StateLevelSeminar.pdf - Sinhgad Institutes

204

Transcript of StateLevelSeminar.pdf - Sinhgad Institutes

Our Inspiration

Prof. M.N. Navale

Founder President, STES, Pune

Dr.(Mrs.) Sunanda M. Navale

Founder Secretary, STES, Pune

Ms. Rachana M. Navale

Vice President (Admin.) STES, Pune

Mr. Rohit M. Navale

Vice President (HR), STES, Pune

Convener

Dr.S.B. Desai

Principal, SKNCOET,(B.Ed) Lonavala

Advisory Committee

Dr.(Mrs.) A.P.Bokil

Director of Education

STES, Pune

Dr.P.C. Kalkar

Campus Director, Lonavala

Dr.M.S.Gaikwad

Principal, SIT,Lonavala

Dr.R.T.Patil

Principal,

SCOETR (B.Ed),Vadgaon (Bk.),Pune

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The editors & editorial board with great pleasure to place before the readers of

the readers of the State Level Conference on

Education”

The field of education has seen a drastic change in past two decades. The

changing scenario of world economy & advancement in information &

communication technology has resulted in beginning of many new trends in

teacher education. In this modern world education is all

accessibility & suitability. Students are encouraged to learn through interactive

practical tools. Hence it is essential to improve the quality of teacher education.

Modern world needs innovative teachers. Therefore the teacher education

program must be innovative. This conference will helpful to understand New

Trends in Teacher Education & contribute new ways of teaching.

Disclaimer:

The views expressed in the seminar book are those of author’s and not the

publishers or the Editorial Boa

publishers do not owe any responsibility for any damage or loss to any person

for the result of any action taken on the basis of the work. The articles/papers

published in the seminar book are subject to copyrig

of the publication can be copied or reproduced without the permission of the

publishers. �

Printing & Published by:

Success Publications

Radha Krishna Apartment, 535, Shaniwar Peth,

Opp.Prabhat Theatre, Pune

Contact - 9422025610, 020

Website- www.sharpmultinational.com

For

Sinhgad Technical Education Society’s

Smt. Kashibai Navale College of Education & Training (B.Ed.)

Survey No.309/310,Off.Mumbai

Kusgaon (Bk.),Lonavala,Dist.Pune

Editorial

The editors & editorial board with great pleasure to place before the readers of

the readers of the State Level Conference on “New Trends in Teacher

education has seen a drastic change in past two decades. The

changing scenario of world economy & advancement in information &

communication technology has resulted in beginning of many new trends in

teacher education. In this modern world education is all about innovation,

accessibility & suitability. Students are encouraged to learn through interactive

practical tools. Hence it is essential to improve the quality of teacher education.

Modern world needs innovative teachers. Therefore the teacher education

program must be innovative. This conference will helpful to understand New

Trends in Teacher Education & contribute new ways of teaching.

The views expressed in the seminar book are those of author’s and not the

publishers or the Editorial Board. The readers are informed; editors or the

publishers do not owe any responsibility for any damage or loss to any person

for the result of any action taken on the basis of the work. The articles/papers

published in the seminar book are subject to copyright of the publisher. No part

of the publication can be copied or reproduced without the permission of the

Published by:

Radha Krishna Apartment, 535, Shaniwar Peth,

Opp.Prabhat Theatre, Pune - 411030.

9422025610, 020-24433374, 24434662

www.sharpmultinational.com

Sinhgad Technical Education Society’s

Kashibai Navale College of Education & Training (B.Ed.)

No.309/310,Off.Mumbai-Pune Expressway,

(Bk.),Lonavala,Dist.Pune-410401

The editors & editorial board with great pleasure to place before the readers of

“New Trends in Teacher

education has seen a drastic change in past two decades. The

changing scenario of world economy & advancement in information &

communication technology has resulted in beginning of many new trends in

about innovation,

accessibility & suitability. Students are encouraged to learn through interactive

practical tools. Hence it is essential to improve the quality of teacher education.

Modern world needs innovative teachers. Therefore the teacher education

program must be innovative. This conference will helpful to understand New

Trends in Teacher Education & contribute new ways of teaching.

The views expressed in the seminar book are those of author’s and not the

rd. The readers are informed; editors or the

publishers do not owe any responsibility for any damage or loss to any person

for the result of any action taken on the basis of the work. The articles/papers

ht of the publisher. No part

of the publication can be copied or reproduced without the permission of the

FROM THE DESK OF FOUNDER PRESIDENT

The quality of a nation depends upon the excellence of its citizens. The

superiority of a nation’s citizens depends upon the quality of education .The

quality of education depends on the quality of teachers .The quality of teachers

depends on the quality of teacher education.

Teacher education shapes the future of a nation. It plays a key role in building a

nation. New trends in teacher education are improving not only teacher

education but also the entire education system.

Sinhgad Institutes believes in quality education. It follows new trends in

education in order to enhance the quality of education. Highly qualified and

competent staff of our SKNCOET (B.Ed.) College, always gives stress on wide

use of technology.

The field of teacher education must follow new trends to increase the quality of

overall education system. Hence organizing a State Level Seminar on

“New Trends in Teacher Education” deserves a great applause.

I am sure that this seminar will offer many new trends & suggestions for

enhancing the quality of teacher education.

I convey my heartiest greetings to all the dignitaries, Professors, Teacher

educators, Research scholars & Teacher trainees participated in this seminar &

wish the State Level Seminar a grand success.

Prof. M. N. Navale

Founder President,

STES, Pune

FROM THE DESK OF FOUNDER SECRETARY

It is said that teacher is the architect of the nation. Education plays a vital role in

developing the person. The future of a nation lies in the hands of the teacher.

Hence the field of education is very important. Teacher is the part & parcel of

Education. The quality of education depends upon performance of teacher and

grasping capacity of students. Therefore teacher must be knowledgeable and

resourceful.

The world is changing very fast. Rapid changes in communication, technology

enabled teacher educator to move from traditional classroom activities to online

classrooms. Teacher-educators should continue to adopt new trends to provide

quality education.

I extend my best wishes to the Organizing committee, Professors, Research

scholars & Teacher trainees participating in this seminar & wish the seminar a

grand success.

Dr.(Mrs.) Sunanda Navale

Founder Secretary,

STES,Pune

MESSAGE FROM DIRECTOR (EDUCATION)

Teacher-education has to become more sensitive to the emerging demands from the

society system. For this, it has to prepare teachers for a role of encouraging, supportive and

humane facilitator in teaching learning situation who enables students to discover their

talents, to realize their physical and intellectual potentialities to the fullest, to develop

character and desirable social and human values to function as responsible citizens.

Teacher has to be responsive and sensitive to the social context of education, the various

disparities in background of students as well as in the national concerns. To be able to realize

such expectations, Teacher-education should have features which would enable student

teachers to, develop appropriate competencies. Teacher- education as a whole needs urgent

and comprehensive reform.

This view of education points to the need to take a fresh look at teacher preparation

Education is not a mechanical activity of information transmission and teachers are not

information dispensers. We need to connect knowledge to life outside the school and enrich

the curriculum by making it less textbook- oriented.

It is necessary for the Teacher- educators to adopt New Trends in Teacher- education

to improve the quality of education and make the learners aware of emerging issues of social

concern.

In order to know the New Trends in Teacher- education, it is essential to organize

seminars, orientation, programmes, guidance lectures of resource persons from time to time

for teacher educators. Such type of activities provide them platform for creating awareness

about changing scenario of the social needs, knowing emerging trends in teacher education.

Keeping this view in mind, Smt. Kashibai Navale College of Education and Training, (B.Ed),

Kusgaon BK., Lonavala is going to organize State Level Seminar on “ New Trends in

Teacher Education” on 22nd

& 23rd

February 2014.

Best wishes to Dr. S.B. Desai, Principal of Smt. Kashibai Navale College of Education

& Training (B.Ed.) Kusgaon (Bk.), Lonavala and his team for making the seminar a grand

success.

Regards,

Dr. (Mrs.) Asha Bokil Direction (Education)

Sinhgad Technical Education Society Pune

FROM THE DESK OF PRINCIPAL

“Education is the manifestation of Perfection already in Man.”These words by Swami

Vivekananda Stress on the fact that education is not just a process of obtaining some

certificates but it understands of huge ocean of Knowledge within us. Therefore he said it is

already present in Man .Teacher plays the key role to be the facilitator in helping the student

to put the huge potential within him .The infinite library of the University is in our own mind.

If the teacher is qualitative the only students will be qualitative. That's why Qualitative

teacher education is most significant in present times. New Trends in Teacher Education are

very essential because the system of today’s education has gone very complex ,leaving for

behind the ultimate objective of education.

Teacher education requires New Trends in order to meet various Social & Intellectual

Challenges of the world. There is a lot of scope for New Trends in Education. If Teacher

education institutes will adopt these new trends then definitely future teachers will make

qualitative Students for good future of India.

This State Level Seminar will offer many new ideas & suggestions for all the teacher

educators who consider education as their passion more than a profession.

I am highly obliged to our Honourable Founder President Prof. M. N. Navale, Founder

Secretary Dr.(Mrs.) Sunanda M. Navale, Vice President(H.R.) Mr. Rohit M. Navale & Vice

President (Admin),Ms. Rachana M. Navale for their constant motivation, guidance & trust in

our abilities.

I am thankful to University of Pune for providing financial assistance to organize such

seminar. I express my best wishes & whole hearted support to all the delegates Professors,

Asst. Professors, Research Scholars & Students contributing & participated in this State

Level Seminar & wish them best of Luck.

Dr. S. B. Desai Principal,

SKNCOET(B.Ed.)��

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INDEX

CHALLENGES & OPPORTUNITIES FOR CURRICULUM DEVELOPMENT

Sr.

No.

Name of Author Paper Title Page

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4 Mr. Suhas Daphal Role of Peace Education & Social Harmony in

Curriculum Development *����$%�

5 Mr. Santosh Shinde

Mrs.Ranjana Pol

Challenges & Stages for Curriculum

Development $$����

$&�6 Mrs. Malavika Ahlawat Challenges and Opportunities for Curriculum

Development of Teacher Training Programme) $#����

$'�7 Ms. Kurane Arunadevi The challenges facing education and curriculum

development at the beginning of the 21 Century $(����

$)�8 Mr. Ganesh Dharekar To review over the challenges and opportunities

while developing the school curriculum for all

round development of the student.

$*����

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9 Mr.Nelson Dentas Challenges and Opportunities for Curriculum

Development ,%����

,$�10 Mrs. Shubhangi Godse Challenges And Opportunities for Curriculum

Development ,,����

,&�11 Mrs.Rupali Phule,

Mr.Machindra Phule

Challenge And Opportunities For Curriculum

Activities ,#����

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CONTINUOUS & COMPREHENSIVE EVALUATION

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21 �����*-���� �. ���� ��(��)������ ���,���)�����&� #(����

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22 Mrs. Patil J.R., A Conceptual Frame of Affective Domain #+����

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23 Mr.Sandeep Bodke “A study of B.Ed. student teacher’s opinion about

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24 Shri. Bhaskar Igawe Innovative Evaluation tools in Teacher Education '#����

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25 Mr.David D’Souza Continuous & Comprehensive Evaluation '(����

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26 Mrs. Sawari Mali Continuous & Comprehensive Evaluation (CCE)

in Higher Education '*����

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27 Mr.Chavan Rajendra

Dr. Patankar Pratibha

Continuous and Comprehensive Evaluation: An

Overview (%����

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28 Prof- Dhonde J.M Consequences of Continuous & Comprehensive

Evaluation on Student's Attainment at Primary

Level

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29 Dr. Madhuri Ludbe Continuous And Comprehensive Evaluation (#����

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30 Ms.Shukrali Ghuge Continuous Comprehensive Evaluation: The

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MODERN TRENDS FOR QUALITY ENHANCEMENT

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47 Mr. Shingade B.A., Role of Stress Management In Teacher Education $%&����

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48 Ms.Archana Chaudhari Quality Enhancement through Multiple

Intelligences Based Approach $%'����

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49 Dr. Aruna Singh Modern Trend for Quality Enhancement:

Gamification $%)����

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50 Dr. Vivek Jawale Role of IQAC in Quality enhancement $%+����

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51 Dr. Chetan Chavan Modern Trends for Quality Enhancement of

Higher Education in India $$$����

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52 Mr.Prashat Kale Education in the Era of Globalization $$&����

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53 Dr. Patankar

Miss. Mali N. S.

Multiple Intelligences in Practice Teaching $$'����

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54 Mr.Dadasaheb Navale

Mr. Gadekar Satish

Some specific propositions for promoting

excellence in Teacher Education Programmes $$)����

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55 Mr.Swami Surendra Recent Top Trends In Education $$+����

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56 Mrs.Vaishali Patil A Riview of Creative Thinking Models $,$����

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57 Ms. Kaveri. Shende awareness on brain-based learning practices for

improving quality of education - a study $,#����

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58 Mr.Santosh Kamble Role Of Librarian in Teacher Education $,(����

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59 Ms.Anita Jave

Dr. Suhas Pathak

New Trends In Education : E-Learning $,*����

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60 Mrs. Madhu Rai Product Research Method: An Innovative Trend

in Teacher Education. $&%����

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61 Mrs. Shipra Biswas Modern Trends for Quality Enhancement $&,����

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62 Nafisa Roopawalla Modern Trends For Quality Enhancement $&#����

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63 Mrs Snehlata Shelar Whole Brain Teaching Techniques $&(����

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64 Ms. Bathe Asmita Competencies Needed For Knowledge Based Edu $&+����

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65 Ms.Anjana Tawani Modern Trends of Teacher Education For Quality

Enhancement $#$����

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66 Ms. Ingale A. A. Educating Students For Social Problem Solving-

Need of 21st Century

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67 Shri.S. K Suryawanshi

Smt. M.P. Shahane

A role of teacher in multigrade teaching for

school $#'����

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PRACTICAL WORK & TECHNOLOGY

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Use of Technology in Cooperative Learning $'*����

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Dr.Nivedita Deshmukh

Application Of Computer Science In Education $($����

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Dr. A.L.Patil.

Innovative practices for Quality Enhancement

of Teacher Education $(&����

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Dr. Priyanka Bhamare

Global Trends In Education And Role Of

Teacher $((����

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Dr. Mrs. Pallavi Vartak

Study of Multiple Intelligences Based

Researches in The Context of Quality

Enhancement in Education.

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*%� Dr. Sandhya Khedekar Role of ICT in Quality Enhancement of Higher

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Practical Applications of Information and

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*#� Sangeeta Mehrotra Practical work and Technology $*,����

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education by reducing english language anxiety $*#����

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ROLE OF PEACE EDUCATION & SOCIAL HARMONY IN CURRICULUM

DEVELOPMENT

MR. SUHAS DAPHAL

Asst. Prof. STES, SKNCOET (B.Ed.) Kusgaon, (Bk.) Lonavala.

Abstract:- Peace is the natural virtue of human

beings. Peace is the original value of a soul.

Harmony comes with peace. Peace is necessary for

a person, for the country & for the whole universe.

“Social harmony and appropriate peacemaking can

only be achieved on a scale that includes all

humankind, not merely a framework of one country

or a small group of countries.” Through peace

education we can bring social harmony on this

earth.

Key words: - Peace Education, Social Harmony,

Curriculum Development

Introduction:-God has made this beautiful earth.

He has created many things on this earth for a

happy & peaceful life of human beings. Peace is

the natural virtue of human beings. Everyone likes

to live happy & peaceful life. Peace is the original

value of a soul. We can’t purchase peace for any

cost in this world. Sometimes a small child also

said, “Please live me alone.” I want peace.If there

is peace in this world then only we can say that

there is social harmony. Harmony comes with

peace.

Peace means to live without fear of anyone, with

our desires & thoughts happily. One can get peace

when a nation is politically free, people have

freedom, safety & chances to do progress. Peace is

related to political freedom & financial

development. If human beings can’t get food,

shelter & water then how can they live peacefully?

Peace is necessary for a person, for the country &

for the whole universe. Where there is peace there

is progress.

Mahatma Gandhi preferred peace .By the way of

Truth & Ahimsa he gave freedom to India. India is

one of the greatest examples of a peaceful country

from the past. History says that India did not attack

on any country but when any country attacked over

India, India had given the reply.

We can get peace only through social harmony and

harmonious education of all children of the world.

“Social harmony and appropriate peacemaking can

only be achieved on a scale that includes all

humankind, not merely a framework of one country

or a small group of countries.”

When all the people on this earth will work in

harmony, then we can find peace & progress on

this earth.

Peace Education Concept:-

Peace education may be defined as the process of

acquiring the values, the knowledge and

developing the attitudes, skills, and behaviors to

live in harmony with oneself, with others, and with

the natural environment.

Peace education, a worldwide movement, is a

diverse and continually changing field, responding

to developments in world society and, to some

extent, to the advancing knowledge and insights of

peace research.

Social Harmony:-

Need & Importance of Peace Education & Social

Harmony:-

� Conflicts & Disharmony

� Fear

� Nuclear Weapons

� Mental Stress

� Poverty

� Terrorism

� Corruption

� Diversity

� Increase in Diseases

Mental Stress:- Today from child to adult everyone

is under stress. A child feels tension of its study.

An adult feels stress because of work. So they can’t

live peacefully.

Poverty: - Millions of the people in the whole

universe are poor. They can’t get sufficient food for

twice a day. So they remain unsatisfied. They are

always cursing their poverty & God. So there is

disharmony in their mind.

Corruption: Today the whole world is facing this

problem. People are taking bribe for a small work

also. So a common man can’t get good job. Human

beings are always cursing each other. So there is

disharmony everywhere.

Conflicts & Disharmony:- Today there is conflict

& disharmony between various religions, castes &

groups. Everyone is dominating another person.

People are hating each other. We find lack of

values everywhere.

Fear:- Today human beings find themselves

insecure. We are not sure about what will happen

in the next moment. People are always fearing

about thieves, income tax officers & about natural

calamities.

Nuclear weapons: - In 2nd

world war America has

dropped the nuclear bombs on Japan in Hiroshima

& Nagasaki. Crores of people were died .Many

people became handicapped. Nowadays most of the

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countries in the world made much dangerous

nuclear weapons.If man use them then what will

happen? One can’t imagine it. So life is not

peaceful.

Terrorism:- Day by day terrorism is increasing.

Everyone feels insecure because of terrorism.

Terrorist have no emotions, no fear.e.g. Terrorism

in Jammu Kashmir. Attack on world Trade centre

in America, Bomb blast in CST station Mumbai,

German Bakery in Pune.

Increase in Diseases: Today we find many

diseases like AIDS, Heart attacks, Cancer…. We

can’t say anything about death. So human beings

are always feels tension

Diversity:- When there is diversity in religions,

castes…….Then people always dominate each

other & fight for simple things. Then disharmony

takes place.

Present situation of the world about Peace &

Harmony:

Today children are growing up in an

atmosphere of increasing violence and intolerance

which will be seriously impeding the prospect of

social harmony in future. So it is the need of the

time to decide to make peace and social harmony a

long term pursuit among teacher and student

community in particular and civil society.

Today Peace is destructing to very unmerciful

extent in some part of the world and suicide

bombing spread a fear and disharmony in society.

Small Arms have become a fashion in some cities

in the world. Today we find a small Hiroshima and

Nagasaki in man itself in some countries where

fear, destruction, disharmony and insecurity

breaking down the lives.

After the incident of Hiroshima and Nagasaki,

UNO came into existence to solve the problems of

the world through dialogue and negotiations. He

also elaborated in details the role of United Nations

to build peace around the world. But sometimes

countries of the world have some

misunderstandings, reservations and confusions to

solve the problems peacefully. A war is not the

solution or settles down the problem or the end of

the dialogue. No one in the world is happy to solve

the certain problems

through war.

Japanese people remember the death

anniversary of the people dead in Hiroshima &

Nagasaki in 2nd

world war by lightening thousands

of lamps (Deep) to give them vibrations of peace.

Prajapita Brahmakumaris Ishvariya Vishwa

Vidyalaya has launched the project of million

minutes of peace. Through this project they have

given vibrations of peace to the whole universe. On

third Sunday of every month students of this

Vidyalaya from the whole universe give vibrations

of peace for one hour from 6.30p.m. to 7.30 p.m.

� In church fathers & Christian people pray for

peace of the whole universe.

We wish that our present and next generation

should enjoy the life without war and violent

conflict. We therefore, organize such activities time

to time like today to encourage and aware the

young generation that a peaceful future of the

world is in their hands and they must make it more

and safer for the international community and

mankind in the universe.

Remember that the actions and reaction done by

the individual in any part of the world affect the

whole universe. Therefore, we have to be very

careful about all of our actions and deeds we do in

our daily life. Peace Education can play a

significant role in the promotion of peace, equality,

democracy and development.

All in all, there is a need to encourage Peace and

Peace Education in the whole country. Through

peace education we can bring social harmony on

this earth.Peace education is a topic that has many

facets. It has also many levels, becausePeace

education should go out not merely to children in

schools, but from children inschools, right up

through the university, to the general public, to

those who hold office,and even to those who hold

the highest offices in the state. So it is the need of

the time to create social harmony in the whole

universe.

� Role of the Media in Peace & Social

Harmony.

� Avoiding news creating conflict

� Films on social Harmony

� Articles on Peace & Harmony

� Separate website for peace & Harmony

� Programs on peace & harmony

� Awards of Peace Messenger

Implementation of Peace Education and Social

Harmony in Teacher Education Colleges :-

Role of the Teacher Education colleges in Peace

and Social Harmony:-

� Inculcation of Peace & Social Harmony in

curriculum of Teacher Education

� Development of various programmes for peace

education & harmony

Implementation

of in Peace and

Social

Harmony in

Teacher

NSS

Ca

Ralleys

Poster

Presentat

Exihibitions Book

Exchange of

students

Elocution

Competit

Lectures on Peace

& Harmony

Seminars &

Workshops

Street

Plays Value orientation

Programmes

Inculcation of Peace &

Harmony in curriculum

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� Teacher educators can arrange NSS camps of

students for creation of peace & Harmony.

� Peace Education & Social harmony can be

added in teacher education as a part of the

curriculum.

� Poster presentations on world peace & harmony

can be arranged.

� Different types of exhibitions on Harmony &

peace education can be arranged.

� Elocution competitions on the topic peace

education & harmony can be arranged.

� Street plays can be arranged to aware the

society about peace & Harmony.

� Teacher education colleges can arrange

workshops & seminars on peace education &

social harmony.

Arranging workshop on peace education &

Social Harmony is the best example done by

this college.

� Value orientation programs for students &

teachers can be arranged.

