaudhry and Group ........................................................................................................................28
3. Survey outcome: Reading Habit: Poojaba Jadeja and group..........................................28
4. Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group ...........28
5. Survey outcome: English Language Proficiency of Gujarati and English Medium Students: Hitaxi Dave
and Group ...........................................................................................................................................28
Conclusion:...............................................................................................................................................28
Report on Student enrichment: An overall observation and outcome: Dilip Barad................30
Outreach Programme: Towards theorizing Hybrid Model............................................................30
Press Coverage......................................................................................................................................32
...............................................................................................................................................................32
Appendix ................................................................................................................................................35
(I) Feedback of Participants – NET Workshop (9 pages).......................................................35
(II) Brief report – Survey and Interview of Teachers on Use of Technology in Teaching: Parth Bhatt (9
pages)...................................................................................................................................................35
(III) Survey of English & Gujarati Medium School Students’ Approach towards English Language: Divya
Chaudhry and Group ........................................................................................................................35
(IV) Survey outcome: Reading Habit: Poojaba Jadeja and group.......................................35
(V) Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group ........35

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(VI) Survey outcome: English Language Proficiency of Gujarati and English Medium Students: Hitaxi Dave
and Group ...........................................................................................................................................35
(VII) Report on Student enrichment: An overall observation and outcome: Dilip Barad .35
(VIII) The presentations can see downloaded from: https://www.slideshare.net/dilipbarad 35
(IX) Visit Department Facebook page for live updates: https://www.facebook.com/eng.dept.bu/35
(X) Resources in DVD: The DVD full of all resources was given to all schools and college. The DVD is also
attached along with this report........................................................................................................35
List of Photographs:
Figure 1: Dr. kalyani Vallath - net workshop..................................................................................................................... 7
Figure 2: Workshop Feedback............................................................................................................................................. 7
Figure 3: Feedback - Resource Person................................................................................................................................ 8
Figure 4: Interaction with students_Samter......................................................................................................................... 9
Figure 5: Teaching through PowerPoint ............................................................................................................................10
Figure 6: Interview of teachers for Research...................................................................................................................10
Figure 7: Planning and Distribution of work - Una school.............................................................................................11
Figure 8: Learning through role-play................................................................................................................................12
Figure 9: Eager to learn English language.......................................................................................................................12
Figure 10: Learning through play cards...........................................................................................................................13
Figure 11: Presentation of CV, Resume, BioData............................................................................................................14
Figure 12: Teachers of Diu College...................................................................................................................................14
Figure 13: Panel Discussion: Interdisciplinary Approach to Knowledge.....................................................................15
Figure 14: Panel Discussion: Gender Studies...................................................................................................................16
Figure 15: Memory Mug: Workshop on Creativity ........................................................................................................16
Figure 16: An Evening with Sports and Games...............................................................................................................17
Figure 17: Concept of Time: Science and Literature ......................................................................................................18
Figure 18: From politics of equality to poetics of difference: Reading Feminisms...................................................18
Figure 19: Panel Discussion: Contemporary global concerns........................................................................................19
Figure 20: Interaction with student representatives of PDPU .......................................................................................19
Figure 21: Cultural Evening: Collaborating with the students of MKBU and PDPU..................................................20
Figure 22: Interaction with college students – Shamlaji.................................................................................................21
Figure 23: Interaction with teachers: Shamlaji.................................................................................................................21
Figure 24: Presentation on Innovative Learning Practices.............................................................................................22
Figure 25: Teaching English through role play: Shamlaji ..............................................................................................22
Figure 26: Survey of English profeciency.........................................................................................................................23
Figure 27: Lessons in Adventure Sports.............................................................................................................................24
Figure 28: Mobile Assisted Language Learning..............................................................................................................25
Figure 29: Speaking skills through Mobile Device..........................................................................................................25
Figure 30: Survey of Reading Habits................................................................................................................................26
Figure 31: TEACHING-WRITING skills..............................................................................................................................26
Figure 32: Interaction with teachers of teacher training college and trainees, Mt. Abu b.Ed. college................27
Figure 33: Interaction with Ambaji College Teachers ....................................................................................................28
Figure 34: Gains of student-volunteers fromm outreach programme.........................................................................29
Figure 35: Hybrid Model of Outreach..............................................................................................................................31

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A Report on Outreach
Programme Feb – March 2017
A R E P O R T O N A C T I V I T I E S C A R R I E D O U T U N D E R O U T R E A C H
P R O G R A M M E D U R I N G F E B – M A R C H 2 0 1 7 B Y D E PA R T M E N T O F
E N G L I S H , M K B U .
Introduction
Kate Hardy, Sarah Kingston, Teela Sanders1 have rightly observed that Outreach is an activity of providing
services to any populations or stakeholders who might not
otherwise have access to those services. We may also add
that it is an activity where organizations and institutions reach
out to share what so ever research or innovations in teaching
is done at an institute. It is also not wrong if a particular
population or stakeholders are mobile to travel to spaces
which otherwise might not have been accessible to them, with
a sole purpose to learn something unique.
Dewson S, Davis S, and Casebourne J2 have identified an
interesting key component of outreach programme. It is that
the groups providing it are not stationary, but mobile; in other
words, they are meeting those in need of outreach services at the locations where those in need are. In addition
to delivering services, outreach has an educational role, raising the awareness of existing services. Thus, sharing
outcomes of action research in innovative teaching practices (with the help of ICT / technology) with other school
/ college teachers becomes an integral
part of outreach programmes.
Outreach is often meant to fill in the gap
in the services provided by mainstream
(often, governmental) services, and is
often carried out by non-
profit, nongovernmental
organizations. This is a major element
differentiating outreach from public
relations3. Compared with staff
providing traditional services, Dewson et
al. (2006) notes that outreach staff may
be less qualified, but is more highly
motivated. Thus, the students reaching
out to rural spaces to teach basics of
English language to the students who
have limited access to quality teachers and learning resources becomes meaningful outreach activity.
1 Kate Hardy; Sarah Kingston; Teela Sanders (16 December 2010). New Sociologies of Sex Work. Ashgate Publishing, Ltd.
p. 77. ISBN 978-0-7546-7986-8. Retrieved 16 September 2012.
2 Dewson S, Davis S, Casebourne J. "Maximising the Role of Outreach in Client Engagement”. Research Report DWPRR 326,
Department for Work and Pensions, 2006.
3 Baldur Eliasson; Pierce Riemer; Alexander Wokaun (1999). Greenhouse Gas Control Technologies: Proceedings of the 4th
International Conference on Greenhouse Gas Control Technologies, 30 August-2 September 1998, Interlaken, Switzerland. Elsevier.
p. 244. ISBN 978-0-08-043018-8. Retrieved 17 September 2012.
Outreach is an activity of
providing services to any
populations or stakeholders who
might not otherwise have access
to those services.
[Outreach service providers] . . .are not
stationary, but mobile; in other words they
are meeting those in need of outreach
services at the locations where those in need
are. In addition to delivering services,
outreach has an educational role
Dewson S, Davis S, Casebourne J

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Rhodes4 (1996) distinguishes between three types of outreach: domiciliary (undertaken at individual homes),
detached (undertaken in public environments and targeting individuals), and peripatetic (undertaken at public
or private environments and targeting organizations rather than individuals). Dewson et al. (2006) lists another
type in addition to those three: the satellite type, where services are provided at a dedicated site. Under the
outreach activities reported here, three types of outreach works i.e. ‘detached’, ‘peripatetic’ and ‘satellite’ were
carried out by the students and teachers of Department of English (MKBU).
Dewson et al. (2006) list the following tools of outreach: leaflets, newsletters, advertising; stalls and displays,
and dedicated events, with the common location being local community institutions such as libraries, community
centres, markets and so on. We have also used DVDs with PowerPoint presentations, useful video resources
along with play-cards, handouts, questionnaires, display projectors etc during the activities reported in this
repot. Dewson et all has observed that compared to traditional service providers, outreach services are
provided closer to individuals residence, are voluntary, and have fewer, if any, enforceable obligations. It
seems to say that unlike other extension programmes, which run for longer duration, these outreach programmes
are not much evaluated on the grounds of its impact on the people / places / regions where it was carried out.
There are no enforceable obligation as that of we find in long duration extension activities. The teachers and
students volunteer to reach out the rural /
urban remotely located schools and
colleges to interact and share what so
ever-innovative practices they put in
practice in teaching and learning at their
educational institute. The research works
carried out at Universities shall not die in
life-less books. It should be disseminated.
The outreach programme is, as such, a
voluntary attempt without any or fewer enforceable obligations.
Objectives
In the light of the research-writings mentioned in ‘Introduction’, the objectives of these outreach programmes
were:
1. To disseminate research outcomes of the research projects (funded by MHRD and UGC) carried out by
teachers of Department of English, MKBU.
2. To disseminate procedure, methodology and outcome of action research (Flipped Learning, Digital Portfolio
etc) carried out by teachers of Department of English, MKBU.
3. To disseminate innovative teaching practices where in Information and Communication Technology is
integrated with teachers of rural schools and colleges.
4. To display best practices in technology integrated teaching and learning with teachers and students of
premier academic institutes located in urban spaces.
5. To suggest teachers to implement outcomes of action researches and best practices successfully carried out
at Dept. of English, MKBU in their urban / rural spaces.
6. To carry out surveys regarding:
a. English Language Proficiency among rural and urban
students
b. Reading and Writing skills of school children
c. Reading habits of school, college students
d. Use of ICT by teachers in schools and colleges
e. Attitude towards English language
f. Attitude toward technology in teaching
g. ICT infrastructure in schools and colleges
4 Tim Rhodes (1996). Outreach Work with Drug Users: Principles and Practice. Council of Europe. pp. 25–26. ISBN 978-92-871-
3110-2. Retrieved 17 September 2012.
Compared to traditional service providers,
outreach services are provided closer to individuals
residence, are voluntary, and have fewer, if any,
enforceable obligations.
To envision the dream of
Digital India

Page 5
7. To teach basics of English language to school children in rural
spaces
8. To teach communication skills to National Service Scheme
female volunteers in NSS camp
9. To teach grammar components through PowerPoint
presentations
10. To teach communication skills through innovative teaching
methods like play-cards, role-play etc.
11. To teach speaking skills with the help of nursery rhymes, tongue twisters and songs
12. To build confidence among students of Department of English, MKBU
13. To develop L-S-R-W skills among students of Department of English, MKBU
14. To develop skills like teaching, public speaking, negotiations, communications etc.
among participating students.
15. To make participants proficient for Junior Research Fellowship
16. To orient and train former students, teachers and regular students in National
Eligibility Test for Asst. Professorship
17. To inculcate the spirit of adventure sports among participating students.
18. To make people aware about various schemes like Digital India, Skill India, SCOPE, Swachh Bharat, Start Up
India.
SCOPE: Society for the Creation
of Opportunities through
Proficiency in English
Skill India
Startup India

Page 6
Snapshot of Three Activities
No. Outreach Activity Participants Expenditur
e
Dates and
Total Days
1 In House Workshop for
NET Coaching by Dr.
Kalyani Vallath from
Kerala
12 sessions of 1 ½ Hours
Beneficiaries:
40 regular students + 20
former students + 15 teachers
25000/- 13, 14, & 15
February
2017
3 days
2 First Outreach Program:
(1) Samter School (24 Ses)
(2) Una Chanakya School (8
Ses)
(3) Kareni Primary School (2)
(4) Kareni High School (6)
(5) HMV College (Una) Girls
NSS Camp (2)
(6) Diu College (6)
Beneficiaries:
(1) 240 School Students + 10
teachers
(2) 100 school students + 15
teachers
(3) 50 primary school students
(4) 90 High school students
(5) 25 NSS volunteers
(6) 75 college students + 12
college teachers
Participants
12 Sem.3 Stud. + 28 Sem 4
Stud. + 4 Staff members = 44
113024/- 21, 22, & 23
February
2017
3 days
3 Second Outreach
Programme:
(1) PDPU, Gandhinagar (12)
(2) Shamlaji College (8)
(3) Mount Abu Primary and
High School (5)
(4) Mount Abu B.Ed. College
(2)
(5) Ambaji College (1)
Beneficiaries:
(1)
(2) 42 students
(3) 100 college students + 75
school students + 15 teachers
(4) 100 School students + 5
teachers
(5) 6 teacher trainers + 4 trainees
(6) 10 college teachers + 5 studs
Participants:
42 Students + 3 Teachers + 2
Staff Members = 47
162144/- 6, 7, 8, 9, 10,
11
March 2017
6 days
Total Sessions: 88 Total Beneficiaries: 1145 3,00,162 12 Days

