16 report project xpditte

A Report
on
Impact of Project XPDITTE
Prepared for
Learning Links Foundation

Prepared by

Sambodhi Research and Communications

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

ii

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

iii

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

iv

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

v

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
X-elerated Professional Development for Integration of Technology in Teacher
XPDITTE Education

vi

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

1

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

2

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.

3

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.

4

Th Intel Teach Pre
Service Training

Th
Master trainers

Participant

Flow of Learning
Teachers

Student Teachers

School Students

Figure 1: Cascade model of Intel Teach Pre Service Programme

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.

5

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?

6

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 S.No Target group Survey tools
research questions. Most of the 1 Teacher educators Semi structured questionnaire
questions were close ended to 2 Head of Institutions In-depth interview
bring objectivity to the study. 3 Student teachers Focus group discussion
Some of the questions were left Table 1: Study tools used in the study
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,
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
Gujarat, Uttar Pradesh, Uttarakhand, West Bengal, Meghalaya, Mizoram, Andhra Pradesh,

7

Maharashtra, Tamil Nadu, Goa and Kerala. Such geographical coverage ensures representation
of diverse views across the country.

8

CHAPTER 3
Features of Intel® Teach Pre Service training

3. Features of Intel® Teach Pre Service training

The training focuses on imparting technological skills to teacher educators assisting them in
assist
enquiry based learning. The training components encompass technological, pedagogical and
curriculum designing inputs. These concepts are introduced involving participation of all the
trainee educators. The present section explores the focus, and various components and aspects of
the training under Pre Service Programme.

3.1 Focus of training
Nearly 90 percent of the respondents accord the training was moderately to highly focused on
accord
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 21st century skills and high order thinking
hese
skills. The training is focused in pedagogy strategies and curriculum framing questions
(essential, unit and content questions) so that the teacher educators can easily apply the learning
in their classroom sessions. Figure 2: Focus areas of training

Provided opportunities to collaborate with other 60.0
28.0
educators

Illustrated effective uses of technology with student 58.8
34.3
teachers
54.9
Provided useful teaching strategies 38.9

53.7
Integration of technology into teaching 41.2

0 20 40 60 80

High focus Moderate focus Low focus No focus

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 these
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/institutes. They also collaborate in
colleges/institutes.
organization or participation in ICT based conferences, workshops or seminars.

9

3.2 Training components

Not Somewhat Moderately Very Completely
Training Components Useful Useful Useful Useful 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

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.

10

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

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.

11

CHAPTER 4
Short term outcomes of trainings

4. Short term outcomes of the training

The Intel® Teach Pre Service training prepares the teacher educators to cascade down the
learning to participant teachers and student teachers. The preparation of the master trainers and
train
their ability to conduct further trainings are the short term outcomes of the training.
4.1 Training participant teachers and student teachers

55.9
37.7
Using technology in teacher training classes 5.7

54.8
Training student teachers in technology 33.6
integration 9.0 Great extent
Moderate extent
53.2
37.2 Small extent
Trained Participant Teachers 5.1
Not at all
47.4
39.4
Created digital portfolio 7.4

0 10 20 30 40 50 60
Figure 3: Extent of applying learning

More than 85 percent of the respondents agree at moderate to great extent that as the outcomes of
agree
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 Master trainers
agree at moderate to great extent that they have trained Participant teachers for integrating ICT in
education.

The teacher educators are able to apply the learning from the training in their classroom sessions
as well as training Participant teachers This cascading model of training students and Participant
teachers. ding
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 find themselves completely prepared to train student teachers
red
in technology integration while 56.2 percent conceived themselves well prepared in cascading
down the learning to student teachers level.