� Colleges can arrange lectures on peace &

Harmony to create peace.

� College can publish booklets on Peace

education & Harmony & distribute it in the

society.

� Teacher education colleges can exchange

students & teachers from other countries for

some period to create social harmony & peace.

� Media can make films on peace & social

Harmony for a peaceful & Harmonious society.

� Newspapers can publish Articles on Peace &

Harmony.

� Media can give awards to the persons working

for the world peace & harmony to motivate

people.

� Media can make some programmes to create

peace & harmony.

� Media can make seprate website for peace

education & Harmony.

� To create harmony & peace in the world media

will have to avoid news creating conflict in the

minds of the people.

Conclusion:-

In this way peace education & social harmony

is the demand of the modern era. Peace & social

harmony must go towards the heart of the

people.We can fulfill the dream of Ramrajya of

Mahatma Gandhi of making not only India but

also the whole world as Heaven through Peace

education & social harmony.

Reference List:-

�1. Kulkarni, V. & Kaldate,S.(2007). Education

in Emerging Indian Society. (3rd ed.) Pune :

India printing works.

2. Kulkarni, S.( 2006). Education in Emerging

Indian Society. (1st ed.) Pune : Nutan

publishers.

3. Global Leadership of social Harmony from

http:// www.peacefromharmony.org

4. Fundamental concepts of peace Education-

University for peace Education – from

http://www.upsam.upeace.org/pdf/curriculum

5. Social Harmony is possible Through

Universal Education - A counter.. From

priyatu.files.wordpress.com/2007

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Challenges & Stages for Curriculum Development

Asst.Prof. Santosh Jagannath Shinde, SKNCOET/B.Ed.,Kusgaon BK,Lonavala

Mrs.Ranjana Pol, Ind.Officer, Govt.of Maharashtra, Ratnagiri Division

��������

• Abstract:-

A brief description of curriculum

development and instructional development should

aid in clarifying these apparent differences of

opinion. Curriculum development focuses

primarily on content and areas related to it. It

encompasses the macro or broadly based activities

that impact on a wide range of programs, courses,

and student experiences.

In a broad sense, the curriculum development

process includes the design, development,

implementation and evaluation of curricula. The

Curriculum Development is charged with the

responsibility to operationalise the Curriculum

Development Process.

� Keywords:- Concept, Components, Challenges

,Steps of Curriculum

� Introduction:-

Curriculum word is derived from the Latin

language which means a course of deeds and

experiences through which children grow to

become mature adults. Oliva (1997) has explained

the meaning of curriculum as the following:-

• It is a course of study or a set of subjects

or set of performance objectives or a

program of studies.

• It is everything that goes on within the

school, including extra-class activities,

guidance, and interpersonal relationships.

• It is everything that is planned by the

school personnel.

• It is a series of experiences undergone by

learners in a school.

� Curriculum development

Curriculum plays an important role in an

educational system. The curriculum development

process systematically organizes what will be

taught, who will be taught, and how it will be

taught. Each component affects and interacts with

other components. For example, what will be

taught is affected by who is being taught (e.g., their

stage of development in age, maturity, and

education). Methods of how content is taught are

affected by who is being taught, their

characteristics, and the setting.

The curriculum was developed by updating on the

already significant achievements of the 2007

curriculum and the 1998 training program

curriculum. Development of the curriculum took

into account:-

• the discipline of general practice as a medical

specialty

• what GPs need to know (‘the domains of

general practice’)

• the lifelong learning needs of GPs (from

medical student through to prevocational

doctor, vocational training and containing

professional development)

• the evolving general practice environment

since the last edition of the curriculum.

� The four Components of Curriculum :-

1. Curriculum Aims, Goals and Objectives

2. Curriculum Content or Subject Matter

3. Curriculum Experience

4. Curriculum Evaluation

These four components of the

curriculum are essential. These are interrelated to

each other. Each of these has a connection to one

another.

� The Challenges in Curriculum Development:-

• There are varieties of challenges facing

curriculum development, but in general they are

classified into three types, global challenges

(external), internal challenges of the education

systems, and challenges specific to the Region.

• With regard to the external challenges,

curriculum planners should response to eight

critical processes:- the process of globalization,

accelerated pace of scientific and technological

progress, radical transformation in the work field,

increasing social inequalities, progress of

democracy and human rights, multi-cultureless, the

feeling of insecurity, and moral decline.

• In addition, the third type of challenges is the

Gulf Region challenges which may be summarized

as: universal literacy, shortage of highly skilled

human resources, reconciling traditional orientation

of education with the aspiration for modernity,

privatization of schools, diversification of the

economy, the need to invest more in education

research, and the need to derive optimal benefit

from the complementary nature of the Gulf Region

economies.

� The Steps to Effective Curriculum

Development Process:-

The planning phase lays the foundation for

all of the curriculum development steps. The steps

in this phase include:

(1) Identify Issue/Problem/Need

The need for curriculum development usually

emerges from a concern about a major issue or

problem of one or more target audience. This

section explores some of the questions that need to

be addressed to define the issue and to develop a

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statement that will guide the selection of the

members of a curriculum development team. The

issue statement also serves to broadly identify, the

scope (what will be included) of the curriculum

content.

(2) Form Curriculum Development Team

Once the nature and scope of the issue has been

broadly defined, the members of the curriculum

development team can be selected. Topics covered

in this section include: (1) the roles and functions

of team members, (2) a process for selecting

members of the curriculum development team, and

(3) principles of collaboration and teamwork. The

goal is to obtain expertise for the areas included in

the scope of the curriculum content among the

team members and develop an effective team.

(3) Conduct Needs Assessment and Analysis

There are two phases in the needs assessment

process. The first is procedures for conducting a

needs assessment. A number of techniques are

aimed toward learning what is needed and by

whom relative to the identified issue. Techniques

covered in this section include: KAP - Knowledge,

Attitude, and Practice Survey; focus groups; and

environmental scanning.

(4) State Intended Outcomes

Once the issue is defined, the curriculum team is

formed, the needs assessed, analyzed and

prioritized, the next step is to refine and restate the

issue, if needed, and develop the intended

outcomes or educational objectives. An intended

outcome states what the learner will be able to do

as a result of participating in the curriculum

activities.

(5) Select Content

The next challenge in the curriculum development

process is selecting content that will make a real

difference in the lives of the learner and ultimately

society as a whole. At this point, the primary

questions are: "If the intended outcome is to be

attained, what will the learner need to know? What

knowledge, skills, attitudes, and behaviors will

need to be acquired and practiced?"

(6) Design Experiential Methods

After the content is selected, the next step is to

design activities (learning experiences) to help the

learner achieve appropriate intended outcomes. An

experiential learning model and it's components

(i.e., experience, share, process, generalize, and

apply) are discussed in this section.

(7) Produce Curriculum Product

Once the content and experiential methods have

been agreed upon, the actual production of

curriculum materials begins. This section includes:

1) suggestions for finding and evaluating existing

materials; 2) evaluation criteria; and 3) suggestions

for producing curriculum materials.

(8) Test and Revise Curriculum

This step includes suggestions to select test sites

and conduct a formative evaluation of curriculum

materials during the production phase. A sample

evaluation form is provided.

(9) Recruit and Train Facilitators

It is a waste of resources to develop curriculum

materials if adequate training is not provided for

facilitators to implement it. Suggestions for

recruiting appropriate facilitators are provided with

a sample three-day training program.

(10) Implement Curriculum

Effective implementation of newly developed

curriculum products is unlikely to occur without

planning. Strategies to promote and use the

curriculum are discussed in this step.

(11) Design Evaluation Strategies

Evaluation is a phase in the curriculum

development model as well as a specific step. Two

types of evaluation, formative and summative, are

used during curriculum development. Formative

evaluations are used during the needs assessment,

product development, and testing steps. Summative

evaluations are undertaken to measure and report

on the outcomes of the curriculum. This step

reviews evaluation strategies and suggests simple

procedures to produce valid and reliable

information.

(12) Reporting and Securing Resources

The final element in an evaluation strategy is

"delivering the pay off (i.e., getting the results into

the hands of people who can use them). In this step,

suggestions for what and how to report to key

shareholders, especially funding and policy

decision makers, are provided and a brief

discussion on how to secure resources for

additional programming.

� The following is a brief description of these

various activities involved in the development of

curriculum materials:-

Design: This involves all the preliminary work that

is carried out to ensure that the curriculum is

relevant, appropriate and workable. At this stage,

the curriculum is conceptualized and attention is

paid to arrangement of the varied components.

Develop: In this stage, curriculum development

involves planning, construction and the logical

step-by-step procedures used to produce written

documents, as well as print and non-print resource

materials. These documents may include vision

statements, goals, standards, performance

benchmarks, learning activities and instructional

strategies, interdisciplinary connections, and other

integration activities that guide curriculum

implementation.

Implement:

This is the stage in which all

stakeholders become part of the process by making

their contribution to operationalise the curriculum

as designed and developed. Since implementation

is a change activity, the Curriculum Development

Division also engages in in-service teacher

education through seminars and workshops to

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facilitate the required alteration of individuals'

knowledge, skills and attitude

Monitor: This can be seen as

part of the implementation

process. It is at this stage that officers visit schools

to verify that classroom practice is consistent with

the established goals and objectives of the national

curriculum.

Evaluate: At this stage, officers

engage in analyzing data

collected on the field to determine the effectiveness

of the curriculum design and its implementation as

they relate to the child. It is the findings from this

exercise that directly influence the final stage of

review.

Review: The information gained

from data analysis is used to

guide appropriate adjustments to the curriculum

documents. Updates, links to resource material and

successful teaching and learning experiences can

be easily incorporated in curricula.

Conclusion

As a country we have come a long way

from our problematic past. There are huge

difficulties and challenges inherited from our past

and presented to us by the demands of the present

and the future. The process of curriculum

transformation has so far been a bittersweet one.

There is tremendous energy and excitement about

shifting from the mainly authoritarian, racist, dull

and irrelevant curriculum of,and also to the

attempted shift to humanise, democratise and

modernise the curriculum. But there is also

bitterness, frustration, and a fair amount of

disappointment experienced between 1995 and the

present with the process. Schools need to promote

new technologies like computers, stimulate

openness and interaction with the surrounding

world, facilitate co-operation and co-operative

learning, and create occasions of experimenting

democratic life within school.

� References:-

Department of Education.2000. A South African

Curriculum for the 21st century: Report of the

Review Committee on Curriculum 2005. Pretoria.

Gauteng Institute for Curriculum Development.

2001. District capacity support report.

Johannesburg.

Jansen, J D & Christie, P. 1999. Changing

Curriculum: studies on outcomes based education

in South Africa. Cape Town: Juta.

Khulisa Management Services. 2003. Evaluating

OBE/C2005 in Gauteng province – year 5 (2002).

Johannesburg

Muller, J & Taylor, N. 1995. Schooling and

everyday life: knowledges sacred and profane

Taylor, N & Vinjevold, P.1999. Getting learning

right: report of the President’s Education Initiative

Research Project. 1999. Johannesburg: Joint

Education Trust

Websites-

www.google.com

www.curriculumdevelopment.com

www.curriculum.com�

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New Trends in Teacher Education

Challenges and Opportunities for Curriculum Development of Teacher Training

Programme) Mrs. Malavika Ahlawat,Pal Rajendra B.Ed. College,Kandivali (E), Mumbai.

______________________________________________________________________________

__ Abstract -Education is like any other industry in many

respects as it is subject to emerging and growing

trends. In fact, education is basically designed to

respond to the continuously changing needs of a

developing society. That is the whole premise of

education in the first place…as society changes so does

education and that is the challenging task for the

curriculum developers to fulfil the need of the society.A

curriculum is a vital part of any education or training

programmes largely because it provides not only a list

of courses or modules offered in a programme, but it

also gives information on content, purpose, method,

time / duration, trainers and location or situation of a

programme or course all of which are essential in a

successful dispensation of manpower training and

education.While developing the curriculum certain

challenges are common such as inadequate

infrastructure, outdated / changing curricula, poor

human and financial resources, lack of access to

necessary information resources for learning and poor

communication among key player in the educational

institution are some of the major issues.

This paper highlights few challenges and opportunities

for curriculum development of B.Ed Course.

Key words:- Challenges,Opportunities,Curriculum

Development, Globalization

Introduction- Education is a powerful tool for

empowering people to lead a life effectively. It is also

essential for achieving sustained high economic growth.

The need of the quality in education is on constant

increase in India. Quality of education depends on the

effectiveness of teachers who are mainly responsible

for implementation of the educational process and

mostly judge by dynamic curriculum of their training

course.

Curriculum is crucial component of any educational

process. It is a comprehensive plan for an

educational/training programme/course to offer

new/improved manpower to fulfil the rising needs of a

dynamic society.

Curriculum Development is defined as an integrated,

coherent and comprehensive program for continually

updating and improving existing curriculum and

instruction in the educational institution so that it can

better attain its purpose. In a broad sense, the

curriculum development process includes the design,

development, implementation and evaluation of

curricula.In teacher training institutions ie. in B.Ed

colleges the student-teacher undergo training to become

an effective teacher. They have the responsibility of

moulding the minds of future citizens of our country.

Hence they have to be equipped with such weapons to

fight ‘over any situation, and overcome any obstacles

which may come in their way in their profession. It is

responsibility of curriculum developers to develop such

curriculum of teacher training programme. What to

include in curriculum is big question in front of

curriculum planners. They have to face numerous

challenges for the constantly changing environment of

our society.

New needs of emerging society We are living in a

rapidly changing society, in the age of globalization.

We have to accept the reality of the dramatic changes

that are affecting our lifestyles, our ways of learning,

thinking, feeling and acting.

Globalization has brought in new opportunities to all

sectors including education. We have to have the

teachers who understand the new challenges due to

globalization and then only they can transform the

ordinary students into successful citizens in above

fields to make professionals and successful

entrepreneurs, political leaders, businessmen etc. To

create such teachers we have to go beyond the

classrooms and find the alternative ways of learning,

working and developing together, the ways which

today’s technology and globalization has given us.

Therefore central challenge for curriculum development

is addressing multiple societal expectations relating to

educational content and learner outcomes in well-

balanced and articulated frameworks. With the

changing times, educational practices and curriculum

development/design are required to adopt themselves to

the changing needs of the society.

Need of ICT- This society is techno savvy and

extensive use of technology in creating new vocations,

need the work force of competent teachers equipped

with different skills. Teacher Education as a profession,

is concerned with the knowledge and skills of a teacher.

Teachers have very important role to play in the process

of communication of information in today world for

which he / she must be well educated, highly qualified

and professionally competent. Newer technologies are

emerging so fast (and many of them never existed

before), it is practically impossible to keep abreast of

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the latest technologies. For example the most popular

technique for presentations today is PowerPoint

presentation (PPT). However it is being fast replaced by

Adobe flash, which, in turn, also may be replaced soon.

Access to these technologies is going to be empowering

process for teachers. The curriculum has to cater to

these needs and develop those competencies in the

student teacher.

Need of developing life skills - Today, these higher

order skills are not learned and developed in B.Ed

course. We must find a way or a technique to put them

in new age curriculum. Learning has to be about more

than schooling. Today successful teacher is, who can

direct, manage and monitor his own learning in

response to new opportunities. Learning is no more

interaction between the teacher and the taught but is a

self-learning process which is resource based, using the

open educational resources (OER) freely available in

abundance all over the world. The student teacher has

to adopt new elements of personal and educational

needs and interests such as Information and media

literacy skills, communication skills, critical thinking

and systems thinking, Problem identification,

formulation and solution, Creativity and intellectual

curiosity, Interpersonal and collaborative skills, Self-

direction,Self-study, group work, Social Responsibility

and mastery over the tools of communication such as E-

mail, websites, message boards, blogs, streaming

media, etc. We must focus these aspects into

curriculum.

New trends and curriculum- Due to globalization new

trends in education have emerged. Constructivism,

collaborative learning etc are issues of the curriculum.

Many educational institutions are also shifting towards

project-based learning to help leverage student interests

and enthusiasm in their learning activity. Long-form

projects often allow students to demonstrate their

creativity more than assignments that every student

must complete the same way.

Semester System - Semester system provides an

opportunity for B.Ed. colleges to implement the

curriculum successfully. Due to semester system it has

become more challenging to develop curriculum for

B.Ed Course. The most difficult part is to put all the

course/ curriculum to fit in a span of one year where we

get only ten months of teaching time, and student-

teachers are always short of time for co-curricular and

extra-curricular activities. Filling up all the available

seats even after the month of the admission deadline

and completing exam for fill-ups, following which

students hardly turn up often practically makes the

semester, trimester.The Semester System will be

suitable for the current curriculum, only if B.Ed

Colleges start in month of June and ends in month of

May and if the examinations will be conducted in time.

Otherwise, the course will lag behind.

Evaluation Technique - In education, the journey is

the destination, thus how the students gather knowledge

is far more important than the knowledge itself. To

assess the overall development of the Student- teacher

by CCE is also the challenge for curriculum

development.Though B.Ed colleges are following CCE

but the students are focusing only on the examination

rather than the utility and application point of the

subject matter taught. Therefore to make activity based

curriculum, involving application of knowledge in

decision making process is another challenge for

curriculum developers.

Inadequate human resources - Insufficient staff

strength would make it difficult to implement the

curriculum successfully.There is no enough faculty

members in few B.Ed colleges (Private) to provide

continuity and stability, to cover the curriculum

adequately and effectively, and to allow for scholarly

activities. Faculty members must be current and active

in their discipline and have the necessary technical

depth and breadth to support the program. The interests

and qualifications of all faculty members must be

sufficient to teach all courses, plan, modify and update

courses and curricula.

Lack of infrastructure -Many B.Ed colleges fail to

have the infrastructure to support new trends in learning

such as e-learning. Institutional facilities, including

library, classrooms and offices must be adequate to

support the objective of the curriculum. To satisfy this

criterion a number of standards must be met. The

library must possess an up-to-date technical collection

relevant to the program and must be adequately staffed

with professional personnel.

Conclusion - The development of programs of study,

learning and teaching resources, lesson plans and

assessment of students, and even teacher education are

all based on curriculum.Teacher Training curriculum

should be learner centered, providing full learner

autonomy in education sector. Student-teacher will

have all the choices open for him. He will decide what

to learn, how to learn and when to learn. Even the curriculum may be decided by the students considering

the advertisement being made by the universities on the

cloud.This cannot be accomplished with the present

conventional education system with traditional

approach to curriculum construction and transaction.

Hence development of curriculum is essential for new

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�������To develop the curricula by adding the new

trends is one indication that is actively looking to build

creativity into curricula.

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The challenges facing education and curriculum development at the beginning of the

twenty-first century

Ms. Kurane Arunadevi S. , Asst.Prof, SKNCOET/B.Ed. Kusgaon (bk) Lonavala

_____________________________________________________________________________________

ABSTRACT :Teacher education is a global

profession that needs to be understood properly. It is

essential to grasp a global perspective of the

profession as it is today, to make assumptions about

it in the near future and to utilize the best thinking

and instructional models available in the present

times. Professionally, powerful teaching is very

important and increasing in our contemporary society

as a result of the steam of dynamic initiatives of

human development and evolution. Due to these

developments and evolution, standards of learning

would be higher in the 21st century than it has been

in the 20th century. As a result teachers would need

to acquire additional knowledge and skills, both

general and specific, to be able to survive and be

successful in the 21st century school environment.

Education has increasingly become important to

success of both individuals and nations. Growing

evidence demonstrates that, among all educational

resources, teachers‘ abilities are especially critical

contributors to students‘ learning and consequently

the success of a nation to advance in its economic,

social and political spheres

Key words: Curriculum development, Dynamic

teacher, Excellence, Curriculum design

INTRODUCTION : Teacher education curriculum

has faced severe criticism over the years, as its

general too technical and obsolete which is not

applicable in contemporary Indian school and

society. Because of this drastic changes are required

to bring a big change to the curriculum. These

changes are slow but can be seen as International

teaching agencies with a more advanced teaching

curriculum is helping to shape better teachers in

India. It is well known that the quality and extent of

learner achievement are determined primarily by

teacher competence, sensitivity and teacher

motivation. The National Council for Teacher

Education has defined teacher education as – A

programme of education, research and training of

persons to teach from pre-primary to higher

education level. Teacher education is a programme

that is related to the development of teacher

proficiency and competence that would enable and

empower the teacher to meet the requirements of the

profession and face the challenges therein.

The challenges in curriculum development : There

are varieties of challenges facing curriculum

development. I think that curriculum developers in

the Ministry of Education understand the challenges

facing students in schools from learning point of

view. Therefore, they have developed the curriculum

from teaching towards learning, from individual

learning towards co-operative learning, form subject

knowledge towards intellectual competencies, from

separate subjects towards integration of subjects, and

integrating of information and communication

technology in all areas.

Teacher education curricula should be

inclusive and emphasize on life long learning,

development in technology and its applications and

strategies for planning viable alternatives to benefit

students. Emphasis should be on democratic

principles and practices. The institutionalization of

democracy will make teachers see the role of schools

and their contribution to the development of

democratic values, skills and behaviour from the

global perspective.However, the curriculum needs

more emphasis on experimental work of the learners,

teamwork among learner instead of the individual

paper, the development of competencies to learn

independently using books articles and papers instead

of learning form teacher presentation and the

development of skills to solve problems in a

systematic method and to work in team.

Teacher education as a whole needs urgent and

comprehensive reform. There is a need to bring

greater convergence between professional

preparation and continuing professional development

of teachers at all stages of schooling in terms of level,

duration and structure. Considering the complexity

and significance of teaching as a professional

practice, it is imperative that the entire enterprise of

teacher education should be raised to a university

level and that the duration and rigour of programmes

should be appropriately enhanced.

Dynamic teacher education and training in the

21st century globalised world :

For dynamic teacher education and training

in the 21st century globalised world, teacher

education and training institutions must design

programmes that would help prospective teachers to

know and understand deeply; a wide array of things

about teaching and learning and in their social and

cultural contexts. Further more, they must be able to

enact these understandings in complex classroom situation serving increasingly diverse students. If the

21st century teacher is to succeed at this task, teacher

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education and training institutions must further

design programmes that transform the kinds of

settings in which both the novices and the

experienced teachers teach and become competent

teachers. This signifies that the enterprise of teacher

education and training must venture out further and

further and engage even more closely with schools in

a mutual transformation agenda with all the struggles

involved. Importantly, the teacher education and

training institutions must take up the charge of

educating policy makers and the general public about

what it actually takes to teach effectively both in

terms of knowledge and skills that are needed and in

terms of the school contexts that must be created to

allow teachers to develop and use what they know on

behalf of their students.