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Outreach Activity 1 | In-house Workshop
This activity is implementation of the objectives of outreach programme to orient and train young teachers,
research scholars, former & regular students to develop research aptitude. It was intended to see that these
stakeholders become aware about junior research fellowship and elementary eligibility to become asst.
professor in Higher Education Institutions. Dr. Kalyani Vallath (Trivandrum, Kerala) was invited as a resource
person. She is an expert in training research scholars to qualify for Junior Research Fellowship. Many young
teachers, former and regular students participated and gained very useful knowledge from resource person.
Figure 1: Dr. kalyani Vallath - net workshop
Feedback of participants
Figure 2: Workshop Feedback

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Figure 3: Feedback - Resource Person
The feedback of participants is attached. Please see appendix 1.
Outreach Activity 2 | Samter, Una, Kareni, Diu
This outreach activity was a sort of ‘satellite type (Dewson, 2006). In this type of outreach programme,
services are provided at a dedicated site. The teachers and students travelled to following sites with proper
planning and with necessary equipment.
Samter Village: Higher Secondary School
The students were divided in 8 separate groups. The groups were assigned different tasks.
(i) Group 1 dealt with teaching of English language (Communication Skills) through Play-cards
and Role-play.
(ii) Group 2, 3 and 4 dealt with Reading and Writing skills. They had prepared questionnaire and
small activities for reading and writing. These groups also surveyed about reading and writing
proficiency of students.
(iii) Group 5 dealt with teaching general English and survey of speaking and listening skills.
(iv) Group 6 taught Parts of Speech (Prepositions) through interactive PowerPoint presentation.
(v) Group 7 taught Common Errors in English (Conjunctions) through interactive PowerPoint
presentation.
(vi) Group 8 taught speaking skills through songs, tongue twisters, and nursery rhymes.
The teachers interacted with school teachers. The research fellow / visiting teacher interviewed teachers
for research / fieldwork purpose. (The report is attached at Appendix II)

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Figure 4: Interaction with students_Samter
The school children keenly participated in all activities carried out by Department Students.
Each and every student of this class was keen to reply. They were eager to learn English
language. During vocabulary test, they were found excellent in translating Gujarati words
into English and vice versa. These raised hands wanted to display their reading skills. The
modules prepared by Department students were not too heavy on Grammar but very
interactive and full of fun activities. The boredom of grammar was killed and thus live
interaction with more than sufficient participation from schoolchildren was achieved. The
teaching of English language, communication skills, survey of reading and writing skills,
reading habits, attitude towards English and Gujarati languages were successfully carried
out at Samter School.

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Figure 5: Teaching through PowerPoint
Figure 6: Interview of teachers for Research
Chanakya Science School, Una
The students were divided in 6 separate groups. The groups were assigned different tasks.

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(i) Group 1 dealt with teaching of English language (Communication Skills) through Play-cards
and Role-play.
(ii) Group 2 dealt with Reading and Writing skills. They had prepared questionnaire and small
activities for reading and writing. These groups also surveyed about reading and writing
proficiency of students.
(iii) Group 3 dealt with teaching general English and survey of speaking and listening skills.
(iv) Group 4 taught Parts of Speech (Prepositions) through interactive PowerPoint presentation.
(v) Group 5 taught Common Errors in English (Conjunctions) through interactive PowerPoint
presentation.
(vi) Group 6 taught speaking skills through songs, tongue twisters, and nursery rhymes.
The teachers interacted with school teachers. The research fellow / visiting teacher interviewed teachers
for research / fieldwork purpose. (The report is attached at Appendix II)
Figure 7: Planning and Distribution of work - Una school

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Figure 8: Learning through role-play
Kareni Village: Primary, Higher Secondary School and NSS Camp of HMV College
All students were divided in groups as mentioned above and carried out similar activities with the students.
Figure 9: Eager to learn English language

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Figure 10: Learning through play cards
Diu College
In the college, the events were very well structured and organized. After a brief inauguration wherein we
discussed what we are planning to do with college students. The prime focus in outreach activity with college
students was different from that of school kids. For college students, our students prepared special
presentations on:
1) How to prepare effective PowerPoint presentations
2) Difference among CV, Resume, BioData and ePortfolio
As it is mandatory for the students of Diu College to prepare PowerPoint presentations for internal evaluation,
the students enjoyed both these session and it were very fruitful for them.
The Head of the Department, Prof. Dilip Barad shared following points with the teachers:
1) Outcome of UGC project on integration of ICT in teaching
2) Outcome of MHRD project on eContent development
3) Action research on Flipped Learning
4) Digital Portfolio project
5) Innovative practices in teaching and learning

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Figure 11: Presentation of CV, Resume, BioData
Figure 12: Teachers of Diu College

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Outreach Activity 3 | PDPU, Shamlaji School & College, Mt. Abu School &
College, Ambaji College
Day 1 (6 March 2017) at PDPU: #ExtAct #MKBU #PDPU
After a warm welcome by Director Nigam Dave, School of Liberal Studies, Gandhinagar and an
introduction to various courses and activities of Pandit Deendayal Petroleum University, the students were
gives exposure to Innovation and Incubation Center wherein various Research possibilities were
presented. Thereafter, students participated in Panel Discussion on "Interdisciplinary Approach to
Knowledge". The discussion was moderated by Dr. Harmik Vaishnav. Dr. Pradeep Malik, Sitakanta
Mishra, Dr. Chaitanya Vyas spoke on Journalism and Literature, Shakespeare and Entrepreneurship, and
International Relations.
The second Panel Discussion was on 'Gender Studies". Nita Khurana, Niyati Trivedi and Urmi Satyam
presented views on the topic with the help of relevant videos. The day ended with sports activities. Dr.
Milan Bhatt, sports teacher, managed Volley Ball and Ball Game for students in the evening.
FIGURE 13: PANEL DISCUSSION: INTERDISCIPLINARY APPROACH TO KNOWLEDGE

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FIGURE 14: PANEL DISCUSSION: GENDER STUDIES
FIGURE 15: MEMORY MUG: WORKSHOP ON CREATIVITY

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FIGURE 16: AN EVENING WITH SPORTS AND GAMES – PDPU CAMPUS
Day 2: (7 March 2017): PDPU
The day begin with a session on Literature and Science. Dr. Nigam Dave, Director of School of Liberal
Studies, with the help of interesting examples, videos and images, made convincing point about the future
towards which we are headed.
Another session was on equally interesting. Prof. Ranjana Harish initiated discussion on Politics and Poetics
of Difference.
After a visit to Solar Park, there was yet another interactive and thought provoking panel discussion on
"Contemporary Global Concerns". Dr. Sanjay Pratham (from International Relations subject - spoke in
Terrorism), Dr. Prashanta Panda (Economics subject - spoke on Anti-Globalization), Dr. Ashwin Dave
(Finance subject - spoke on Global Finance). Dr. Manoj Sahoo moderated the panel discussion. It was
equally thought provoking session and helped students in widening the mental horizons. With all such
panel discussion, they understood the importance of Interdisciplinary approach to knowledge. It was felt
by all that the concept of Liberal Studies is very useful in contemporary times.
The day ended with cultural evening where students of MKBU and PDPU displayed their dancing, singing,

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and acting talents.
FIGURE 17: CONCEPT OF TIME: SCIENCE AND LITERATURE
FIGURE 18: FROM POLITICS OF EQUALITY TO POETICS OF DIFFERENCE: READING FEMINISMS

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FIGURE 19: PANEL DISCUSSION: CONTEMPORARY GLOBAL CONCERNS
FIGURE 20: INTERACTION WITH STUDENT REPRESENTATIVES OF PDPU

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FIGURE 21: CULTURAL EVENING: COLLABORATING WITH THE STUDENTS OF MKBU AND PDPU
Day 3: Shamlaji School and College
As this is tribal belt, we expected a college with very poor infrastructure. But to our surprise, the college has an
excellent infrastructure. Most of the classes are equipped with Smart - Interactive Boards, hanging projectors in
all classrooms and auditorium and a well equipped conference room. Our students interacted with students of
BA, MA, B.Ed. and 11 - 12 standards. The students talked about teaching English through Flash Cards, Role
Play, CV-Resume-BioData-Portfolio, Flipped Learning etc. The teachers interacted with faculty members of the
college. It was quite fruitful day with Shamlaji College and School.
The interaction of Prof. Dilip Barad with teachers was very fruitful. Earlier, it was teachers of Diu College who
shoed deep interest in innovative ideas shared by Dilip Barad, similarly, young teachers of this college were
also very keen to listen and interact. Later on, even the teachers of Ambaji College were equally interested in
following points discussed:
(1) Online Publishing – h-index, Google Scholar
(2) Importance of Analytics in online publications
(3) Outcome of UGC research project on Integrating Teaching with Technology
(4) Outcome of MHRD project on eContent
(5) Flipped Learning – the best mode to use eContent
(6) Digital Portfolio of students

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FIGURE 22: INTERACTION WITH COLLEGE STUDENTS – SHAMLAJI
FIGURE 23: INTERACTION WITH TEACHERS: SHAMLAJI

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FIGURE 24: PRESENTATION ON INNOVATIVE LEARNING PRACTICES
FIGURE 25: TEACHING ENGLISH THROUGH ROLE PLAY: SHAMLAJI

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FIGURE 26: SURVEY OF ENGLISH PROFECIENCY
Day 4: Mountaineering Institute, Mount Abu School and College
Sports and recreation make human life stress free. For any humans to live a satisfied, wish fulfilling life,
s/he must be playing or participating in at least one game / sports. Today’s students are tomorrow’s
professionals. They all will face stress in their personal and professional lives. If the spirit of sportsmanship
is inculcated while they are young and energetic, it will make them happy and satisfied citizen of the state
and hence a happy human for the world. ‘Catch them young’! as the phrase goes, so we decided to have
one session in this outreach programme where expert rock climbing trainers from Swami Vivekananda
Institutes of Mountaineering, Mount Abu. The trainers demonstrated basics of rock climbing. All students had
first-hand experience of climbing and rappelling on Rock no. 13.
True adventure lovers look for the opportunity to challenge themselves and learn from their experiences.
The emotional and physical benefits of adventure sports are impressive such as improved problem solving,
increased health, and a positive thinking. According to Openskywilderness.com, participants who complete
their program of wilderness therapy finish with increased fitness, and a healthy emotional balance.

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FIGURE 27: LESSONS IN ADVENTURE SPORTS
As the Rajasthan Board exams were going on, all the classrooms were allotted for examination. Our students
taught English language to students in corridors and compounds. Parth Bharatbhai Bhatt innovatively used
mobile phone to teach Speaking skills in English language through tongue twisters, songs, and rhymes. Other
students taught reading, writing, and vocabulary - using various other means like Flash Cards and Role
Play. Alpa Ponda, Komal Tara and Megha Trivedi used role play quite effectively.