12

Figure 4: Preparedness to train student teachers
:

2.3

25.0 16.5

56.2

Slightly Prepared Moderately Prepared Well Prepared Completely prepared

4.3 Level of preparation to train participant teachers
58.1 percent of the Master trainers find themselves well prepared to train Participant teachers
rainers
while 16.2 percent regard themselves completely prepared to take the task of training Participant
teachers.
Figure 5: Preparedness to train participant teachers
:

3.4
16.2 19.7

58.1

Slightly Prepared Moderately Prepared Well Prepared Completely prepared

4.4 Time to conduct Participant teacher training by Master trainers
Nearly 94 percent of the Master trainers conducted Participant teacher training within 6 months
of completion of their training.

13

45.2 percent of the Master trainers were able to conduct the Participant teacher training within
one month of completion of their t
training.

45.2 Figure 6: Time to conduct Participant teacher training
50.0
45.0
40.0
35.0
30.0 20.9
25.0
20.0 13.9 13.9
15.0 6.1
10.0
5.0
0.0
Within 1 month After 1 months After 2 months After 3 months After 6 months
but before 2 but before 3 but before 6
month month month

14

CHAPTER 5
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 educator and
institutional level and the abilities to address the needs of student diversity.

5.1 Outcomes at attitudinal level
It is observed that the 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.
education and have future plans to take it further ahead.

5.1.1 Priority level of the teachers to integrate ICT in education
l
All the sampled teacher educators Figure 7: Priority level to integrate ICT in education
have prioritized integrating ICT
5.1
in education. 63.4 percent of the
.
sample respondents show their 31.4
strong priority in integrating ICT 63.4
in education. Only 5.1 percent of
the sample respondents reflect
small priority to integrate ICT in Strong Priority Moderate Priority
education. The teacher educators
Small Priority Not at All
are integrating ICT at various
levels which is not limited to classroom sessions but also in extracurricular activities, research,
ls
administrative activities and other day to day activities.

“Instead of ‘one-way’ information flow i.e. teacher addressing a group of passive students, ICT
way’
based teaching-learning strategies have made this process, a ‘two way’ information flow. These
learning ‘two-way’
strategies have involved more student teacher interaction, collaboration between students and
student-teacher
interdisciplinary approaches. That is why ICT is seen as wonderful knowledge media.”
knowledge
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 future plans of
the teacher educators and the role they e envisaged for technology in future. Some of these
.
aspirations are listed in the following box:

15

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.

“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.

16

5.2 Outcomes at practice level
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/college
institutes/colleges.

5.2.1 ICT usage by teacher educators before and after the training

Consider as technology leader 25.7
6.8
Regularly make student teachers use ICT 53.1
26.2
Take few lessons using ICT 17.7
21.7
Try few times in using ICT 3.4
27.4
No use of ICT 0.00
17.7

In Percentage 0.00 10.00 20.00 30.00 40.00 50.00 60.00

After training Before training

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

The extent of ICT usage in education by teacher educators has considerably increased after
iderably
training. At present, all teacher educators are using ICT at varying levels as compared to 17.7
percent who did not use ICT usage Before training After training
ICT in education before No use of ICT 17.7 0.0
training. 53.1 percent of Try few times in using ICT 27.4 3.4
teacher educators are Take few lessons using ICT 21.7 17.7
regularly making student Regularly m student teachers use ICT 26.2
make 53.1
teachers use ICT while Consider as technology leader 6.8 25.7
25.7 are considered to be Table 5: Comparison of ICT usage by teacher educators before and after the training
technology leader in their
respective colleges/institutes.
The usage of ICT by teacher educators in turn encourages student teachers to use ICT in
classrooms and extracurricular activities.

