16 report project xpditte

A Report

on

Impact of Project XPDITTE Prepared for

Learning Links Foundation

Prepared by

Sambodhi Research and Communications

ii

Table of Contents List of Tables ....................................................................................................................................................... iv

List of Figures ....................................................................................................................................................... v

Abbreviations ..................................................................................................................................................... vi

EXECUTIVE SUMMARY ......................................................................................................................................... 1

1. Introduction .................................................................................................................................................. 4

2. Evaluation objective, design and implementation ....................................................................................... 6

2.1 Key Research Questions ............................................................................................................................ 6

2.2 Methodology ............................................................................................................................................. 7

2.3 Target group.............................................................................................................................................. 7

2.4 Study tools ................................................................................................................................................ 7

2.5 Sample....................................................................................................................................................... 7

3. Features of Intel® Teach Pre Service training ................................................................................................ 9

3.1 Focus of training........................................................................................................................................ 9

3.2 Training components .............................................................................................................................. 10

3.3 Training aspects different from other professional trainings ................................................................. 10

4. Short term outcomes of the training .......................................................................................................... 12

4.1 Training participant teachers and student teachers ............................................................................... 12

4.2 Level of preparation to train student teachers ....................................................................................... 12

4.3 Level of preparation to train participant teachers ................................................................................. 13

4.4 Time to conduct Participant teacher training by Master trainers .......................................................... 13

5. Long term outcomes of the training ........................................................................................................... 15

5.1 Outcomes at attitudinal level ................................................................................................................. 15

5.1.1 Priority level of the teachers to integrate ICT in education ........................................................ 15

5.1.2 Future aspirations ....................................................................................................................... 15

5.2 Outcomes at practice level ..................................................................................................................... 17

5.2.1 ICT usage by teacher educators before and after the training ................................................... 17

5.2.2 Extent of ICT usage by teacher educators .................................................................................. 18

5.2.3 ICT usage by student teachers .................................................................................................... 20

5.3 Outcomes at Institutional level ............................................................................................................... 24

6. Challenges and support to technology integration .................................................................................... 29

6.1 Challenges to ICT integration .................................................................................................................. 29

6.2 Aids to ICT integration ............................................................................................................................ 30

7. Conclusion and Inferences .......................................................................................................................... 32

7.1 Summarizing findings .............................................................................................................................. 33

iii

7.2 Innovations and future plans .................................................................................................................. 34

7.3 Inadequacy of ICT infrastructure in schools ........................................................................................... 35

7.4 ICT skills for career growth ..................................................................................................................... 35

7.5 Levels of adoption ................................................................................................................................... 36

iv

List of Tables

Table 1: Study tools used in the study................................................................................................................. 7

Table 2: Sample respondents of the study .......................................................................................................... 7

Table 4: Components of training ....................................................................................................................... 10

Table 5: Aspects of training ............................................................................................................................... 11

Table 6: Comparison of ICT usage by teacher educators before and after the training ................................... 17

Table 7: Extent of ICT usage by teacher educators ........................................................................................... 19

Table 8: Challenges to integrate technology in education ................................................................................ 29

Table 9: Support to integrate ICT in education ................................................................................................. 30

v

List of Figures

Figure 1: Cascade model of Intel Teach Pre Service Programme ........................................................................ 5

Figure 2: Focus areas of training ......................................................................................................................... 9

Figure 3: Extent of applying learning ................................................................................................................. 12

Figure 4: Preparedness to train student teachers ............................................................................................. 13

Figure 5: Preparedness to train participant teachers ........................................................................................ 13

Figure 6: Time to conduct Participant teacher training .................................................................................... 14

Figure 7: Priority level to integrate ICT in education ........................................................................................ 15

Figure 8: Comparison of ICT usage by teacher educators before and after the training .................................. 17

Figure 9: Extent of ICT usage by teacher educators .......................................................................................... 18

Figure 10: Student teachers delivering technology aided lessons .................................................................... 20

Figure 11: Student teachers delivering teaching approaches ........................................................................... 21

Figure 12: Percentage of teacher educators assigning at least week long projects ......................................... 22

Figure 13: Percentage of teacher educators assigning group projects ............................................................. 22

Figure 14: Percentage of teacher educators encouraging student teachers to solve complex problems

independently ............................................................................................................................................. 22

Figure 15: Status of ICT integration in colleges/institutes ................................................................................ 24

Figure 16: Distribution of time spent by student teachers on ICT .................................................................... 24

Figure 17: Additional time dedicated beyond curriculum schedule ................................................................. 24

Figure 18: ICT weightage in colleges/institutes ................................................................................................. 26

Figure 19: Scheduled time in a week for student teachers to work on computer/internet ............................. 26

Figure 20: ICT skills of student teachers as challenge ....................................................................................... 29

Figure 21: Training design ................................................................................................................................. 32

Figure 22: Value addition for teacher educators .............................................................................................. 35

vi

Abbreviations

B.Ed. Bachelors in Education

CDs Compact discs

COE College of education

ICT Information and communication technology

ICTE Information and communication technology in education

M.Ed. Master in Education

MOU Memorandum of understanding

NCTE National Council for Teacher Education

XPDITTE

X-elerated Professional Development for Integration of Technology in Teacher

Education

1

EXECUTIVE SUMMARY

In order to empower the teacher with technology and associated pedagogic skills, NCTE entered

into an MOU with Intel®

Teach in December 2006 for the joint project of integrating technology

in education: the XPDITTE (X-elerated Professional Development for Integration of Technology

in Teacher Education) project. The project aims to build capacities of teacher educators for

effective use of ICT for communication, collaboration and research activities by mapping Intel®

curriculum resources with the needs of the teachers educators and teacher education institutions

and empower the student teachers by preparing them as effective teachers for tomorrow. The

Intel®

Teach Pre Service training provides technical assistance for enquiry based learning. The

training focuses in integrating technology with education. The learning from the training is

cascaded down to Participant teachers and Student teachers by the Master trainers. This study

was commissioned in order to solicit learnings on programme implementation and level of

achievement of outcomes.

Evaluation objective, design and implementation

The primary purpose of the study was to capture the outcomes of the interventions on aspects

viz. teacher educators’ technology skills and knowledge of new pedagogical approaches, as well

as improved mastery of content and attitudes toward teaching.At the student teachers end the

study tried to assess the outcomes with respect to increased knowledge of subjects and

technological skills, improved attitudes about learning, and the acquisition of professional skills.

The study also focused on other possible outcomes such as increased innovativeness in

colleges/institutes and increased sharing of resources.

The study was based on a cross sectional research design. Both quantitative and qualitative

methods were employed to ascertain the changes and to understand the processes underlying the

changes. It covered 98 colleges/institutions/departments taken across 16 states and 1 union

territory in India – Jammu and Kashmir, Himachal Pradesh, Punjab, Haryana, Delhi, Rajasthan,

Gujarat, Uttar Pradesh, Uttarakhand, West Bengal, Meghalaya, Mizoram, Andhra Pradesh,

Maharashtra, Tamil Nadu, Goa and Kerala.

Semi structured questionnaire was administered to 175 teacher educators from 95

colleges/institutes/departments, 9 in-depth interviews were scheduled with Head of institution

and 3 focus group discussions were conducted with student teachers to collect the data for the

study.

Features of the training

The Intel®

Teach Pre-Service program trains the teacher educators to use technology for enquiry

based learning in the classrooms. Nearly 80 percent of the sample respondents consider the

following components of the training very/completely useful - project based learning, curriculum

framing questions-essential, unit and content questions, promoting higher order skills, developing 21st

2

century skills, managing available technology and resources, enhancing student learning and addressing

student diversity. Majority of the respondents agree that the training was completely hands-on

work which was not only focused on technology but the application of technology in education.

Short term outcomes of the training

The preparation of the master trainers and their ability to conduct further trainings are considered

to be the short term outcomes of the training. 56.2 percent of teacher educators considered

themselves well prepared in cascading down the learning to student teachers level whereas 25

percent of the teacher educators find themselves completely prepared. 58.1 percent of the Master

trainers find themselves well prepared to train Participant teachers while 16.2 percent regard

themselves completely prepared to take the task of training Participant teachers.

Long term outcomes of the training

The long term outcomes of the training are considered to be changes in attitudes and practices

among teacher educators and student teachers. These also involve innovations at educator and

institutional level and the abilities to address the needs of student diversity.

• Changes in Attitude

All the sampled teacher educators have prioritized integrating ICT in education. 63.4 percent of

the sample respondents show their strong priority in integrating ICT in education. The positive

attitude towards technology integration is also reflected through the future plans of the teacher

educators and the role they envisaged for technology in future.

• Changes in Practice

At this level, the outcomes include the extent of technology integration by teacher educators and

student teachers. The outcomes also comprise of innovations to integrate ICT in curriculum by

the educators and institutes/colleges. At present, all teacher educators are using ICT at varying

levels as compared to 17.7 percent who did not use ICT in education before training. The teacher

educators are increasingly using technology in planning lessons and designing innovative activities,

preparing and presenting seminars/workshops/conferences, conducting own research, creating teaching

learning materials, engaging students in usage of technology and in communication and collaboration

with peers and student teachers.