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FIGURE 28: MOBILE ASSISTED LANGUAGE LEARNING
FIGURE 29: SPEAKING SKILLS THROUGH MOBILE DEVICE

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FIGURE 30: SURVEY OF READING HABITS
FIGURE 31: TEACHING-WRITING SKILLS

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Day 5: Mount Abut B.Ed. College
Interacted with teachers and students of Education College. Disseminated outputs of action research on
innovative practices in teaching / learning. The teachers and trainees agreed that to make the dream
of Digital India come true, teacher-training institutes should integrate digital ways in their pedagogy.
FIGURE 32: INTERACTION WITH TEACHERS OF TEACHER TRAINING COLLEGE AND TRAINEES, MT. ABU B.ED. COLLEGE
Day 6: #ExtAct #MKBU #Ambaji College
Shared some research outputs, which are practically feasible in implementing innovations in teaching with
a few teachers and students of Ambaji College. We are thankful to Dr. Mamta Sharma for this meaningful
exchange.

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FIGURE 33: INTERACTION WITH AMBAJI COLLEGE TEACHERS
Outcome: Charts, Graphs and Summaries of Activities
1. Interview of Teachers on Use of Technology in Teaching: Parth Bhatt
Please see Appendix III
2. Survey of English & Gujarati Medium School Students’ Approach towards English
Language: Divya Chaudhry and Group
Please see Appendix IV
3. Survey outcome: Reading Habit: Poojaba Jadeja and group
Plese see Appendix V
4. Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group
Please see Appendix VI
5. Survey outcome: English Language Proficiency of Gujarati and English Medium Students:
Hitaxi Dave and Group
Please see Appendix VII
Conclusion:
All the objectives listed in this report are successfully achieved. Among the beneficiaries, rural school students
gained the most from Department students who volunteered. They got chance to learn English language,

Page 29
communication skills, L-S-R-W skills from student volunteers. The volunteer-students taught with innovative
practices, which are internationally recognized and approved by ELT experts. They used tools and techniques
like Role Play, Flash cards, tongue twisters, nursery
rhymes and picturesque PowerPoint presentations. The
rural students were hardly exposed to these
approaches and methods of teaching English
language. Thus, they were the beneficiaries who
gained most of these outreach activities.
Secondly, it was volunteer-students as beneficiaries
who learned vital skills. The skills of teaching – that
too, from primary to higher secondary to college
students. This chart shows how student-volunteers
gained as beneficiaries from these activities:
FIGURE 34: GAINS OF STUDENT-VOLUNTEERS FROMM OUTREACH PROGRAMME
Thirdly, our students as beneficiaries enriched themselves from experts from outside visiting our Department to
train and orient them in research aptitude. They also so advantage to hone their skills to pass eligibility tests
for assistant professorship. These student-volunteers augmented and deepened their classroom learning through
This was the best academic experience of my
life. In future also, I would like to attend such
academic outreach programme.
Vaidehi Hariyani, Sem 4 student volunteer.
It was such an incredible experience. So
many new ways of teaching & learning were
tried out in this outreach programme.
Poojaba Gohil, Sem 4 student volunteer.

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interaction with resourceful experts of School of Liberal Studies, Pandit Deendayal Petroleum University,
Gandhinagar. The panel discussions, workshops, and deliberations with resources persons of premier University
like PDPU, enhanced and helped in widening their mental horizons. Similarly, they gained some interesting skills
in adventure sports from the trainers of Swami Vevekanand
Mountaineering Institute, Mount Abu. These was very unique
gains and enrichments for student-volunteers who were
travelling to share what they have and in the journey, they
gained what they were lacking.
Please read attached appendix no. VIII for further details.
Report on Student enrichment: An overall
observation and outcome: Dilip Barad
Please see Appendix VIII
Outreach Programme: Towards theorizing Hybrid Model
Tim Rhodes5 identified types of outreach: domiciliary (undertaken at individual homes), detached
(undertaken in public environments and targeting individuals), and peripatetic (undertaken at public or
private environments and targeting organizations rather than individuals). Dewson6 et al. (2006) lists
another type in addition to those three: the satellite type, where services are provided at a dedicated site.
At the end of three outreach activities, we would like to conclude this report by saying that it is difficult to
have only one type of outreach at a time. The hybrid or blended model of outreach is more enriching than
the particular one. However, it is true that among the three major activities (which included sub-activities at
various dedicated sites), a particular type was in effect, yet, to yield better results of outreach, it is
advisable to blend various types and have hybrid model for outreach activities.
In this outreach programme (Feb – March 2017), we formed a hybrid model of outreach with an
appropriate blend of various types suggested by Rhodes and Dewson:
5 Tim Rhodes (1996). Outreach Work with Drug Users: Principles and Practice. Council of Europe. pp. 25–26. ISBN 978-92-871-
3110-2. Retrieved 17 September 2012.
6 Dewson S, Davis S, Casebourne J. "Maximising the Role of Outreach in Client Engagement”. Research Report DWPRR 326,
Department for Work and Pensions, 2006.
If in India, future jobs are linked with
English language, then large mass living
in rural and tribal regions may remain
jobless. My experience in this outreach
activity says that first, we have to make
skill-based teachers, and teachers make
skilled based students. Therefore,
students make good future for the new
generation. We shall keep trying to
convince rural population to come out
from lake and go it in to sea for
developed nation, more sustainable
social growth, and better life for all.
Chintavan Bhungani, Sem 4 student
volunteer

Page 31
(i) Type one: An expert is invited to the site where beneficiaries are located.
(ii) Type two: The beneficiaries are taken to the site where experts are located.
(iii) Type three: The student-volunteers are taken to the site where beneficiaries are located.
If one wants to use names suggested by Rhodes and Dewson then ‘Detatched’, ‘Peripatetic’ and ‘Satellite’
can be used. However, we would suggest to use ‘Type One / Two / Three’ for this hybrid model of outreach
rather than using the stereotype categories. Let this be a unique outreach model – the hybrid model wherein
the relation between the expert/volunteer and the beneficiaries is in liquid form. It is not static. Either of
the party can move on or remain stationary at dedicated site and perform outreach activities.
FIGURE 35: HYBRID MODEL OF OUTREACH
Beneficiaries, Type 1: In-
house Workshop, 75, 6%
Beneficiaries, Type 3:
1st Outreach - Samter,
Una, Kareni, Diu, 661,
50%
Beneficiaries, Type 2 and
3: 2nd Outrach - PDPU,
Shamlaji, Mt. Abu,
Ambaji, 576, 44%
Hybrid Model of Outreach
Type 1: In-house Workshop
Type 3: 1st Outreach - Samter, Una,
Kareni, Diu
Type 2 and 3: 2nd Outrach - PDPU,
Shamlaji, Mt. Abu, Ambaji

Page 32
Press Coverage

Page 33

Page 34

Page 35
Appendix
(I) Feedback of Participants – NET Workshop (9 pages)
(II) Brief report – Survey and Interview of Teachers on Use of Technology in Teaching:
Parth Bhatt (9 pages)
(III) Survey of English & Gujarati Medium School Students’ Approach towards English
Language: Divya Chaudhry and Group (8 pages)
(IV) Survey outcome: Reading Habit: Poojaba Jadeja and group (4 pages)
(V) Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group (9
pages)
(VI) Survey outcome: English Language Proficiency of Gujarati and English Medium
Students: Hitaxi Dave and Group (6 pages)
(VII) Report on Student enrichment: An overall observation and outcome: Dilip Barad (2
pages)
(VIII) The presentations can see downloaded from: https://www.slideshare.net/dilipbarad
(IX) Visit Department Facebook page for live updates:
https://www.facebook.com/eng.dept.bu/
(X) Resources in DVD: The DVD full of all resources was given to all schools and
college. The DVD is also attached along with this report.

3/5/2017 Feedback: NET Coaching Workshop 1315 Feb 2017 at Dept. of English, MKBU Google Forms
https://docs.google.com/forms/d/1eZtdfyjS1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 1/9
67 responses
View all responses
Summary
Name of participant (First Name Last Name)
Hina p sabva
Jayprakash Parmar
Ami Trivedi
Disha Trivedi
parul baraiya
Jyotsna T Vala
Dodiya Meghana
Divya Choudhary
Vaidehi Hariyani
Riva pandya
Devangiba Gohil
Brijal Oza
Khushali Dave
umaba gohil
Architaba gohil
Pandya radhika
Chintavan bhungani
Drashti nagla
Ami Sojitra
Bhumi Dangi
Chirag Joshi
Vora Hirva Pareshbhai
Kaushal Desai
Virajee Bathvar
Ravi Rajyaguru
Zankhana m matholiya
Hiral kantariya
Parth Bhatt
Sonal Olakiya
Maru janak
Edit this form

Megha Trivedi
Neha Rathod
Surbhi Guasvami
Mital Maheshbhai Raval
Nupur vyas hiteshbhai.
Milankumar Parmar
Avniba vikramsinh gohil
Maulik Bhadreshkumar Bhatt
Pooja Bhaliya
Jayati Thakar
Jagruti R vasani
Budhiditya Shankar Das
Solanki Pintu
Krishna Khamal
Riddhi Maru
Kavita mehta
Shweta Bimalbhai Bhatt
Ajit Kaliya
Gopi pipavat
Yesha Bhatt
Trivedi Pooja Nitinbhai
Alpa Ponda
Manshi Vishwakarma
Asha dodiya
Zarna Bhatti
Gohil Hetalba
Bharat Vihabhai Bhammar
Komal Shahedadpuri
Namrata Gohil
Mansi Parmar
Parmar Akshita
Gohil Riddhiba
Gohil Hareshwariba
1. Are you satisfied in terms of expectations from this workshop?

Not at all satisfied: 1 0 0%
2 0 0%
3 1 1.5%
4 8 11.9%
Highly satisfied: 5 58 86.6%
Very low quality: 1 0 0%
2 0 0%
3 1 1.5%
4 16 23.9%
Very high quality: 5 50 74.6%
2. Rate quality of content shared during workshop: (through classroom interaction in
presentation of resource person)
3. Rate quality of print content / handouts / worksheets shared during workshop:
1 2 3 4 5
0
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20
30
40
50
1 2 3 4 5
0
10
20
30
40
50
1 2 3 4 5
0
10
20
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40

Very low quality: 1 0 0%
2 0 0%
3 1 1.5%
4 20 29.9%
Very high quality: 5 46 68.7%
Very very poor: 1 0 0%
2 0 0%
3 0 0%
4 4 6%
Excellent: 5 63 94%
Very poor quality: 1 0 0%
2 0 0%
3 10 14.9%
4 17 25.4%
Excellent: 5 40 59.7%
4. How would you rate the quality of Resource Person Dr. Kalyani Vallath
5. Rate quality of food breakfast and lunch
1 2 3 4 5
0
15
30
45
60
1 2 3 4 5
0
10
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Not comfortable: 1 0 0%
2 0 0%
3 0 0%
4 15 22.4%
Excellent very comfortable: 5 52 77.6%
1 session 1 1.5%
2 Sessions 0 0%
3 Sessions 1 1.5%
4 Sessions 2 3%
5 Sessions 0 0%
6 Sessions 63 94%
Yes 62 92.5%
No 0 0%
Maybe 5 7.5%
6. Rate place of workshop
7. How many sessions have your attended?
8. Would you like to participate if similar academic workshops / seminars are
organised?
9. Would you like to suggest / compliment / comment / share observations ? (Please
spare some time for this It will help us in improving the quality of future workshops
and also motive us)
During this 3 days I am coming from to know so many things which I don't know before. I really
appreciate this type of sessions it was really helpful to us not only pass NET/SET exam but
1 2 3 4 5
0
10
20
30
40
50
94%
92.5%