Developing Curriculum for Excellence: challenges

and opportunities : The new directions in teacher

education and training should take cognizance of this

so that teachers are prepared to play multiple roles

and take their rightful positions in the teaching-

learning environment to face these challenges

confidently. We can only improve the quality of

education worldwide for our students if we provide

our teachers with the required skills, knowledge and

experiences. The content of the curricula should take

account of the 21st century classroom. Teachers

should be trained on the state-of-the-art hard and soft

ware that will become common in the 21st century

classroom. Training in technology should encompass

telecommunications, satellite access, networking, the

internet, video-conferencing and digital components

as well as optical technology. These technologies will

permit the 21st century teacher in the 21st century

classroom feel comfortable and teach effectively and

efficiently. “curriculum designers should pay

special attention to excluding from textbooks the

strong nationalistic approach which creates a false

sense of superiority and leads to the rejection of other

people’s achievements and merit.”

Curriculum design : The structure of CfE is

problematic, cherry picking design features from

competing, and indeed incompatible curriculum design models. This attempt to marry the process and

outcomes models of curriculum inevitably creates

problems for schools seeking to innovate – and

indeed early evidence suggests that this tension is

playing out in predictable ways in practice. The Four

Capacities are an obvious starting point for

curriculum development, but in many cases have

been reduced to little more than mantras. The result is

a time honored tick-the-box approach. This is likely

to result mainly in changes in terminology, while

classroom practices continue pretty much in their

present form. A second issue concerns the place of

knowledge. CfE is light on specification of

knowledge – it is a polo mint curriculum, maintaining

the existing framework of school subjects, but

hollowing out the substantive content. This is leading

to some quite dangerous fallacies, for example a view

that content does not matter. Important knowledge is

thus excised from the curriculum, perhaps because it

is seen as ‘boring’. The danger here is gaps in the

knowledge that young people need to become

successful learners, responsible citizens, and so on.

There also seems to be a tendency to conflate

knowledge itself with transmission teaching methods.

In some cases, decisions about content seem to be

driven by an attainment agenda, taking advantage of

the ‘flexibility’ offered by CfE. It is important to note

that, while the specification of knowledge (i.e.

subjects) should not be the starting point for

curriculum planning, what has been called the

accumulated wisdom of the ages is important in

curriculum planning. A third issue is method. CfE

says a lot about pedagogy, but is never specific. For

example, active learning is being promoted but there

is often little clarity about what this means. There is a

tendency to view active learning as kinaesthetic

learning. Teacher-led approaches and worksheets

have been denigrated, even though they can engage

and stimulate, if properly designed.

Conclusion : No nation develops beyond the quality

of its education system, which is highly dependent on

the quality of its teachers. Teachers should be given

the most appropriate tools during and after their

training, including content knowledge and skills as

well as teaching methodology to be able to do their

work professionally. The globalisation concept, if

taken into account, would require that teachers and

teaching should be recognised like all other

professions and should require stringent training and

acquisition of knowledge and skills and professional

registration under a global council of unified teacher

registration body to allow for easy mobility of

teachers across national boundaries.

References 1. Martin, R.J. (1994) Multicultural

Social reconstructionist education : Design for

diversity in teacher education. Teacher Education

Quarterly 21(3)77-89, EJ 492(4).

2. O‘Loughlin, M. (1995) Daring the imagination,

unlocking voices of dissent and possibility in

teaching. Theory into Practice 24(2)170-116, EJ

512860.

3. Singh, L.C. (1990) Teacher Education in India: A

Resource Book, Delhi, NCERT.

4. Mohanty, J. (2003) Teacher Education New Delhi,

Deep and Deep Publications Pvt. Ltd.

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To review over the challenges and opportunities while developing the school curriculum

for all round development of the student.

Mr. Ganesh Pundalik Dharekar STES’ Sinhgad Public School, Lonavala

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Abstract:As per the constitution of India,

education has emerged as one of the fundamental

rights. In the mid 1970s the integrated system of

education came into existence. Besides this, many

non-governmental organizations (NGOs), with the

help of state administration, are introducing much

improved and advance world of education before

the student. Curriculum development in education

has recently been formally recognized, but it started

when the educators have resisted and spoken

against the hegemony of special education,

institutionalization and sheltered workshops.

Curriculum development in education also depends

on the social, economical, cultural and political

conditions which influence curriculum

development to a large extent. Human knowledge

and experiences in the form of knowledge skills

and values have to be given to students according

to their level of understanding and development.

Today, educators around the globe are coming up

with new ways of thinking about curriculum

development. The phenomenon of curriculum is an

integral part of the human’s educational

experience. It cannot be divorced from the social

setting where it is produced. It cannot exist outside

the edge of social structure.

Keywords: Curriculum Development,

What is Curriculum? To the educational

sociologist, the curriculum is more than the

textbook, more than subject matter, more even than

a course of study. It is the total situation or group of

situations available to the teacher and school

administrator through which to make behaviour

changes in the endless stream of children and youth

who pass through the doors of the schools. Payne

points out: “Applying this conception of the

curriculum to a particular school (for it has no

meaning aside from its special application), the

curriculum of any school consists of all the

situations that the school may select and

consciously organize for the purpose of developing

the personality of its pupils.According to the

Wikipedia Encyclopaedia, a curriculum is the

planned interaction of pupils with instructional

content, materials, resources, and processes for

evaluating the attainment of educational objectives.

This process includes the use of knowledge and

experience that are interwoven through the use of

digital media and/or texts that address the

complexities of learning. The concept of

curriculum has changed from time to time. The

curriculum may be defined as the sum total of all

the experiences provided or used by the school in

its education of children. Some of these

experiences have been incorporated by the child

into his own distinct selfhood through his daily

living with his family and neighbours. Some of the

experiences which comprise the curriculum are

deliberately planned by the school. There is always

a relationship between the in and out of school

experiences of children. From each experience a

child incorporates that which has meaning for him.

Factors which influence the Curriculum:

There are many factors which influence

the curriculum of our schools. In any one

community there are local influences that may play

very significant role, since they are frequently

reflected in attitudes of the local school board in

the selection of administrators and teachers. The

degree of initiative and resourcefulness of the staff

and their concept of education have a significant

bearing on the curriculum. On the both the national

level there are special interest groups that seek to

incorporate their specific concern into the teaching

materials used by the school. Thus the curriculum,

perhaps more than any other aspect of the school, is

the result of a complex of forces. At times these

influences are in conflict and seldom does the

curriculum satisfy all the parents of all the children.

But throughout all history, the cultural pattern in

the large has determined the goals of education and

these, in turn, have significantly influenced not

only what the schools have taught and are teaching,

but also how it is taught and what standards are

used in measuring the effectiveness of the

educational process.

Challenges before Curriculum Development:

Though creative ability is the factor responsible for

human development, yet it does not manifest itself

in equal magnitude among all the individuals. Thus

to build-up such creative ability effective

curriculum is needed to form. And effective

curriculum building depends upon a number of

very important foundations which characterize a

school, a school community, a nation highly

knowledgeable people and a system of education.

With regard to the external challenges, curriculum

planners should response to eight critical processes:

the process of globalization, accelerated pace of

scientific and technological progress, radical

transformation in the work field, increasing social

inequalities, progress of democracy and human

rights, multi-culturalism, the feeling of insecurity,

and moral decline. The curriculum should enable

all young people to benefit from their education,

supporting them in different ways to achieve their

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potential. It must enable all young people to build

up a strong foundation of knowledge and

understanding and promote a commitment to

considered judgement and ethical action.

1. Challenge and enjoyment: To develop

curriculum’s design learning opportunities should

provide both challenge and enjoyment. Children

and teachers should be active in their learning and

have opportunities to develop and demonstrate their

creativity. But it should also be fun.

2. Breadth: All children and teacher should have

opportunities for a wide range of activities so that

they can learn and develop in a variety of ways.

There should be sufficient extensiveness in each

student’s overall experience to help them make

choices as they move through school and become a

confident individual.

3. Progression: Children and teachers’ learning

should be progressive building on earlier

knowledge and achievements to make them

responsible citizens.

4. Depth: Children and teachers should also have

opportunities to work in depth and a broad range of

experiences with them. As they progress they

should be able to draw different strands of learning

together and explore and achieve more advanced

levels of understanding to become a successful

learner.

5. Personalisation and choice: The curriculum

should respond to individual needs and support

particular aptitudes and talents. Children should

have opportunities to exercise responsible personal

choice as they move through their school career.

Brainstorm over challenges:

� Continue to build on and further develop

existing good practice. Continue to improve

standards in learning and teaching, attainment and

achievement. Curriculum for excellence requires

the use of a wider range of methodologies (the

‘how’ of learning) Promote more active and

experiential learning in a variety of contexts. Help

teachers to make connections across the curriculum

Plan for progression across and within sectors.

Help student to see the relevance of their learning

to their everyday lives.

New horizon of opportunities for curriculum

development:

Change implies something new and something

different. The degree of newness and differentness

is relative; a change may be new and different only

at the school at which it has been adopted. Success

for a curriculum change means that the change

achieves the purposes for which it was intended

and continues with various new opportunities.

Further language is the most common of the

communication media. Thus the much improved

curriculum design can enable the pupil to convey

and control thoughts and ideas, to influence and

control behaviour and to stimulate or arouse the

emotions. For understanding the world around the

student curriculum should based on choice of

freedom which can enable the student for self-

realization.

An opportunity based curriculum framework to meet the needs of all learners in school

Values to implement

Wisdom, justice, compassion,

integrity The curriculum must be inclusive, be a stimulus for personal achievement and, through the broadening of experience of the world, be an encouragement towards informed and responsible citizenship

The curriculumenvironment

• Ethos and life of the school as a community

• Curriculum areas and subjects

• Interdisciplinary learning

• Opportunities for personal achievement

Proper utilization of learning and teaching flow

• Engaging and active

• Setting challenging goals

• Shared expectations and standards

• Timely, accurate feedback

• Learning intentions, success criteria, personal learning planning

• Collaborative

• Reflecting the ways different learners progress

Experiences andoutcomes set out expectations for learning and development in:

• Expressive arts

• Languages and literacy

• Health and wellbeing

• Mathematics and numeracy

• Religious and moral education

• Sciences

• Social studies

• Technologies

Curriculum levels describe progression and development.

� All children and young people are

entitled to experience

• a coherent curriculum from 3 to 18

• a broad general education, including well planned experiences and outcomes across all the curriculum areas. This should include understanding of the world in it and understanding of the environment

• a senior phase which provides opportunities for study for qualifications and other planned opportunities for developing the four capacities

• opportunities for developing skills for learning, skills for life and skills for work

• opportunities to achieve to the highest levels they can through appropriate personal support and challenge

• opportunities to move into positive and sustained destinations beyond school

Personal Support

• review of learning and planning of next steps

• gaining access to learning activities which will meet their needs

• planning for opportunities for personal achievement

• preparing for changes and choices and support through changes and choices

Arrangements for

• Assessment

• Qualifications

• Self-evaluation and accountability

• Professional development

Bibliography

1. Sociology of teaching and curriculum – V. K. Koushik, Ravi

Prakash

2. Principles of Curriculum Reconstruction- Maitreya Balsara 3. Principles of Curriculum-V. K. Rao

+

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Abstract:- Reflections on teacher education for

inclusion Inclusion requires a large vision and

specific competencies for all teachers. Now the

teachers need to know that diversity is present in

the classroom, and that they should attend to

learners with a range of diverse needs. In this

frame, it is imperative to prepare teachers for

inclusion in all curricular plans for pre-service

teachers, also for teachers in services, with the

following professional aptitudes:

Researcher. Always searches for explanations

about their educative reality, has intellectual skills

to propose diverse hypothesis, solve problems,

generate innovation, and face challenges in the

education field.

Strategic. Is a professional with strong self-

regulation, skills for planning, guiding and

assessing, not only their own intellectual resources

about the learning of curricular issues but also in

their performance as a teacher. Always has an

attitude to learn and improve. Faces uncertainty

with creativity.

Resilient. Always moves towards the future, in

spite of their difficult situations, by making healthy

adjustments against adversity.

Key words:- Challenges, Opportunities

,Curriculum Development

Introduction : The knowledge, skills and attitudes

for all inclusion teachers must emphasize that the

purpose of all teacher interventions is the students’

learning. They also need to have high expectations

for all (inclusive vision), develop inclusive projects

including diverse teaching strategies and support

systems The author identifies three important

educational aspects that every teacher needs to be

inclusive: Equality; promoting the same

opportunities for all, quality; offering functional

and meaningful learning and equity; responding to

special educational needs.

The implementation process

Teachers are the key to success in inclusion. Here,

are the essential components for Teacher

Preparation Programmes are introduced based on

the experience of training teachers

1st. The Inclusive Teacher is a professional in

education with a strong commitment to his/her

community. The Teacher Preparation Programme

should include subjects with high social and

community content because they need to be

sensitive to the needs of students and the

environment; It is important to recognize the school

as a point of encounter among different people, it

promotes agreements among all the members of the

community and meaningful relationships among

the components that impact the learning of the

students by removing barriers, promoting high

expectations and a positive environment

characterized by continuous improvement and

values. The dialogue, participation and

collaboration allows full awareness to all as a

community and, in consequence ensures successful

experiences in inclusion. For this reason the

teachers need to be involved.

2nd. The Inclusive Teacher recognizes individual

differences and implements learning strategies for

all. The educational intervention is oriented to

diversity and promotes learning strategies for all

(equality), for quite a few and for only one (equity).

These are other essential aspects in the teacher

Preparation Programmes. Quality, equality and

equity concepts should be translated into specific

actions of educative interventions.

In order to illustrate the individual differences in

the classroom, the author follows a tridimensional

view and uses an equilateral triangle to explain this

approach. All three sides are equal in length, and

then in the triangle’s center, “I am” is written.

on the base it says: “I am like

everyone”(Equality),

on other side it says: “I am like someone else”

and other one I write “I am the only one” (Equity).

Every inclusive teacher needs to move among these

three realities in his/her classroom. It also allows

co-teaching or concurrent participation. In

inclusive education, the school and classrooms are

very dynamic and have a lot of interactions and

roles. The next diagram has been the result of

reflections crossing views from Philosophy and

Psychology.

3rd. The collaborative work among educators,

facilitates inclusion and needs to be promoted in

the Teacher Preparation Programme. In

consequence, the collaborative work is a source of

dialogue, co-teaching and updating. Information on

the process of collaborative work now follows.

La Escuela Normal de Especialización de

Monterrey, institution of higher education that

trains teachers in special education, promotes

collaborative work in all faculties. Nowadays

learning this way is invaluable and considered as a

fundamental component on inclusive education. All

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pre-service teachers should know and develop

skills in this way because:

f leadership because we assuIn inclusive education,

the school and classrooms are very dynamic and

have a lot of interactions and roles. The exchange

and experience enrich individuality. Diverse

contexts indicate diverse relationship and

interactions. The next diagram has been the result

of reflections crossing views from Philosophy and

Psychology. me as protagonists.

In the teacher’s training, the student must remain

for a long period of time, in a school under the

tutelage of a teacher.

This teacher must exert mentoring activities, to

enrich their teaching experience with the

knowledge of a mentor who attends and promotes

inclusion activities.

At this time, the Faculty holds an agreement with

diverse educational centers. Partnerships with the

training institutions for teachers and schools are

necessary. This enriching experience also enables

the development of educational research in the

corresponding professional options. The last two

semesters are ideal for this important step.

The process is shaped in six important steps as

follows:

1. Building a common vision. Who are we? Who

do we want to be? What are our goals, expectations

and interests?

2. Recognizing our reality. How are we? Why are

we like this? We need to analyze our beliefs and

precise data information.

3. Decision-making. What are our proposals to

improve our present? We need to build and

establish agreement about participation.

4. Developing proposals. What are we doing to

change the situation? Who? Everyone needs to

know all the actions.

5. Evaluating our actions. How and how much have

we advanced? Are our agreements functioning?

What needs to be modified, strengthened or

implemented? We need to make necessary

adjustments.

6. Beginning anew. Which areas do we need to

improve? What do we do? New actions for

improvement.

Mentoring. New teachers must participate with

experienced teachers at least during the first two

years. This includes dialogue sessions, reviews of

situations, decision-making arrangements and work

plans, among others to provide the following to the

new teacher: intervention (guidance), facilitation

(advice), and cooperation (co-responsibility).

The new teacher needs counseling and mentoring

actions to consolidate his/her skills as an inclusive

teacher. It seems that this is essential to ensure the

best results in the first years of teaching work.

Many education systems face the phenomenon of

“burnout” among their teachers, often causing the

abandonment of the teaching task, or loss of

enthusiasm and commitment. This is a terrible loss

to any education system or country.

Mentoring are actions carried out by a teacher,

preferably of the same school, or networks of

teachers that assume this important task. It requires

a lot of creativity and a clear and definite plan for

the monitoring of such actions. Nieto (2004)

identifies three models of advice that characterize

actions of accompaniment and mentoring:

a) Intervention. The role of the experienced

teacher is directive and assumes a leadership

position, where instruction is given through

interpersonal behavior which provides materials

and ideas to be adapted, and information with an

emphasis on the explanation and application of

knowledge and skills.

b) Facilitation. The role of the experienced teacher

is consulting. His/her interaction with the novice

teacher provides advice and listens, encourages and

clarifies. The experienced teacher provides

materials designed for this purpose and promotes

the discussion and review of diverse conceptions.

The experienced teacher assumes a role of

coordinator of decisions and is a strong observer.

This model focuses on interactive work

methodology and improves the quality of action

processes.

c) Cooperation. A critical friend or colleague is the

experienced teacher role and their relationship is

interdependent and a source of mutual learning,

shared responsibility, experience or convergence of

perspectives. Cooperative research is promoted.

Both input to the improvement plan. There is

shared leadership and promotion of

interdependence, reciprocity, collegiality and

solidarity. The best features of accompaniment and

mentoring are developed under the facilitation and

cooperation approach.

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CHALLENGES AND OPOURTUNITIES FOR CURRICULUM DEVELOPMENT

Prof.Shubhangi.l.Godse,Adhyapak Mahavidyalaya, Aranyeshwar,pune-9

__________________________________________________________________________________________

ABSTRACT: Teacher learning is lifelong activity

that starts from school days and continues

throughout the life. Some individuals are born

teachers and do not need much training for learning

skills of teaching. Teacher learning is facilitated by

training programmes delivered before entry into

teaching profession and also while continuing in

teaching profession. Formulating strategies for

teacher training has become problematic issue of

quality of teachers. These problems are mainly

with self financing B.Ed colleges. Less number of

students in most of the colleges is major problem in

present situation of teacher education course. After

overcoming this problem there are so many

opportunities for curriculum development. First

these problems need to be resolved. In good

colleges teacher training is also given in proper

direction. No short cuts are done in any activities,

successful teaching involves keeping pace with

latest trends and modern practices in education,

which facilitates the opportunities for development

of curriculum.

Key words:-Challenges, opportunities, curriculum

development

INTRODUCTION: Education is a challenging

activity. Education is a key factor determining a

nation’s progress and teachers play a crucial role in

shaping and directing it in right direction. Teaching

profession is a building block for all other

professions .The quality of teaching shapes the

future of students and prepares them to be

responsible citizen. Teachers play a central role in

ensuring quality and effectiveness in learning and

establishing foundations of a learned and educated

society.

There are so many challenges or problems in

teacher education which leads to curriculum

development, the greatest challenge is how to make

teachers most useful, purposeful, meaningful and

respectful to the learners so that teaching and

learning enjoy the best possible ambience of

education for sympathy and co-operation,

excellence and promotion. Reflection of an honest

evaluation of pupil-performance is the key to

success in teaching.

CHALLENGES IN TEACHER EDUCATION:-

There are so many problems and so many issues in

teacher education. These issues are need to be

resolved. Teacher education field is now a days big

issue in all over country. Starting with admission

procedure there are problems in regular attendance

of students , appointment of teaching faculty as

well as non teaching staff in non- granted colleges,

administration ,financial problems, physical

resources, etc are the issues in this field . Some

issues are discussed here.

*Main question is for whom teacher training is

going on? This is basic issue in this teacher

education field. no one is eager to do the education

course willingly. The main cause for this scenario

is availability of jobs. Though so many students are

doing their bachelors degree in education they are

not getting jobs in schools .Job opportunities in

grantable school are in very less percentage. All of

us know that , there are so many hidden

requirements from management side for permanent

teaching posts. And for non-grantable posts

schools are paying so less payments and no job

security. That means no bright future to teachers or

students after doing B.Ed course. so the students

just wants to do or complete ane course and get a

degree. They feel, let this degree be with them .

*Selection of ‘teaching’ as a profession should be

by ‘choice’ not by ‘chance’. Many of the students

who do not know where to go or are not eligible for

any other course take admission into B.Ed course.

*It is well appreciated that more teacher training

colleges are opening to overcome the requirement

of school teachers. This number of colleges should

be according to the requirement of the state i.e.

how many trained teachers are required for the

state. But in last ten years NCTE has blindly

approved the new education colleges. That means

government is not so serious with the large no of

education colleges. Though the colleges are not

worked with satisfactory performance they are till

getting the NOCs.

*The B.Ed colleges in many states are without

permanent buildings and proper physical resources

till they are running smoothly.

*Many teacher training colleges were opened after

independence. They possessed a mission to provide

good training to the future teachers and they may

cultivate some of the best qualities among their

students. But now a days so many private colleges

started working for their own benefits forgetting

the main objectives of the teacher education. such

colleges were involved with corrupt practices in

various ways. It involved in changing their working

pattern, great cut in the salaries of the teachers,

providing inadequate facilities to the students at all

levels, offering poor library facilities to the

students and extracting money from the students by

adopting different ways and means.

*At present, the salary and working conditions of

the teacher educators is not lucrative enough to

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attract best talent into the field. It’s a fact that a

teacher educator with a doctorate in education can

earn only Rs.15000 per month. This itself is

enough to ward off any aspirants.In self financing

B.Ed colleges usually with a librarian, a section

officer and part time sweeper as permanent

employees of the university. The teachers and

principal are on contract basis with contract

renewed every year. The powerful lobbies of the

private institution are also said to influence the

universities reluctance in providing fair deal to

teacher educator.

*The pre-service and in-service training of school

teachers is extremely inadequate and also poorly

managed in most states .They must run with

uniformity in rules and regulations.

*The mushroom growth of self – financed B.Ed

colleges promotes academically lower level

students to join course in order to get 100 students.

Problem lies in the admission criteria and

regulation mechanism. Minimum eligibility criteria

must be 50% and admission on management seats

should be firmly excluded from entire education

system.