ICT usage by student teachers

In 86.3 percent of sampled colleges/institutes, student teachers transact technology aided lesson

during practice teaching. The student teachers are also able to practice teaching approaches

which are introduced through Intel®

Teach Pre Service training. In 88.4 percent of the sampled

colleges/institutes, student teachers use technology during micro/simulated teaching.

Outcomes at institutional level

The attitude and behavior of the teacher educators towards ICT also reflect on the state of ICT in

their respective colleges/institutes. The colleges/institutes are innovating ways to integrate ICT in

their B.Ed. curriculum. 87.3 percent (83 out of 95) of the sampled colleges/institutes have

3

integrated ICT in their B.Ed. curriculum. In 54.1 percent of the colleges/institutes which have

integrated ICT in B.Ed. curriculum, student teachers spend 50 hours and more on ICT. 91.5

percent (87 out of 95) of the responded colleges dedicate extra time for the student teachers to

utilize computer facilities beyond the B.Ed. curriculum schedule. Some of the colleges have

adopted interdisciplinary approach of teaching where the ICT based lectures are delivered on

integrated topics, combining related topics from different subjects. Few colleges have integrated

ICT in different sections of their curriculum to accommodate technology without additional

burden on student teachers.

4

CHAPTER 1

INTRODUCING PROJECT X-PDITTE

1. Introduction

National Council for Teacher Education (NCTE) is a statutory body formulated under Ministry

of Human Resource and Development, Government of India; to coordinate and monitor the

development of teacher education in India. NCTE formulates norms and standards with regard to

design, transaction and evaluation of curriculum and other matters concerned with teacher

education to ensure quality of teacher education. In order to empower the teacher with

technology and associated pedagogic skills, NCTE entered into an MOU with Intel®

Teach in

December 2006 for the joint project of integrating technology in education: the XPDITTE (X-

elerated Professional Development for Integration of Technology in Teacher Education) project.

Project X-PDITTE is unique public-private collaboration between the National Council of

Teacher Education (NCTE) and Intel®

Teach Program. It has been developed by Intel®

Teach

with inputs from NCTE.

The objectives of the Project XPDITTE are

A. To build capacities of teacher educators for effective use of ICT for communication,

Collaboration and research activities by mapping Intel® curriculum resources with the needs of

the teachers’ educators and teacher education institutions

B. To empower the student teachers by preparing them as effective teachers for tomorrow where

in the teacher educators act as facilitators.

The curriculum of the project includes themes like:

1. Utilizing Essential Questions to promote effective use of technology in the classroom.

2. Introducing technology tools and strategies that students and teachers can use to enhance

learning through research, communication and productivity.

3. Supporting hands-on learning while creating units and evaluation tools that address state

and national academic and technology standards.

4. Encouraging pre-service teachers to work in teams, problem-solve and participate in peer

review of their units.

The project is based on cascade model in which the teacher educators of B.Ed. colleges are

trained on ICT in education and these trained teacher educators also known as Master trainers in

turn impart training to the fellow teacher educators who are also known as Participant teachers.

These trainings pose reflections on the B.Ed. curriculum and pedagogy and the student teachers

are encouraged to use ICT in education.

5

Since the launch, the Program has touched 74 Universities & 10 SCERTs. More than 8000

teacher educators in 2000 Teacher Education Institutions across 18 states have been impacted in

the three years of this project. The curriculum is available in 5 Indian languages besides English.

Moving forward, Intel®

and NCTE has decided to undertake a joint impact study of the project

XPDITTE, which would help in understanding impact on the ground, the challenges and

experiences of the Institutions, Educators and Students and also capture the some best known

methods which would have emerged during the training or implementation of the project.

Th Intel Teach Pre

Service Training

Th

Master trainers

Participant

Teachers

Student Teachers

School Students

Flo

w o

f Le

arn

ing

Figure 1: Cascade model of Intel Teach Pre Service Programme

6

CHAPTER 2

Evaluation objective, design and implementation

2. Evaluation objective, design and implementation

The main aim of the study is to evaluate the usefulness and effectiveness of the Intel®

Teach Pre-

Service Programme in reaching out to the teacher educators and directing them as medium of

change for use of technology among the future teachers and students. The study tries to capture

the outcomes such as development of teacher educators’ technology skills and knowledge of new

pedagogical approaches, as well as improved mastery of content and attitudes toward teaching.

At the student teachers side, the outcomes may be increased knowledge of subjects and

technological skills, improved attitudes about learning, and the acquisition of professional skills.

Beyond learning outcomes, ICT may help addressing students with special needs. The study also

focuses on other possible outcomes such as increased innovativeness in colleges/institutes and

increased sharing of resources.

The key objectives of the study are:

• To measure knowledge, attitude, behavior and practice level changes among the

teacher educators in relation to use of technology

• To evaluate the training and its various components like module, curriculum,

pedagogy, materials and resources etc given to the teacher educator during the

programme implementation.

2.1 Key Research Questions

In consonance with the research objective, following are the key research questions used in the

study tools –

• What skills set have been developed by the faculty members?

• What are the teachers’ views on the training curriculum – skills, knowledge, ICT

component, pedagogy component and resources?

• What is the need, relevance and usage of these skills in teacher education?

• Do the teachers use technology in their teaching practices post training?

• How the technology is being used by faculty and students?

• What are ICT related needs as felt by teachers, students and head of the institutions?

• Is there a need for integrating ICT in B. Ed. curriculum?

• What are the enabling factors of ICT integration in teacher education?

• What are the barriers to ICT integration in teacher education?

• What innovative activities/strategies have teacher educators / institutions used?

• What is the way ahead?

7

2.2 Methodology

The present study is based on a cross sectional research design. Both quantitative and qualitative

methods are used in the study. While the quantitative analysis measures the change, the

qualitative data captures the actual process of the change.

2.3 Target group

The target groups for the study are –

1. Teacher educators – They are faculty members of the B.Ed. institutions and primary

informants for the study. There are two categories of teacher educators:

a) Master trainers: They are the teacher educators who directly participated the Intel®

Teach training.

b) Participant teachers: They are the teacher educators who are trained by the Master

trainers.

2. Head of the Institutions – They are the Directors, Principals or Heads of the department

of the colleges/institutes.

3. Student teachers – Student teachers are the students of B.Ed. colleges.

2.4 Study tools

The quantitative data from teacher educators was collected through semi structured

questionnaires based on the key

research questions. Most of the

questions were close ended to

bring objectivity to the study.

Some of the questions were left

open ended to better understand the processes involved.

Information from the head of the institutions was collected through in-depth interviews. Also,

focused group discussions (FGDs) were conducted with the student teachers to understand their

perspective on the project.

2.5 Sample

The sample covers 98 colleges/institutions/departments taken across 16 states and 1 union

territory in India – Jammu and Kashmir, Himachal Pradesh, Punjab, Haryana, Delhi, Rajasthan,

Gujarat, Uttar Pradesh, Uttarakhand, West Bengal, Meghalaya, Mizoram, Andhra Pradesh,

S.No Target group Survey tools

1 Teacher educators Semi structured questionnaire

2 Head of Institutions In-depth interview

3 Student teachers Focus group discussion

Table 1: Study tools used in the study

S.No Survey tools Respondents

1 Semi structured questionnaire 175 teacher educators from 95

colleges/institutes/departments

2 In-depth interviews 9 Head of institution

3 Focus group discussions 3 groups of student teachers

Table 2: Sample respondents of the study

8

Maharashtra, Tamil Nadu, Goa and Kerala. Such geographical coverage ensures representation

of diverse views across the country.

9

Features of

3. Features of Intel® Teach Pre Service training

The training focuses on imparting technological skills to

enquiry based learning. The training components

curriculum designing inputs. These

trainee educators. The present section explores the focus,

the training under Pre Service Programme.

3.1 Focus of training

Nearly 90 percent of the respondents a

integration of technology into teaching, providing useful teaching strategies, illustrating effective

technological usage with student teachers and providing opportunities for collaboration with

other educators.

These aspects are essentially useful in promoting 21

skills. The training is focused in pedagogy strategies and curriculum framing questions

(essential, unit and content questions) so that the

in their classroom sessions.

The training provides platform where

and collaborate in efforts to integrate ICT in education. It is observed that some of the

institutes/colleges have developed as technology leaders and resource centres for other local

colleges/institutes. These resource centres impart ICT trainings to other educators in their

campuses and open their ICT infrastructure for other colleges/inst

organization or participation in ICT based conferences, workshops or seminars.