also to remember this all informations life time.
It was extremely knowledgeable and inspired workshop i m so thankful to dr barad sir to provide
such an opportunity to attend this seminar.
Please organise more such workshops.
I observe their very useful and effective sessions is I not missing to next time . And thanks a lot
because I aettend To this workshop . I learning and understand to net set exams and many
study related information so it's very important for me .
It was amazing session, which was held in our department.it was fruitful session threw which we
get idea that how to do preparation for NET or SET.
The workshop was worth attending n organizing again n again. Thanks for providing such
opportunity.
Literary theory session was excellent, the only lack it had was the lack of time. Given more time
preference to harder topics such as this is desirable.
This workshp has given outlet to literature students and research scholars to peep into the world
of literature for not only passing NET or SET but for the sake of knowing literature. Kalyani
ma'am has taught the method of reading literature and its wild concepts. She very clearly
indicated that what to study doesn't matter but how to study makes a big difference. Your
genuine interest in knowing the world through literature will only succeed you.
It was extremely interesting plus highly qualitative workshop. No doubt that it would be more
better that this type of workshop organize again and again cause learning need consistency.
Thank you!
It was excellent workshop.
It was a nice experience to be in the workshop.I have learnt a lot.
Sir, u have such a great skill of communication,management and so on along with deep
knowledge and brilliant mind .No remarkable suggestions to give u.All were perfect I think so..
Kalyani means bringer of Prosperity. Dr. Kalyani Vallath with Dr. Iliaz and Dr. Dilip Barad has
brought and lit a spark which is converted into a wildfire! We shall keep the spark alive.
Dedication is the word which best describes Kalyani Ma'am's persona. The amount of hard work
inspite of her leg pain she stood and deliver the lectures, with mike or without mike for five six
hours! And with games, activities, assignments, tasks, question answer sessions, card
activities, and power packed information and it was so much fun to learn these. Hats off to her
hard work and dedication. "Sharing is Caring." is an essential phenomenon of 21st Century and
Kalyani Ma'am has justified it excellently well. Sharing the 67 pages handouts to each
participant (keeping in mind the digital divide) and most importantly sharing her audio lectures
and handouts (Ma'am's digital archive), important books and key concepts free through
WhatsApp groups (which most mean academicians run away from!) content generation and
sharing is really really very essential to crack NET SET exams. Impressive! Fabulous! Mind
blowing! Superb! Fantastic! No words! It can be felt. Impressive! I'm overwhelmed and feeling
the goosebumps! Please visit us again Ma'am and Sir! Dilip Sir can't thank you enough for the
opportunity! Canteen support was also fabulous! Loved everything of the Workshop.
Such as it was a very excellent three days workshops of NET/SET exam preparation by Kalyani
Vallath and it's a very foodful for us.

This 3 days workshop is became fruitful for me, I don't know how to prepare or read everything
but after this I have confidence that I can. Really it's become a conference for me. Arrangement
of everything like food, breakfast and specially photocopy of some materials are good. Thanks
for everything. During this workshop I interact some teacher and other students also and this
type of communication is also became good for more knowledge or information.
Yes i share
It was well organized workshop. And quality of resource person is excellent. She gave outline of
the syllabus, she has indicated the path and method which leads us to the success.
It is really interesting workshop. It will inspire a lot of me. This workshop change my perception
to view history in a better way. Dr. Kaliyani vallath give ameging speech of this three day on
different era in various literature. Like, American, African,Canadian literatures. It is a really
amazing workshop.
It was wonderful workshop.
Your team is doing really great. If there will be more time then something more fruitful we can
get from the resource person.
I really enjoyed and I get lots of knowledge I get new experience and madam was very brilliant
Barad sir thank you for this experience
Workshop for NET, and that too for Paper No II & III required in itself a very good speaker, who
might have a good, first hand knowledge of Engish Literature and Criticism and I do believe from
whatever I studied during last three days, that Dr. Kalyani Vallath was the appropriate person.
She was spontaneous and taught us not only what to read but also how to read. Her video
lectures through Google Hangouts, her three days rigorous efforts in imparting us as much
knowledge as she can, and her WhatsApp Audios will definitely make the teachinglearning
process a success. I thank and request Dr. Dilip Barad sir to reopen the doors of Dept's
Reading Room for former students also so that we can use all the resources available in the
Department and can seek his help whenever needed. Thanks.
If we can expand the span of teaching days, so it would be more better, because though we all
want to go in detail, but we couldn't due to time duration. But Ma'm did her the best. So I really
like this king of work shop. And it would be nice if we calling selected students for other
University also. So our uni. Can wilder it's range. And I also like one of the former student 's
suggestions regarding allowing former students for using library and reading room. I think it
should be allowed. And it's my suggestion regarding quize competition : That it should be
arranged every 1or 2 month and age wise.. Or literature wise for the preparation of an
examination. All over Programe arranged very well... Appreciate this Programe. Greatfull to you
sir. I hope my suggestion would be helpful to our 'Department. Thank you...
I would like to all things and get a best information by kalyani Mem. I also like as well
participants in other workshop. Thank you so much all for invite us.
It was an excellent workshop to attend.
This is workshops is very much useful..entire programme all quality are good organized all three
days
In this three day's work shop for net and set exam,it was a very knowlegeble for me and thank
you sir for organizing this work shop.

The very important thing I could observe in this workshop is the best combination of literature
and technology. The entire workshop led me in the another world the world of literature, the
world of feelings, emotions. The most important thing I learnt is not only to study literature but
also to feel it ,understand it and to be a better human being .This workshop became like an eye
opening process for our learning mathod that how it should be and how it is.Dr Kalyani Madam is
excellent and she does not require any compliment and no one can speak enough about her
because her work speaks a lot. Her dedication is an ideal example for all the students of
language as well as literature. These kind of workshops make a drastic change in students' lives
I would like to thank University and Dr Barad sir as well as the entire group for organising this
workshop. Thank you.
Sir please do inform whenever you organise this type of workshop even though I wish to join that
workshop which teach How to write Research paper Thesis and writing Skill as well as ICT
applied in Language and Literature. Especially Literary Theory& Criticism. Thanks a lot.fr Jay
Do inform if any Research, writing skill, ICT programme would be organised.
Do inform
It was really great work and I would like to thanks Dilip Sir for organising this workshop and
Kalyani Mam for giving her precious time. It is not easy to travel a lot and then speak all the day
with great energy. But she taught in all the sessions with great energy which must be
appreciated. Her way of teaching was excellent. It was not the class in which you get bored.
Though we were learning history, I didn't get bored. It is because of Kalyani Mam's teaching
method. Food was also very good and there is nothing which can be criticised. So it was very
fruitful workshop and again I say thanks to everyone who has been part of this workshop.
It was all satisfactory.
It was informative, inspiring and fruitful workshop. It has injected in us the confidence to crack
the exam successfully. We will be happy to have more learning workshops like this. Thank u
Bradford Sir, Dept. Of English and MKBU for all the efforts they do to build our bright future.
It will become fruitful for us. I like when you provide the atmosphere of learning and it happened
in Kalyani mam's class. The most important aspect was ambience that was created for
education for learning for Literature and we want to see that atmosphere further in other persons'
class also.
I have not attend seminar but I got resources like audio pdf etc. These are very helpful...
It was nice experience. I have learn lots of things during this seminar.
Days of workshop should be more as it will help to the aspirants of NET to improve their
knowledge nd content.
It's great technique to teach a informative subject which quite boring that mam has make it
easier by interesting literary games. So I learn that all things are interesting but we have to be
interested in it which Kalyani man taught us.
☆Comment: First of all thanks to Dr.Dilip Barad Sir to give former students' opportunity to attend
NET Workshop 2017. When I registered for this workshop at that time I wasn't sure to attend it. I
just registered it. But another side I think that I never left a single chance to appear NET/SET
Exams after completing M.A.(2015) so why not I attend this session which is based on my goal.
My enthusiasm towards NET/SET exams inspired me to attend this workshop. I was only one

girl from 20132015 Batch who attend all 6 session. That workshop help me to revise my literary
knowledge which I prepare for such competitive exam in Present time. In workshop, I got a brief
review of whole English Literature which deals with worldwide. That workshop increase my
knowledge regarding British, American N African Literature and Theories and I also got a brief
review about Canadian N Australian literature which are hardly available in internet also.
Canadian N Australian literary information is NEW for me and it is like a boon during workshop. I
thankful to Dr.Kalyani Vallath medam to share her stream of knowledge with us. That workshop
help me to solve many difficulties which were related to my NET/SET exam preparation. I say to
Dr.Dilipji that you are a Hero/ Leader of Renaissance movement in our Department who start this
movement to shine so many life. I give u promise as a follower of ur movement that I do 100%
hardwork to pass NET/SET Exam. Thanks to Kalyani medam to share free material like
Timeline Book of British Literature and that photocopy about brief review of English Literature
which are helpful me for such exam. That workshop is memorable for me becoz after 2 years I
visited department "The Heaven of English Education Field". And after 2 year, I hear live
Speech by Dr.Dilipji and his smiling face increase my happiness N positivity towards the future
goal. I haven't find any problem in workshop and I give it A+ Grade. ☆Suggestion: As we know
that English Literature spread in whole world so 3 days is not enough to cover whole English
literature in detail. Though i satisfy to get brief review about whole English Literature and brief
Analysis of major works in English Literature. I request to our University to extend days(5 to 8
days) of workshop next time so we can reach to each aspect of English Literature.
This is a very wonderful sessions and very helpful to us . we are a very inspired by of this
workshop .
It was nice
Very informative. We learnt a lot
Thank u Sir we learnt a lot
Number of daily responses
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An interdisciplinary bilingual research on Integration of Technology in language Teaching in
Various Schools and Colleges of Outskirt of Gujarat : An Action Research
Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English,
Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar
Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077
1
Appendix II
Brief report – Survey and Interview of Teachers on
Use of Technology in Teaching
Contents
Appendix II............................................................................................................................ 1
Brief report – Survey and Interview of Teachers on Use of Technology in Teaching ............. 1
Limitations of the research:................................................................................................ 2
Objectives of the research:................................................................................................ 2
A Brief Summary of Research Report:............................................................................... 2
Click here to access Research Questionnaire Link. ..................................................... 3
Research Observations: .................................................................................................... 3
Click here to access Research Data Audio Resource Record Link. ............................ 8
Works Cited....................................................................................................................... 9
“If the mountain does not come to Mohammed, Mohammed must go to the mountain. If
the poor cannot come to education, education must reach them at the plough, in the
factory, everywhere. How? You have seen my brethren. Now I can get hundreds of such,
all over India, unselfish, good, and educated. Let these men go from village to village
bringing not only religion to the door of everyone but also education.”
~ Warrior Prophet Vivekananda,
The Complete Works of Swami Vivekananda/
Volume 8/Epistles - Fourth Series/XX Diwanji Saheb
Heartfelt acknowledgement of Gratitude: The researcher acknowledges heartfelt gratitude
to Prof. Dr. Dilip Barad Sir for initiating a resourceful task of academic outreach program. This
novel and noble idea helped a researcher to explore quite a few academic institutions, to
teach, to interact with teachers, and to offer a chance to collect data for the research. As well
as, the researcher sincerely thanks the research participants such as teachers, academicians,
principal of Una School, Shamalaji School and College, Diu College, The Management,
Teaching and Administrative Staff PDPU Gandhinagar.