“Being an IT teacher, I used to integrate technology earlier also before Pre Service programme.
d
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
ication
also benefitted by the knowledge of integrating ICT in classrooms.” (Ms. Shivani Gulati, MGN
College,Jalandhar)
17

Sammilani Teachers’ Training College, Kolkata

This college in Kolkata perceives ICTE as a medium for interdisciplinary learning. Here, ICT is
e
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 integrated learning.
Progressing on this approach, the college has introduced ‘Teacher effectiveness program’ using
ICT in which 4-5 teacher educators are grouped together to prepare teaching content
encompassing topics from different subjects. The college promotes collaborative and integrated
promotes
learning by encouraging the student teachers to work in groups of 4 5 members on the ICTE
4-5
projects of their choice vetted by teacher educators.
The Principal, Dr Madanmohan Chel, who observes ICT as an essential medium fo effective
for
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 All India Science Teachers’ Association, All
Bengal Teachers’ Association and Centre for Pedagogical Studies in Mathematics and advocates
for ICTE in schools through these forums.

5.2.2 Extent of ICT usage by teacher educators

Less usage No change More usage Always
69.4 68.2
70.00 63.6

60.00 54.9
51.4 50.3
50.00 43.4 45.1
39.4
40.00 33.7
25.7 27.4
30.00

20.00

10.00 4.6 4.6 4.0 4.0 5.7
2.3
0.00
Plan Prepare and Conduct Create Engage Communicate
lessons and present own teaching students in and
design seminars/ reserach learning usage of collaborate
innovative workshops/ materials technology
activities conferences
Figure 9: Extent of ICT usage by teacher educators

18

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.

More 69.3 percent of the
Usage usage Always teacher educators are
Plan lessons and design innovative activities 43.4 51.4 always making use of
Prepare and present seminars/workshops/conferences 25.7 69.3 technology to prepare
Conduct own research 27.4 68.2 and present seminars/
Create teaching learning materials 33.7 63.5 workshops/
Engage students in usage of technology 45.1 50.2
conferences.
Communicate and collaborate 39.4 54.9
The increasing use of
Table 6: Extent of ICT usage by teacher educators 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

19

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
educators are always/more engaging the student teachers in the
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 books, online journals and educational blogs.
e-books,

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 in preparing lessons
using both traditional and technology assisted approach and comparing the two approaches to
understand the difference.

Around 94 percent of the teacher educators are always/more using internet to communicate and
collaborate with students, peers and colleagues. The emails are increasingly used for the purpose
tudents,
of communication. Teacher educators and student teachers are also interacting through blogs.
The colleges/institutes are updating websites to disseminate the schedule of events or other
information.

The increasing pattern of ICT usage among teacher educators has translated into increasing use
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
tudent
In 86.3 percent of sampled colleges/institutes, student teachers transact technology aided lesson
during practice teaching.

48.9
50.00
40.00
24.2 24.2
30.00
20.00
10.00 2.6

0.00
All of them Most of them Some of them None
Figure 10: Student teachers delivering technology aided lessons
:

20

Of these colleges/institutes where student teachers transact technology aided lessons, around 97
percent of the teacher educators assessed that the student teachers were able to deliver effective
technology aided lessons during practice teaching. Nearly half of the respondents (48.9 percent)
concurred that most of the student teachers under their supervision delivered effective
livered
technology aided lessons while 24.2 percent accorded all of the student teachers delivered
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.
dequate

The student teachers face challenges in delivering technology based lessons during practice
teaching because the schools where they practice lacks adequate infrastructure. The mo most
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 for their
technology aided practice teaching sessions.

3.9 The student teachers are also able to
16.4
practice teaching approaches which are
34.0
introduced through Intel® Teach Pre
Service training. Nearly 80 percent of
45.7
the teacher educators accorded more
than half/all of the student teachers
all
were able to implement some of the
None Less than half did so teaching approaches which include
More than half did so All of them did so project based learning, use of essential

Figure 11: Student teachers delivering teaching approaches
: questions, group work, multiple
assessments et cetera.