*Attendance in colleges is another major issue. The

general tendency of students those who are

admitted to the self financing colleges are not to

attend classes and only obtaining certificate sitting

at home. As the management seats are filled by

management, they are allowing the students to

remain absent, they are opting the students with

high amounts which results less attendance,

carelessness and misbehavior with teachers.

*Those who want to join the profession want to

stay in big cities, therefore rural schools are starved

of good staff. Which affect quality of whole

teaching process to a great extent.

*Another issue is the duration of the course for the

secondary teacher training and course for teacher

educators. There are hardly nine months working

schedule in which students have to perform number

of activities. So sometimes they take it for granted

and complete it mechanically just for the sake of

completing, for submission of internal work. so that

they are eligible to give exams.

*Routine evaluation procedures are not sufficient

to measure teacher’s ability and personality.

Specialized evaluation techniques to measure

professional as well as personal progress are

needed.

SUGGESTIONS FOR IMPROVEMENT:

*There is need to put greater stress on the

functional aspects of training. So far emphasis has

been on theory leading to routine classroom

lectures. More emphasis is needed for all round

development.

*Revamping the entire education system is demand

of the time .

*We have to make the system transparent, effective

to build the nation. One individual or one authority

cannot make the huge task possible. so we the

people associated with the field at all level have to

strive to make the system effective, more

productive and transparent.

*.Teaching and non teaching staff should be

appointed according to NCTE and state

government norms. The hue and cry of non

availability of eligible candidates by self financing

colleges is the real trumpet only .In this concern,

university should advertise the vacancies , conduct

interviews and select the candidates on the basis of

merit for various self financing –non granted

teacher education colleges which are affiliated to it

, which should be done on the basis of merit.

Whenever qualified candidates are appointed, all

sorts of facilities should be provided to them like

government lecturers.

*NCTE and UGC should play vital role in

regulating the system as well as improving quality

teacher education according to the needs and

demands of contemporary world order.

*Number of training colleges should be delimited

so that proper inspection by university or NCTE

becomes possible yearly. Now a days we are in the

age of LPG, transferring the education from public

to private sector should not monopolies on

quantity, rather quality should be vital fact.

Though these practical problems are there apart

from coping these dichotomous situations, self

financing institutions are emerging as highly

professional deviation from producing quality

education. Many of the problems can be solved

easily with our practical thinking .To make

powerful nation and for overall development of

each student going in school ,the teachers must be

all rounder .And to make such teachers the teacher

education colleges must overcome the problems

which are stated above. It will help in curriculum

development. This will lead to quality enhancement

of teacher education colleges.

REFERENCES:

*Elam.S(1971).performance Based Teacher

Education: What is the state Of Art?American Association of colleges of Teacher Education,

Washington D.C

*Mohanty,J& Nayak B.K(1996) Modern Trends

and Issues in Education,Takshyashila publishers,

Cuttack.

*Sunil kumar singh (2010)Revamping Teacher Education Professionalism,university News

journal,vol.48.New Delhi.

*Teacher Education:vision and action(1999-

2000),CASE,M.S.U.,Baroda.

(www.aiate.org.in/visiondocument.htm

(http://www.ncte.india.org

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Challenge And Opportunities For Curriculum Activities

Mrs.Rupali M.Phule, Mr.Machindra M.Phule SIT, Kusgaon (Bk), Lonavala-410401

Abstract The competition in education system is

very high the student should not depend on the

mandatory subjects they have to participate of take

interest in extra curriculum activities such as

conferences, workshop, debates, and training The

teacher Reading, writing, and other indispensable

academic skills are intertwined with learning about

self, communicating and working well with others,

and gaining broader understanding of cultural

influences. Furthermore, social competence in

childhood often is cited as a predictor of academic

achievement.

Keywords: extra curriculum activity

Introduction : At national level it is said the

quality of higher education has decreased during

the last years, despite of all formal and institutional

requirements about quality assurance and

management. Quality in

education is considered a complex concept defined

by specific criteria, indicators and standards. Many

times, quality is not possible to be quantitatively

expressed, reason why specialists consider the

quality in education a result of the processes and

activities developed in universities. While there are

numerous interventions for academic and social

skill difficulties, the present study asserts that

participation in extracurricular activities is a useful

and acutely appropriate vehicle for student to gain

valuable academic and social experiences, as well

as related strategies for overall healthy psycho-

social development.

*Strengths – Factors that are likely to have a

positive effect on (or be an enabler to) achieving

the school’s objectives

*Weaknesses – Factors that are likely to have a

negative effect on (or be a barrier to) achieving the

school’s objectives

Opportunities – External Factors that are likely to

have a positive effect on achieving or exceeding

the school’s objectives, or goals not previously

considered

Threats – External Factors and conditions that are

likely to have a negative effect on achieving the

school’s objectives, or making the objective

redundant or un-achievable.

Student behavior regarding the extra

curriculum activities:

*Students react differently at different stimuli-

invitation to event tasks, speaking about extra

curriculum activities there can be indentified like in

marketing approach several behaviors such as:

Innovator students who are curious to see and

participate to as many as they can events; usually,

they are not many

To understand the student behavior regarding the

extra curriculum activities, the organizers of such

activities should understand the importance of the

events not only for students, but also for the

university itself.

Management of the extra curriculum activities is

not a simple matter for several reasons, such as:

The teaching staff is mostly an organizer, the

lecture or the concrete provider of the extra

curriculum activity being another institution

Speakers who are invited as lecturers are not

always persons used to speak in front of a large

group or to young generation

Companies which are in charge with the extra

curriculum activities judge the students behavior

according to their own expectations and not

according to the features of the young generation

The success of the process in organizing an extra

curriculum activity depends on the motivation and

interest the involved parties come with. First of all,

the university must be the first to accept the idea of

an event or to say yes at an external proposal.

Secondly, the third party, either it is a private

company, or a public institution, it should come

with attractive and interactive activities, managed

by professionals. The more interactive the event is,

the longer the impact of it will be. Thirdly, the

students must be willing to participate to extra

curriculum activities. The students react differently

at such events:

Do not come because they do not know or they do

not see the interest and motivation come to event,

but are not paying attention

Come to event and participate.

The most important issue for attracting more

students or making them more interactive is the

transfer of information from the professor and the

third party to students. Only a poster or a mail

informing the students about the possibility of

attending the event does not work. It is not so

important what you say, but how you transfer the

information. Therefore, only professors or

massagers who really believe in the event content

and speak with enthusiasm can become a voice to

students.

Extracurricular activities appeal to student

interests, Student looked at the positive connection

to school that participating in extracurricular

activities created among students whose prior

commitment to the school had been marginal. They

discovered that a wider choice of activities resulted

in a stronger effect because students' individual

needs and interests were more likely to be met.

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Extra-curricular activities connect students to

school Participating in an extracurricular activity

connects students more deeply to the school, its

faculty, a peer group, and school values further

found that adolescents who participated in

structured activities supervised by positive adult

role models were more likely to make personal

investments in their schooling that might, in turn,

motivate them to excel academically�� Another

effect that extra-curricular activities have on

students is the social aspect. Students that are

involved in extracurricular activities meet

many new people. Each club or sport is

different, so students meet different people in all

different groups. By joining different ones they

meet people with the same backgrounds they

have and people they share interests with.

Most times the people that students meet are

students that they would never talk to or

become friends with on a normal basis. In

different extracurricular activities students learn

about group work, and sometimes they end up

having less conformity to gender stereotypes

3. Conclusions An effective strategy for extra

curriculum activities might help in the process of

organizing them. The main components if the extra

curriculum activities strategies are:

Mission: the fundamental purpose of the event

which makes it different

Objectives: concrete objectives to be accomplished

during the next phase

Strategic alternatives: ways of achieving

objectives

Resources: all elements needed to organize

properly the extra curriculum activity: human

resources, materials, financial and informational

resources

Terms: dates of concrete development, dates for

registrations

Competitive advantage: how the extra curriculum

is considered innovative

References

Armstrong, Michael & Stephens, Tina (2005).

Management and Leadership. A Guide to Managing for Results. London and Philadelpha:

Kogan Page.

Bratianu, Constantin (2002). Paradigmele

managementului universitar. Bucharest:

Economica Publishing. Darling, Diane (2005).

Networking for Career Success. Singapore:

McGraw-Hill Education.

Jenner, Shirley (2010). Ghidul carierei pentru

absolventii universitari. Bucharest: Curtea Veche

Publishing. Louis, Janda (2003). Teste pentru

alegerea carierei. Bucharest: Business Tech

International Press.

Luca, Marcela Rodica & David, Laura Teodora

(2010). Tuning research on the university-

enterprise partenership in training

entrepreneurship. Cluj-Napoca: Eikon Publishing.

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Semester Pattern

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������ ������ ���-��� �� ��� ����$� ������3�,� ��-�� ���� �?� ��� ����1���!������ &%$� ������� �)��� �?� �� ����,���,�2,���������$������ ������'$������P���� �� ��� ���� "�P���� �� ��� ���� "�P���� �� ��� ���� "�P���� �� ��� ���� "� �3� !����$� ���/>���.��0�,�� �#=��� &��� ������ ���-��� �� ��������� -�������$�$� �%�2,�������������*�#Q�/����� ���-�*�#Q�/��� �!������ ����� �)���!����$� */3��� ��.��0N� �:�2�� ��.��0N� �/�&=����.��0N� */L*����%� ���*� �%�$�� ��.��0� ����@�$�>�������=�$�����Concept of Choice Base Credit System : It is

important to know that CBCS essentially implies a

redefining of the curriculum into smaller

measurable entities of 'modules' with the hours

required for studying/'learning' these - not

"teaching" - being at the primary focus and the

development of a mechanism whereby these

modules can be combined in different ways so as to

qualify for a Certificate, Diploma or Degree. In a

sense, therefore, the completion of a single

'Module' of learning can pave the way for learning

other modules either in the same institution or

elsewhere and a combination of modules in

keeping with the needs and interests of the learners

illustrates the much talked about 'cafeteria

approach' to learning with the Learner at the center

stage of all academic transactions.

CBCS operates on modular pattern based

on modules/units called "credits" wherein 'credit'

defines the quantum of contents/syllabus prescribed

for a course/paper and determines the minimum

number of teaching-learning hours required. One

credit denotes 15 hours of instructions per

semester.

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A CONCEPTUAL FRAME OF AFFECTIVE DOMAIN

Mrs. Patil J.R., Lecture, Junior College of Education, Petala, Kolhapur.

ABSTRACT:-Education is commonly contrasted

with training. In this contrast training is

a method to develop procedural skills that enable

performance of tasks in an effective manner.

Conversely, education is viewed as a method to

develop the student’s ability to reason within the

field and ability to perform complex, high level

action involving judgments about situations.

KEY WORDS:- Receiving,

Responding,Valuing,Organization,Characterization

INTRODUCTION:Affective domain,

In 1956, Benjamin Bloom headed a group

of educational psychologists who developed a

classification of levels of intellectual behavior

important in learning. This became a taxonomy

including three overlapping domains; the cognitive,

psychomotor, and affective. Each of the

can be utilized through the interaction of media.

Most academics are familiar with the

domain through ���"���������������#����$����%�

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CONCEPT OF AFFECTIVE DOMAIN

The affective domain concerns the

development of values and inclinations in the

student. Education concerns the development of the

student to achieve target outcomes relevant to a

particular field of knowledge and practice.

The affective domain is a vague concept

that could relate to at least three different aspects of

teaching and learning. Firstly, the affective domain

could be about the teacher’s approach to teaching

in terms of philosophy and what this communicates

to the student. In this perspective the affective

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A CONCEPTUAL FRAME OF AFFECTIVE DOMAIN

Lecture, Junior College of Education, Petala, Kolhapur.

Education is commonly contrasted

with training. In this contrast training is viewed as

a method to develop procedural skills that enable

performance of tasks in an effective manner.

Conversely, education is viewed as a method to

develop the student’s ability to reason within the

field and ability to perform complex, high level

on involving judgments about situations.

Responding,Valuing,Organization,Characterization�

Affective domain,

In 1956, Benjamin Bloom headed a group

of educational psychologists who developed a

intellectual behavior

important in learning. This became a taxonomy

including three overlapping domains; the cognitive,

psychomotor, and affective. Each of the domains

can be utilized through the interaction of media.

Most academics are familiar with the cognitive

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CONCEPT OF AFFECTIVE DOMAIN:

The affective domain concerns the

inclinations in the

dent. Education concerns the development of the

student to achieve target outcomes relevant to a

f knowledge and practice.

The affective domain is a vague concept

least three different aspects of

teaching and learning. Firstly, the affective domain

could be about the teacher’s approach to teaching

in terms of philosophy and what this communicates

to the student. In this perspective the affective

domain relates to the way in which the teacher

interacts with students to build a relationship.

Secondly, the affective domain could be

about appealing to the affective attributes of

students as a deliberate form of engagement. Such

an approach might seek to make students annoyed

or angry at an injustice and in this way some

students may be motivated to take a greater level of

involvement. In both these cases there is a

profound reliance on the teacher to establish the

learning environment. Students may choose to

respond positively, or otherwise, but they do not

initiate.

The third perspective to

and learning is one where students are asked to

engage with the development and understanding of

their own motivations, attitudes, values and

feelings in terms of their behavior

professional and as a citizen

Learning Domain addresses a learner's emotions

towards learning experiences. A learner's attitudes,

interest, attention, awareness, and values are

demonstrated by affective behaviors.

These emotional behaviors which are

organized in a hierarchical

from simplest and building to most complex, are as

follows:

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Charact

Organizin

Responding

Receiving

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A CONCEPTUAL FRAME OF AFFECTIVE DOMAIN

Lecture, Junior College of Education, Petala, Kolhapur.

e way in which the teacher

interacts with students to build a relationship.

Secondly, the affective domain could be

about appealing to the affective attributes of

students as a deliberate form of engagement. Such

an approach might seek to make students annoyed

or angry at an injustice and in this way some

d to take a greater level of

involvement. In both these cases there is a

profound reliance on the teacher to establish the

learning environment. Students may choose to

respond positively, or otherwise, but they do not

The third perspective to affective teaching

and learning is one where students are asked to

engage with the development and understanding of

their own motivations, attitudes, values and

behavior and actions as a

professional and as a citizen. The Affective

Learning Domain addresses a learner's emotions

towards learning experiences. A learner's attitudes,

interest, attention, awareness, and values are

demonstrated by affective behaviors.

These emotional behaviors which are

organized in a hierarchical format also, starting

from simplest and building to most complex, are as

Characterizing

by a value

Organizing

Valuing

Responding

Receiving

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AFFECTIVE DOMAIN OBJECTIVES:

The educational objectives of affective

domain as described as follows, which can be

utilizing in the teaching and learning process. S

r.

N

o

Level or

Category

Educational Objectives

1 Receiving :

Awareness,

willingness

to

hear, selected

attention.

1. Listens attentively during class

and takes lecture notes.

2. Demonstrates respect when

others are expressing opinions,

interpretations or viewpoints or

providing clarification.

3. Demonstrates attention to

selected portions of the lecture.

2

Responding:

Active

participation,

reacts

to particular

phenomena,

takes

satisfaction

in

responding.

1. Participation in class

discussion.

2. Provides a more in-depth report

or presentation on a concept.

3. Contributes to the learning

atmosphere in the classroom

4. Volunteers for special

assignments or tasks.

3 Valuing:

Attaches

worth to an

object,

concept or

behavior.

1. Demonstrates problem-solving

abilities.

2. Expresses sensitivity toward

individual and cultural

differences.

3. Shares materials and

information with others.

4. Completes obligations in doing

group work and assists those

reluctant to participate in group

work.

4

Organizatio

n:

Accepts

newly

learned

information

and

organizes it

to fill the

current value

system.

1. Accepts responsibility for one’s

behavior.

2. Accepts professional ethical

standards.

3. States personal position

reflecting a balance between the

needs of the learner and the needs

of the facility.

4. Establishes a philosophy

regarding patient care,

performance and behaviors.

5. Formulates and commits to

long-range career goals.

5

Characteriz

ation:

Internalizes

values; value

system

controls

behavior.

1. Seeks objectivity in interpreting

events and problem solving.

2. Changes opinions when

evidence is contrary to beliefs.

3. Bases ideas and opinions on

best evidence available and on

scientific studies.

4. Displays a professional

commitment to ethical practice on

a

daily basis.

5. Conducts oneself according to

professional ethics and patient

needs.

EDUCATION FOR AFFECTIVE

DEVELOPMENT

1. Identifying the specific emotion or

affective aspect to be developed in the children.

Emotions can be categorized into two types:

positive emotions such as love, joy, sympathy, etc.

and negative emotions like anger, fear and

jealousy. The former tend to promote affective

development, the latter to hinder it.

2. Creating or presenting an emotionally-

charged situation in which a specific emotion is

aroused by a particular stimulus situation likely to

occur in the real world. For example, fear is

aroused by loud irritating sounds or some other

threatening situation. Letting children react to the

emotionally-charged situation.

3. Observing these reactions, gives the

teacher opportunity to guide children's behavior

towards positive affective development.

4. Reinforcing the desired emotional

reaction of children. Based on their experiences,

children learn from reinforcement and non-

reinforcement of their responses to a stimulus

situation through a reward system, i.e.

approval/disapproval, etc.

AFFECTIVE DEVELOPMENT

PROGRAMMES

1. Student organizations:

This strategy aims to facilitate and

encourage social co-operation, concern for others,

responsibility, etc., by setting up student

organizations such as student committees or

student councils. Initiatives will need to be taken

by the teacher but responsibility for organization

must fall on the pupils themselves. The typical

student organization is given responsibility for

setting up sub-committees and looking after sub-

committees’ duties, e.g. doing cleaning rosters,

administering flag ceremonies, running the school

lunch programme, organizing sports and socials

events, etc. The following steps have featured.

- Students elect representatives from each

grade to form a committee (with the support of the

teachers).

-The chairman and other positions are

filled by elections also.

- The committee sets up sub-committees

according to the duties and functions in the school

and in the community.

-The committee and sub-committees meet

regularly to conduct business.

-The teachers take the role of supervisors

and evaluators of the whole programme.

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2. Student-peer contract:

The student-peer contract is a technique that

promotes co-operation between students for correcting undesirable

The student selects the peer or group at the

teacher’s suggestion.

The student gives a contract to the peer or group to

observe the proprieties as agreed.

The peer or group pays attention to the student’s

performance, both in the classroom and at home,

and reminds him/her when transgressions occur.

The student may also be asked to monitor his or her

own behavior.

The student finally evaluates him or herself with

the help of the peer group.

3. Serve and learn programme:

Pupils who belong in particular, to poor families

are often hindered from continuing their studies

even though they may have a strong interest and

desire to do so. The serve-and-learn programme

provides assistance to such pupils in order to help

them. The school organizes assistance from

community sources willing to buy school supplies

for the use for targeted pupils. The pupils are then

assigned roles and tasks designed in turn to assist

school activities. Their ‘payment’ in kind, helps

them to continue their education. This programme

may be used as an exercise in social responsibility

for other pupils who may not be in need of such

assistance. Such programmers aim to develop

responsibility and self-worth, to provide

opportunities to practice “sharing and caring“ etc.

The following procedures have featured in some

Serve and Learn

-The school sets up the criteria to be used for the

selection of ‘poor’ pupils or others who might

benefit from serving in the programme.

-They then contact interested groups in the

community, ‘sell’ the idea, and get in return the

relevant resources.

-The school defines the roles and tasks to be

performed by the selected pupils.

-The pupils perform their tasks and are given

‘payment’.

-The school evaluates the programme.

Besides the three strategies above, the school can

create a variety of other activities to enhance

affective development. They include establishing

various clubs, arranging competitions and contests,

tree planting, ceremonial observations etc.

The affective domain is a term derived

from Bloom's Taxonomy of educational objectives.

This taxonomy includes the cognitive domain and

the psychomotor domain. The cognitive domain

involves intellectual capacity and knowledge

acquisition. The psychomotor domain includes the

body kinesthetic. The affective domain includes

values, attitudes, feelings, self-concept and self-

esteem (Jewett, Bain, and Ennis, 1985). Today,

more than ever before, children are lacking in

affective areas. Self-esteem, self-concept, personal

feelings, self-identity, and values are the

responsibility,

REFRENCES:

1. Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and

Assessing: A Revision of Bloom's Taxonomy of

Educational Objectives. New York: Longman.

2. Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J.,

Hill, W.H., & Krathwohl, D.R. (1956).

Taxonomy of Educational Objectives: Handbook I: Cognitive Domain. New York: David McKay.

3. Krathwohl et al (1956). Taxonomy of

Educational Objectives: Book 2, Affective

Domain. New York: Longman Inc.

4. NSSE (1994). Bloom’s Taxonomy: A Forty-Year

Retrospective. Chicago: The Univ. of Chicago

Press.

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“A study of B.Ed. student teacher’s opinion about B.Ed. evaluation system”

Asst. Prof. Sandeep Bodke, Gokhale Education Society’s College of Edu. & Research, Parel, Mumbai-12

Abstract : Education is the base of a nation.

Education enlightens us with variety of knowledge

and skills required to become an effective citizen.

We study different subjects from the very 1st

standard. There are different ways to evaluate the

understanding of student during the academic year

or at the end. Unfortunately, Govt. of Maharashtra

started continuous evaluation procedure where no

student is going to fail. The effect of this procedure

is that students are becoming careless about their

academic performance. Teacher plays an important

role in every student’s life. We like to follow or

imitate the behaviour and guidelines of the teacher.

We have several Teacher training colleges in India.

Each university or state is following different way

of evaluation. Here in this research paper the

researcher had made an attempt to understand the

opinions of B.Ed. student teacher’s about B.Ed.

evaluation system. Students opined that, current

evaluation system increases too much stress, less

time given for writing answers, completely rote

learning reuired ,questions are not suitable to

evaluate the implication of the content, syllabus is

too vast, objectives of the course are not fulfilling ,

semester pattern should not be there, evaluator do

not read the whole answer while evaluating & there

is no weightage for students behaviour in the

course which is most important part of the

Teaching profession.

Students gave some suggestion too like, there

should be objective and essay type questions , ICT

skills to be developed ,more number of optional

papers required, oral test must be there.