2
Limitations of the research:
● This report is generated from an action research, hence the data collected is based on
the survey forms circulated to the teachers, and face-to-face interviews with teachers
● Research tool can also be viewed as a limitation
● The data collected is based on the information shared by the teachers of the schools
and colleges, hence whenever the teachers did not disclose their personal details the
researcher has voted their unanimous response in respective numbers such as
teacher 1, teacher 2, and so on.
● Ambiguity and manipulative diplomatic responses of the target audience during the
interview or in the survey forms of the research conceiving the dual sides of the tone
nullifies the opinion
● Some teachers have left few question unanswered (perhaps they might not want to
sound being opinionated), hence their opinions are neither considered nor included in
the research.
Objectives of the research:
● To know teachers’ aptitude and views towards technology
● To find out teachers’ aptitude towards technology
● To access the usage of technology in the schools or colleges
● What perceptions teachers have regarding integration of technology in teaching
● What kind of learning environments and cognitive beliefs prevail
● Technology is useful it is a known fact but do teachers practice integration of
technology in Teaching
“Educational technology, such as radio, television, and the Internet, can dramatically increase
the number of people we reach with conservation messages. It also allows audiences to
vicariously experience natural events and places they might never see in person. Videos, Web
sites, computer simulations, and distance learning allow conservation agencies and
organizations to go beyond traditional face-to-face programming and consider ways to
effectively reach their audience. Whether these technologies are successful depends in part
on the degree to which they incorporate relevant learning theories. Strategies for evaluating
Web sites, videos, and distance learning courses help ensure quality programs.” (Jacobson,
Susan Kay., Mallory D. McDuff, and Martha C. Monroe, 2009)
A Brief Summary of Research Report:
As a part of Students Academic Extensional Activity Outreach Program was a great
opportunity for teachers and students to reach out potential. Gujarat is a state which is
considered poor academically due to lack of research in respective faculties of academia. The
researcher felt lucky to be a part of two academic outreach programs in the months of February

3
and March in the year 2017. 1) from 23/02/2017 to 26/02/2017 and Second one was from
06/03/2017 to 11/03/2017 in various schools and colleges in Abu, Gandhinagar, Shamlaji,
Samtar - Kareni. The beauty of the outreach program was interdisciplinary approach towards
learning and teaching. The researcher met with various groups of teachers, academicians,
and learners from various cultures, different L1 (First Languages) and subjects.
The development of on-site activities considers the visitor experience, resources of the site,
and education and outreach objectives of the organization. An initial planning process at a site
paves the way for developing trails, exhibits, demonstrations, nature awareness activities, and
visitor centers…… Planning–Implementation–Evaluation (PIE) process. It provides a
systematic design for identifying education and outreach goals, targeting speciﬁc audiences,
selecting appropriate media and content, and evaluating the results. (Jacobson, Susan Kay.,
Mallory D. McDuff, and Martha C. Monroe, 2009)
Click here to access Research Questionnaire Link.
Research Observations:
Most government schools are passive environments where teachers do not have freedom to
experiment with modern technological tools, due to government policies. Teachers are not
allowed to use internet in smartphones, during school time just because of government
policies.
The researcher observes before introducing the departmental academic activities by Prof. and
Head Dr. Dilip Barad, Smt. S. B. Gardi Department of English, MKBU, the research
respondents had critical remarks towards use of technology in language learning.
Most teachers have answered No, Technology cannot replace a teacher.

4
When factories were established no one would have imagined fully automated factories could
be the future where without human interface autonomous setup could run the show. 21st
Century can be known as an age of technological advancement, especially these technologies
when blend with education, learners and teachers can expect better results. The aim of
integrating technology in education is to facilitate learners.
Teachers understand the importance of integrating technology in language learning but
somehow they fail to put this idea into practice! There are socio-cultural reasons behind it.
Government policies, role of institution, and most importantly mindsets and attitudes.
આ વસુધા મારો પરરવાર છે અને હુું વવશ્વમાનવ છું આવા ઉત્તમ આદર્શ વવચારોથી ભારતીય મસ્તતષ્ક પુષ્ષ્િ
પામેલ છે છતાું એક એવો પણ વર્શ મળે કે જે િેકનોલોજીનો અતવીકાર, અરે અતવીકાર છોડો બરિષ્કાર કરે!
ત્યારે સાિજિક રીતે એમ કિેવાનુુંમન થાય કે, “ શ્રીમાન, આપ િયારે ચાલી ચાલી ને થાકો છો, ત્યારે કેમ દ્વિચક્રી
કે ચતુશ્ચક્રી વાિન પર વવરાિમાન થાઓ છો? બાઈક, કાર, બસ, ટ્રેઈન, મેટ્રો, ફ્લાઈિ, શુું એ િેકનોલોજી નથી?
દીવાલમાું ખીલ્લી ખોડવા માિે કેમ કોઈ બાખોડીયા નથી ભરતા? ર્ા માિે િથોડી અને િાકણુું લઈને ફિાફિ
મુંડી પડે છે? માત્ર સમય પસાર કરવા? પ્રરક્રયાને સાનુકુળ બનાવવા તથા યોગ્ય પ્રયત્નો િારા સમય સર કાયશ
પાર પાડવા. િવે આપ િ વવચારો, ભર્વાન શ્રી તવાવમનારાયણએ વર્ક્ષાપત્રીમાું એક ઉત્તમ શ્લોકમાું કહ્ુું છે
જેનો આથશ આ પ્રમાણે છે, “વવદ્યાદાન એ મિાદાન છે.” (Sahajānanda, 2010) It simply means Teaching
is a noble profession. In this regard is it not fair to make teaching and learning much more
meaningful? How it can be more meaningful? It can be meaningful through integration of
technology. In 21st Century, if teachers don’t believe in this idea then how much damage are
we causing to the younger generation! Please think.

5
આ તો નયો તવાથશ થયો એવુું નથી લાર્તુું? ગુર્લ વ્યસ્તતર્ત અને વ્યવસાવયક જીવનમાું ઉપયોર્ી છે. It’s
said that Google has all the answers, provided one knows how to ask right set of questions,
but what if ‘the centre’ controls ‘the margin’? What if the teachers even after knowing the
significance of technology don’t allow learners to use it? ગુર્લ તો ઉપયોર્ી છે િ પણ મારા પુરતુું
આવો અથશ થાય િો આપણે એક વર્ક્ષક તરીકે ગુર્લની ઉપયોર્ીતા વવષે આપણા બાળકોને અવર્ત ન કરીએ!
There’s a mixed opinion to this question because how is it possible that some teachers can
use technology while some cannot in the same academic institution? Strange but true. When
the researcher interrogated through probing technique, he came to know that really some
teachers were not allowed to use technology. In some schools and colleges their Lab was like
a dead place. Students visit the lab once in a blue moon! The probability of the duality cannot
be neglected. First, the power restricts, and the second, teachers have no hope of using
technology academically. The loss of teachers hope using technology is a simple reason of
lack of awareness and nothing else.

6
This is actually a limitation of survey tool. When teachers were filling up the survey forms in a
group, after listening to instructions, provided by the researcher, they started aping the
answers from fellow teachers. ‘What have your written?’ ‘Yes’. ‘Ok, yes’. On the contrary, the
researcher observes after completing the academic formalities during the informal discussion
Teachers wish to use Technologies in Teaching but the institutional rules, Government
policies, personal notions or attitudes towards technology use abide the teachers to use
technology in teaching.
Not so very great number of the research audience agree with implementing technology in
language teaching. And the researcher does not blame the teachers as if they donot want to
practice integration of technology into teaching, however some teachers believe integrating
technology in teaching is a kind of academic distraction. Most school teachers said that
because of government policies they are not allowed to use technology in language teaching.
If this data provided by the teachers is true then, the fact that teachers provided is falsified
because there are schools and colleges such as Shamlaji, Una, PDPU Gandhinagar where
teachers utilise technology effectively and it was reflected in the performance of the students
too. It seems to be a matter of choice and not of chance.

7
The researcher is not so very impressed after receiving “the idealistic answer” to the question. India has
got an allegation of hypocrisy due to failure of putting the morals into practice. The time is of
performance and not of preaching. Say for example, everyone knows it is good to exercise every
morning, it is good to practice પ્રાણાયામ and યોર્ાસન but how many of us can actually practice this!
If we cannot practice it, can we get the worth of it? The researcher does not blame to any, however there
are schools and colleges say for example Shamalaji School and College, Diu College, PDPU College
Gandhinagar where the researcher observed the practical implementation of technology in teaching,
else the labs, and classrooms seemed like a lifeless places.
The mask is unveiled in the answer to this question because when it was about teachers using
technology in language learning, the vast majority of the teachers and academicians 88.5% of
the teachers nodded their heads affirmatively (Reference: Question 7 and Observation), when
the same question was asked regarding the students half of them couldn’t even raise their
hands. (Reference: Question 8). It sounds more mean collectively when we know the
significance of the teaching and we ‘marginalise the students’ and remain ‘elitists’. While
interrogating further through probing the researcher came to know the notions of teachers’
psyche, the teachers said the learners age was a problem, the learners especially school kids

8
have tender age, and their maturity online is questioned. Sounds real, but if we see the foreign
schools and colleges, kids play with digital toys! Change in perception is essential. Isn’t it?
Eureka! The researcher found an interesting twist in the game! The mice is trapped in the
cage! The mask is unveiled! Yeeeeeeee! The last question is game changing question, the
researcher strongly believes. The majority of the respondents mainly the teachers believed
technology is a distraction in teaching! If Google is important in personal and professional
lives, if teachers should be allowed to use technology in classrooms, then why not the
students? Serving Students effectively and efficiently through incorporating technology into
teaching, isn’t it the worship of Goddess Sarasvati? There’s a Sanskrit proverb, and it goes
like this: “सा विद्या या विमुक्तये।” १-१९-४१॥ श्रीविष्णुपुराणे प्रथमस्कन्धे एकोनवििंशोऽध्यायः
Meaning: “That is knowledge which liberates [one from bondage]”
Conclusion or Researcher’s Plea for Practical Attitude: There’s a dire need of change in
perception and attitude especially in practice. A great amount of અંતરદ્રષ્ષ્િ (introspection) is
essential on teachers’ part. Fake idealism is needless. Everyone knows integration of
technology and benefits of it and it the time to practice instead of talking, and debating about
it. The world is marching on toe to toe with Technology in education, hence why the
academicians should leg behind by Educational technology. Why there is a pale look on the
face when it comes to technology enabled learning environments? What heritage do we
transfer to transform the younger generation of 21st
Century?
Click here to access Research Data Audio Resource
Record Link.

9
Works Cited
Adluri, Sucharita. Textual authority in classical Indian thought Rāmānuja and the Viṣṇu
Purāṇa. London: Routledge, Taylor & Francis Group, 2015. Print.
Jacobson, Susan Kay., Mallory D. McDuff, and Martha C. Monroe. Conservation education
and outreach techniques. 1st ed. Oxford: Oxford U Press, 2009. Print.
Sahajānanda. Gems from Shikshapatri. Ahmedabad: Swaminarayan Aksharpith, 2010. Print.
Vivekānanda. The complete works. Calcutta: Advaita Ashrama, 2003. Print.

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REPORT OF SURVEY OF REACHING HABIT
Outreach Programme 1 and 2
21 to 23 Feb 2017 – Samter, Una, Kareni, Diu
6 to 11 March 2017 – PDPU, Shamlaji, Mt. Abu
Survey Report:By Poojaba Jadeja and group
Contents
Reading Habit survey................................................................................................................. 1
Limitations of the research:..................................................................................................... 1
Objectives of the survey ......................................................................................................... 2
Research Observations: ......................................................................................................... 2
Findings and Conclusion: ....................................................................................................... 4
Reading Habit survey
The survey about reading habits of different age groups and coming from different dwelling
areas are done. The survey has done to the students of Samter school, HMV college Una,
Kareni village, Shamlaji college, Shamalaji and Abu school.
Limitations of the research:
● The survey is done with using survey forms filled by students of different age
groups, so its outcomes are depended to the truthfulness and reliability of the
answers.
● Students who have filled the forms are around the age of 14 to 18 so, their
maturity, understanding of the questions and survey process may impact
outcomes.
● Instead of giving Individual impressions/answers, it is possible that the students
are giving answers from outer impressions like nearby student.
● The survey is done mostly with students from rural area.
● The students may have psychological impact that their answers are analyzed so,
they might have given answers with this consciousness, without being honest to
themselves.