Integration of technology into teaching

Provided useful teaching strategies

Illustrated effective uses of technology with student

teachers

Provided opportunities to collaborate with other

educators

High focus

CHAPTER 3

Features of Intel® Teach Pre Service training

Teach Pre Service training

on imparting technological skills to teacher educators assist

enquiry based learning. The training components encompass technological,

curriculum designing inputs. These concepts are introduced involving participation of all the

present section explores the focus, and various components and aspects of

the training under Pre Service Programme.

Nearly 90 percent of the respondents accord the training was moderately to highly focused on



hese aspects are essentially useful in promoting 21st century skills and high order thinking


(essential, unit and content questions) so that the teacher educators can easily apply the learning

The training provides platform where teacher educators of different colleges/institutes acquaint

and collaborate in efforts to integrate ICT in education. It is observed that some of the



campuses and open their ICT infrastructure for other colleges/institutes. They also collaborate in

organization or participation in ICT based conferences, workshops or seminars.

0 20 40 60

Integration of technology into teaching

Provided useful teaching strategies

Illustrated effective uses of technology with student

Provided opportunities to collaborate with other

41.2

38.9

34.3

28.0

53.7

54.9

High focus Moderate focus Low focus No focus

Figure 2: Focus areas of training

assisting them in

encompass technological, pedagogical and

concepts are introduced involving participation of all the

and various components and aspects of

ccord the training was moderately to highly focused on



century skills and high order thinking


can easily apply the learning

of different colleges/institutes acquaint

and collaborate in efforts to integrate ICT in education. It is observed that some of these



itutes. They also collaborate in

60 80

53.7

54.9

58.8

60.0

10

3.2 Training components

Table 3: Components of training

The Intel®

Teach Pre-Service program trains the teacher educators to use technology for enquiry

based learning in the classrooms. Nearly 80 percent of the sample respondents consider the

above listed training components very/completely useful. The training instills in them higher

order thinking skills and 21st century skills. The 21st century skills are developed through ICT

based curriculum, which is interdisciplinary, integrated and project-based. The teacher educators

realize the usefulness of project-based, interdisciplinary approach for enhancing student learning.

They also regard ICT medium is effective in addressing student diversity.

ICT has immense potential in addressing the needs of the student diversity. A teacher educator at

Ch. Devilal College of Education, Haryana has helped a blind student for better learning by

making use of software that converts text into sound.

3.3 Training aspects different from other professional trainings

As listed in the table 5, on many aspects of the training, the sample respondents consider Intel®

Teach training different from other professional development courses which they have attended.

Majority of them agree the training was completely hands-on work which was not only focused

on technology but the application of technology in education. Practical exposure clears the

concepts of ICT in education.

Training Components

Not

Useful

Somewhat

Useful

Moderately

Useful

Very

Useful

Completely

Useful

Project based learning 0.0 2.8 15.4 46.8 34.8

Curriculum framing questions-essential,

unit and content questions 0.5 4.0 12.5 46.8 36.0

Promoting higher order skills 0.0 5.7 15.4 42.8 36.0

Developing 21st century skills 0.5 4.0 16.0 44.0 35.4

Managing available technology and

resources 0.5 5.7 18.8 47.4 27.4

Enhancing student learning 0.0 3.4 13.7 50.2 32.5

Addressing student diversity 1.7 4.0 21.7 41.1 31.4

11

The training is also focused on pedagogy and curriculum framing which needs to be revised with

the integration of technology in education. The training on technology assisted pedagogy and

peer learning address the need of 21st century skills. In order to address a wide and diverse group

of teacher educators, the course materials have been translated into 5 regional languages – Hindi,

Marathi, Telugu, Kannada and Gujarati.

Training aspects Percentage

Technology aided learning 89.6

Training is almost completely hands-on work 71.7

Training material includes manual and CD 86.1

Focus on pedagogy rather than technology 50.3

Combining technology skills with pedagogy skills 69.4

Curriculum framing questions 71.1

Training allows for peer learning 63.0

Training doesn’t rank or label trainees 45.1

World class research based curriculum 35.8

World class curriculum translated well regional language 51.4

Table 4: Aspects of training

12

Short term outcomes of trainings

4. Short term outcomes of the training

The Intel®

Teach Pre Service training prepares the

learning to participant teachers and student teachers. The preparation of the

their ability to conduct further trainings are the short term outcomes of the training.

4.1 Training participant teachers

Figure 3: Extent of applying learning

More than 85 percent of the respondents agr

the training they are training student teachers in technology integration, using technology in

teacher training classes and have created digital portfolio. 90.4 percent of the

agree at moderate to great extent that they have trained

education.

The teacher educators are able to apply the learning from the training in their classroom sessions

as well as training Participant teachers

teachers is made possible by sound training sessions which prepared them to train further.

4.2 Level of preparation to train student teachers

25 percent of the teacher educators

in technology integration while 56.2 percent conceived themselves well prepared in cascading

down the learning to student teachers level.

Created digital portfolio

Trained Participant Teachers

Training student teachers in technology

integration

Using technology in teacher training classes

CHAPTER 4

Short term outcomes of trainings

of the training

Teach Pre Service training prepares the teacher educators to cascade down the

and student teachers. The preparation of the master train


participant teachers and student teachers

More than 85 percent of the respondents agree at moderate to great extent that as the outcomes of


teacher training classes and have created digital portfolio. 90.4 percent of the

moderate to great extent that they have trained Participant teachers for integrating ICT in

are able to apply the learning from the training in their classroom sessions

Participant teachers. This cascading model of training students and

is made possible by sound training sessions which prepared them to train further.

Level of preparation to train student teachers

teacher educators find themselves completely prepared to train student teachers



0 10 20 30 40 50

Created digital portfolio

Trained Participant Teachers

Training student teachers in technology

Using technology in teacher training classes

7.4

5.1

9.0

5.7

39.4

37.2

33.6

37.7

47.4

to cascade down the

master trainers and


ee at moderate to great extent that as the outcomes of


teacher training classes and have created digital portfolio. 90.4 percent of the Master trainers

for integrating ICT in

are able to apply the learning from the training in their classroom sessions

ding model of training students and Participant

is made possible by sound training sessions which prepared them to train further.

red to train student teachers


60

53.2

54.8

55.9

Great extent

Moderate extent

Small extent

Not at all

13

4.3 Level of preparation to train

58.1 percent of the Master trainers

while 16.2 percent regard themselves completely prepared to take the task of training

teachers.

4.4 Time to conduct Participant teacher

Nearly 94 percent of the Master trainers

of completion of their training.

Figure 4: Preparedness to train student teachers

Figure 5: Preparedness to train participant teachers

Slightly Prepared Moderately Prepared

Slightly Prepared Moderately Prepared

Level of preparation to train participant teachers

rainers find themselves well prepared to train Participant teachers

while 16.2 percent regard themselves completely prepared to take the task of training

Time to conduct Participant teacher training by Master trainers

Master trainers conducted Participant teacher training within 6 months

: Preparedness to train student teachers

: Preparedness to train participant teachers

3.4

19.7

58.1

16.2

Moderately Prepared Well Prepared Completely prepared

2.3

16.5

56.2

25.0

Moderately Prepared Well Prepared Completely prepared

Participant teachers

while 16.2 percent regard themselves completely prepared to take the task of training Participant

conducted Participant teacher training within 6 months

Completely prepared

Completely prepared

14

45.2 percent of the Master trainers

one month of completion of their t

0.05.0

10.015.020.025.030.035.040.045.050.0

Within 1 month After 1 months

but before 2

month

45.2 Figure

Master trainers were able to conduct the Participant teacher training within

one month of completion of their training.

After 1 months

but before 2

month

After 2 months

but before 3

month

After 3 months

but before 6

month

After 6 months

20.9

13.9 13.9

6.1

Figure 6: Time to conduct Participant teacher training

were able to conduct the Participant teacher training within

After 6 months

6.1

15

Long term outcomes of trainings

5. Long term outcomes of the training

The long term outcomes of the training are the changes in the attitude and practices among

teacher educators and student teachers. They also involve innovations at


5.1 Outcomes at attitudinal level

It is observed that the teacher educators

adoption and usage of ICT in educ

education and have future plans to take it further ahead.

5.1.1 Priority level of the teachers to integrate

All the sampled teacher educators

have prioritized integrating ICT

in education. 63.4 percent of the

sample respondents show their

strong priority in integrating ICT

in education. Only 5.1 percent of

the sample respondents reflect

small priority to integrate ICT in

education. The teacher educators

are integrating ICT at various

levels which is not limited to classroom sessions but also in extracurricular activities, research,

administrative activities and other day to day activities.