Key Words : Student Teacher- Evaluation

Introduction:

“ The future of India is being

shaped in the classrooms” – Kothari Commission

Above statement highlights the importance of

every aspect of education. We are dreaming of

World Power in 2020. We need to focus on each

and every aspect of education to achieve different

goals for our nation. Teacher plays a vital role in an

indivudual’s development. Teacher takes care of

students interests, teaches different subjects,

organize activities (curriculur & co-curriculur),

conduct exams, evaluates students answersheets

etc. Evaluation of any course is important and it is

continued since ancient time. Educational institutes

conduct written ,oral, practical exam. Evaluation

system changes from time to time. Since couple of

years till 8th

std. no student is failing as per the new

continuous evaluation system. In last decade the

number of teacher training college has increased a

lot. Every university is following their own

evaluation pattern. Written, oral, practical,

assignments, projects etc. are the ways to evaluate

student teacher’s learning. There is no unique

format of evaluation. We come across to the news

about examination during the university

examinations. Students face many difficulties

while undergoing it. There is a no way out for

examination but, certainly we can improve the

evaluation system.

Objectives: 1 To study the opinions of B.Ed.

student teacher’s opinion about B.Ed. evaluation

system 2 To suggest remedies on B.Ed. evaluation

system

Population: 100 students of Gokhale Education

Society’s , college of Education & Research, Parel,

Mumbai-12.

Sample: 50 students are selected for this research

from Gokhale Education Society’s , college of

Education & Research, Parel, Mumbai-12.

Sampling Method: The researcher has used Non-

probability Random Sampling method .

Data Collection Tool: The researcher has used

five point (Strongly agree, partially agree, strongly

disagree, Disagree & nill) self made & validated

questionnaire to collect the data.

Statistical technique:

The researcher has used percentage technique to

analyze collected data.

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Analysis & Interpretation of data:

Sr.

No

Question Stron

gly

Agree

(%)

Partiall

y Agree

(%)

Strongl

y

disagre

e(%)

Disag

ree(%

)

Nill

(%)

1 B.Ed. evaluation

system checks only the understanding of

the student

0 30 60 10 0

2 It helps to develop

essay writing

skills.

50 30 15 5 0

3 It helps to develop

reference

reading skill. `

70 20 0 10 0

4 It helps to apply

learnt content.

0 10 45 45 0

5 It should be only

objective base.

5 60 20 15 0

6 It should be only

essay type

90 0 10 0 0

7 It should be the

combination of

objective & essay

100 0 0 0 0

type.

8 It should include oral

test also

60 15 13 12 0

9 It should include assignments for

all the subjects.

15 60 12 13 0

10 It should include

annual lesson

system.

0 0 100 0 0

11 It should have

research based

project.

35 60 5 0 0

12 It should have open-

book exam also.

50 25 20 5 0

13 It should have

community work also.

75 25 0 0 0

14 It should have optional paper also.

80 20 0 0 0

15 It should be of 2 year course.

50 20 20 10 0

Drawbacks of current evaluation system

according to B.Ed. Students

1) It increases stress

2) Continuous exam throughout the year

3) Less time to solve the question paper

4) Completely rote learning based course

5) Questions are not suitable to check the implication

of the concept

6) Syllabus is too vast

7) Objectives of the course are not fulfilling

8) Semester pattern

9) Evaluators does not read whole answer

10) No marks for students behaviour/ conduct

Suggestions for current evaluation system

according to B.Ed. students

1) It should include essay & objective type questions

2) ICT skills mist be developed

3) More number of optional papers should be there

4) Oral test must be conducted

5) Increase the period of the course

Conclusion: Evaluation is an integral part of any

course. B.Ed. students gave different remarks on

evaluation process. Most of them opined that,

exam should include objective & essay type

questions. Overall we can conclude that it should

evaluate all aspects of course & must achieve the

decided goals.

References:

1)Dr. Patel R.N.(2000)Educational evaluation-

Theory & Practcice, Himalaya publishing

2)Dandekar W.N. (1971) Evaluation in schools,

Shri Vidya Prakashan

3)Lal & Joshi,(2007)Educational Measurement

Evaluation & Statistics,Vinay Raakheja Publishers

4)J.C. Aggarwal, (1997)Essentials of Examination

System, Vikas Publishing House Pvt. Ltd.

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 ��

Innovative Evaluation tools in Teacher Education

Shri. Bhaskar Vishnu Igawe

Asst,Prof.Dept. of Continuing and Adult Edu.and Extension Work, S.N.D.T. Women’s University

Introduction:There are various innovative

practices in the education and evaluation tools.

Innovative practices and Evaluation are

interdependent. These innovative evaluation

practices can use in small size classes. These all

innovative evaluation practices will help to

excellence in education. The innovative evaluation

practices are expected to continue and to challenge

many of the delivery models fundamental to formal

education.

Concept of Innovation:Innovation can be seen as

the process that renews something that exists and

not, as is commonly assumed, the introduction of

something new."Innovation is the multi-stage

process whereby organizations transform ideas into

new/improved products, service or processes, in

order to advance, compete and differentiate

themselves successfully in their marketplace."1

Concept of Evaluation tool: “Evaluation is the

process of documenting, usually in measurable

terms, knowledge, skills, attitudes and beliefs.”2

“Evaluation tools refer to the methods of gathering

data about learner performance and understanding,

and may include questionnaires, written tests,

portfolios, checklists and rating scales for projects

or performances.”3

Concept of Innovation in evaluation tools:

The teacher should inculcate objectives and aims of

curriculum in students through the most effective

and interesting teaching method and students

should apply acquired knowledge for day to day

life by mentally and physically with the accuracy.

Teacher / evaluator can check or assess the student

capacities in the field of content, skills, objectives,

habits, attitude, aptitude, etc through the evaluation

process.

Teacher uses new, modify, make changes or

reconstruct evaluation tools, uses ICT tools for

evaluation, uses his/her creative ideas to modify the

tools, make evaluation more interesting means

innovation in evaluation tools.

Innovation in tools evaluation in teacher

Education

1. Mobile as an evaluation tool: New advances in

hardware and software are making mobile “smart

phones” indispensable tools. It is likely that mobile

devices with internet access and computing

capabilities are overtaking personal computers as

the information appliance of choice in the

classroom. It is very affordable for student-teacher,

now days most of the student-teachers have mobile

phones. They can easily use mobile for access

internet and check emails. Through the SMS or

MMS teacher can send assignment, homework,

practical to students and evaluate the same.

2.Smart-portfolio assessment: The collection,

management, sorting, and retrieving of data related

to learning will help teachers to better understand

learning gaps and customize content and

pedagogical approaches. Also, assessment is

increasingly moving toward frequent formative

assessments, which lend itself to real-time data and

less on high-pressure exams as the mark of

excellence. Tools are increasingly available to

students to gather their work together in a kind of

online portfolio; whenever they add a tweet, blog

post, or photo to any online service, it will appear

in their personal portfolio which can be both peer

and teacher assessed.

3. Teacher evaluators/mentors: The role of the

teacher-educator in the classroom is being

transformed from that of the font of knowledge to

an instructional evaluator, helping to guide students

through individualized learning pathways,

identifying relevant learning resources, creating

collaborative learning opportunities, and providing

insight and support both during formal class time

and outside of the designated 40 minute instruction

period.

4. Sharing online resources for an evaluation:

Share your response and remarks with the class in

the discussion area. After an evaluation you find

some student-teachers are weak in the study. If

teacher-educators are aware of other useful

regarding the subjects sites that are not listed in the

classroom, they might recommend them, can enrich

student-teachers’ knowledge, concepts and ideas

with the help of sharing online resources

worldwide.

5. Problem-Solving evaluating Method:

Evaluating through problem-solving is not always

easy since many of us were taught by remembering

facts whether or not they were related to each

other, Teacher-educators have give or generate

various problem for student-teachers and ask them

to solve them individually or in a group. We learn

best by solving problems or have a personal stake

in the outcome. It is then that we become interested

in knowing the parameters, the details, the basis

(assumptions) on which the problem is built, and

the end results. In this case teacher-educators will

be as an observer, who will observe and evaluate

student-teachers’ skills, depth of knowledge,

adjustments and other capacities.

6. Brain-Storming sessions for evaluation:

Incorporate brainstorming into anything student-

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 ��

teacher can think of and will receive many chances

to practice as the days go by. The quickest way to

hamper the flow of ideas is to start discussing their

merits in the middle of a brainstorming session.

Not only does this practice get teacher-educator off

the topic, but it distracts student-teachers’ thinking.

Instead of coming up with new and interesting

ideas, they get bogged down in considering what

other people will say. Teacher-educator need to

choose a suggestion or evaluation that must be

acted on, there'll be plenty of time after the

brainstorming session to discuss each one and

make a selection. Good brainstorming skills can

take students a long way. Teacher-educator can

encourage brainstorming in every classroom.

7. Evaluation through Guidance & Counseling

Cells: Student-teachers have various problems in

education, i.e. learning problem, school

environmental problem, evaluation problems. It

becomes hurdles in their education, students

dropout from the school because these problems.

Student-teachers get frustrated and attempt suicide

and become drug addict. So evaluation doesn’t

become a problem, teacher-educator and education

colleges use to provide an active, free and open-

minded Educational & Vocational Guidance &

Counseling Cells for assists and evaluate student-

teachers.

8.Open web / library online examinations: The

online exam module should handle objective type

questions with images (or some method to display

mathematical formulas and all) and should be time

based. There should be some interface to create

exams, questions, answers, attend exam, view

results, record keeping etc. Besides this we can ask

students some explanative questions and provide

them online library and websites, student will read

and analysis the study material and provide an

answer with accurate words. Student-teachers will

habitual with varies educational websites and

libraries for these types of examinations.

9. Online Tests: “A procedure for critical

evaluation; a means of determining the presence,

quality, or truth of something; a trial: a test of one's

eyesight; subjecting a hypothesis to a test; a test of

an athlete's endurance.”4

“A series of questions,

problems, or physical responses designed to

determine knowledge, intelligence, or ability

administrate through information communication

and technology.”5

Remedial: Based on test performance, teachers are

provided with smart remedial suggestions to

improve student-teachers’ overall score. Topper

Remedial guides students’ towards the best

interactive learning resources, which are required

to attain mastery in your weak areas.

10. Video Lessons and evaluation, synonymous

with new age learning, extensively uses 2D/3D

animations, illustrations from real life and lab

demonstrations to simplify textbook concepts and

create a long lasting impression. Thus, student-

teachers understand concepts in a far more

effective manner and are equipped to take on the

challenges of exams.Teacher-educator can use

video for evaluation of micro, integration, practice

and other lessons and practicals. The evaluation

with the help of video will become more

transparent and objective; student-teachers can also

observe and evaluate their performance.

11.Question Banks: An exhaustive database of

intelligently prepared solved questions helps

student in self evaluation. Teacher as Subject

Experts have prepared an exhaustive list of

questions for EACH Chapter along with their

answers! So simply, student cross-check their

homework questions with this Question Bank and

wrap up their homework in record time.

12. Teacher and Students evaluation through

the email: There is always difficulty in face to face

evaluation and appraisal by both sides (student and

teacher), because it is the issue of emotion and ego.

Teacher should make qualitative evaluation of

student’s behavior and educational progress and

email the particular student; vice versa student can

also evaluate teacher’s teaching and behavior and

email to particular teacher. It will be helpful to

develop student-teacher relation and educational

development.

*Conclusion-Innovations in evaluation will

improve the standards of education develop the

performance of students in all faculties and by

which the progress of a nation can be viewed

nakedly. Innovation in evaluation refers to a range

of practices used by organizations to identify the

higher levels of innovations in education. The

sharing of innovative evaluation tools in industry,

colleges, universities and, almost any institution in

this country will make reference to the capturing of

knowledge. References:

1. Baregheh A, Rowley J and Sambrook S. (2009),

Towards a multidisciplinary definition of innovation, Management decision, vol. 47, no. 8,

pp. 1323–1339

2.http://www.selfgrowth.com/articles/Definition_A

ssessment_Tools.html

3.http://www.google.co.in/search?hl=en&rlz=1R2

GGLT_enIN393&defl=en&q=define:

assessment+tools&sa=X&ei=DStaTfTsGIaHcaeVl

J0K&ved=0CbwQkAE

http://www.thefreedictionary.com/test

http://www.thefreedictionary.com/test

• e-Bibliography

http://en.wikipedia.org/wiki/Innovation

http://globalcrisis.info/teachproblemsolving.html#

A

http://findarticles.com/p/articles/mi_qa3666/is_199

809/ai_n8815318/

http://ozpk.tripod.com/000000creat

http://en.wikipedia.org/wiki/School_counselor

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CONTINUOUS AND COMPREHENSIVE EVALUATION

Mr.David D’Souza, SKNCOET [B.Ed],Lonavala

����ABSTRACT- Continuous Comprehensive

Evaluation [CCE] helps in improving student’s

performance by identifying his/her learning

difficulties at regular time intervals right from the

beginning of the academic session and employing

suitable remedial measures for enhancing their

learning performance.The scheme of continuous

and comprehensive evaluation has inbuilt

flexibility for schools to plan their own academic

schedules as per specified guidelines on CCE.

Key words:- Continuous and comprehensive

evaluation

INTRODUCTION- Continuous and comprehensive

evaluation is an education system newly introduced

by Central Board of Secondary Education in India,

for students of sixth to tenth grades. CCE is an

abbreviated form of continuous and comprehensive

evaluation, which was introduced for the first time

in the Secondary Level (Class IX and X) in all

CBSE affiliated schools from the academic session

2010. The Central Board of Secondary Education

(CBSE) as well as any of the School Education

Boards in the country do not introduce the CCE

scheme in the higher secondary level i.e. in Class

XI and XII as the admission in degree colleges or

professional institutions is done after senior

secondary stage where direct numerical scores are

awarded. The main aim of CCE is to evaluate every

aspect of the child during their presence at the

school. The CCE scheme refers to a school - based

evaluation of students that covers all the aspects of

a student’s development. Continuous means regular

assessments, frequency of unit testing, analysis of

learning gaps, applying corrective measures,

retesting and giving feedback to teachers and

students for their self - evaluation, etc.

Comprehensive on the other hand attempts to cover

both the scholastic and the co - scholastic aspects

of a student’s growth and development with both

these aspects of the evaluation process being

assessed through Formative and Summative

Assessments.

CCE helps in reducing stress of students by:-

• Identifying learning progress of students at

regular time intervals on small portions of content.

• Employing a variety of remedial measures of

teaching based on learning needs and potential of

different students.

• Desisting from using negative comments on the

learner’s performance.

• Encouraging learning through employment of a

variety of teaching aids and techniques.

• Involving learners actively in the learning

process.

• Recognizing and encouraging specific abilities of

students, who do not excel in academics but

perform well in other co - curricular areas.

This is believed to help reduce the pressure on the

child during/before examinations as the student

will have to sit for multiple tests throughout the

year, of which no test or the syllabus covered will

be repeated at the end of the year, whatsoever. The

CBSE in order to propagate the new policy of the

MHRD, Government of India that there should be

only one public examination in one pupil's school

life, is in the process of scraping the Secondary

School Examination/Class X Examination. This is

to reduce the stress which can result in the

examination phobia, depression, tendency to

suicide etc. and to make the youthful life more

fulfilling and enjoying. Hence, CCE will replace all

the examinations upto Class X. The CCE method is

claimed to bring enormous changes from the

traditional chalk and talk method of teaching,

provided it is implemented accurately.

ASSESSMENT IN EDUCATION The system of

higher education in India is based on the

lines of London University of Britain. When

the first three Universities were established

at Calcutta, Bombay and Madras Presidencies,

the only function of the universities was to conduct

examinations and award degrees. These examinations

were conducted by the universities annually

after the end of the actual teaching work

which was carried out in the entire course

prescribed. The average duration

of examination in a given subject was about

three hours. The progress of the students

during the entire period of instruction was

assessed through a few hours written examination.

Despite the descendent against such a system, a

sound change in the mode of examination was not

made. One fundamental question that can be asked on

such a system of annual examination is whether a single

examination signifying the quality of a student's

performance in a portion of the syllabus be made a matter of

lasting record. It is truly argued that a single terminal

examination measures only a small sample of the behavior

pattern of the examinee.

While one of the major areas of school education is

towards the all-round development of the child,

least attention was paid to the educative process

involved and to the assessment of students'

personal development in spite of strong complaints

from parents and community regarding the heavy

school curricula. The National Policy on Education

(1986) and the Programme of Action (1992)

followed by the National Curriculum Framework

of School Education (1986 and 2000) reiterated the

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need for developing the personal and social

qualities in learners. They stressed the point that

the evaluation should be comprehensive in nature,

wherein all learning experiences pertaining to

scholastic, co-scholastic and personal and social

qualities are assessed. To make this happen the

MHRD announced Continuous and Comprehensive

Evaluation system in 2009 and the Class X board

exams made optional in 2011.

It is in this context one has to think about

the comprehensive assessment of student’s

namely continuous internal assessment. At the

outset, it is necessary to establish what it meant by

co n t inuo us in t e r na l a s se ssment . I t

r epr e sen t s co n t inuo us awar eness b y the

t eache r o n the development and knowledge of

his/her students; it is a process, which extends over

a period of time. A teaching, making use of continuous

internal assessment is aimed at the growth of

thinking processes and the development of the

varying abilities towards which teaching is

intended. Under continuous assessment, there is

knowledge not only of this achievement but also of

progression towards it.

The main objective of the continuous and

comprehensive evaluation (CCE) is the school-

based evaluation of the pupil on a continuous

process throughout the year and helps in checking

all the standards of performance in both scholastic

and co-scholastic areas. It necessitates the use of

multiple evaluation techniques and tools in addition

to certain conventional ones. There are 2 types of

Assessments, in an academic year, to test the

Scholastic areas: Formative Assessment (FA) and

Summative Assessment (SA) Formative

Assessment FA is carried out as a part of the

instruction methodology and provides continuous

feedback to both the teachers and the learners. It

comprises of Class work, Homework, Oral

questions, Quizzes, Projects, and

Assignments/Tests etc. Thus, makes the provision

of effective feedback and provides platform for the

active involvement of students in their own

learning process that leads to motivation and self-

esteem of students. Summative Assessment

Summative assessment is carried out at the end of a

term. It measures how much a student has learnt

from the course and is usually a graded test i.e.

Examination. ROLE OF TEACHER IN IMPROVING QUALITY

THROUGH CCE- A teacher is fundamental in

bringing desired change while implementing the

CCE system in the schools. It is based on the

assumption that the teacher knows his/her pupils

best and hence he/she should only be entrusted

with the responsibility of evaluation. It provides an

opportunity to teacher for regular diagnosis of

learning difficulties followed by remedial

measures, it involves analysis and interpretation of

the evidences of achievement to

arrive at right decision and make judgment. In

every subject, students are assessed on the basis of

certain competencies. A teacher can use a variety

of tools (oral, projects, presentations) understand

different learning styles and abilities, and share the

assessment criteria with the students, allow peer

and self-assessment and give an opportunity to the

student to improve. Thus, continuous and

comprehensive evaluation helps a classroom

teacher in the following ways:

*To identify learning difficulties and to improve

performance

*To plan appropriate remedial measures to enable

he students who have learning difficulties in

mastering the competency.

*To improve or alter instructional strategies to

enhance the quality of teaching.

*To strengthen evaluation procedure itself.

The teachers have to be trained professionally so

that their judgment when made through an honest

and objective appraisal without bias is the basis of

CCE. TOOLS FOR CONTINUOUS AND COMPREHENSIVE ASSESSMENT

Different techniques can be used by the

teacher to observe both scholastic and non-

scholastic performances of pupils. The

following tools can be used for continuous

internal evaluation:

(a) Quizzes (Scheduled/Unscheduled)

(b) Written and Oral Tests (Objective, Short

Answer, Long Answer, Problem Solving)

( c ) Ass ign ment s (d) Laboratory/Field

(e) Term Paper/Dissertation/Thesis

(f) Tutorials/Group Discussions/ Seminars.

GPA means CUMULATIVE GRADE POINT

AVERAGE.

To calculate:

1. Multiply total credit of each course by the grade

point.

2. Add up total number of credits.

3. Add up the total of grade points.

4. Divide the total grade points by the total credits CONCLUSION

Evaluation is one of the indispensable components

of any curriculum. It plays a very crucial role in

teaching learning process and influences the quality

of teaching and learning. Only when learners are

evaluated, can their weaknesses and difficulties be

diagnosed and remedies be given for more effective

learning. A lot of innovations are being made in

schools for the same and the introduction of CCE is

one among them. Continuous and comprehensive

assessment is not an end in itself. As it presents a

happy combination of external and internal evaluation it

offers opportunities to teachers to make suitable charges in

their efforts. REFERENCES:

http:wikipedia.org/Continuous_and_Comprehensive_Evaluation

http://sanshodhan.net/sanshodhan%20isue%205.pdF http://www.academia.edu/1496099/Continuous_and_comprehen

sive_evaluation

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CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) IN HIGHER

EDUCATION

Mrs. Sawari A. Mali, Sinhgad Institutes Campus, Kusgaon Bk., Lonavala

����

����

Abstract- India in today’s era possesses a highly

developed higher education system which offered

the various facilities of education the train all

aspects of field. The main motto of higher

education is not to give education and teach them

and go through curriculum and syllabus but also

aims at developments of safe and creation status

and to serve the society by enjoying he concept of

leader – leadership, qualities, styles. For that the

quality enhancement is much needed. The

qualityenhancement in higher education is wrapped

by various issues. So as to develop and maintain

the quality in higher education there many tools.

Out of them is Continuous And Comprehensive

Evaluation (CCE) in Higher Education

Key Word :- Continuous and comprehensive

evaluation.

Introduction:

Continuous and comprehensive evaluation (CCE)

is an education system newly introduced in India,

for students of sixth to tenth grades. The main aim

of CCE is to evaluate every aspect of the child

during their presence at the school. This is believed

to help reduce the pressure on the child

during/before examinations as the student will have

to sit for multiple tests throughout the year, of

which no test or the syllabus covered will be

repeated at the end of the year, whatsoever. The

CCE method is claimed to bring enormous changes

from the traditional chalk and talk method of

teaching, provided it is implemented accurately.

What is CCE ?- Evaluating the need for a

functional and reliable system of School-Based

Evaluation, CBSE introduced the CCE Scheme

for doing a holistic assessment of a learner which

also includes coscholastic area of Life Skills,

Attitudes and Values, Sports and Games as well as

Co-Curricular activities. The CCE scheme aims at

addressing this in a holistic manner. A number of

National Committees and Commissions in the past

have consistently made recommendations

regarding reducing emphasis on external

examination and encouraging internal assessment

through School-Based Continuous and

Comprehensive Evaluation. Therefore, the CCE

scheme brings about a paradigm shift from

examination to effective pedagogy.