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Objectives of the survey
● To observe reading habits of students of different age groups, genders and
dwelling areas.
● Do the institutes have library facilities? even in rural schools?
● Students’ familiarity and fondness towards Literature (in mother tongue)
Research Observations:
●
Library Facility: All the institutes which we have visited has library facility. The quality can
differ with the areas. From the survey, we come to know that students are not using it
regularly though they have facility.
● Habit of reading news paper: Habit of reading news papers differs from their age. Most
of the students who are above the age of 16 are reading news paper daily. Still some of

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them are not able to give the name of the newspaper. In news paper, the columns on
Sports news are much read by boys. And it seems that girls are not very much fond of
sports news as except fews, they are reading only headlines and political news. The
students below age of 18 are not habituated with reading articles by editors. Business
news is also least popular among them.
● Newspaper Supplementaries: Supplementaries on children (બાળ ભાસ્કર) is the most
popular among the students below 18. We come to know that not only girls but some
boys around age 16 to 18 are also reading supplementary about women(મધુરરમા/નારી).
Other students are reading supplementary on films and celebrities. રવિ પ ૂવતિ and અર્ધસાપ્તારિક
which has scholarly articles and literary touch with short stories and novel chapters are
read by adult students only.
● Magazines: As survey has done with students mostly coming from rural background,
they are not familiar with magazines. Even some students above 18 are also not reading
magazines. Some has answered the names like Safaari, World in Box and latest Fact.
● Fondness of literature: It seems through the question about books, that students are not
reading books outside their syllabus. Students below age of 18, Even some 17 years old
students cannot answer the question about their favourite book. They are not aware
about Gujarati literature and famous fictions of literature of their mother tongue. Indeed,
some students below 18 are familiar with the books on Abdul kalam, Swami
Vivekananda, Hind Swaraj. The students above 18 are reading books and familiar with
Gujarati fictions. Except this, It can be observed that most of the students from all the
age groups are in favor of reading children’s literature/book. Akbar Birbal, Sinhasan
Battisi are some popular books among students. They like to read adventure stories than
short stories and novel is more favorable form for them.

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● T.V. and Films: In the survey form the questions about their favorite serial and movie is
also included. All the students, except very few, have answered the question about it.
The popular serial among students from age group 14 to 16 is CID and Taarak Mehta Ka
Ooltah Chashmah is liked by some students of various age groups. With this survey, our
perception that only girls used to watch serials becomes wrong, Even boys also used to
watch serials. Some popular movies among them are Bahubali, Dangal and salman
khan movies. There are very few students whose favorite movies are like Taare Zamin
par, 3 Idiots, which are critically acclaimed and appreciated.
Findings and Conclusion:
With keeping in mind all the limitations, the survey follows the conclusion like,
● Students are reading news paper and accept this they are only familiar with their syllabus
oriented books and reading.
● Rural areas of Gujarat is lacking fondness for literature.
● We have developed economically and have all the facilities like electricity, tv, mobile and
many more, even library, but use of library and our interest in books and literature is not
developed. Students are lacking familiarity and fondness for reading and literature is
completely invisible in comparison to popular tv shows and movies. Students are
knowledgeable about popular tv shows and old and new films but not knowing great
fictions of gujarati literature.

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Dept. of English, MKBU
OUT REACH PROGRAMMES: 21 TO 23 FEB AND 6 TO 11 MARCH 2017
SURVEY OF ENGLISH & GUJARATI
MEDIUM SCHOOL STUDENTs’
APPROACH TOWARDS ENGLISH
LANGUAGE
Prepared by:
Divya choudhary
Brijal Oza
Disha Trivedi
Budhiditya Das
Hezal Trivedi
Zarna Bhatti
Dharmishtha Pandya
Architaba Gohil
1) Samter High School
2) Primary school, Kareni Village
3) Chanakya Science School, Una
4) Rajkiya Higher Secondary School, Mount Abu
5) Shamlaji Arts College, Shamlaji
Department of English
Maharaja Krishnakumarsinhji Bhavnagar University
Bhavnagar, Gujarat
India

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Table of Contents
SURVEY OF ENGLISH & GUJARATI MEDIUM SCHOOL STUDENTs’ APPROACH TOWARDS ENGLISH
LANGUAGE....................................................................................................................................................1
1. INTRODUCTION ..................................................................................................................................2
2. OBJECTIVES ...........................................................................................................................................3
3. METHODOLOGY ....................................................................................................................................3
3.1 DATA COLLECTION ..............................................................................................................................4
3.2 DATA ANALYSIS...................................................................................................................................4
3.3 MEDIUM OF INSTRUCTION.................................................................................................................4
3.4 INTERACTION WITH STUDENTS IN GUJARATI MEDIUM SCHOOLS.....................................................5
3.5 INTERACTION WITH STUDENTS IN ENGLISH MEDIUM SCHOOL.........................................................5
3.6 FACTORS AFFECTING PUPIL’S ACHIEVEMENTS (PROBLEMS and ISSUES)...........................................6
4. MAJOR FINDINGS..................................................................................................................................7
5. LIMITATIONS .........................................................................................................................................7
6. CONCLUSION.........................................................................................................................................8
1. INTRODUCTION
Research means a suspicious analysis or inquiry especially through search for new
specifics in any division of knowledge. There are many types of research and one of
them is descriptive research which is used in this paper.
English in India is one of the main communication languages in a multilingual
state. Teaching of English at the primary level is a worldwide awareness. The goals
of English Language learning at primary level are two-fold: attainment of a basic
proficiency as it required in natural language and development of language into an
instrument for knowledge acquisition.

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2. OBJECTIVES
The objective of this survey was to ascertain the difference between the level of
competence among the students of English Medium and Gujarati Medium. Another
objective was to know their perspective towards English Language which means do
they find this language easy or difficult, what problems they face while using it and
the reasons behind making errors etc.
3. METHODOLOGY
The information of schools was gathered in order to initiate the survey and
permission was sought from Principals. Questionnaire are any written equipment
that present respondents with a series of questions or statements to which they are to
react either by writing out their answers or selecting from among existing answers.
Questions are mainly efficient for gathering data on a large- scale basis (Brown). A
questionnaire was prepared in which ten objective questions of grammar and two
descriptive questions i.e. favourite festival and five sentences about themselves were
given to test their writing skills as well as grammar. A comprehensive paragraph was
given to test their reading as well as speaking skills. A diary was also maintained in
which all the observation was recorded. Describing a Diary Study, it is that "The
diary study is a method of understanding participant behaviour and intent by having
participants record events as they happen. This recording usually occurs in two
ways: participants answer predefined questions about events (feedback studies) or
participants capture media that are then used as prompts for discussion in interviews
(elicitation studies) (Carter). There are basically three types of interviews- Fully
structured, Semi- structured and unstructured. The aim was to explore the thinking

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behind student's approach towards English language using Semi-structured and
unstructured style (Drever).
3.1 DATA COLLECTION
An interactive session was organised with students and their English teacher in
which questions were asked like student's level of the base of English Language, to
which extent were they serious about their studies, and is it necessary to learn
English Language in primary level etc.
3.2 DATA ANALYSIS
Data collected was both quantitative and qualitative when it was analysed
accordingly. The understanding of information is verified with the qualitative
analysis of data from classroom observation, interaction with students. In English
Medium school, most of the students think that English is easy but just a few of them
had problem regarding spellings and grammar. The students think that English
Language is important as it may be helpful to them in the future. Some students
preferred to speak in the language which they were having as the subject for example
Sanskrit Language in Sanskrit class and Gujarati Language in Gujarati class. In
Gujarati Medium School, students faced problems in reading and writing and most
of them were not able to pronounce simple words. They were taught English in
Gujarati Language which is also called the grammar- translation method.
3.3 MEDIUM OF INSTRUCTION
The language generally used for giving instructions is the mother tongue or the
regional language i.e. Gujarati in Gujarati Medium School and in English Medium
School, generally both mother tongue and English was used. The reason for this in

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Gujarati Medium School was that children were not able to understand English and
so translation of English words, phrases, sentences in the language of convenience
helps children comprehend the content. When asked about their strengths and
weakness, children of English Medium responded that sometimes they hesitated in
speaking English because they needed an advanced level in learning grammar,
speaking skill and creative writing.
3.4 INTERACTION WITH STUDENTS IN GUJARATI
MEDIUM SCHOOLS
When the students were asked the motive of learning English Language, most of
them didn't reply and the reasons for this was according to them English Language
was not important. Next question asked was whether they were happy to be in
Gujarati Medium School or did they wanted to shift in an English Medium school.
The replied to this question was that they didn't want to shift in English Medium
School as they face problems in LSRW skills. When asked about cursive writing,
only one student knew about cursive writing but was not able to write. The
vocabulary was limited to simple words and phrases.
3.5 INTERACTION WITH STUDENTS IN ENGLISH
MEDIUM SCHOOL
When asked about the importance of language, students replied that English
Language is important as it helps in business and also in the use of technology. When
asked about cursive writing, most of the students knew how to write in cursive
writing and they applied it in writing. Students were in favour of learning English
language as it offers better employment opportunities. Next they were asked whether

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they were happy to be in English Medium school or not and the reply was they were
satisfied and didn't want to change the medium.
3.6 FACTORS AFFECTING PUPIL’S ACHIEVEMENTS
(PROBLEMS and ISSUES)
There are many reasons which affect student's performance. Some of them are as
follows:
1) Students frighten during exams.
2) Students have the ideas but are unable to express them well. They know the
grammar rules but can't use it whenever needed.
3) Absence of mind. It also has many reasons like the topic may not be interesting,
teachers can't express their thoughts well, maybe the teacher is not creative,
utilisation of higher level of English, and other personal problems.
4) Background of the family also matters as when parents don't give attention to their
children and due to this, students also don't take much interest in studies.
5) Direct shift from Gujarati Medium School to English Medium School at a higher
level decreases the self-confidence of the child as they feel inferior compared to
others.
6) Shyness and hesitation is the biggest hurdle which prevents them from taking part
in the Student- Teacher interaction.
7) Psychological reasons also affect performance of the child as the child maybe
having some bitter childhood experience.

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4. MAJOR FINDINGS
This survey highlights some persistent concerns that show the ineffectiveness of the
teaching learning process under present educational practices. It is evident that
Gujarati Medium students are themselves aware that they are at a disadvantage as
compared with English Medium Students in accessing knowledge. Communication
skills were not very good of Gujarati Medium Students as compared to English
Medium students. They are not habituated to read extra books or newspapers. Extra
reading like reading comics or any other literary work helps a lot in improving all
the LSRW skills. Instructions had to be given in Gujarati and some board work was
also done in Gujarati Medium School. Many students didn't have English as a
language till Fifth standard. Some students couldn't read anything as their speaking
and reading skills are not at all developed. In the contrary, English Medium Students
were competent enough to read and write properly. Their sentences were also very
much in structured form. Spelling errors were made in majority by Gujarati Medium
Students as compared to English Medium Students. The accent of Gujarati Medium
students also differs a lot and even their level of competency is lower than English
Medium students.
5. LIMITATIONS
This survey has many limitations like students cannot be asked about their family
and other personal things. The negative points of Gujarati Medium schools are
highlighted.

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6. CONCLUSION
There is a huge difference between the students of Gujarati Medium and English
Medium. Grammar and spellings were also poor of Gujarati Medium students as
they are not taught English Language from elementary level. This research study
aimed at examining student's attitudes, motivations and anxiety levels towards
English Language learning in a multilingual context as these have the potential to
influence their second language learning interests and outcomes.