“Instead of ‘one-way’ information flow i.e. teacher addressing a group of passive students, ICT

based teaching-learning strategies have made this process, a ‘two

strategies have involved more student

interdisciplinary approaches. That is why ICT is seen as wonderful kn

A.Srinivas (Teacher Educator, St. Peter’s College of Education, Andhra Pradesh)

5.1.2 Future aspirations

The positive attitude towards technology integration is also reflected through

the teacher educators and the role they e

aspirations are listed in the following box:

CHAPTER 5

Long term outcomes of trainings



and student teachers. They also involve innovations at


Outcomes at attitudinal level

teacher educators and student teachers display positive attitude towards

adoption and usage of ICT in education. Most of them have prioritized integrating ICT in

education and have future plans to take it further ahead.

l of the teachers to integrate ICT in education

teacher educators

have prioritized integrating ICT

. 63.4 percent of the

sample respondents show their

integrating ICT

in education. Only 5.1 percent of

reflect

small priority to integrate ICT in

teacher educators

are integrating ICT at various

ls which is not limited to classroom sessions but also in extracurricular activities, research,

administrative activities and other day to day activities.

way’ information flow i.e. teacher addressing a group of passive students, ICT

learning strategies have made this process, a ‘two-way’ information flow. These

strategies have involved more student-teacher interaction, collaboration between students and

interdisciplinary approaches. That is why ICT is seen as wonderful knowledge media.”


The positive attitude towards technology integration is also reflected through the future plans of

and the role they envisaged for technology in future. Some of these

following box:

63.4

31.4

5.1

Strong Priority Moderate Priority

Small Priority Not at All

Figure 7: Priority level to integrate ICT in education


and student teachers. They also involve innovations at educator and

student teachers display positive attitude towards

ation. Most of them have prioritized integrating ICT in

ls which is not limited to classroom sessions but also in extracurricular activities, research,

way’ information flow i.e. teacher addressing a group of passive students, ICT

way’ information flow. These

teacher interaction, collaboration between students and

owledge media.”


the future plans of

. Some of these

Moderate Priority

16

“There is need for an attitudinal change among the teachers and students. They should start

looking technology as an investment rather expenditure.”- Dr. Shulbha Natraj, Principal,

Waymade College of Education, Gujarat.

Teacher educators at Dr. MA Khan College, Pune want to spread computer literacy at rural

areas .

Educators at Modern College of Education, Pune are looking forward to bridge the gap

between the practical and theoretical concepts of ICT and education to make learning easier.

Government College of Education, Ambejagoi, Maharashtra, is planning to integrate

technology in education as well as administrative processes .

Teacher educators at Ch. Devilal College of Education, Haryana wish to promote the ICT

based research on a larger scale and enhance learning materials to help student diversities

MGN College of Education, Jalandhar is looking forward to introduce interactive

blackboards and smart classrooms (MGN COE, Jalandhar)

Teacher educators are showing interest in attending seminars on ICT in education and

pursuing research in ICT related topics in education.

17

5.2 Outcomes at practice level

At this level, the outcomes include the extent of


the educators and institutes/college

5.2.1 ICT usage by teacher educators

Figure 8: Comparison of ICT usage by teacher educators

The extent of ICT usage in education by

training. At present, all teacher educators

percent who did not use

ICT in education before

training. 53.1 percent of

teacher educators are

regularly making student

teachers use ICT while

25.7 are considered to be

technology leader in their

respective colleges/institutes.

The usage of ICT by teacher educators

classrooms and extracurricular activities.

“Being an IT teacher, I used to integrate technology earlier also before Pre Service programme.

But this programme really benefitted me focusing on pedagogy along with use of technology and

how to combine the two in the interest of students. My critical thinking, planning and

communication by the use of technology really changed and moreover my student teachers are

also benefitted by the knowledge of integrating ICT in classrooms.”

College,Jalandhar)

No use of ICT

Try few times in using ICT

Take few lessons using ICT

Regularly make student teachers use ICT

Consider as technology leader

In Percentage

ICT usage

No use of ICT



Regularly m


Table

At this level, the outcomes include the extent of technology integration by teacher educators


the educators and institutes/colleges.

teacher educators before and after the training

teacher educators before and after the training

The extent of ICT usage in education by teacher educators has considerably increased after

teacher educators are using ICT at varying levels as compared to 17.7

teacher educators in turn encourages student teachers to use ICT in

classrooms and extracurricular activities.

d to integrate technology earlier also before Pre Service programme.



ication by the use of technology really changed and moreover my student teachers are

also benefitted by the knowledge of integrating ICT in classrooms.” (Ms. Shivani Gulati, MGN

0.00 10.00 20.00 30.00 40.00

No use of ICT



Regularly make student teachers use ICT


17.7

27.4

21.7

26.2

6.8

0.00

3.4

17.7

25.7

After training Before training

ICT usage Before training

No use of ICT 17.7

Try few times in using ICT 27.4

Take few lessons using ICT 21.7

Regularly make student teachers use ICT 26.2

Consider as technology leader 6.8

Table 5: Comparison of ICT usage by teacher educators before and after the training

teacher educators and


iderably increased after

are using ICT at varying levels as compared to 17.7

in turn encourages student teachers to use ICT in

d to integrate technology earlier also before Pre Service programme.



ication by the use of technology really changed and moreover my student teachers are

(Ms. Shivani Gulati, MGN

50.00 60.00

53.1

Before training After training

0.0

3.4

17.7

53.1

25.7

before and after the training

18

5.2.2 Extent of ICT usage by teacher educators

Figure 9: Extent of ICT usage by teacher educators

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

4.6

43.4

51.4

Less usage

Plan

lessons and

design

innovative

activities

Prepare and

present

seminars/

workshops/

conferences

Sammilani Teachers’ Training College, Kolkata

This college in Kolkata perceives ICTE as a medium for interdisciplinary learning. Here, ICT is

not only confined to subject specific but emphasis is laid on developing ICT based lectures on

integrated topics, combining related topics from different subjects for inte

Progressing on this approach, the college has introduced ‘Teacher effectiveness program’ using

ICT in which 4-5 teacher educators

encompassing topics from different subjects. The college pro

learning by encouraging the student teachers to work in groups of 4

projects of their choice vetted by

The Principal, Dr Madanmohan Chel, who observes ICT as an essential medium fo

teaching, understands the importance of creativity for effective use of ICT in education. Brain

storming sessions have been introduced in the course to inculcate the art of creativity among the

student teachers. Dr Chel is an active member of

Bengal Teachers’ Association and Centre for Pedagogical Studies in Mathematics and advocates

for ICTE in schools through these forums.

teacher educators

teacher educators

4.6 4.0 2.3 4.0

25.7 27.4

33.7

45.1

69.4 68.263.6

50.3

Less usage No change More usage Always

Prepare and

present

seminars/

workshops/

conferences

Conduct

own

reserach

Create

teaching

learning

materials

Engage

students in

usage of

technology

Sammilani Teachers’ Training College, Kolkata

e in Kolkata perceives ICTE as a medium for interdisciplinary learning. Here, ICT is


integrated topics, combining related topics from different subjects for inte


teacher educators are grouped together to prepare teaching content

encompassing topics from different subjects. The college promotes collaborative and integrated

learning by encouraging the student teachers to work in groups of 4-5 members on the ICTE

projects of their choice vetted by teacher educators.

The Principal, Dr Madanmohan Chel, who observes ICT as an essential medium fo



student teachers. Dr Chel is an active member of All India Science Teachers’ Association, All


for ICTE in schools through these forums.

5.7

39.4

54.9

Communicate

and

collaborate

e in Kolkata perceives ICTE as a medium for interdisciplinary learning. Here, ICT is


integrated topics, combining related topics from different subjects for integrated learning.


are grouped together to prepare teaching content

motes collaborative and integrated

5 members on the ICTE

The Principal, Dr Madanmohan Chel, who observes ICT as an essential medium for effective



All India Science Teachers’ Association, All


19

More than 90 percent of the teacher educators are always/more using ICT for planning lessons

and designing innovative activities. They are using interdisciplinary and project based approach

of teaching and learning.

DAV College of Education for Women, Punjab has developed software on B. Ed. curriculum

that describes content, evaluative questions and feedback mechanism.

MGN College of Education, Punjab is making use of video recorders to review and improve

teaching sessions. It also encourages the use of online journals and e-books among teacher and

student fraternity.

Sohan Lal College of education has creation a digitized library of teaching materials in form of

CDs. The subject matter and lesson plan are created in the form of presentations.

69.3 percent of the

teacher educators are

always making use of

technology to prepare

and present seminars/

workshops/

conferences.

The increasing use of

technology in organizing workshops, conferences and

seminars not only helps in executing the plan but

establishes a technology savvy image of the colleges/institutes. This also eased in emerging out

as an ICT resource centre where knowledge and skills can be shared with other

colleges/schools/institutes.

68.2 percent of teacher educators are always making use of ICT to conduct their own research.

The exposure to ICTE trainings has opened the floodgate of research opportunities before

teacher educators and M.Ed students. Not only are they opting for ICTE as their topic for the

research but are profusely benefitted by the availability of knowledge pool in internet. As

expressed by many teacher educators, the use of computer has made publishing any knowledge

product (handbooks, research paper) an easier task.