New scheme of evaluation- As a part of this new

system, student's marks will be replaced by grades

which will be evaluated through a series of

curricular and extra-curricular evaluations along

with academics. The aim is to reduce the workload

on students and to improve the overall skill and

ability of the student by means of evaluation of

other activities. Grades are awarded to students

based on work experience skills, dexterity,

innovation, steadiness, teamwork, public speaking,

behavior, etc. to evaluate and present an overall

measure of the student's ability. This helps the

students who are not good in academics to show

their talent in other fields such as arts, humanities,

sports, music, athletics, etc.

Marks and grades- In CCE, the marks obtained in

an exam are usually not revealed. However,

equivalent grades, which would be deduced using a

special method by the teachers during evaluation

would be revealed. This is considered as a

drawback since a child with 92 marks will get the

same grade as the child with 100 marks and their

talents cannot be recognized by anyone else other

than their teachers. Though this system might have

some drawbacks it instills this value that students

need to compete with themselves to get a better

grade and not with others. The grading system is as

follows.-

CGPA Grade

9.1-10.0 A1+

8.1-9.0 A2

7.1-8.0 B1

6.1-7.0 B2

5.1-6.0 C1

4.1-5.0 C2

3.1-4.0 D

2.1-3.0 E1

0.0-2.0 E2

Advantages of CCE System –

CCE helps in reducing stress of students by -

*Identifying learning progress of students at

regular time intervals on small portions of content.

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*Employing a variety of remedial measures of

teaching based on learning needs and potential of

different students.

*Desisting from using negative comments on the

learner’s performance.

*Encouraging learning through employment of a

variety of teaching aids and techniques.

*Involving learners actively in the learning process.

*Recognizing and encouraging specific abilities of

students, who do not excel in academics but

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How would the CCE Scheme help?

The above steps would help the learners and

parents, who are the primary stakeholders of school

education, in the following manner:-

a) It will reduce stress and anxiety which often

builds up during and after the examination which

could have an adverse impact on young students

especially in the age group of 13-15 years.

b) It will reduce the dropout rate as there will be

less fear and anxiety related to performance.

c) In the past there was practice to often finish the

entire syllabus much before time and follow it up

with Pre-Board(s) and study leave. Now there will

be greater focus on learning rather than teaching to

the test.

d) The emphasis on conceptual clarification

through experiential learning in the classroom will

increase since there will be more time available for

transaction of curriculum.

e) It will help the learners to develop holistically in

terms of personality by also focusing on the co-

scholastic aspects which will be assessed as part of

the Continuous and Comprehensive Evaluation

scheme.

f) It is expected to prepare the students for life by

making students physically fit, mentally alert and

emotionally balanced.

g) The students will have more time on their hands

to develop their interests, hobbies and personalities.

h) It will enable the students, parents and teachers

to make an informed choice about subjects in Class

XI.

i) It will motivate learning in a friendly

environment rather than in a fearful situation.

j) It will equip students with Life Skills especially

Creative and Critical thinking skills, social skills

and coping skills which will keep them in a good

stead when they enter into a highly competitive

environment later on.

Conclusion: So as to keep the quality of control

over the quality of higher education, the newest

technique of evaluation is essential. And it is the

biggest challenge to face in the era of entry of

foreign universities – separately with joined

venture, collaboration etc. So as to tackle the

situation the newest and flexible, effective

techniques of evaluation should be determined and

accepted by various schools.

References:

1. The Indian Scenario Mainstream Vol:

XLV No. 259th

June 2007, Kunark

Sharma “ FDI in Higher Education”

2. Gardiner, Liopn F., Caitin Anderson, and

Barbara L. Cambridge, eds. 1997.

Learning through assessment: A Resource

Guide for Higher Education. Washington,

D. C.: American Assocation for Higher

Education Assessment Forum. Pp116.

Web References:

1. en.wikipedia.org

2. www.cbscacademic.in

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Continuous and Comprehensive Evaluation: An Overview

Chavan Rajendra L Junior Research Fellow, Department of Edu., Shivaji University, Kolhapur

Dr.(Ms) Patankar Pratibha S Assistant Professor, Department of Edu., Shivaji University, Kolhapur

Abstract:-Continuous and comprehensive

evaluation is an education system newly introduced

by Central Board of Secondary Education in India,

for students of till to tenth grades. The main aim of

CCE is to evaluate every aspect of the child during

their presence at the school. This is believed to help

reduce the pressure on the child during/before

examinations as the student will have to sit for

multiple tests throughout the year, of which no test

or the syllabus covered will be repeated at the end

of the year, whatsoever. The CCE method is

claimed to bring enormous changes from the

traditional chalk and talk method of teaching,

provided it is implemented accurately.

In the present paper tries to explain the overview

of CCE, whats school can do in CCE, How Does

CCE helps a Teacher &Problems Associated with

CCE. The present paper will be helpful to know

more about CCE for teachers, students and schools.

Keywords: Continuous and Comprehensive

Evaluation, Formative Evaluation, Summative

Evaluation.

Introduction�"Evaluation is a process that critically

examines a program. It involves collecting and

analyzing information about a program’s activities,

characteristics, and outcomes. Its purpose is to

make judgments about a program, to improve its

effectiveness, and/or to inform Programming

decisions (Patton, 1987).

Continuous and comprehensive evaluation

(CCE) is an education system newly introduced

by Central Board of Secondary Education in India,

for students till tenth grades. The main aim of CCE

is to evaluate every aspect of the child during their

presence at the school. This is believed to help

reduce the pressure on the child during/before

examinations as the student will have to sit for

multiple tests throughout the year, of which no test

or the syllabus covered will be repeated at the end

of the year, whatsoever. The CCE method is

claimed to bring enormous changes from the

traditional chalk and talk method of teaching

provided it is implemented accurately.

What is CCE? The Continuous and

Comprehensive Evaluation (CCE) refers to a

school-based evaluation of students that covers all

the aspects of a student’s development. Continuous

means regular assessments, frequency of unit

testing, analysis of learning gaps, applying

corrective measures, retesting and giving feedback

to teachers and students for their self evaluation,

etc. Comprehensive on the other hand attempts to

cover both the scholastic and the co-scholastic

aspects of a student’s growth and development —

with both these aspects of the evaluation process

being assessed through Formative and Summative

Assessments. Continuous and Comprehensive

Evaluation refers to a system of school based

assessment that covers all aspects of student’s

development.

Objectives of CCE- 1.To help develop cognitive,

psychomotor and affective skills

2.To lay emphasis on thought process and de-

emphasize memorization

3.To make evaluation an integral part of teaching-

learning process

4.To use evaluation for improvement of students

achievement and teaching-learning

Strategies on the basis of regular diagnosis

followed by remedial instructions

5.To use evaluation as a quality control device to

maintain desired standard of performance

6.To determine social utility, desirability or

effectiveness of a programme and take

appropriate decisions about the learner, the process

of learning and the learning environment

7.To make the process of teaching and learning a

learner-centered activity.

Features of Continuous and Comprehensive

Evaluation(CCE)

• The continuous aspect of CCE take care of

‘continual’ &’ periodicity’ aspect of evaluation.

• Continual means assessment of students in the

beginning of instructions(placement evaluation) &

assessment during the instructional process(

formative evaluation) done informally using

multiple techniques of evaluation.

• Periodically means assessment of performance

done frequently at the end of term(summative)

• The ‘comprehensive component of CCE takes

care of assessment of all round development of the

child’s personality. It includes assessment in

scholastic as well as co-scholastic aspects of pupils

growth.

• Scholastic aspects includes curricular areas or

subject specific areas, whereas co-scholastic

aspects includes Life skills, Co-curricular,

attitudes, and Values.

Formative and Summative Assessment

Formative assessment is a tool used by the teacher

to continuously monitor students program in a non

threatening, supportive environment. It involves

regular descriptive feedback, a chance for the

student to reflect on the performance, take advice

and improve upon it. It involves students being an

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essential part of assessment upon from designing

criteria to assessing self or peer.

Features of Formative Assessment

• Is diagnostic and remedial

• Makes provision for effective feedback

• Provides a platform for the active involvement

of students in their own learning

• Enables teachers to adjust teaching to take

account of the results of assessment

• Recognizes the profound influence assessment

has on the motivation and self-esteem of students,

both of which are crucial influences on learning

• Recognizes the need for students to be able to

assess themselves and understand how to improve

• Builds on students’ prior knowledge and

experience in designing what is taught

• Incorporates varied learning styles to decide

how and what to teach

• Encourages students to understand the criteria

that will be used to judge their work

• Offers an opportunity to students to improve

their work after they get the feedback

• Helps students to support their peer and expect

support by them

Summative Assessment

Summative Assessment is carried out at the end of

a course of learning. It measures or ‘sums-up’ how

much a student has learned from the course. It is

usually a graded test, i.e., it is marked according to

a scale or set of grades.

How Does CCE helps a Teacher:

• To identify learning difficulties

• To improve students’ learning through diagnosis

of their performance.

Problems Associated with CCE

Singhal, P. (2012) conducted a study entitled

“Continuous and Comprehensive Evaluation – A

Study of Teachers’ Perception”. The results of the

study revealed that the teachers faced the following

problems while executing CCE at school level :

• Large number of students in classes : The

results revealed that most of the teachers find it

difficult to execute CCE in large classes as they are

not able to give individual attention in such classes.

• Lack of appropriate training : Other constrain

for the smooth execution of CCE was stated as lack

of appropriate training among the school teachers.

• Lack of seriousness amongst the students :

Further the teachers reported that there was lack of

seriousness amongst the students regarding CCE as

they were aware of the fact that they will pass

without making enough efforts in academics.

• Financial Constraints : Likewise many teachers

stated that CCE was time consuming and there

were many financial constrains associated with it

that does not suit the pocket of every student.

• Lack of adequate infrastructural facilities and

teaching materials :Teachers felt that there was

lack of adequate infrastructural facilities and

teaching materials that made execution of CCE a

difficult task in the classrooms.

• Increased volume of work : Teachers were over

burdened with the increased volume of work that

affected their teaching effectiveness in the

classrooms.

Conclusion The main aim of CCE is to evaluate

every aspect of the child during their presence at

the school. This is believed to help reduce the

pressure on the child during/before examinations as

the student will have to sit for multiple tests

throughout the year, of which no test or the

syllabus covered will be repeated at the end of the

year, whatsoever. The CCE method is claimed to

bring enormous changes from the traditional chalk

and talk method of teaching provided it is

implemented accurately.

In the present paper tries to explain what is CCE,

Features of CCE, overview of CCE, schools role in

CCE, How Does CCE helps a Teacher &Problems

Associated with CCE. The present paper will be

helpful to know more about CCE for teachers,

students and schools.

#�$����������

Best J.W. & Kahn, J.V.(2003). Research in

educational (9th ed.), New Delhi: Prentice hall of

India Pvt. Ltd.

Singhal, P. (2012).Continuous and Comprehensive

Evaluation – A Study of Teachers Perception.

NCERT (2006). Position Paper on Examination

Reforms, NCF 2005. New Delhi : NCERT.

NCERT (2006). Position Paper on Examination

Reforms. New Delhi : NCERT.

Prakash, V. et al. (2000). Grading in Schools. New

Delhi : Publication Division, NCERT

Singhal, P. (2012). Continuous and Comprehensive

Evaluation – A Study of Teachers’ Perception.

Delhi Business Review, Vol. 13, No. 1 (Jan. –

June). pp. 81 – 99.

Srivastava, K. S. (1989). Comprehensive

Evaluation in School. New Delhi : NCERT.

Stufflebeam, D. L. (1971). Educational Evaluation

and Decision Making. Ithaca, IL :

http://www.icbse.com/cce/students-

misunderstandings

http://en.wikipedia.org/wiki/Continuous_and_Com

prehensive_Evaluation

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Consequences of Continuous & Comprehensive Evaluation on Student's Attainment at

Primary Level

Prof- Dhonde J.M. , Asst.Prof.NSCT’s College of Education, M.Ed. Chakan.

Abstract: The present study seeks to examine the

effect of, continuous & comprehensive evaluation

on students' attainment at primary level. The study

was conducted on VII th std. students in English

subject. From the analysis of the result, it was

found that systematic & well planned continuous &

comprehensive evaluation has profound

implication on the attainment of the learning

achievement of the students.

Key words : Consequences of continuous &

comprehensive evaluation, student's attainment

Introduction:- Continuous and comprehensive

evaluation is one of the most effective means of

achieving the expected learning outcomes by all

pupils of a particular class. The teachers must be

clear about the skills, which are to be developed

among his students. The skills help the teachers to

decide the content, appropriate strategy, teaching,

and teaching - learning materials, evaluation

techniques & also the remedial measures for those

who fail to achieve the skills up to the mastery

level. It is necessary to evaluate pupil’s attainment

on regular basis in order to make a pupil master in

developing the skills.

The teacher helps the learners to acquire the skills

through continuous assessments by conducting

written, oral & performance tests in scholastic

areas & following the continuous observation &

interactional techniques in the co- scholastic areas.

Progress cards representing the assessment of the

child is conveyed through the symbols like

"masters" , "non masters" & "partial masters" More

than 80% achievement of a particular skill is the

performance target of the teacher. Re - evaluation

is to be done to help the children to reach at the

mastery level in achieving skills

Need for the study:- Govt. of Maharashtra has

been providing the teaching learning of English

from std. I since the academic year 2000-2001. The

revised syllabus of En-glish for std. V to VIII

(Upper Primary Level) has been introduced in the

academic year 2004-05. The syllabus of English is

skill oriented. This syllabus is designed to increase

the students' level of achievement in English at

school level. This syllabus is expected to prepare a

child completing primary education to handle

English adequately wherever needs it in later life.

The syllabus provides for the revision &

reinforment of language skills acquired in previous

classes & also

seeks further development of these language skills

through a number of new tasks & activities.

Recommendations of syllabus committee about

Testing & Evaluation Since a good test can have a

positive effect on teaching / learning, the

committee recommended a continuous &

comprehensive evaluation. The recommendations

are -

a). Memory based testing should be avoided

b) An effort should be made to test acquisition of

all the four skills in different tests & oral Test

should be a regular activity in the classroom.

c) Each teacher should devise his/ her tests for their

classrooms

d) The use of readymade question paper sets should

be avoided.

e) Students need to be provided a periodic feedback

on their performance in a systematic wake.

f) Self - evaluation should be encouraged.

g) Evaluation should be an integral part of

teaching/ learning

h)The process of evaluation should be encouraging

rather than demotivating.

Hence the need of the study

Objectives of the study:-

1. To develop the skills those are to be fostered

among children.

2. To transact the skills through formulated

activities & various learning models.

3. To design & construct continuous &

comprehensive based test items for assessment of

the skills.

4. To study the effectiveness of continuous &

com-prehensile evaluation technique as a device

for qualitative improvement of primary education.

Activities / strategies followed:-

1 Organizing role playing

2 Telling stories & narrating experiences.

3 Performing songs & dance

4 Recognizing & identifying the symbols.

5 Reading printed & hand written materials

6 Writing question - answers

7 Cutting, pasting & arranging the materials to dis-

play in the class.

Learning modalities: Group - learning, self-

learning, pair work, participatory- learning, guided

learning, integrated learning approach etc. were

followed for achieving effective outcome. Every

child got opportunity to learn through individual &

group activities which helped to develop the skills.

Procedure / methodology:- Planning - a

systematic planning was made for classroom

experimentation & materials were kept ready

Activities were also planned for transaction of

learning experiences for assessment of various

skills.

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Design of the experiment:- The experiment was

conducted in three phases

Phase: - I Learner’s attainments were recorded

through entry level behavior (pre- programme

evaluation).Thus base line data were collected by

oral, objective (written) & performance based tests

& the results were recorded.

Phase II - Activities were planned for teaching

through various teaching - learning modes for the

transaction of various skills. .. A numbers of the

learners centered activities were conducted which

included the reading printed/ hand written

materials, telling stories, narrating experiences,

performing dances, role - playing , singing, cutting

/ pasting / arranging pictures & displaying. .

Phase III - Post evaluation programme was

organized in this phase. . Student’s attainments

were assessed through oral, objective (written) &

performance tests. The data were collected &

analyzed through statistical means.

Result & discussion -

Finding & Discussions:-

1. Attainment of the concepts & development of

multiple abilities / mastery of skill can be possible

through continuous & comprehensive evaluation at

primary level.

2. Continuous & compressive based performance tests

and oral tests provide maximum exposure to the

children & motivate the children to be concentrated

on the required skills, which help them to reach at

the mastery level.

3. Continuous & comprehensive evaluation creates

4. interest, attention & learning attitude among the

Students.

5. Continuous & comprehensive evaluation technique

helps in the acquisition of different performances,

skills and enhances the level of listening, reading,

speaking writing & comprehension abilities among

the children.

6. The findings also indicate the number of non

masters decreases & that of masters increases

concede.

7. Early by continuous & comprehensive evaluation.

Conclusion:-It is concluded that a well planned

continuous & comprehensive evaluation has a

profound impact on learning achievement at

primary level.

R E F E R E N C E-

1. Buch M.B. Survey Of Research In Education -

Centre For Advance Study In Education, M.S.Uni,

Baroda. 2. Corey S.M. (1993): 'Action Research To

Improve School Practices, Teachers, Colleges,'

Columbius University, New York. 3. NCERT B.N

(1996) - Action Research on Completency - Based

Teaching Abstract Of Studies Conducted By

Primary Teachers Of Demonstration Of

Multipurpose Schools 4..Panda B.N (1996) - Effect

Of Activity - Based Teaching- Cam- Evaluation

Strategy On Child Achievement - & Attention

Internationals Seminar On Classroom. Processo

r, & School Effectiveness At Primary Stage,

NCERT, NEW DHLHI.

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CONTINUOUS AND COMPREHENSIVE EVALUATION

Dr. Madhuri Ludbe, Principal J.S.P.M College of Education

______________________________________________________________________________

Abstrcat : Globalization has made lot of changes

in the field of education. One of the biggest

changes is made in evaluation. Evaluation is a

powerful means of improving the quality of

education. It plays a vital role in deciding what the

learners learn and what the teachers teach. There is

a need of developing personal and social qualities

in learners.

Keywords : Continuous And Comprehensive

Evaluation

Introducation : Evaluation is an integral part of

teaching learning process. It cannot be separated

from teaching as teaching includes evaluation. An

effective and planned evaluation can promote

learning, build students’ confidences and develop

their understanding. Evaluation is a process. It

refers to the act or process of determining the value

of something. It may be defined as a systematic

process of determining the extent to which

educational objectives are achieved by students. It

includes both qualitative and quantitative

descriptions of learner’s behavior. Evaluation is a

“broad and continuous effort to inquire into the

effects of utilizing content and process to meet

clearly defined goals-RonaldDoll

Evaluation is the process of determining to what

extent the educational objectives are being realized.

- Ralph Tyler

Evaluation plays a vital role in the process of

Teaching-Learning. Teacher needs to know how far

the learner is able to achieve the instructional

objectives. He also needs to find out how far the

learner’s performance has changed. Evaluation is a

comprehensive term which includes objectives,

content, Teaching experiences and evaluation

procedures.It needs the summative assessment.All

learning experiences pertaining to scholastic, co-

scholastic, personal and social qualities should be

assessed.Continuous and comprehensive evaluation

is considered as one of the major steps taken to

improve and strengthen the quality of learner’s

evaluation. As development is a continuous process

evaluation should also be continuous and

comprehensive to ensure the quality of education.

The progress of the learner should be evaluated

frequently in continuous evaluation. Continuous

evaluation is an approach that would test learner’s

performance. It covers all aspects of schooling so

that teacher can assess the all round development

of the child. The Comprehensive evaluation covers

the whole range of learner’s experiences of all

school activities.Continuous means regular

assessment i.e unit test, analysis of learning gaps,

applying corrective measures, retesting and giving

feedback to teachers and students for their self

evaluation. Comprehensive in the other hand

attempts to cover both the scholastic and the co-

scholastic aspects of students’ growth and

development. It identifies learning progress of the

students and reduces their stress. It takes small

portion of content to test frequently. Teachers are

expected to conduct tests by using variety of tools

such as written, oral, projects, presentations etc.

Comprehensive evaluation helps in checking all the

standards of performance in scholastic and co-

scholastic areas. Continuous and comprehensive

evaluation needs to use multiple evaluation

techniques and tools which are useful to assess the

qualities of the students.

Objectives of Continuous and comprehensive

evaluation:

*To do the evaluation of teaching- learning

process.

*To use the evaluation techniques for the

improvement of students’ achievement through

diagnosis and remediation.

*To make sound judgment and take timely

decisions for learner’s growth, learning process,

learning pace and learning environment.

*To maintain desired standard attainment.

*To encourage the students for self-evaluation.

Functions of Continuous and comprehensive

evaluation:

*Continuous and comprehensive evaluation helps

in regular assessment of students’ progress

*It serves to diagnose weaknesses and strength of

students

*It provides immediate feedback to the teacher so

that teacher can decide whether he has to re-teach

the unit or conduct remedial teaching. It also helps

the teacher to decide effective teaching strategies

*It brings awareness of the achievement to the

learner, teacher and parents as well

*Students can know their weaknesses and strength.

They also know how they have to study. It

motivates them to develop good habits of study

*It helps the child to identify his change in attitude,

character and value pattern

*Children can take decision for their farther studies

in choosing subjects, courses and careers.

Salient features of Continuous and

comprehensive evaluation:

*It is a system of school based evaluation of

students which covers all aspects of learner’s

development

*It does continual (formative evaluation) and

periodicity (summative evaluation)

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*The comprehensive evaluation does the

assessment of all round development of the

learner’s personality. It includes scholastic and co-

scholastic aspects of the learner’s growth.

*It is useful to assess regularly the progress of the

learner

*It makes the teacher to know the strengths and

weaknesses of the learner

*Enhances various capabilities that are found in the

learner

*Teacher can enhance his teaching strategies and

improve his teaching

*Sudden change in the performance of the child

can be noticed easily. This would help the parents,

teachers and the child to know the reasons of the

change

*Teacher can know the achievement of the student

continuously in the respective areas

*Teachers and parents can know the child’s basic

interest and help the child to enhance him in same

directions. It helps the child for his future career

selection.

There are various devices for CCE that would help

in carrying out with a comprehensive view about

the child’s progress.

*Assignments

*Periodicals tests and terminal examinations

*Scoring and reporting *Student’s profile

*Cumulative records *Health record *Portfolios

Though Continuous and comprehensive evaluation

is useful for teachers as well as students they face

many problems.

*Teachers need proper knowledge and skill to do

continuous and comprehensive evaluation. They

need proper formal training for it

*Due to over classes teachers find it difficult to do

CCE systematically. The class span is also very

less, 30-35 minutes are considered to conduct

activities and assess students which is not possible.