In 88.4 percent of the sampled colleges/institutes, student teachers use technology during
student
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 innovative methods. The
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 teacher educators’
educators
st
guidance. These approaches promote 21 century skills among the student teachers.
tury

21

Most of the teacher educators make student
1.7 5.8
teachers work on projects that run for a week or
17.3 more. 17.3 percent of the total respondents assign
32.4
such projects to student teachers on weekly basis,
42.2 42.2 percent assign on monthly basis while 32.4
percent assign 1-2 such projects in a year. Working
2
on such projects that take week or more induces
Never 1-2 times a year
2
creativity, student centric learning and
Monthly Weekly inquisitiveness among student teachers.

Daily

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

The Teacher educators are frequently making
3.5
the student teachers work in small groups. 37
9.8 percent of the total respondents assign the
19.7
projects to student teachers on weekly basis 29.5
37.0
percent assign on monthly basis while 9.8
29.5
percent assign on daily basis. The group
assignments help in managing the resources
optimally, and support peer learning and
2
collaboration
Monthly Weekly
Daily
3.5
Figure 13: Percentage of teacher educators assigning group
:
projects 15.0
22.0
20.8
The Student teachers are encouraged to solve
38.2
complex problems on their own under the
guidance of teacher educators. This approach
.
inculcates critical thinking and problem
solving skills among the student teachers.
2
15 percent of the respondents assign their
Monthly Weekly
student teachers to solve complex problem on
Daily
their own on daily basis, 20.8 percent on
weekly basis and 38.2 percent on monthly Figure 14: Percentage of teacher educators encouraging
:
basis. 22 percent of educators encouraged to student teachers to solve complex problems independently

22

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.

23

5.3 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. The next section presents the ICT status in the sampled colleges/institutes
and the efforts made in the direction.
4.8 2.4
8.5
87.3 percent (83 out of 95) of the sampled
13.2
colleges/institutes have integrated ICT in
56.6 their B.Ed. curriculum. Of these 83
14.5
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
As an Add on course As a compulsory paper
percent have integrated ICT as an optional
As optional paper As part of one paper
paper while rest of them have added ICT
as part of paper, project or practice
As part of project Any other
teaching.

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

In 54.2 percent of the colleges/institutes 14.5
which have integrated ICT in B.Ed. 48.2
curriculum, student teachers spend 50
um, 22.9
hours and more on ICT. Around 31 8.4 6.0
percent of them have scheduled 30 to 40
hours on ICT curriculum for their
student teachers.
In 14.5 percent of these colleges/
More than 50 hours 50 hours
institutes, less than 30 hours have been
40 hours 30 hours
chalked out for ICT. The major e
Less than 30 hours
challenge is the already packed schedule
Figure 16: Distribution of time spent by student teachers on ICT
:
of B.Ed. curriculum which leaves little
scope to additional time for ICT.
However, colleges/institutes have
51.7
innovated ways to provide adequate
More than 2 hours
time to student teachers on ICT.
1 to 2 hours 41.4
91.5 percent (87 out of 95) of theo
Less than 1 hour 6.9
responded colleges dedicate extra time
0.0 20.0 40.0 60.0 for the student teachers to utilize
computer facilities beyond the B.Ed.
Figure 17: Additional time dedicated beyond curriculum schedule
tional curriculum schedule. In 51.7 percent of

24

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

25

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
e
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
eachers
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.

Out of the 83 colleges/institutions which
have integrated ICT in B.Ed. curriculum, 1.2
42.6 percent have weightage on ICT 15<ICT Weightage<=20
between 5 to 10 percent while 8.5 percent 8.5
have ICT weightage between 10 to 15 10<ICT Weightage<=15
42.6
percent. 41.4 percent of
5<ICT Weightage<=10
colleges/institutes reported to have less
41.4
than or equal to 5 percent of ICT ICT weightage<=5
weightage. GVM College of Education,
6.1
Goa has emerged as a leader in Weightage not fixed
integrating ICT in its B.Ed. curriculum
with 18.5 percent weightage dedicated to 0.00 10.00 20.00 30.00 40.00 50.00
ICT based lessons and activities. Figure 18: ICT weightage in colleges/institutes
:
Most of the colleges have integrated IC in
ICT
both theory and practical components of their curriculum.