63.5 percent of teacher educators are always using technology to create teaching learning

materials. They are using projectors, powerpoint presentations and CDs to make the learning

Usage

More

usage Always

Plan lessons and design innovative activities 43.4 51.4

Prepare and present seminars/workshops/conferences 25.7 69.3

Conduct own research 27.4 68.2

Create teaching learning materials 33.7 63.5

Engage students in usage of technology 45.1 50.2

Communicate and collaborate 39.4 54.9

Table 6: Extent of ICT usage by teacher educators

20

student centric. Theoretical lectures presented with interesting visuals and pictures in unit plan

generate interest among student teachers and make the learning easier.

Around 95 percent of the teacher e

usage of technology. ICT is integrated in both theoretical and practical components of the B.Ed.

curriculum. Student teachers are using ICT based lessons during their practice teaching and

micro teaching. They are encouraged to use e

Around 94 percent of the teacher educators

collaborate with students, peers and colleagues. The emails are increasingly used for the purpose

of communication. Teacher educators

The colleges/institutes are updating websites to disseminate the schedule of events

information.

The increasing pattern of ICT usage among

of technology by student teachers. As discussed before, most of the colleges have integrated ICT

in their B.Ed. curriculum.

5.2.3 ICT usage by student teachers


during practice teaching.

In order to make realize the utility of ICT among student teachers, Pune based Modern College

of Education and Arihant College of education engage the student teachers

using both traditional and technology assisted approach and comparing the two approaches to

understand the difference.

0.00

10.00

20.00

30.00

40.00

50.00

All of them

24.2

Figure 10: Student teachers delivering technology aided lessons


generate interest among student teachers and make the learning easier.

teacher educators are always/more engaging the student teachers in the



teaching. They are encouraged to use e-books, online journals and educational blogs.

teacher educators are always/more using internet to communicate and

tudents, peers and colleagues. The emails are increasingly used for the purpose

Teacher educators and student teachers are also interacting through blogs.

The colleges/institutes are updating websites to disseminate the schedule of events

The increasing pattern of ICT usage among teacher educators has translated into increasing use


tudent teachers



of Education and Arihant College of education engage the student teachers in preparing lessons


Most of them Some of them None

48.9

24.2

2.6

: Student teachers delivering technology aided lessons


are always/more engaging the student teachers in the



books, online journals and educational blogs.

are always/more using internet to communicate and

tudents, peers and colleagues. The emails are increasingly used for the purpose

and student teachers are also interacting through blogs.

The colleges/institutes are updating websites to disseminate the schedule of events or other

has translated into increasing use




in preparing lessons


21

Of these colleges/institutes where student teachers transact technology aided lessons, around 97

percent of the teacher educators

technology aided lessons during practice teaching. Nearly half of the respondents (48.9 percent)

concurred that most of the student teachers

technology aided lessons while 24.2 percent accorded

effective technology aided lessons.

The biggest challenge which the student teachers face in transacting technology aided lessons is

the lack of adequate infrastructure in the schools where they undergo practice teaching.

In 88.4 percent of the sampled colleges/institutes, stud

micro/simulated teaching. However, during micro/simulated teaching, student teachers do not get

sufficient time to make effective use of technical skills.

The teacher educators are integrating technology in class through

student teachers are encouraged to work in small groups on projects that may run for a week or

more. They are also expected to solve complex problems on their own under

guidance. These approaches promote 21

The student teachers face challenges in delivering technology based lessons during practice

teaching because the schools where they practice lacks adequate infrastructure. The mo

obscure essential equipment in the schools is projector failing which student teachers can not

demonstrate powerpoint presentations. HGM Azam College of Education, Pune has made

arrangements so that student teachers can avail projectors from the college

technology aided practice teaching sessions.

3.9

45.7

34.0

None Less than half did so

More than half did so All of them did so

Figure 11: Student teachers delivering teaching approaches


assessed that the student teachers were able to deliver effective


most of the student teachers under their supervision delivered effective

technology aided lessons while 24.2 percent accorded all of the student teachers

effective technology aided lessons.


dequate infrastructure in the schools where they undergo practice teaching.

The student teachers are also able to

practice teaching approaches which are

introduced through Intel

Service training. Nearly 80 percent of

the teacher educators

than half/all of the student teachers

were able to implement some of the

teaching approaches which include

project based learning, use of essential

questions, group work, multiple

assessments et cetera.

In 88.4 percent of the sampled colleges/institutes, student teachers use technology during


sufficient time to make effective use of technical skills.

are integrating technology in class through innovative methods. The


more. They are also expected to solve complex problems on their own under teacher educators

guidance. These approaches promote 21st century skills among the student teachers.


teaching because the schools where they practice lacks adequate infrastructure. The mo



arrangements so that student teachers can avail projectors from the college

technology aided practice teaching sessions.

16.4

45.7

Less than half did so

All of them did so

: Student teachers delivering teaching approaches


assessed that the student teachers were able to deliver effective


livered effective

all of the student teachers delivered


dequate infrastructure in the schools where they undergo practice teaching.

The student teachers are also able to

practice teaching approaches which are

Intel®

Teach Pre

Service training. Nearly 80 percent of

accorded more

all of the student teachers

were able to implement some of the

teaching approaches which include

project based learning, use of essential

questions, group work, multiple

assessments et cetera.

ent teachers use technology during


innovative methods. The


teacher educators’

tury skills among the student teachers.


teaching because the schools where they practice lacks adequate infrastructure. The most



arrangements so that student teachers can avail projectors from the college for their

22

The Student teachers are encouraged to solve

complex problems on their own under the

guidance of teacher educators. This approach

inculcates critical thinking and problem

solving skills among the student teachers.

15 percent of the respondents

student teachers to solve complex problem on

their own on daily basis, 20.8 percent on

weekly basis and 38.2 percent on monthly

basis. 22 percent of educators encouraged to

3.5

19.7

29.5

37.0

9.8

Never 1-2 times a year

Monthly Weekly

Daily

5.8

32.4

42.2

17.3

1.7


Monthly Weekly

Daily

Figure 12: Percentage of teacher educators assigning at least

week long projects

Figure 13: Percentage of teacher educators assigning group

projects

Most of the teacher educators

teachers work on projects that run for a week or

more. 17.3 percent of the total respondents assign

such projects to student teachers on weekly basis,

42.2 percent assign on monthly basis while 32.4

percent assign 1-2 such projects in a year.

on such projects that take week or more induces

creativity, student centric learning and

inquisitiveness among student teachers.

The Teacher educators are frequently making

the student teachers work in small groups. 37

percent of the total respondents assign the

projects to student teachers on weekly basis 29.5

percent assign on monthly basis while 9.8

percent assign on daily basis. The group

assignments help in managing the

optimally, and support peer learning and

collaboration

The Student teachers are encouraged to solve

complex problems on their own under the

. This approach

inculcates critical thinking and problem

among the student teachers.

15 percent of the respondents assign their

student teachers to solve complex problem on

their own on daily basis, 20.8 percent on

weekly basis and 38.2 percent on monthly

basis. 22 percent of educators encouraged to

29.5

2 times a year

2 times a year

3.5

22.0

38.2

20.8

15.0


Monthly Weekly

Daily

ge of teacher educators assigning at least

: Percentage of teacher educators assigning group

Figure 14: Percentage of teacher educators encouraging

student teachers to solve complex problems independently

teacher educators make student

teachers work on projects that run for a week or

more. 17.3 percent of the total respondents assign

such projects to student teachers on weekly basis,

on monthly basis while 32.4

2 such projects in a year. Working

on such projects that take week or more induces

creativity, student centric learning and

inquisitiveness among student teachers.

are frequently making

the student teachers work in small groups. 37

percent of the total respondents assign the

projects to student teachers on weekly basis 29.5

percent assign on monthly basis while 9.8

percent assign on daily basis. The group

assignments help in managing the resources

optimally, and support peer learning and

22.0

2 times a year

Weekly

: Percentage of teacher educators encouraging

solve complex problems independently

23

work on complex problems 1-2 times a year.

The colleges/institutes are increasingly using group based assignments and project based

learning. The teacher educators are innovating different methods to apply such approaches. A

teacher educator in GVM College of Education, Goa divides the class into groups and

assigns them different topics. The groups of student teachers search the relevant material on

their respective topics on internet and prepare presentations which are presented in the class.

This approach inculcates collaboration and communication skills, problem solving skills,

critical thinking and creativity among the student teachers.

24

5.3 Outcomes at Institutional level

The attitude and behavior of the


their B.Ed. curriculum. The next section presents the ICT status in the sampled colleges/institutes

In 54.2 percent of the colleges/institutes

which have integrated ICT in B.Ed.

curriculum, student teachers spend 50

hours and more on ICT. Around 31

percent of them have scheduled 30 to 40

hours on ICT curriculum for their

student teachers.

In 14.5 percent of these colleges/

institutes, less than 30 hours have been

chalked out for ICT. The major

challenge is the already packed schedule

of B.Ed. curriculum which leaves little

scope to additional time for ICT.