It becomes very hectic for the teachers

*Teachers are over burdened they have to complete

the syllabus at the same time they have to do CCE

also which is very difficult for teachers. They have

to conduct so many co curricular activities

continuously throughout the year. They cannot

fulfill headmaster’s expectations and cannot

improve their teaching

*Teachers have to conduct many outdoor activities

for CCE for which they need support and co-

operation from the society

*Maintenance of students’ record is also a difficult

task. It needs extra time apart from the school

hours

*It is difficult to assess individual students in group

work

*Teachers have to test values and skills in CCE

which is very difficult to measure

*Students have to do lot of paper and pencil work

which affects on their performance in

examinations.

*All teachers are not clear about the parameters for

assessment

*Students also find this system hard. They are

always under pressure and stressed to have good

impression on the teachers

*It keeps students always busy in doing projects,

preparing charts, files etc. parents are also busy in

helping them in this work

*Students find it difficult to work on so many

things at a time. It is difficult for some students to

cope-up with scholastic and co-scholastic demand

of curriculum

*Students sometimes are exhausted from outdoor

activities for long time due to this they may have

lack of concentration and energy. They may fall

sick

Conclusion:

Evaluation is one of the important components of

education system. It plays significant role in

teaching-learning process. Students’ all round

development is very important. Schools needs to

bring innovations in evaluation system, CCE is one

of them. It is child centered and multidimensional

which helps the children for their all round growth

and development. Teachers should be given formal

training for it. Workshops for teachers can be

organized. School should have proper planning of

all activates. Adequate time for CCE should be

allotted in school timetable.CCE should be dealt

practically in teacher training institutes so that

teachers can acquire proper training of CCE and

can use this technique properly in their schools.

Ultimately CCE is a tool which teachers need to

Plan it and implement effectively.

References:

Dr.R.C.Patel & Prof.S.C.Panigrahi,“Educational

Evaluation”A.P.H. Publishing Corporation, New

Deli.

Dr. T. Mrunalini, “Educational Evaluation,

Nilkamal Publications Pvt. Ltd.New Delhi.

W.N.Dandekar, “Evaluation in Schools,Shri Vidya

Prakashan, Poona.

Dr.R.C.Patel, Prof. S.C. Panigrahi. Educational

Evaluation, 2012

Prof.R.G.Kothari & Mary Vineetha Thomas

“AStudy on Implementation of Continuous

and Comprehensive Evaluation in Upper

primary Schools of Kerala

Prof. S.C. Panigrahi & H.S. Mistry.“Continuous

and Comprehensive Evaluation in Indian

School

Dr. C. Nonbhri. “Implementation of Continuous

and Comprehensive Evaluation in Meghalay

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 66

Continuous Comprehensive Evaluation: The Study of Teachers’s Perception

Shukrali Ramkisan Ghuge, B.Ed student, Gokhale Education Society’s College Of Edu. And Research

_______________________________________________________________________________________

Abstract : Education aims at making children

capable of becoming responsible, productive and

useful members of society. Knowledge, skills and

attitudes are built through learning experiences and

opportunities created for learners in school. It is in

the classroom that learners can analyze and

evaluate their experiences, learn to doubt, to

question to investigate and to think independently.

Examinations are an indispensable part of the

educational process as some form of assessment is

necessary to determine the effectiveness of

teaching learning processes and their

internalization by learners. Various Commissions

and Committees have felt the need for examination

reforms. They have all made recommendations

regarding reducing emphasis on external

examination and encouraging internal assessment

through Continuous and Comprehensive

Evaluation and this is how based on RTE

recommendation Maharashtra government adopted

CCE pattern for SSC board. Though the state has

made all efforts to implement CCE in its true spirit,

the questions that remain unanswered are that

whether CCE has been actually and effectively

implemented in all classes, what problems are

being faced by teachers while implementing CCE.

The present paper is a brief attempt made in this

regard and is directed towards answering these

questions and giving suggestions for the same. The

study has been conducted on teachers of

government schools of Mumbai.

Key words:

INTRODUCTION: Continuous Comprehensive

Evaluation, Teachers’s Perception

Continuous Comprehensive Evaluation-

Continuous and Comprehensive Evaluation (CCE)

refers to a system of school-based evaluation of

students that covers all aspects of student’s

development. It is a developmental process of

assessment which emphasizes on two fold

objectives. These objectives are continuity in

evaluation and assessment of broad based learning

and behaviourial outcomes on the other. In this

scheme the term `continuous' is meant to emphasise

that evaluation of identified aspects of students

`growth and development' is a continuous process

rather than an event, built into the total teaching-

learning process and spread over the entire span of

academic session. It means regularity of

assessment, frequency of unit testing, diagnosis of

learning gaps, use of corrective measures, retesting

and for their self evaluation. The second term

`comprehensive' means that the scheme attempts to

cover both the scholastic and the co-scholastic

aspects of students' growth and development.

The scheme is thus a curricular initiative,

attempting to shift emphasis from testing to holistic

learning. It aims at creating good citizens

possessing sound health, appropriate skills and

desirable qualities besides academic excellence. It

is hoped that this will equip the learners to meet the

challenges of life with confidence and success.

Scholastic and Co-Scholastic domain:

Scholastic assessment:

� Formative: 1. Projects 2. Quizze 3. Research

work 4. Assignment 5. Conversation skills 6.

Oral questions

� Summative: 1. MCQ’s 2. Short answers 3.

Long answers

Co-Scholastic assessment: 1. Life skills 2.

Attitudes and Values 3. Co-curricular

activities4. Clubs 5. Work

education 6. Visual and performing arts

Objectives of the study:

� To study the government school teachers’s

perception of CCE.

� To study the problems faced by teachers

while implementing CCE in school.

� To make suggestions for facilitating

smooth execution of CCE in schools.

Research methodology:

The Survey method was used for the present study.

Population and Sample: The study was carried

out in government schools of Mumbai. 5 random

schools were selected for survey. From these 5

schools total 30 teachers formed sample of study.

Tool Used: A questionnaire comprising of 15

questions on implementation of CCE in school was

used for the study. Out of which 13 were objective

based and 2 were descriptive based questions.

Questions on how CCE was being implemented,

whether assessment of all scholastic and co-

scholastic aspects was taken care of, which

problems were being faced while its

implementation and suggestions for the same were

included in the questionnaire. Items were designed

on the concept given by CBSE.

Data Collection: Data was collected in the month

of February, 2014. The questionnaire on CCE was

given to the primary and secondary teachers of the

selected schools. Teachers were briefed on the

purpose of the study and on the questions given in

the questionnaire. Interview was also conducted

with few teachers.

Data Analysis: The data collected using the

questionnaire was analyzed using percentage.

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 67

Content analysis was used for analyzing open

ended questions.

Findings: Q.

N

o.

YE

S

N

O

NEUTR

AL

PERCENT

AGE FOR

YES

PERCENT

AGE FOR

NO

PERCENT

AGE FOR

NEUTRAL

1 29 1 0 96.67% 3.33% 0%

2 28 2 0 93.33% 6.67% 0%

3 14 1

5

1 46.67% 50% 3.33%

4 24 6 0 80% 20% 0%

5 27 2 1 90% 6.67% 3.33%

6 15 1

5

0 50% 50% 0%

7 13 1

7

0 43.33% 56.67% 0%

8 27 3 0 90% 10% 0%

9 19 9 2 63.33% 30% 6.67%

1

0

13 1

7

0 43.33% 56.67% 0%

11

21 9 0 70% 30% 0%

1

2

20 1

0

0 66.67% 33.33% 0%

13

13 14

3 43.33% 46.67% 10%

Problems faced by teachers while implementing

CCE are as follows:

1. Lengthy syllabus: Syllabus is very lengthy and

thus it is very difficult to implement CCE.

2.No seriousness among students and parents about

CCE: Students and parents think it is very easy to

pass in exam due to RTE act. Most of the time

parents prepare assignments or projects which are

supposed to be prepared by students. So it is not

fulfilling the aim of project- learning by doing.

They don’t submit assignments on time and very

irregular in class.

3.Lack of basic knowledge among students: lack of

basic knowledge have been observed in many

students due to CCE.

4.Student’s lack of interest in activities: Students

most of the time shows laziness in activities pr they

get saturated by activities.

5.Infrastructural problems: To conduct various

activities proper place i.e. hall, ground are required.

Due to infrastructural problems teachers faced

difficulties while implementing various activities.

6.Economic problems: Lack of fund is also a factor

due to which teachers could not conduct activities

in schools.

7.Over-crowded classrooms: Due to over-crowded

classrooms, it becomes difficult to conduct any

activity as class becomes noisy which disturbs

other classes. It is best suitable for class having less

than 35 students.

8.Insufficient time: Teachers don’t get time for

diagnostic tests and remedial measures due hectic

schedule.

9.Lack of awareness: So many teachers are not

aware of CCE though they are claiming on black

and white. They don’t understand the meaning of

life skills. Many of them don’t know the

components of co-scholastic assessment.

Conclusion: Evaluation is the important part of

education system. Earlier evaluation system was

checking only the memory and speed of students.

CCE is the new change or an initiative attempting

to shift emphasis from testing to holistic learning.

But mere implementation would not ensure the

desired results. Findings of my study also directed

towards the same. The study clearly reflects that

most of teachers have negative approach towards

CCE. More awareness is needed to be creating

among teachers. Teachers need to be given more

clarity and more specific materials on how exactly

to conduct CCE. They can execute CCE effectively

if proper training, financial and infrastructural

support is provided to them.

References:

www.cbse.nic.in/cce/index.html

http://www.cbseacademic.in/cceresources.html

http://www.icbse.com/cce

http://mhrd.gov.in/rte

http://www.rtemaharashtra.org/index.php/rte-act-

rules

http://rte.wikia.com/wiki/RTE_Bill:_Recommendat

ions_to_govt

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from www.maharashtra.gov.in

NCTE, (11 Feb, 2013). Guidelines for Conducting Teacher Eligibility Test (TET) Under the

Right of Children to Free and Compulsory

Education Act (RTE) 2009, Retrieved 26 Jan, 2013

from www.maharashtra.gov.in

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State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 81

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Ms. KHOT SUREKHA SHANKAR, ASST. PROF, DR.D.Y.PATIL COLLEGE OF EDU., KOLHAPUR.

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and even whole societies adaptation of overall

strategies and method to manage creativity. Social

creativity protects the integrity of the individual

creator and at the same time manages a group

creative process to achieve common ends.’

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���� �!�� ���� ����%� �%��������� �������'��� +��������� '���*����������������������� ����������������������%�.!N� �������������'������%�������'���*��� +$��� +$��� +$��� +$��� ������////�1 APJ Abdul Kalam, (2011) Mission of the teacher

Empower the students with knowledge & value

system. Thane : Shikshak Mitra.

2 Bharati, T. (2005). Personality development.

Pune : Neelkamal Publications Pvt. Ltd. ,

3 Fischer, G. (2005). Designing Socio-Technical

Environments in support O- Technical

Environments in support of Meta-Design & social

creativity.Retricved,oct1,2011, from

4 http://l3d.cs.colorado.edu/~gerhard/papers/C SCL-2007.pdf Fischer, G. (2011) "Understanding, Fostering, and Supporting Cultures of Participation," ACM Interactions XVIII.3 (May + June 2011), pp. 42-53. http://l3d.cs.colorado.edu/~gerhard/papers/2011/interactions-coverstory.pdf5 Fischer, G. (2007): "Designing Socio-Technical Environments in Support of Meta-Design and Social Creativity", Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL '2007), Rutgers University, July pp. 1-10; http://l3d.cs.colorado.edu/~gerhard/papers/CSCL-2007.pdf

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State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 93

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Role of Stress Management In Teacher Education

Mr.Shingade B.A., Asst.Prof., SKNCOET/B.Ed., Kusgaon (Bk), Lonavala.

Abstract :Stress is a feeling of emotional or

physical tension . Emotional stress usually occurs

in situations people consider difficult or

challenging. Different people consider different

situations to be stressful. Physical stress refers to a

physical reaction of the body to various triggers.

The pain experienced after surgery is an example

of physical stress.

Key words : Stress Management, Teacher

Education

Introduction :Physical stress often leads to

emotional stress, and emotional stress often occurs

as physical stress (e.g., stomach cramps). Stress

management involves controlling and reducing the

tension that occurs in stressful situations by making

emotional and physical changes. The degree of

stress and the desire to make the changes will

determine how much change takes place.

Stress management refers to a wide spectrum of

techniques and psychotherapies aimed at

controlling a person's levels of stress, especially

chronic stress, usually for the purpose of improving

everyday functioning.

In this context, the term 'stress' refers only to a

stress with significant negative consequences, or

distress in the terminology advocated by Hans

Selye, rather than what he calls eustress, a stress

whose consequences are helpful or otherwise

positive.

Stress produces numerous symptoms which vary

according to persons, situations, and severity.

These can include physical health decline as well

as depression. According to the St. Louis

Psychologists and Counseling Information and

Referral, the process of stress management is one

of the keys to a happy and successful life in

modern society. Although life provides numerous

demands that can prove difficult to handle, stress

management provides a number of ways to manage

anxiety and maintain overall well-being. Despite

stress often being thought of as a subjective

experience, levels of stress are readily measureable

using various physiological tests, similar to those

used in polygraphs.

Many practical stress management techniques are

available, some for use by health practitioners and

others for self-help, which may help an individual

to reduce stress, provide positive feelings of being

in control of one's life and promote general well-

being.

The effectiveness of the different stress

management techniques can be difficult to assess,

as few of them have received significant attention

from researchers. Consequently, the amount and

quality of evidence for the various techniques

varies widely. Some are accepted as effective

treatments for use in psychotherapy, whilst others

with less evidence favouring them are considered

alternative therapies. Many professional

organisations exist to promote and provide training

in conventional or alternative therapies.

There are several models of stress management,

each with distinctive explanations of mechanisms

for controlling stress. Much more research is

necessary to provide a better understanding of

which mechanisms actually operate and are

effective in practice.

All stress isn’t bad. Stress can initiate change, help

us focus on the task at hand, and in some cases

even save our lives. Yet, when stress builds up, it

can result in the opposites— and cause us to spin

our wheels, keep us from concentrating, and cause

bodily injury and even loss of life.

The first tip in managing stress is to recognize your

stressors. The next step is to put each of them in

their place. The following stress management tips,

based on some old and some new adages, can help

you do just that!

Take a Deep Breath and Count to Ten—

Taking a deep breath or two adds oxygen to your

system, which almost instantly helps you relax. In

addition, taking a moment to step back can help

you maintain your composure, which in the long

run, is what you need to work rationally through a

stressful situation.

Start with “take a deep breath” and…

1 Count to ten (or more or less as the situation

warrants!)

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2 Stand up and stretch. Remember relaxation is the

opposite of stress.

3 Stand up and smile. Try it! You’ll feel better!

4 Take a short walk. If you’re at work, take a

bathroom break or get a glass of water. Do

something that changes your focus. When you

come back to the problem, chances are it won’t

seem nearly as insurmountable.

5 In the book Gone With the Wind, Scarlett O’hara

says, “I can't think about that right now. If I do, I'll

go crazy. I'll think about that tomorrow.” Good

advice!

Stop and Smell the Roses—

“Things happen” and sometimes “bad things

happen to good people”. If we let them, stressful

events can build up, wall us in, and eventually stop

us from enjoying the good things in life.

* Take the time. Too often we put the pleasantries

of life on the back burner, telling ourselves we

don’t “have time” or can’t “make time” for them.

However, actually, time is the only thing we do

completely own. While we can’t “make” a day

that’s longer than 24 hours, each of us starts the

day with exactly that amount of time. Take a part

of your time to recognize the good things in your

life.

* Sleep on it. Every coin has two sides and every

issue has both pros and cons. List them both then

put the list away and take a second look tomorrow.

Sometimes “sleeping on” a situation changes the

minuses to pluses.

* Every cloud has a silver lining. After all, rain

makes things grow! Ben Franklin found good in a

bolt of lightning. Find the good in your stressful

situation by listing the negative surges and

determining what it will take to make them into

positive charges!

“A Man's Got to Know His Limitations—”

Knowing yourself and your limits may be the most

important way to manage stress effectively.

* Dare to say no. One more little thing may be the

“straw that breaks the camel’s back”. It’s okay to

say “No”, “I can’t”, or “Later”.

* Acquit yourself. Sometimes events really are out

of control and you really are “Not Guilty”. Quit

blaming yourself.

* Be pro-active in finding peace. Those who

unsuccessfully use the crutches of drugs and/or

alcohol to alleviate stress often find themselves in a

twelve-step program like A.A. where one of the

mainstays is the Serenity Prayer:

“God grant me the Serenity to accept the things I

cannot change; The Courage to change the things I

can; and the Wisdom to know the difference.”

* When you need help, get help. Even Atlas

couldn’t bear the weight of the world on his

shoulders forever. Whether you need help from

kids or spouse in hauling groceries into the house,

help from a colleague to solve a work-related

problem, or professional help to find the causes of

and effectively manage your stress, getting the help

you need is in itself a major stress management tip!

Other Tips * Get a good night's rest.

* Eat healthily.

* Listen to your favorite music.

* Exercise, participate in a sport or engage in fun

activity.

* Plan out your time and prioritize.

* Talk to a friend about your problems, don't hold it

in.

* Get a massage.

* Take a nap.

* Take a warm bath.

* Read a book or watch TV.

References:

1 Cannon, W. (1939). The Wisdom of the Body,

2nd ed., NY: Norton Pubs.

2 Selye, H (1950). "Stress and the general

adaptation syndrome". Br. Med. J. 1 (4667): 1383–

92. PMC 2038162.PMID 15426759.

http://www.pubmedcentral.nih.gov/articlerender.fc

gi?tool=pmcentrez&artid=2038162.

Lazarus, R.S., & Folkman, S. (1984). Stress,

Appraisal and Coping. New York: Springer.

Mills, R.C. (1995). Realizing Mental Health:

Toward a new Psychology of Resiliency. Sulberger

& Graham Publishing, Ltd. ISBN 0945819781

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 105

Quality Enhancement through Multiple Intelligences Based Approach

Archana Samir Chaudhari , Assistant Professor, MIT B.Ed College, Kothrud, Pune

����

ABSTRACT Quality is a user-oriented and a

production oriented expression. To achieve quality

education the teacher should be able to decipher the

curriculum correctly and disseminate the content to

pupils in the most effective manner. The researcher

felt that to enhance quality in education, Multiple

Intelligences approach could be used more

effectively so as to cater to individual intelligences.

Gardner's Multiple Intelligences theory challenged

traditional beliefs in the fields of education and

cognitive science. . The theory of Multiple

Intelligences suggests that there are at least nine

intelligences, two of which, verbal and

mathematical, have dominated the traditional

pedagogy of societies. To study the effectiveness of

MI on teaching learning process, the researcher

studied related researches. She studied the effect of

MI on various variables like achievement,

motivation, retention, interest etc and concluded

that MI based approach could be effectively used in

enhancing the quality of education.

Key words:- Quality Enhancement ,Multiple

Intelligences, Approach

INTRODUCTION: Dr. Joseph Juran defines

‘Quality’ as ‘Fitness to use’ (Pandya, 2001, p 421).

Quality is a user-oriented and a production oriented

expression. Unproductive or irresponsible citizens

are burden to the larger society. A better quality in

education will produce citizens in the next

generation who are productive, responsible and

who would not get alienated from society. Now

days we often stress on “Quality education”. To

achieve quality education the teacher should be

able to decipher the curriculum correctly and

disseminate the content to pupils in the most

effective manner. The teaching process in the

classroom can be broadly classified into teacher

centered method and student centered method. NEP

has laid great stress on developing a student

centered and activity based process of learning

(Vas, 1986, p12). In the words of Pestalozzi,

“Education is a drawing out process and not a

pouring out process, that the basis of all education

in the nature of the child and that method of

instruction must be sought and constructed to the

end.” The researcher felt that to enhance quality in

education, Multiple Intelligences approach could

be used more effectively so as to cater to individual

intelligences.

CONCEPT OF MULTIPLE

INTELLIGENCES: Gardner's Multiple

Intelligences theory challenged traditional beliefs

in the fields of education and cognitive science.

Gardner’s theory argues that intelligence,

particularly as it is traditionally defined, does not

sufficiently encompass the wide variety of abilities

human display. The theory of Multiple

Intelligences suggests that there are at least nine

intelligences, two of which, verbal and

mathematical, have dominated the traditional

pedagogy of societies. The nine intelligences are as

follows:

Verbal/Linguistic intelligence: It is the capacity

to use language, your native language, and perhaps

other languages, to express what's on your mind

and to understand other people.

Logical-Mathematical Intelligence: It is the

capacity to reason, calculate, recognize patterns

and handle logical thinking.

Visual-Spatial Intelligence: It's the ability to hold

the world visually in your mind.

Musical/Rhythmic Intelligence: The ability to

compose songs and music, sing and play

instruments and appreciate all kinds of music.

Interpersonal intelligence: It manifests as the

ability to work well with other people, to

understand and 'get' them, to be aware of their

motivations, their goals, and their stated and

unstated intentions.

Intrapersonal intelligence: It is defined as the

ability to access, understand and communicate

one's own inner feelings.

Naturalistic Intelligence: It is defined as the

ability to see patterns in nature and work in natural

environment with livestock, wildlife, plants etc.

Existential intelligence: It is one of Howard

Gardner's 9th

Multiple Intelligences. It involves an

individual's ability to use collective values and

intuition to understand others and the world around

them. But this Intelligence is still in a proposed

form and work on it is going on.

According to Gardner, every learner has the

capacity to exhibit all these intelligences, but some

are more highly developed than others in certain

individuals.

The researcher wanted to study the effectiveness of

MI on teaching learning process. So she studied

various researches done on MI.

REVIEW OF RELATED RESEARCHES:

The researcher found many researches on Multiple

Intelligences at various levels and subjects. She

studied effect of MI on various variables like

achievement, motivation, retention, interest etc.

Abstracts of few researches are given below:

Researches done in India:

Ranade M.D. (2007) carried out a research to

improve student teachers’ lesson planning skills in

science by using the MI approach and insights of

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 106

MI theory to teaching learning. A computer

Assisted Training Programme was developed to

explain the theory of MI and how to apply it to

science teaching so as to trigger the student’s MI.

In this the effectiveness of training was evaluated.

Introduction of MI approach has shown very

positive results, leading to inclusion of a variety of

a MI based activities in the lesson plans. Student

teachers felt that this approach provided them with

a ‘framework’ or ‘structure’ in thinking about

various experiences in teaching.

Tapkir, R. (2006) carried out a research titled, “A

study of the Effectiveness of MI approach in

teaching learning for the topic in science for 5th

std.” Experimental method was used in which

increased achievement was seen when teaching is

carried out using MI approach. Teaching using MI

approach was effective. Students really enjoyed the

teaching.