3/20/2017 Use of AudioVisual Aids in Teaching & Learning Google Forms
https://docs.google.com/forms/d/130cth9OxjvyPGJJskFpjObOkFWNtCMCfA8zrMsVTHJ4/viewanalytics 1/9
324 responses
View all responses Publish analytics
Summary
In teaching and learning we use many aids like computer,
projector, models, charts, maps, textbooks and many more..
Here in this form, we have given some questions related to
this aids. Tick mark the appropriate options given below
them.
Your Full Name
Ashik Dhirajlal
Rothad Harpal Bhavanbhai
Solanki Vishal R.
Dal Shahnavaj nuramohmada bhai
Mandaliya Atul Bhikhubhai
parth Asvincunar
Gohil Ranjit Jagubhai
Bambhaniya Gopal Jinabhai
Bambhaniya Pankaj Meghjibhai
Chawda Pruthviraj Jalambhai
Bambhaniya Dhiru Bijalbhai
Mevada Vijay Nanubhai
Hadavan Ranjit Maanbhai
Gohil Vipul Khodubhai
Bhaliya Daksha Bharatbhai
Meghnathi Dipika Sevagiri
Vaja Nisha Gigubhai
Dudavala Akta Bachubhai
Goswami Divya Jayeshparvat
Godhaniya Harsha Dhirubhai
Sarvaiya Jigna Bhavubhai
Mevada Kadvi Bhupatbhai
Gohil Daxa Dhirubhai
Parmar Sangitaba Jashvantsinh
Gohil Jignaba Udaesinh
Gohil Vilas Aatubhai
Edit this form

Parmar Kaushika Hareshbhai
Makwana Kinjal Dineshbhai
Solanki Jigna Pachabhai
Ram Manisha Kanubhai
Bhaliya Varsha Pachabhai
Gohil Sonal Hakubhai
Unakjam Sunera Inusbhai
Solanki Shanti Amubhai
Bhaliya Savita Rukhdabhai
Unadjam Saybaan Hanifbhai
Gohil Dharmishtha Hamirbhai
Gohil Bhumika Masribhai
Unadjam Afroz Abdulbhai
Singad Piyush Lakhabhai
Sarvaiya Abhiraj Kishubhai
Gohil Jaydip Babubhai
Parmar Lalitsinh Manubhai
Solanki Hitesh Meghjibhai
Solanki Hitesh Hanubhai
Khasiya Tusharsinh Dhirubhai
Vala Payalben Noghabhai
Gohil Daya Sureshbhai
Gohil Divya Kalubhai
Bambhaniya Hetal Devanandbhai
Bambhaniya Jaya Bhupatbhai
Bhaliya Divyaben Jagabhai
Bhaliya Manisha Babubhai
Sondarava Bhavna Jivanbhai
Jadav Sharda A.
Solanki Hemlata N.
Bambhaniya Sneha B.
Solanki Divya B.
Shiyal Savita M.
Jadav Payal D.
Goswami Nisha S.
Vagadiya Kiran K.
Goswami Bhumika H.
Gohil Pradip R.
Gohil Ila V.
Solanki Hina J.
Chavda Manish B.

Solanki Dinesh K.
Bambhaniya Rahul B.
Gohil Atul J.
Gohil Jayraj G.
Vala Mahendrasinh J.
Vala Pravinsinh G.
Solanki Govind G.
Gohil Gopalsinh J.
Parmar Jaydev H.
Gohil Hambhai D.
Gohil Dharamsinh H.
Solanki Ashvin V.
Bambhaniya Balvant P.
Gohil Jaydip K.
Gohil Pradip J.
Khatana Piyush V.
Leuva Pintu R.
Gohil Sanjay G.
Bambhaniya Manoj L.
Khatana Mahendra N.
Solanki Bharat D.
Maru Jignesh B.
Gohil Kashish D.
Chauhan Usha J.
Gohil Shradhha M.
Chudasama Rasila M.
Bambhaniya Raju M.
Baloch Alma I.
Solanki Renuka D.
Bhaliya Sangita J.
Tank Tejal J.
Bambhaniya Vilas C.
Gohil Nita H.
Sondarva Manisha R.
Sankhat Mital P.
Solanki Nayna G.
Gohil Janki B.
Rathod Jyotsna V.
Gohil Kajal G.
Gohil Dhara K.
Gohil Jagruti S.

Sankhat Daya S.
Makwana Dharmishtha D.
Godhaniya Dhara D.
Bambhaniya Bhavna S.
Tank Daya B.
Rathod Daya B.
Chauhan Bhavna C.
Rafai Anjum F.
Mansuri Alsaba K.
Jadav Hiren B.
Meghvada Ajay D.
Parmar Pravin L.
Gohil Arvind M.
Gohil Amarsinh G.
Gohil Pruthviraj D.
Gohil Bhimbhai B.
Gohil Balvantsinh G.
Vaja Kamlesh R.
Ramdati Darshangiri H.
Rathod Dilip J.
Jadav Vishwas L.
Dudhvala Ajay H.
Gohil Jaydipsinh P.
Gohil Bhgirathsinh A.
Vaja Dipak R.
Godhaniya Mayur K.
Silot Ravi A.
Bambhaniya Mukesh M.
Solanki Nilesh B.
Charniya Nayan J.
Bhaliya Pravin V.
Nandvana Dipak K.
Gohil Virendrasinh K.
Parmar Ravatsinh B.
Dangodra Keval K.
Bhaliya Ravji N.
Rathod Rushiraj D.
Sarvaiya Jaypalsinh D.
Dudhvala Vikram N.
Gohil Haresinh J.
Sankhet Hitesh N.

Solanki Vikram N.
Kavad Kaushik B.
Gohil Yuvraj J.
Goswami Hasmukhgiri B.
Gohil Ajit p.
Jasani Shivam M.
Pandya Yash J.
Mansuri Ayaj N.
Solanki Viraj B.
Kanabar Aasutosh P.
Babariya Vihar B.
Babariya Ajay K.
Chavda Dharmesh S.
Katariya Yogesh L.
Nandola Ashok B.
Nandola Mualik K.
Lakhnotra Vipul B.
Leva Bhargav G.
Sarsiya Ghanashyam R.
Vaja Gopal J.
Vaghela Harpalsinh S.
Chauhan Viraj D.
Vakatra Rana S.
Mevada Bharat B.
Vakatar Jayesh L.
Vakatar Hardik M.
Rathod Dhaval J.
Solanki Hiral Dhirubhai
Parmar Nisha Dhirubhai
Vaja Vishruti Jethabhai
Baldaniya Darshana Shantibhai
Bambhaniya Neha Jitubhai
Devshaval Pooja Bipinbhai
Vaniya Divya Dineshbhai
Chauhan Shweta Rakeshbhai
Yadav Vandana Bhupatbhai
Rathod Dhara Kanusinh
Dhanesha Rutva J
Jani Kaxa Bharatbhai
Hadiya Akshay Kanubhai
Gohil Devarshi Satubha

Gohil Vinayaksinh Jugneba
Hadiya Gaurav Vajubhai
Mori Pruthviraj Rameshbhai
Vagh Rohit Nagbhai
Solanki Apar Vipulbhai
Solanki Prakash Jashubhai
Jadav Hardip Arjanbhai
Bariya Mayur Prakashbhai
Toliya Rukhad Gokulbhai
Dabhi Parth Hamirbhai
Ram Nayan Naranbhai
Your Std. & Div.
9 B
9
11 A
9 C
10 C
10
9 A
S.Y.B.Com
Gujarat delwada
F.y. Bcom Sem 2
T.y.b.com & 362520
10 C
9 B
11A
Your School Name
Shree Gram Panchayat High School, Samter
Shree Sahjanand Vidhyalaya, Tarsamiya
Chanakya Science School, Una
Shree Aradhna Vidhya Vartul, Bhavnagar
Chankya Science School,Una
Shree Aradhna Vidhya Vartul
Chankya Science School, Una
Shree Sahjanand Vidhyalay, Bhavnagar
Chankya Science School
Diu College, Diu
Diu college Diu
Diu college Diu

Yes 211 65.1%
No 113 34.9%
Yes 226 69.8%
No 98 30.2%
Yes 320 98.8%
No 4 1.2%
Yes 149 46%
No 175 54%
Yes 76 23.5%
Diu college Diy
Shree Grampanchayat High School, Samter
Chanakya Science school, Una
Chankya Science school,Una
1. The projector is used in your class.
2. Teacher show us charts and maps related to subject.
3. Teacher use blackboard during grammar teaching.
4. Teacher use textbooks only.
5. In our school we have facility of Languagelab.
34.9%
65.1%
30.2%
69.8%
98.8%
54%
46%

No 248 76.5%
Yes 229 70.7%
No 95 29.3%
Yes 203 62.7%
No 121 37.3%
Yes 197 60.8%
No 127 39.2%
Yes 208 64.2%
No 116 35.8%
6. We play dramas related to subject.
7. We use computer in learning.
8. We have T.V in our school, and we watch some education related programs.
9. Teacher show us maps and pictures when needed.
10. Learning is boring with just textbooks and blackboard.
23.5%
76.5%
29.3%
70.7%
37.3%
62.7%
39.2%
60.8%
35.8%
64.2%

Yes 149 46%
No 175 54%
54%
46%
0
50
100
150
200

4/20/2017 Survey of Language Proficiency in English and Gujarati medium schools.
https://docs.google.com/forms/d/1NTNzRbqnDVHTC1zXnprT4SpHoYAQ39muCbPp3cNewI/viewanalytics 1/6
Survey of Language Pro㠱ciency in English
and Gujarati medium schools.
140 responses
1. Your Name: (140 responses)
bhabhaniya rita
bhabhaniya rita
Ashik Dhirajlal
Ashik Dhirajlal
Baraiya Jalpa
Baraiya Jalpa
bariya hemaxi
bariya hemaxi
parmar ramesh
parmar ramesh
bamni minaxi
bamni minaxi
2. Email Id: (0 responses)
No responses yet for this question.
3. Name Of Your School. (140 responses)
10
20
16 (11.4%)16 (11.4%)16 (11.4%)
3 (2.1%)3 (2.1%)3 (2.1%)3 (2.1%)3 (2.1%)3 (2.1%)
1 (0.7%)1 (0.7%)1 (0.7%)
12 (8.6%)12 (8.6%)12 (8.6%)
3 (2.1%)3 (2.1%)3 (2.1%)
4 (2.9%)4 (2.9%)4 (2.9%)
7 (5%)7 (5%)7 (5%)
1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)
5 (3.6%)5 (3.6%)5 (3.6%)
17 (12.1%)17 (12.1%)17 (12.1%)
1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)
4 (2.9%)4 (2.9%)4 (2.9%)
3 (2.1%)3 (2.1%)3 (2.1%)
15 (10.7%)15 (10.7%)15 (10.7%)
25 (17.9%)25 (17.9%)25 (17.9%)
17 (12.1%)17 (12.1%)17 (12.1%)

4. Medium Of Schooling in Pre-Primary level. (140 responses)
5.Medium Of Schooling in Primary level. (140 responses)
6. Medium Of Schooling in Secondary level. (140 responses)
7. Medium Of Schooling In Higher -Secondary level. (140 responses)
1 (0.7%)1 (0.7%)1 (0.7%) 1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%) 1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)
0 20 40 60 80 100 120 140
English.
Gujrati.
Hindi.
Other.
0 (0%)0 (0%)0 (0%)
140 (100%)140 (100%)140 (100%)
0 (0%)0 (0%)0 (0%)
0 (0%)0 (0%)0 (0%)
0 20 40 60 80 100 120 140
English.
Gujrati.
Hindi.
Other.
0 (0%)0 (0%)0 (0%)
140 (100%)140 (100%)140 (100%)
0 (0%)0 (0%)0 (0%)
0 (0%)0 (0%)0 (0%)
English.
Gujrati.
1 (0.7%)1 (0.7%)1 (0.7%)
139 (99.3%)139 (99.3%)139 (99.3%)

8. Use of language in pre-primary schooling. (140 responses)
9. Use of language in Primary schooling. (140 responses)
10. Use of language in Secondary schooling. (140 responses)
0 20 40 60 80 100 120
Gujrati.
Hindi..
Other.
139 (99.3%)139 (99.3%)139 (99.3%)
0 (0%)0 (0%)0 (0%)
0 (0%)0 (0%)0 (0%)
0 20 40 60 80 100 120 140
English.
Gujrati.
Hindi.
Other.
0 (0%)0 (0%)0 (0%)
140 (100%)140 (100%)140 (100%)
1 (0.7%)1 (0.7%)1 (0.7%)
0 (0%)0 (0%)0 (0%)
0 20 40 60 80 100 120 140
English.
Gujrati.
Hindi.
Other.
0 (0%)0 (0%)0 (0%)
140 (100%)140 (100%)140 (100%)
3 (2.1%)3 (2.1%)3 (2.1%)
0 (0%)0 (0%)0 (0%)
English.
Gujrati.
Hindi.
0 (0%)0 (0%)0 (0%)
140 (100%)140 (100%)140 (100%)
1 (0.7%)1 (0.7%)1 (0.7%)