2.4

14.5

13.2

8.5

4.8

As an Add on course As a compulsory paper

As optional paper As part of one paper

As part of project Any other

0.0 20.0

Less than 1 hour

1 to 2 hours

More than 2 hours

6.9

Figure 15: Status of ICT integration in colleges/institutes

Figure 17: Additional time dedicated beyond curriculum schedule

Outcomes at Institutional level

The attitude and behavior of the teacher educators towards ICT also reflect on the



and the efforts made in the direction.

87.3 percent (83 out of 95) of the sampled

colleges/institutes have integrated ICT in

their B.Ed. curriculum. Of these 83

colleges/institutes, 13.2 percent of the

colleges/institutes have introduced ICT as

a part of one paper and 56.6 percent have

imbibed ICT as a compulsory paper. 14.5

percent have integrated ICT as an optional

paper while rest of them have added ICT

as part of paper, project or practice

teaching.

percent of the colleges/institutes

which have integrated ICT in B.Ed.

um, student teachers spend 50

hours and more on ICT. Around 31

percent of them have scheduled 30 to 40

hours on ICT curriculum for their

percent of these colleges/

institutes, less than 30 hours have been

e major

schedule

of B.Ed. curriculum which leaves little

scope to additional time for ICT.

However, colleges/institutes have

innovated ways to provide adequate

time to student teachers on ICT.

91.5 percent (87 out of 95) o

responded colleges dedicate extra time

for the student teachers to utilize

computer facilities beyond the B.Ed.

curriculum schedule. In 51.7 percent of

56.6

As a compulsory paper

As part of one paper

Any other

6.08.4

22.9

14.5

More than 50 hours 50 hours

40 hours 30 hours

Less than 30 hours

40.0 60.0

41.4

51.7

: Status of ICT integration in colleges/institutes

Figure 16: Distribution of time spent by student teachers on ICT

tional time dedicated beyond curriculum schedule

towards ICT also reflect on the state of ICT in



and the efforts made in the direction.

87.3 percent (83 out of 95) of the sampled

colleges/institutes have integrated ICT in

their B.Ed. curriculum. Of these 83

colleges/institutes, 13.2 percent of the

colleges/institutes have introduced ICT as

and 56.6 percent have

ICT as a compulsory paper. 14.5

percent have integrated ICT as an optional

paper while rest of them have added ICT

as part of paper, project or practice

However, colleges/institutes have

innovated ways to provide adequate

time to student teachers on ICT.

91.5 percent (87 out of 95) of the

responded colleges dedicate extra time

for the student teachers to utilize

computer facilities beyond the B.Ed.

curriculum schedule. In 51.7 percent of

48.2

50 hours

30 hours

: Distribution of time spent by student teachers on ICT

25

these 87 colleges/institutes the student teachers spend on an average more than 2 hours and in

41.4 percent the student teachers avail 1-2 hours in a week on computer facilities beyond

timetable schedule.

Some of the colleges have adopted interdisciplinary approach of teaching where the ICT based

lectures are delivered on integrated topics, combining related topics from different subjects. Few

colleges have integrated ICT in different sections of their curriculum to accommodate

technology without additional burden on student teachers. A case highlighting innovations for

adopting ICT by a college is presented in the box below.

GVM College of Education, Goa – Innovation for adoption of ICTE

The faculty of GVM COE participated in training by Intel®

Teach program in the year 2002.

With the signing of MoU with Intel®

Teach, the college management had a challenge to

integrate the ICTE curriculum in their course. Also, the inadequacy of required infrastructure

and the existing workload of the curriculum mirrored a need for innovative way of

integrating ICTE in the course. The college met the challenge by infusing the Intel®

curriculum components in staggered manner. The Intel® curriculum is assimilated across the

B.Ed. course in five different components namely- General orientation, Subject wise unit

planning during methodology classes, Intel®

modules (MM presentation, internet and other

resources, evaluation rubrics, grade book, student data base, unit portfolios), Educational

technology classes and School wise portfolio implementation during block teaching. The ICT

based lessons and activities amount to 18.5 percentages of the total marks of the syllabus. As

the numbers of computer systems were limited in the college, the student teachers made use

of the computer laboratory of GVM School located in the same campus and the nearby cyber

shops. During block teaching, the student teachers have been finding difficulty in delivering

their IT based lessons due to inadequacy of infrastructure in the schools. This has led to an

innovative idea, in which the batch of school students is split into smaller groups and

exposed to IT based lessons in the nearby cyber shops.

As a result of the initiative and support from the principal and the management, the college,

at present boasts of a new campus with a computer library supported by 20 computer systems

and internet connectivity. From the session 2009-2010, the student teachers have started

enrolling in the Online Intel®

Teach Essential program. In the current batch of session 2010-

2011, all student teachers are enrolled for the program which gives them a professional edge.

The ICT has broadened the area of expertise and prospects for the student teachers. One such

example is a student teacher who is serving in Cyber Crime department of Goa Police.

Over the years, the Intel®

Teach program trained faculty have imparted the ICTE trainings to

200 Master trainers. The Master trainers have further disseminated the trainings totaling to

26

Out of the 83 colleges/institutions which

have integrated ICT in B.Ed. curriculum,

42.6 percent have weightage on ICT

between 5 to 10 percent while 8.5 percent

have ICT weightage between 10 to 15

percent. 41.4 percent of

colleges/institutes reported to have less

than or equal to 5 percent of ICT

weightage. GVM College of Education,

Goa has emerged as a leader in

integrating ICT in its B.Ed. curriculum

with 18.5 percent weightage dedicated to

ICT based lessons and activities.

Most of the colleges have integrated IC

both theory and practical components of their curriculum.

The practical exposure is necessary to illustrate the

colleges/institutes provide time and facilities to student teachers for working on

computer/internet.

3000 ICTE trained teachers.

Professor Louis Vernal, Principal of the college is a visionary and pioneer in integrating ICT

with education. He foresees a future where teaching is not only limited to transacting the

lessons but infusing the skills to acquire, organize and apply the knowledge and ICT would

play an important role. On the issue of inadequacy of infrastructure in the schools where

teachers are not able to apply the ICTE skills, he is of the opinion that the future state of

infrastructure in the schools are going to improve and the pool of ICTE proficient teachers at

that point would be available to apply their skills.

0.0 20.0

Do not get time to spend

Less than 1 hour

1 to 2 hour

More than 2 hour

0.0

8.4

Figure 19: Scheduled time in a week for student teachers to work on

computer/internet

the 83 colleges/institutions which

have integrated ICT in B.Ed. curriculum,

42.6 percent have weightage on ICT

between 5 to 10 percent while 8.5 percent

have ICT weightage between 10 to 15

percent. 41.4 percent of

colleges/institutes reported to have less

than or equal to 5 percent of ICT

weightage. GVM College of Education,

Goa has emerged as a leader in

integrating ICT in its B.Ed. curriculum

with 18.5 percent weightage dedicated to

ICT based lessons and activities.

Most of the colleges have integrated ICT in

both theory and practical components of their curriculum.

The practical exposure is necessary to illustrate the use of ICT in education. All 98


54.7 percent of the colleges/institutes

provision more than 2 hours in a week

for students to work on

computers/internet. 36.8 percent

dedicate 1 to 2 hours in a week and 8.4

percent can afford less than an hour in a

week for student teachers to wo

computers/internet.


e foresees a future where teaching is not only limited to transacting the



eachers are not able to apply the ICTE skills, he is of the opinion that the future state of


that point would be available to apply their skills.

0.00 10.00 20.00

Weightage not fixed

ICT weightage<=5

5<ICT Weightage<=10

10<ICT Weightage<=15

15<ICT Weightage<=20

6.1

8.5

1.2

20.0 40.0 60.0

8.4

36.8

54.7

Figure 18: ICT weightage in colleges/institutes

: Scheduled time in a week for student teachers to work on

use of ICT in education. All 98 sampled


54.7 percent of the colleges/institutes

provision more than 2 hours in a week

for students to work on

computers/internet. 36.8 percent

dedicate 1 to 2 hours in a week and 8.4

percent can afford less than an hour in a

week for student teachers to work on


e foresees a future where teaching is not only limited to transacting the



eachers are not able to apply the ICTE skills, he is of the opinion that the future state of


20.00 30.00 40.00 50.00

41.4

42.6

: ICT weightage in colleges/institutes

27

At the next higher level, few institutes/colleges are mulling ways to reach the community. They

are innovating designs to address the needs of student diversity. Few are exploring ways to

spread the ICT skills at the bottom of the pyramid. One such leader among these colleges/

institutes is Waymade College of Education, Gujarat.