The practical exposure is necessary to illustrate the use of ICT in education. All 98 sampled
colleges/institutes provide time and facilities to student teachers for working on
computer/internet.

54.7 percent of the colleges/institutes
More than 2 hour 54.7 provision more than 2 hours in a week
1 to 2 hour 36.8 for students to work on
computers/internet. 36.8 percent
Less than 1 hour 8.4
dedicate 1 to 2 hours in a week and 8.4
Do not get time to spend 0.0 percent can afford less than an hour in a
week for student teachers to work on
wo
0.0 20.0 40.0 60.0
computers/internet.
Figure 19: Scheduled time in a week for student teachers to work on
:
computer/internet

26

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

27

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.

28

CHAPTER 6
Challenges and support to t
technology integration

6. Challenges and support to technology integration

There are challenges and support in the p path to technology integration. The study tries to explore
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
institution,
availability of technical support and adequate computer skills among educators and student
hnical
teachers.

Strongly No Strongly
Challenges disagree Disagree opinion Agree agree
Managing student teachers on computers 26.3 49.7 5.7 17.7 0.6
Not enough computers 35.4 42.3 2.9 17.1 2.3
Inadequate access to internet 38.1 46.3 1.7 12.0 2.3
Insufficient Class/Lab time 25.1 52.0 4.6 14.3 4.0
Lacking sufficient computer skills 36.0 51.4 2.9 9.7 0.0
Many student teachers lack adequate computer skills 12.6 30.9 13.1 40.6 2.9
Inadequate administrative support 40.6 46.3 7.4 4.6 1.1
Inadequate technical support 37.1 46.3 5.7 10.9 0.0
Student teachers do not have sufficient time and
infrastructure 27.4 42.3 5.1 22.3 2.9
Table 7: Challenges to integrate technology in education

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
ng
teachers slow down the pace of
technology integration. Strongly agree 2.9
The challenge is taking all the
Agree 40.6
student teachers together because
the level of ICT knowledge and No opinion 13.1

skills varies among them. Some of Disagree 30.9
the student teachers do not have Strongly disagree 12.6
computer background and start as
computer beginners in B.Ed. 0.0 10.0 20.0 30.0 40.0 50.0

course. At times reluctance among Figure 20: ICT skills of student teachers as challenge
the few student teachers in using

29

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

Strongly No Strongly
Enablers disagree Disagree opinion Agree 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

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.

30

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)

31

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.

Th Technical Skills
Intel Teach Pre 21st Century Skills
Pedagogical Skills
Service Training • Critical Thinking
Curriculum & • Communication
Content • Collaboration
• Creativity
• ICT Skills
• Professional Skills

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.

32

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
down the learning to student teachers level.
• 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.

Long term outcomes of the 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.

33

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

34

are using different channels like CDs, e books, online journals, educational blogs, e-mails,
e-books, e
powerpoint presentations and others to promote t use of ICT in education.
the
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 for student
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 teachers of GVM College of
teachers
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. Teacher educators are
contemplating ways to spread computer literacy among the masses. Few of the Teacher
educators aspire to spread ICT in rural areas. H.G.M Azam College of Education, Pune has bee
been
working on applying ICT for distance education.

7.3 Inadequacy of ICT infrastructure in schools
f
During study it is 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
to
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 technology integrated education will be smooth and successful at
technology
every level.

7.4 ICT skills for career growth
70 62.9
62.9 percent of the teacher educators
60
50 consider Intel® Teach Pre Service training
40 30.9 as very valuable addition in their
30 professional career. The training equips
e
20 them with technical and pedagogical skills
5.7
10 which are valuable in teaching.
0
Many teacher educators and M.Ed.
Somewhat Valuable Very Valuable
Valuable students are pursuing research on ICT
based topics. They are also making use of
Figure 22: Value addition for teacher educators
:
technology for publishing books and research papers.

35

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.

36

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