11. Use of language in Higher Secondary schooling. (140 responses)
12. Area Of Schooling. (140 responses)
13. In which language you can speak ꊊ�uently.? (140 responses)
14. According to you which medium is good to get command over English
language.?
(140 responses)
0 20 40 60 80 100 120 140
English.
Gujarti.
Hindi.
Other.
0 (0%)0 (0%)0 (0%)
140 (100%)140 (100%)140 (100%)
2 (1.4%)2 (1.4%)2 (1.4%)
0 (0%)0 (0%)0 (0%)
0 10 20 30 40 50 60 70 80 90
City.
Village.
92 (65.7%)92 (65.7%)92 (65.7%)
51 (36.4%)51 (36.4%)51 (36.4%)
G… G… G… G… G… G… G… G… g… g… g…
0
20
40
6067 (47.9%)67 (47.9%)67 (47.9%)
1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)
5 (3.6%)5 (3.6%)5 (3.6%)
1 (0.7%)1 (0.7%)1 (0.7%)
10 (7.1%)10 (7.1%)10 (7.1%)
1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)
10 (7.1%)10 (7.1%)10 (7.1%)
36 (25.7%)36 (25.7%)36 (25.7%)
7 (5%)7 (5%)7 (5%)
40
30 (21.4%)30 (21.4%)30 (21.4%)
35 (25%)35 (25%)35 (25%)45 (32.1%)45 (32.1%)45 (32.1%)

15. Any Suggestions. (62 responses)
No
No
No
No
No
No
No
No
No
No
No
No
This content is neither created nor endorsed by Google. Report Abuse - Terms of Service - Additional Terms
11… E… E… G… G… G… G… Hi… Hi… e… g…
0
20
1 (0.7%)1 (0.7%)1 (0.7%)
3 (2.1%)3 (2.1%)3 (2.1%)
1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)2 (1.4%)2 (1.4%)2 (1.4%)1 (0.7%)1 (0.7%)1 (0.7%)
12 (8.6%)12 (8.6%)12 (8.6%)
9 (6.4%)9 (6.4%)9 (6.4%)
0
25
50
75
100
Forms

3/21/2017 Info for Report on Teaching: Out Reach Programmes: Feb March 2017 Google Forms
https://docs.google.com/forms/d/1sxsoPyGLwlfsOFvIpg6KWPtO4zFDcvP0flgaMkhkjJc/viewanalytics 1/2
Samter School, Taluka Una (21 Feb 2017) 14 70%
Chanakya Science School, Una (21 Feb 2017) 12 60%
HMV COllege Una: NSS Students (22 Feb 2017) 7 35%
Kareni School, Kareni Village (22 Feb 2017) 11 55%
Diu College (23 Feb 2017) 11 55%
Shamlaji College, Shamlaji (8 March 2017) 13 65%
Shamlaji School, Shamlaji (8 March 2017) 9 45%
Mount Abu School, Mt. Abu (9 March 2017) 10 50%
B.Ed. College, Mt. Abu (10 March 2017) 5 25%
Ambaji College, Ambaji (11 March 2017) 3 15%
It was very enriching experience as i got an exposure to teach school / college students of rural and tribal areas 17 85%
It was learning experience for me as i learned important skills in English Language Teaching 13 65%
It was good as it made me realize that the English proficiency of school and college students is very low. We need to work for improvement of their language skills 17 85%
If in India, future jobs are linked with English language, then large mass living in rural and tribal regions may remain jobless. 15 75%
Our rural and tribal regions are badly in need of special lesson modules to improve English language proficiency 14 70%
It was very poor experience. There was nothing to learn from these out reach programmes. 1 5%
The language proficiency of students in rural and tribal spaces is very poor but we cannot do anything for them. 2 10%
More such programmes shall be organised so that students from urban spaces and reach out to rural / tribal spaces. 18 90%
The attitude of teachers was very progressive and were enthusiastic to learn new things i.e. innovative use of technology in teaching
The attitude of teachers was very regressive and were not enthusiastic to learn new things i.e. innovative use of technology in teaching
The teacher were optimistically looking towards innovative use in teaching pedagogy
The teachers were rather pessimistic towards intervention of technology in teaching
20 responses
View all responses Publish analytics
Summary
Select the places where you taught
Please select one or more or all statement/s in accordance with your experience of teaching
This is only for those who surveyed or taught TEACHERS
Edit this form
0.0 3.5 7.0 10.5
Samter Scho…
Chanakya S…
HMV COlleg…
Kareni Schoo…
Diu College (…
Shamlaji Coll…
Shamlaji Sch…
Mount Abu S…
B.Ed. College…
Ambaji Colleg…
0 4 8 12 16
It was very e…
It was learnin…
It was good a…
If in India, fut…
Our rural and…
It was very p…
The languag…
More such pr…
0 2 4 6 8
The attitude…
The attitude…
The teacher…
The teachers…
The teachers…
The teachers…
The teachers…
The teachers…

3/21/2017 Info for Report on Teaching: Out Reach Programmes: Feb March 2017 Google Forms
The teachers were looking forward to implement research outputs of finding of research carried out in eContent, Flipped Learning, Digital Portfolio at Department of English
The teachers were not very hopeful about to implement research outputs of finding of research carried out in eContent, Flipped Learning, Digital Portfolio at Department of English
The teachers were keen to put Online Publishing Analytics, H Factor etc into practice.
The teachers were not keen to put Online Publishing Analytics, H Factor etc into practice.
Would you like to say more . . .
The teachers of Diu college were very progressive. They were very keen and enthusiastic to learn. They were also planning and asking for suggestion to
implement the innovative ideas shared by Prof. Dilip Barad. The teachers of Shamlaji, Mt. Abu colleges were a bit reluctant and skeptic about these
innovations. It was tough to convince them about these as best practices. The young teachers at Shamlaji College were enthusiastic and keen.
It was such an incredible experience through new ways of teaching & learning as well.
This was the best academic experience of my life. In future also I would like to attend such academic out reach programme.
i totally agree with this point If in India, future jobs are linked with English language, then large mass living in rural and tribal regions may remain
jobless. so we have to do more trouble for this generation and awake about English languages important in 21 century but my experience in this tour i
notice that first we have to make skill based teachers and teachers make skilled based students.so students make good future for the new generation.
keep trying to convinced rural area they come out from lake and go it in to sea for better life.
It is very fruitful experience, its like training program for us, we learn a lot and come to know about different students of different areas like rural and urban
and we can see the difference between them.
We can do try for teach them..but its take so many time the best thing is that apoint those giverment teachr who are best in their qualities. In Abu school
there were principal who him self differanciat that arts student are nothing but science student are more sinsear.but they wrong we personaly feel that arts
students are more consious.and inteligent. Teachr's quality should be first chek.
It was a really fruitful experienced for me. I learned so many things like how to teach, handle the different students of different culture and their different
levels also. And experienced of rock climbing was a wonderful for me. I enjoyed also. Thanks sir for this opportunity.
Such great experience to learn something new.
One of the best experience to teach students of college. They are familiar with technology in education but my presentation can give them variations.
The views that I have given here is not applicable to all schools I visit. But some of them were trying to run along with time.
Your Name
Poojaba Jadeja
Divya Choudhary
Parth Bhatt
Dilip Barad
Poojaba Gohil
Vaidehi Hariyani
chintavan n. bhungani
Komal Shahedadpuri
Krishna Khamal
Rinkal jani
Riddhi Maru
Megha Trivedi
Yesha Bhatt
Mital Raval
Pipavat gopi
Ami Sojitra
Hitaxi Bhatt.
Dipali Parmar
bhumi dangi
0
5
10
15
20

4/20/2017 Info for Report on Teaching: Out Reach Programmes: Feb March 2017
Info for Report on Teaching: Out Reach
Programmes: Feb March 2017
27 responses
Select the places where you taught (27 responses)
Please select one or more or all statement/s in accordance with your
experience of teaching
(27 responses)
This is only for those who surveyed or taught TEACHERS (10 responses)
0 2 4 6 8 10 12 14 16 18
Samter Sc…
Chanakya…
HMV COlle…
Kareni Sch…
Diu Colleg…
Shamlaji C…
Shamlaji S…
Mount Abu…
B.Ed. Colle…
Ambaji Col…
19 (70.4%)19 (70.4%)19 (70.4%)
17 (63%)17 (63%)17 (63%)
12 (44.4%)12 (44.4%)12 (44.4%)
16 (59.3%)16 (59.3%)16 (59.3%)
15 (55.6%)15 (55.6%)15 (55.6%)
19 (70.4%)19 (70.4%)19 (70.4%)
14 (51.9%)14 (51.9%)14 (51.9%)
16 (59.3%)16 (59.3%)16 (59.3%)
5 (18.5%)5 (18.5%)5 (18.5%)
3 (11.1%)3 (11.1%)3 (11.1%)
0 5 10 15 20
It was very…
It was lear…
It was goo…
If in India, f…
Our rural a…
It was very…
The langu…
More such…
23 (85.2%)23 (85.2%)23 (85.2%)
17 (63%)17 (63%)17 (63%)
24 (88.9%)24 (88.9%)24 (88.9%)
17 (63%)17 (63%)17 (63%)
18 (66.7%)18 (66.7%)18 (66.7%)
1 (3.7%)1 (3.7%)1 (3.7%)
4 (14.8%)4 (14.8%)4 (14.8%)
22 (81.5%)22 (81.5%)22 (81.5%)
The attitud…
The attitud…
The teache…
The teache…
The teache…
The teache…
The teache…
10 (100%)10 (100%)10 (100%)
2 (20%)2 (20%)2 (20%)
7 (70%)7 (70%)7 (70%)
4 (40%)4 (40%)4 (40%)
9 (90%)9 (90%)9 (90%)
4 (40%)4 (40%)4 (40%)
7 (70%)7 (70%)7 (70%)
The teachers were keen to put Online Publishing Analytics, H Factor etc into practice.
Count: 7

Would you like to say more . . . (12 responses)
The teachers of Diu college were very progressive. They were very keen and enthusiastic to learn. They
were also planning and asking for suggestion to implement the innovative ideas shared by Prof. Dilip
Barad. The teachers of Shamlaji, Mt. Abu colleges were a bit reluctant and skeptic about these innovations.
It was tough to convince them about these as best practices. The young teachers at Shamlaji College were
enthusiastic and keen.
It was such an incredible experience through new ways of teaching & learning as well.
This was the best academic experience of my life. In future also I would like to attend such academic out
reach programme.
i totally agree with this point --- If in India, future jobs are linked with English language, then large mass
living in rural and tribal regions may remain jobless.
so we have to do more trouble for this generation and awake about English languages important in 21
century but my experience in this tour i notice that rst we have to make skill based teachers and teachers
make skilled based students.so students make good future for the new generation. keep trying to
convinced rural area they come out from lake and go it in to sea for better life.
It is very fruitful experience, its like training program for us, we learn a lot and come to know about different
students of different areas like rural and urban and we can see the difference between them.
We can do try for teach them..but its take so many time the best thing is that apoint those giverment teachr
who are best in their qualities. In Abu school there were principal who him self differanciat that arts student
are nothing but science student are more sinsear.but they wrong we personaly feel that arts students are
Your Name (27 responses)
0 1 2 3 4 5 6 7 8 9 10
The teache… 3 (30%)3 (30%)3 (30%)
. . . . . . . . . . . . . . . . . . . . . . . . . .
0
1
2
3
1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)
2 (7.4%)2 (7.4%)2 (7.4%)
1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)
5
10
15
20

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