Waymade College of Education, Anand – A pioneer in ICT in education

It was in early 2000s that Dr Shulbha Natraj, Principal, Waymade COE realized the competition

in the education sector staged by other institutions in Anand. She envisioned an entirely new path

for institution which snakes the modern realm of education and the institution has emerged as a

resource centre for the local colleges and schools. Supported by Intel®

Teach program, she

participated in a training in 2001 which not only honed her ICT skills blended with education but

resulted in a paradigmatic attitudinal shift which carved the path of the institution for rest of the

years. Over the years, the college has hinged on the platform provided by Intel®

Teach to

showcase their skills and expertise and commanded a goodwill in the education sector.

Recently, she participated as a resource person in the program iBLD (ICT Blended Learning

Design) initiated by the government of Gujarat.

The ICT enabled environment in the college has created positive shifts in knowledge, skills and

attitude among teacher educators and student teachers. The internet is serving as a huge pool of

knowledge resource which is used by teacher educators and student teachers in research and

daily practices. The crucial skills of using curriculum framing questions acquired in the Intel®

Teach program enabled the college to modify their curriculum four times since 2004 to keep

abreast with the latest. The ICT skilled student teachers of the college are easily placed in the

schools and related organizations. Those who opt for higher studies (Master in Education) are

found to be at ease during the course. The college recruitment policy clearly states the need for

ICT competent teachers and a mandatory undertaking to gain ICT skills during incumbency if

the new entrant is not ICT skilled; a remarkable fact indicating the extent to which the college

has imbibed ICT in its system. By 2004-05, the teacher educators had developed their teaching

material in line with ICT. The college is not only using ICT in teaching sessions but the

administrative department is also expected to use ICT in their daily tasks.

The ICT in education has introduced the concept of sharing the knowledge and Waymade COE

is voluntarily treading this path. The college has emerged as the resource centre where the

teaching materials uploaded by the teacher educators are utilized by other colleges. The alumni

have created and disseminated the electronic version of teaching materials to the schools for

ready reference. The Intel®

Teach program trained teachers are the resource persons and have

been consistently involved in imparting trainings to teachers of other colleges. The college

organizes a 4 day training program in ICT based education for school teachers.

The college has also initiated the community outreach program during summer vacations. Under

28

this program, a batch of 40 children hailing from less privileged families is exposed to basic

training on ICT.

The principal, Dr Natraj who is an active resource person for community outreach program has a

vision for future. She is an advocate for higher order thinking and experimentation based

learning in education. She envisages a pivotal role of ICT in promoting these reforms in

education.

29

Challenges and support to t

6. Challenges and support to technology integration

There are challenges and support in the p

the factors responsible for these challenges and support. These factors include infrastructure

status in institutes/colleges, support of the management, administration, and head of institu

availability of technical support and adequate

teachers.

6.1 Challenges to ICT integration

The biggest challenge in integrating technology with education is the lack of adequate computer

skills among student teachers. 40.6 percent of sample respondents agree that the inadequate

computer skills among student

teachers slow down the pace of

technology integration.

The challenge is taking all the

student teachers together because

the level of ICT knowledge and

skills varies among them. Some of

the student teachers do not have

computer background and start as

computer beginners in B.Ed.

course. At times reluctance among

the few student teachers in using

Challenges

Managing student teachers on computers

Not enough computers

Inadequate access to internet

Insufficient Class/Lab time

Lacking sufficient computer skills

Many student teachers lack adequate computer skills

Inadequate administrative support

Inadequate technical support

Student teachers do not have sufficient time and

infrastructure

Table 7: Challenges to integrate technology in education

CHAPTER 6

Challenges and support to technology integration

Challenges and support to technology integration

There are challenges and support in the path to technology integration. The study tries to explore

factors responsible for these challenges and support. These factors include infrastructure

status in institutes/colleges, support of the management, administration, and head of institu

hnical support and adequate computer skills among educators and student

Challenges to ICT integration



ng student

teachers slow down the pace of

The challenge is taking all the

student teachers together because

the level of ICT knowledge and

skills varies among them. Some of

the student teachers do not have

start as

computer beginners in B.Ed.

course. At times reluctance among

the few student teachers in using

Strongly

disagree Disagree

No

opinion

Managing student teachers on computers 26.3 49.7 5.7

35.4 42.3 2.9

38.1 46.3 1.7

25.1 52.0 4.6

36.0 51.4 2.9

Many student teachers lack adequate computer skills 12.6 30.9 13.1

40.6 46.3 7.4

37.1 46.3 5.7

Student teachers do not have sufficient time and

27.4 42.3 5.1

Challenges to integrate technology in education

0.0 10.0 20.0 30.0

Strongly disagree

Disagree

No opinion

Agree

Strongly agree

12.6

30.9

13.1

2.9

Figure 20: ICT skills of student teachers as challenge

The study tries to explore

factors responsible for these challenges and support. These factors include infrastructure

status in institutes/colleges, support of the management, administration, and head of institution,

among educators and student



Agree

Strongly

agree

17.7 0.6

17.1 2.3

12.0 2.3

14.3 4.0

9.7 0.0

40.6 2.9

4.6 1.1

10.9 0.0

22.3 2.9

40.0 50.0

30.9

40.6

30

ICTE may be observed and a programme as short in duration and vast as B.Ed. may not prove

enough to bring attitudinal change among them.

However, it is acknowledged that the self motivated student teachers help in propelling ICT by

endeavoring initiatives. These student teachers make use of ICT in classroom sessions and

participate in ICT based workshops, seminars and quiz. They also make use of technology in

organizing workshops, conferences and seminars.

6.2 Aids to ICT integration

Table 8: Support to integrate ICT in education

As shown in the table, the sample respondents reflect adequate support from their management

in integrating technology. It is also observed that the colleges/institutes where the Head of the

institutions or the Head of the departments are the leaders in ICTE receive strong support in

integrating ICT with education. The strong computer and pedagogical skills of the trained

teachers with support from Head of institution/department has brought changes in the curriculum

and pedagogy. The course schedule is maneuvered to allow student teachers to spend adequate

time on computers. There are some colleges/institutes where computer laboratories remain open

after the scheduled time. The administrative support is also fully available to accommodate any

necessary adjustments. In fact, there are few colleges/institutes where the administrative work is

encouraged to be computerized.

Most of respondents are satisfied with the state of infrastructure (computer systems and internet

facility) in their respective colleges/institutes. However, there is always a scope for

improvement. The state of infrastructure has gradually improved over the years. While some

institutes/colleges have acquired the optimum level of infrastructure some are in the stage of

improvement. Some respondents also realize the need for better technical support so that they

can utilize their resources in best possible way. This can be achieved by employing technical

support on full-time basis.

Enablers

Strongly

disagree Disagree

No

opinion Agree

Strongly

agree

Support of Principal/Director/Management 0.6 1.1 2.3 45.7 50.3

Adequate number of computers 1.1 5.7 5.1 47.4 40.0

Adequate access to internet 1.1 6.9 5.1 43.4 42.9

Adequate time for ICT in timetable 1.7 6.3 6.9 42.3 42.3

Access to computers/internet beyond scheduled time 0.6 4.0 5.7 49.1 40.0

Strong computer skills 0.0 1.7 5.1 49.1 43.4

Many student teachers have adequate computer skills 2.3 17.1 14.3 41.1 24.6

Adequate administrative support 0.6 3.4 4.0 45.7 45.7

Adequate technical support 0.6 5.7 4.0 44.0 45.1

Institution encourages innovations in ICT 0.6 1.7 1.7 49.1 46.3

31

The institutions/colleges are also open to innovations in the area of ICT. These diverse

innovations embellish the scope of ICT in education. These innovations are self driven and

highlight a positive attitude towards ICT in education.

H G M Azam College of Education, Pune

This college based in Pune has grown over the years into a resource centre for ICT.

The college is mulling to transform into e-campus which would involve no paper transaction.

Every administrative and teaching process will be transacted through ICT.

Lack of infrastructure in the schools during practice teaching is always a nightmare for the

student teachers. The college has overcome this challenge by providing projectors to the

student teachers which they can carry to their respective schools during practice teaching.

In order to make the faculty comfortable with IT, the college of education has made

mandatory for all their teacher educators to attend state government certified IT program,

also known as MS-CIT (Maharashtra State Certificate in Information Technology)

32

CHAPTER 7

Conclusions and Inferences

7. Conclusion and Inferences

The Intel®

Teach Pre Service training intends to provide technical assistance for enquiry based

learning. The training focuses in integrating technology with education. The learning from the

training is cascaded down to Participant teachers and Student teachers by the Master trainers.

The training aims to promote higher order thinking skills and develop 21st century skills by

providing technical and pedagogical solutions. As the outcomes of the training, it is expected to

use Project based learning approach to enhance student learning, instill creativity,

inquisitiveness, collaboration and communication skills and critical thinking skills. Since

integration of technology demands changes in the curriculum, the training also focuses on

curriculum framing questions – essential, unit and content questions.

The framework below explains the training logic.

Figure 21: Training design

The training is different from other professional trainings. It imparts technology aided learning

and involves active participation of all participants. The training curriculum is the product of

world class research which is translated into 5 different regional languages – Hindi, Marathi,

Telugu, Kannada and Gujarati; to address the vast and diverse pool of educators.

As the result of the trainings, there have been changes at attitudinal and practice level among the

teacher educators. They are endeavoring to integrate technology with education. As a result, the

student teachers are increasingly using ICT in their curriculum and beyond. This has led to

changes at institutional level where colleges/institutes are integrating technology not only in

curriculum but also in administrative activities and beyond.

Th

Intel Teach Pre

Service Training

21st

Century Skills

• Critical Thinking

• Communication

• Collaboration

• Creativity

• ICT Skills

• Professional Skills

Technical Skills

Pedagogical Skills

Curriculum &

Content

33

7.1 Summarizing findings

Short term outcomes of the training

• More than 85 percent of the respondents agree at moderate to great extent that as the

outcomes of the training they are training student teachers in technology integration,

using technology in teacher training classes and have created digital portfolio.

• 56.2 percent of the Teacher educators conceived themselves well prepared in cascading


• 58.1 percent of the Master trainers regarded themselves well prepared to train Participant

teachers.

• Around 94 percent of the Master trainers conducted Participant teacher training within 6

months of completion of their training.


Attitudinal level

• All the sampled teacher educators have prioritized integrating ICT in education. 63.4

percent of the sample respondents show their strong priority in integrating ICT in

education.

• The teacher educators aspire to use ICT for enhancing student learning and addressing

student diversity by integrating ICT at various levels of teaching. Many of the teacher

educators are involved in research on ICT in education and guiding the M.Ed. students on

ICT based research.

Practice level

• The extent of ICT usage in education by teacher educators has considerably increased

after training.

• 53.1 percent of teacher educators are regularly making student teachers use ICT while

25.7 are considered to be technology leader in their respective colleges/institutes.

• More than 90 percent of the teacher educators are always/more using ICT for planning

lessons and designing innovative activities.

• 69.3 percent of the teacher educators are always making use of technology to prepare and

present seminars/ workshops/ conferences.

• 68.2 percent of teacher educators are always making use of ICT to conduct their own

research.

• 63.5 percent of teacher educators are always using technology to create teaching learning

materials.

• Around 95 percent of the teacher educators are always/more engaging the student

teachers in the usage of technology.

• Around 94 percent of the teacher educators are always/more using internet to

communicate and collaborate with students, peers and colleagues.

34

ICT usage by Student teachers

• In 86.3 percent of sampled colleges/institutes, student teachers transact technology aided

lesson during practice teaching.

• Nearly 80 percent of the teacher educators accorded more than half/all of the student

teachers were able to implement some of the teaching approaches which include project

based learning, use of essential questions, group work, multiple assessments et cetera.

• In 88.4 percent of the sampled colleges/institutes, student teachers use technology during

micro/simulated teaching.

• It is also found that the student teachers are increasingly working in small groups on at

least a week long projects and are encouraged to find the solutions of the complex

problems on their own under Teacher educators’ guidance.

ICT status in colleges/institutes

• 87.3 percent of the sampled colleges/institutes have integrated ICT in their B.Ed.

curriculum. Off these, 56.6 percent have imbibed ICT as a compulsory paper.

• In 54.1 percent of the colleges/institutes which have integrated ICT in B.Ed. curriculum,

student teachers spend 50 hours and more on ICT.

• 91.5 percent of the responded colleges dedicate extra time for the student teachers to

utilize computer facilities beyond the B.Ed. curriculum schedule. In 51.7 percent of these

87 colleges/institutes, the student teachers spend on an average more than 2 hours.

• Out of the 83 colleges/institutions which have integrated ICT in B.Ed. curriculum, 42.6

percent have ICT weightage between 5 to 10 percent.

• All 98 sampled colleges/institutes provide time and facilities to student teachers for

working on computer/internet.

• 54.7 percent of the colleges/institutes provision more than 2 hours in a week for students

to work on computers/internet.

7.2 Innovations and future plans

There have been innovations at various levels which have been discussed earlier in different

sections. The colleges/institutes have innovated ways to integrate ICT in B.Ed. curriculum

without putting extra burden on the student teachers. Colleges/institutes like Sammilani College

of Education, GVM College of Education, Goa and others have integrated technology across and

among core subjects with emphasis on interdisciplinary learning. Few colleges have assimilated

ICT fully into their administrative processes.

The innovations are also at pedagogical level. The teacher educators are innovating ways to

promote project based learning and encouraging the student teachers work in small groups. They

35

are using different channels like CDs, e

powerpoint presentations and others to promote t

The innovations are also addressing the student diversity. Ch. Devilal College of Education,

Haryana, has made use of technology for a blind student.

The colleges/institutes are also innovating ways to manage ICT infrastructure

teachers. H.G.M Azam College of Education, Pune provides projectors to student teachers so

that they can transact technology aided lessons during practice teaching. Because of

unavailability of ICT infrastructure in the schools, the student te

Education, Goa, make use of internet cafés to deliver technology assisted lectures to the school

students during practice teaching.

The teacher educators and student teachers perceive bright future in ICT based education.

Several educators are researching on the use of ICT in education.

contemplating ways to spread computer literacy among the masses. Few of the

educators aspire to spread ICT in rural areas. H.G.M Azam College of Education, Pune has bee

working on applying ICT for distance education.

7.3 Inadequacy of ICT infrastructure in schools

During study it is commonly observed

teaching lack adequate ICT infrastructure. This poses challenge t

technology assisted lessons during practice teaching. However, there has been a gradual

improvement in the overall state of ICT in education sector and with the trained pool of future

teachers, the transition towards techn

every level.

0

10

20

30

40

50

60

70

Somewhat

Valuable

Valuable

5.7

30.9

Figure 22: Value addition for teacher educators

are using different channels like CDs, e-books, online journals, educational blogs, e

powerpoint presentations and others to promote the use of ICT in education.


Haryana, has made use of technology for a blind student.

The colleges/institutes are also innovating ways to manage ICT infrastructure



unavailability of ICT infrastructure in the schools, the student teachers of GVM College of


students during practice teaching.

and student teachers perceive bright future in ICT based education.

educators are researching on the use of ICT in education. Teacher educators

contemplating ways to spread computer literacy among the masses. Few of the

aspire to spread ICT in rural areas. H.G.M Azam College of Education, Pune has bee

working on applying ICT for distance education.

f ICT infrastructure in schools

commonly observed that the schools where student teachers visit for practice

teaching lack adequate ICT infrastructure. This poses challenge to present ICT skills and transact



teachers, the transition towards technology integrated education will be smooth and successful at

7.4 ICT skills for career growth

62.9 percent of the teacher educators

consider Intel®


as very valuable addition in their

professional career. The training e

them with technical and pedagogical skills

which are valuable in teaching.

Many teacher educators

students are pursuing research on ICT

based topics. They are also making use of

technology for publishing books and research papers.

Very Valuable

62.9

: Value addition for teacher educators

books, online journals, educational blogs, e-mails,


The colleges/institutes are also innovating ways to manage ICT infrastructure for student



achers of GVM College of


and student teachers perceive bright future in ICT based education.

Teacher educators are

contemplating ways to spread computer literacy among the masses. Few of the Teacher

aspire to spread ICT in rural areas. H.G.M Azam College of Education, Pune has been

that the schools where student teachers visit for practice

o present ICT skills and transact



ology integrated education will be smooth and successful at

ICT skills for career growth

teacher educators


addition in their

professional career. The training equips

them with technical and pedagogical skills

which are valuable in teaching.

teacher educators and M.Ed.

students are pursuing research on ICT

based topics. They are also making use of

technology for publishing books and research papers.

36

The student teachers are realizing the benefits of ICT skills during their placements. The student

teachers are easily inducted in education industry due to their technical skills. An interesting

example is of student teacher at GVM College of Education, Goa, who is serving in Cyber Crime

department of Goa Police.

“Technology has opened prospects for the student teachers. Those having ICT skills are getting

placed in schools as computer teachers.” (Fr. P Prabhakar, Principal St Mary’s Centenary

College of Education, Vishakhapatnam)

7.5 Levels of adoption

It is observed that the colleges/institutes are at different degrees of adoption of technology. This

is a transition phase where early movers are striving to reach the higher levels of technology

integration and those which have recently started are creating infrastructure and environment

adequate for ICT integration. There are initial challenges moving on the path of technology

integration but with right guidance and zeal colleges/institutes have reached to the position

where they are leveraging on technology.

GVM College of Education, Goa, at present, possesses a well equipped computer library with

internet connectivity. The ICT is integrated across different subjects and weigh 18.5 percent

of the total curriculum. The college is considered to be technology leader among B.Ed.

colleges/ institutes. However, a decade ago, it did not own a computer library and used to

share it with GVM School in the same compound. The journey of the college in the last

decade can be related to other colleges/institutes which are at different milestones of

technology integration.

16 report project xpditte

Education

training participant

participant teacher

focus of training

training components

student teachers

ict integration

level of preparation

pre service training