Vartak, P.N. (2007) observed the same positive

results when MI was used in teaching learning of

Environmental Education for B.Ed. students.

Student’s achievement was seen to increase.

Vevania, C. (2009) did a research for developing

interpersonal and intrapersonal intelligence through

multicultural education. A Standardized

psychological questionnaire by V. Chistlett and A.

Chapman was used. 72 teachers constituted the

sample. A significant difference in the pretests and

posttest Interpersonal scores of Experimental group

was seen. A significant difference in the pretests

and posttest Intrapersonal scores of Experimental

group was seen. But there was no difference

between found in pretests and posttests of

experimental and control group.

Researches done abroad: Brecher-Diane, Gary

Marians. (1998) carried out a research to improve

the spelling of high frequency words in daily

writing across the curriculum through the use of

MI. A Programme was developed. MI based

programme was found to be effective.

Anderson. B. (1998). Conducted an experiment for

increasing retention of foreign language vocabulary

by using Multiple Intelligences approaches and

memory enhancement tools. The targeted

population was approximately 100 seventh- and

eighth-grade Latin students. Students were

instructed using methods that introduce several

Multiple Intelligences strategies and several

memory improvement techniques, and were

directly involved in composition and design of

study materials in a cooperative learning context.

Baldes, Deborah (2000) carried a research to

motivate the students to learn through MI,

cooperative learning and Positive discipline. The

teachers implemented teaching strategies consistent

with cooperative learning, MI and positive

discipline to create a child centered, motivating,

positive and safe and trusting environment. During

the intervention, students participated in the pre

and post intervention interviews and anecdotal

record keeping data indicated that the programme

reduced inappropriate behavior and increase

students motivation. Teachers’ time for correcting

misbehavior was reduced leaving more time

available for the academic instruction and resulting

in student academic and personal growth.

Elmas Koken Bilgin. (2006) conducted a research

entitled, ‘The effect of Multiple Intelligences based

instruction on ninth graders chemistry achievement

and attitudes toward chemistry.’ In the study, 50

ninth grade students from two classes of Genc

Osman high school in Ankara were used. 25 of the

students were assigned as experimental group and

the other 25 as control group. They were instructed

by the same teacher. The group which was assigned

as experimental group was instructed by Multiple

Intelligences theory based instruction; whereas the

other group was traditionally instructed. The results

showed that students who were instructed by

Multiple Intelligences theory based instruction

were achieved higher than the ones which were

instructed by the traditional science instruction

about chemical bonding concept.

CONCLUSION:

The review of related researches helped the

researcher to understand that:

1.By using MI approach there is an increase in the

achievement of various subjects, enhancement in

motivation, attitude, confidence and retention

towards the subject. MI approach has focused

attention on student centered education.

1.When the MI based teaching methods were

compared with the traditional methods, it was

noted that the students taught through MI approach

showed a definite improvement in achievement.

2.It was positively concluded that the MI based

approach could be effectively used in enhancing

the quality of education.

REFERENCES:

1. Gardner H. (1993). Frames of mind. London:

An Imprint of Harper Collins Publisher,

2. Gardner H. (1999). Intelligence Reframed.

New York: Basic books.

3. Gardner H. (2006). Five minds for the future.

Massachusetts: Harvard Business School

Publishing.

4. Pandya, S.R.(2001).Administration and

Management of Education. Mumbai:

Himalaya Publishing House.

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Modern Trend for Quality Enhancement: Gamification

Dr. (Mrs.) Aruna Aryamittara Singh, Asst. Prof. ,Seva Sadan’s College of Education,Ulhasnagar - 421003.

___________________________________________________________________________ Abstract:- Gamification is a relatively new word

for an old concept. It’s about finding new

incentives to guide students on their education

journey. Gamification is the concept of applying

game-design thinking to non-game applications to

make them more fun and engaging. It has become a

big trend in many industries today. Traditional

pedagogic models for higher education are

becoming increasingly ineffective and challenging

to apply. In the educational context, gamification

involves a special design of the didactic process,

including the methods of outcome measurement

and evaluation, in order to create a game-like

learning environment which facilitates game-like

(strategic) approach. It should include a network of

long-term and short-term goals, clear rules and

actions, rules for outcome evaluation, and a quick

(preferably: instant) feedback mechanisms.

Gamification perfectly fits into the constructivist

paradigm in education, in which the teacher is

primarily seen as a designer of learning

environments, while the student is supposed to

develop (construct) knowledge and skills by means

of free and guided interactions. Gamification can

play a major role in enhancing the quality of

education. This paper talks about gamification, its

implementation and its future.

Key words:- Modern Trend,Quality

Enhancement,Gamification

Introduction College is not a game. But that

doesn’t mean games can’t be used to engage

students. Gamification is a relatively new word for

an old concept. It’s about finding new incentives to

guide students on their education journey. Fear of

bad grades has never been the best way to motivate

students. Gamification, a term that applies almost

solely to technology, is a way of engaging students’

competitive drive and applying it to learning.

Definition of Gamification

Gamification is the concept of applying game-

design thinking to non-game applications to make

them more fun and engaging. It has becomea big

trend in many industries today.

Importance and Need of Gamification in

modern scenario

The area is still new and the amount of gamified

systems is constantly growing. The importance of

gamification is controversial. Some say it is a

meaningless buzzword, while others say it is a

world changing concept.

Traditional pedagogic models for higher education

are becoming increasingly ineffective and

challenging to apply. Motivating students to

perform crucial tasks such as complete readings,

engage in class activities, participate in class

discussions, or conduct self-directed research, is

becoming more and more difficult for many

teachers. In the education setting, the final grade

can seem so distant in relation to any individual

activity in the class that having this opportunity for

students to be recognized in front of their peers can

be a very strong motivation along the way. When

words like "Play", "Games", "Missions" and "Fun"

are used in front of students, they immediately

show more energy in them. And this is the reason

developers and educators are looking into

gamifying the process of learning through a variety

of methods. Many of today's students have spent

their formative years learning through mediated

experiences, such as video games, online

environments and social networks. Rather than

dismissing the significance of this, or trying to train

students out their 'bad habits', there is the

opportunity to embrace the pedagogic potential of

these systems. Contemporary video gaming in

particular, has evolved to be a highly complex and

rich medium, which mobilises a sophisticated range

of both subtle and overt pedagogic systems in order

to train players into highly specialised and specific

skills. The 21st century education requires the

students to engage, recognize their interests, know

what to learn and create a self learner attitude.

Implementation of game design In the

educational context, gamification involves a special

design of the didactic process, including the

methods of outcome measurement and evaluation,

in order to create a game-like learning environment

which facilitates game-like (strategic) approach. It

should include a network of long-term and short-

term goals, clear rules and actions, rules for

outcome evaluation, and a quick (preferably:

instant) feedback mechanisms. First and foremost,

such a system must open room for meaningful

choice between various options. This enables the

learner to match the difficulty level to the skill

level and to devise his/her own strategy of working

his/her way through the learning objectives.

Gamification perfectly fits into the constructivist

paradigm in education, in which the teacher is

primarily seen as a designer of learning

environments, while the student is supposed to

develop (construct) knowledge and skills by means

of free and guided interactions.

Game Mechanics:-Game Mechanics are constructs

of rules and feedback loops intended to produce

enjoyable gameplay. They are the building blocks

that can be applied and combined to gamify any

non-game context.

1.Achievements2.Appointments3.Behavioral

Momentum 3.Blissful Productivity 4.Bonuses

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5.Cascading6.Information Theory 7.Combos

8.Community Collaboration 9.Countdown

10.Discovery11.Epic Meaning12.Free Lunch

13.Infinite Gameplay14.Levels15.Loss Aversion

16.Lottery17.Ownership18.Points19.Progression20

.Quests21.Reward Schedules22.Status23.Urgent

Optimism24.Virality

Reasons to Gamify Classrooms

Games appeal to a wide variety of people. By using

game mechanics (rules that underlie games),

teachers discover new ways to teach students by

using rules and patterns that are already familiar to

them. Still five reasons to gamify classrooms are:

1. Engagement: Quests, challenges, dungeons, and

boss levels are short-term and long-term activities

that aim at gaining and holding your students’

attention while they learn the content.

2. Safe failure: Games offer a safe place to fail

because the player can always try again without

real-life penalty. The same is true in a gamified

classroom. Students are able to rework a project or

assignment until they master or complete it. The

teacher’s role is to offer constructive feedback and

to help guide student learning.

3. Alternative rewards: When students meet

expectations, teachers typically reward them with

a grade. Not every student is motivated by getting

an A on their report card. In a gamified classroom,

experience points (XP), badges, and achievement

titles are all part of a flexible reward system that

identifies and represents student learning

achievement. Skills, attitudes, knowledge, and

other achievements (not necessarily represented

by the traditional grading system) can be validated

with alternative rewards.

4. Student choice: Students can be greatly

motivated by offering them a choice of what they

can do within the context of gamified classroom.

They have an opportunity to learn the content

depending on their skill and interest level. And, by

completing certain tasks or quests, students can

“level up” to unlock additional content, receive

bonuses or special privileges, or even purchase

items from the class store using awarded

experience points.

5. 5.Collaboration: Getting small groups to work

together smoothly can be a challenge. Games, too,

have “small groups” or teams called guilds,

families, or houses that have similar goals and

identify with each other in some way. Working

together, not against each other, is the goal of a

guild, and can be for your small groups too.

Ways to implement gamification

Some ways to implement gamification in modern

classroom environment are:

1. Implement a class-wide rewards system:

Encourage camaraderie among students by

setting up a rewards system where students

achieve something as a team. For example, set a

goal of 80% of the class passing an exam. As a

reward, give the entire class bonus points or even

a party. That way, students are working to master

the material together instead of competing, and

the highest-achieving students will help those

around them.

2. Gamify homework to encourage informal

learning: Ultimately, educators hope that games

translate learning into informal environments.

There simply aren’t enough hours in the day for

an educator. Games allow the curiosity—and the

learning—to continue after the bell rings. Some

examples are treasure hunts and quests.

3. Create a digital, customizable classroom

management system built on role playing themes:

this one is a little more challenging. But there are

examples that point toward its success.

Counter-argument

Those who resist gamification in education often

cite its improper use of rewards as a motivator.

Critics argue that relying on games can be

detrimental to intrinsic motivation. Receiving a

badge for a job well done is meaningless without

an understanding of what specific skills this badge

rewards. Games can’t be used to replace pedagogy,

but can be used to enhance the overall learning

experience.

Conclusion

Although this trend is still new, it is gaining

attention in every field of education. It is still

untested in mainstream Indian colleges but there

are examples proving its bright future

References

1. Edtech magazine : Nov, 2013 – “Where Does

Gamification Fit in Higher Education?”

2. North central university : “Trends in education”

3. Prof. Steven L. Johnson (Blog) : Nov, 2013 -

Gamification in Higher Education

4. UMEA university : “Taking gamification to the

next level”

5. Webster Dictionary

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Role of IQAC in Quality enhancement

Dr. Vivek Vithalrao Jawale Asst. Prof. B.Y.K.College, Nashik

Abstract The higher education system in India is

properly developed in a notable way. The higher

education system started by the policy of the

British government particularly in the post-

independence period, today it become one of the

largest system in the world. Effectiveness of

Quality upgradation initiatives in higher education

largely depend on the quality of primary and

secondary education. Institutional mechanisms on

the pattern of NAAC, may be set up for upgrading

the quality of education at these levels to further

enhance the outcome of NAAC efforts. Quality

upgradation is not a onetime phenomenon. Quest

for excellence is a continuous and perennial

pursuit. In view of this, post- accreditation

complacency must be arrested by evolving quality

assurance mechanism for self-regulation. The

setting up of an Internal Quality Assurance Cell

(IQAC), is one such mechanism. Internal Quality

Assurance Cell (IQAC) is the one of the important

measure to enhance the quality of education in

higher education. Following is the discussion about

this measure in detail.

Key Word : IQAC, enhancement

Introduction :University Grants commission

(UGC) started nationwide programmes to enhance

the quality of educational institutions with the help

of various measures. Internal Quality Assurance

Cell (IQAC) is the one of the important measure to

enhance the quality of education in higher

education. Following is the discussion about this

measure in detail. Even though there are various

problems, quality of higher education is maintained

with the assessment of institutions and their

accreditation. These issues are important for the

country; from the point view of that it is now the

higher education useful as a effective means to

create a knowledgeable society of the twenty-first

century.

Need of study The Constitution of India guarantees

the right to life and personal liberty under Article

21 of the Constitution. The Article 21 of the

Constitution has various facets. It includes the right

to education also. In the landmark judgment in

Mohini Jain v. State of Karnataka1

, popularly

known as “the Capitation Fee case” Where

Supreme Court held that, “Right to education is the

fundamental right under Article 21 of the

Constitution. It cannot be denied to the citizen by

charging the higher fee known as capitation fee. In

Unni Krishnan v. State of Andhra Pradesh2, The

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2 . (1993) 1 scc 645.

Supreme Court held that,” The right to free

education is available as fundamental right up to

the age of 14 years of age and after it is depended

on the economic capacity and development of the

state.

The need of study is to observe that the educational

institutes give education but the quality of

education to be analyzed from the point view of

consumer. Again to find out whether there are any

measures initiated by state to enhance the quality of

education.

Objectives of study 1. To study the right to

education. 2. To study the higher education system

in India. 3. To study the quality of higher

education in India. 4. To study the remedies in case

of defective service like education. 5. To give

recommendations to enhance the quality of higher

education.

Hypothesis 1. The right to education is

fundamental right. 2. The higher education system

in India needs to be improved. 3. The NAAC helps

to maintain the standard of higher education. 4. The

IQAC improves the quality of higher education. 5.

The UGC is the apex body to enforce the quality of

higher education.

Research methodology In preparation of this

Research, information collected from the

Secondary data like books, case laws, opinions etc.

This is an arm chair research therefore primary data

collection is not concentrated. The Constitution of

India, The report on higher education: issues,

concerns and new directions prepared by the UGC

and the case laws are the focused important sources

in the preparation of this research paper.

Nature and scope The right to education is the

fundamental right. But the quality of education is

needed to be studied in the light of the Indian legal

framework is the scope of the study. It also

includes the study of important case laws on the

said topic. The role of IQAC is described rather

analyzed in critical manner.

Constitutional background of education The

well known consumerist Ralaph Nadar has equated

the word “Consumer” with the word “Citizen”.3

“All the Citizens” which necessarily and inevitably

would mean and include the interests of consumers.

Moreover Art. 14 of the constitution

guarantees equality before law and equal protection

of laws. It is now well-established that under Art.

���������������������������������������� �������������������3. Ralph Nadar as cited in Ross Cranston,

Consumer and the Law 1978 p. 378.

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14 of the constitution, no state monopoly could be

arbitrary in its dealings with the consumer.4

Under Article 21 which guarantees right to

life and personal liberty5 denial of an essential

service by the state might amount to violation of

this right.

Assessment and Accreditation

Following are certain recommendations

given through the seminar held to in this regard to

enhance the quality, under the guidance and

direction of the University Grant Commission.6

1. Establishment of NAAC has succeeded in

creating awareness of the urgent need of quality

upgradation of colleges and universities. This

needed to identify effective ways and strategies to

expedite the completion of assessment and

accreditation by NAAC within a stipulated period.

2. The setting up of an Internal Quality Assurance

Cell (IQAC), is one such mechanism. The IQAC

cosisting the Chief Executive, senior academics

and officers of the institution should work as a

steering group. These groups may design strategies

for quality enhancement for consideration and

implementation by IQAC.

4. Periodic assessment exercises in the future

should be undertaken by IQAC as part of post

assessment and accreditation exercises. These

could be conducted in collaboration with NAAC.

5.The seven parameters identified by NAAC for

evaluating the quality of institutions, although

useful, need re-examination as they seem to be

inadequate. 6. WTO has brought far-reaching

implications for institutions of higher education.

Assessment and accreditation bodies like NAAC

should take into account these implications.

Whether the educational institutions can be

made liable for deficiency in service?(Case laws)

1. In Ravinder Singh v. M.D.U. Rohtak,7

it was held by the National Commission that the

colleges which did not forward the examination

form of the students to the University is liable for

negligence and deficiency of service because the

students were deprived of their right to appear in

examination. 2. In Sekar v. Registrar, Madurai

Kamarajar University8, it was held that A student

who appears for the University examination and

���������������������������������������� �������������������4. R.D. Shelly v. International Airport Authority of

India, AIR 1979 S.C. 1628. 5. Bandhua Mukti Morcha v. International Air Port

Authority of India, AIR 1979.���6. Report of UGC on higher education in India:

Issues, Concerns and new directions, prepared on

the basis of seminars conducted in eleven

universities.

7. (1996)1 CPR 86.

'���Cited in Justice V. Balkrishna Eradi, Consumer

Protection Jurisprudence 316(2005). �

pays necessary fees thereof certainly hires the

services of the University for consideration and is a

consumer within the meaning of section 2(1)(d)(ii)

of the Act

Major findings

1. The right to education is fundamental

right, as it is declared by constitution.

2. The higher education system in India

needs to be improved, as it lacks world standard.

3. The NAAC helps to maintain the

standard of higher education, as it made

rules for accreditation and

reaccreditation.

4. The IQAC improves the quality of

higher education, as it enhances internal quality.

5. The UGC is the apex body to enforce

the quality of higher education, as it

implements the policy of quality

education.

Recommendations

1. The seven point criteria of accreditation to be

enlarged to cover more topics.

2. Area of NAAC operation to be enlarged to

cover the departments and the research centers.

3. The quality of education is shown on paper it

must be in application.

4. There should be local committee to supervise the

quality of education every year.

5. Efficient legal measures to be framed to

encourage quality in education

Conclusion

Quality upgradation is not a onetime

phenomenon. NAAC could move a step further by

starting the practice of assessing and accrediting

teaching and research Departments within

Universities/Colleges. Periodic assessment

exercises in the future should be undertaken by

IQAC as part of post assessment and accreditation

exercises. These could be conducted in

collaboration with NAAC. Assessment and

accreditation bodies like NAAC should take into

account WTO implications while reviewing the

quality parameters.

Refrences

1. The Constitutional Law of India-Dr. J. N.

Pandey

2. Consumer Protection Law and Practice- V.K.

Aggarwal,

3. Basic Principles of Education- Shashi Prabha

Sharma,

4. Law in Changing Society- W. Friedmann,

5. The Wealth of Nations- Adam Smith,

6. Role of consumer protection law in education: A

critical analysis

of judicial trends-Meena Kumari

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Modern Trends for Quality Enhancement of Higher Education in India

Dr. Chetan U. Chavan , Asst.Prof.,Gokhale Edu. Society’s,College of Education & Research, Parel,

Mumbai

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Abstract Although there have been challenges to

higher education in the past, these most recent calls

for reform may provoke a fundamental change in

higher education. This change may not occur as a

direct response to calls for greater transparency and

accountability, but rather because of the

opportunity to reflect on the purpose of higher

education, the role of colleges and universities in

the new millennium, and emerging scientific

research on how people learn. These disparate

literatures have not been tied together in a way that

would examine the impact of fundamental change

from the policy level to the institutional level and

to the everyday lives of college and university

administrators, faculty and students. Now the time

has come to create a second wave of institution

building and of excellence in the fields of

education, research and capability building. We

need higher educated people who are skilled and

who can drive our economy forward. When India

can provide skilled people to the outside world then

we can transfer our country from a developing

nation to a developed nation very easily and

quickly.

Key words:- Modern Trends,Quality

Enhancement,Higher Education

Introduction India's higher education system is the

world's third largest in terms of students, next to

China and the United States. Unlike China,

however, India has the advantage of English being

the primary language of higher education and

research. India educates approximately 11 per cent

of its youth in higher education as compared to 20

per cent in China. The main governing body at the

tertiary level is the University Grants Commission

(India), which enforces its standards, advises the

government, and helps coordinate between the

centre and the state. Universities and its constituent

colleges are the main institutes of higher education

in India. At present in 2011, there are 227

government-recognized Universities in India.

Modern Trends for Quality Enhancement of

Higher Education in India

There are some suggestions and Expectations from

Government, Industry, Educational Institutions,

Parents and Students for improving quality of

higher education-

1.Towards a Learning Society- As we move

towards a learning society, every human activity

will require contributions from experts, and this

will place the entire sector of higher education in

sharp focus. Although the priorities, which are

being assigned today to the task of Education for

All, will continue to be preponderant, the country

will have to prepare itself to invest more and more

on higher education and, simultaneously, measures

will have to be taken to refine, diversify and

upgrade higher education and research

programmes.

2.Industry and Academia Connection- Industry

and Academia connect necessary to ensure

curriculum and skills in line with requirements.

Skill building is really very crucial to ensure

employability of academia to understand and make

sure good jobs (keeping in view knowledge +

skills+ global professional skills = good jobs).

2.Incentives to Teachers and Researchers-

Industry and students are expecting specialized

courses to be offered so that they get the latest and

best in education and they are also industry ready

and employable.

3.Innovative Practices- The new technologies

offer vast opportunities for progress in all walks of

life. It offers opportunities for economic growth,

improved health, better service delivery, improved

learning and socio-cultural advances.

4.To mobilize resources- The decline in public

funding in the last two plan periods has resulted in

serious effects on standards due to increasing costs

on non-salary items and emoluments of staff, on

the one hand, and declining resources, on the other.

7.Public Private Partnership- PPP is most

essential to bring in quality in the higher education

system. Governments can ensure PPP through an

appropriate policy. University Grants Commission

and Ministry of HRD should play a major role in

developing a purposeful interface between the

Universities, Industries and National Research

Laboratories (NRLs) as a step towards PPP

8.To Provide Need Based Job-Oriented Courses-

All round development of personality is the

purpose of education. But the present day

education is neither imparting true knowledge of

life and nor improving the talent of a student by

which one can achieve laurels in the field one is

interested

9.International Cooperation- Universities in India

have been a primary conduit for the advancement

and transmission of knowledge through traditional

functions such as research, innovation, teaching,

human resource development, and continuing

education

10.Towards a New vision- India realizes, like

other nations of the world, that humanity stands

today at the head of a new age of a large synthesis

of knowledge, and that the East and the West have

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to collaborate in bringing about concerted action

for universal upliftment, and lasting peace and

unity

11.Cross Culture Programmes- After education,

tour to all the places in India and world as far as

possible with the cooperation of government is

necessary so that one can understand about people,

culture, arts, literature, developments and progress

of human society in the world.

12.Action Plan for Improving Quality- Academic

and administrative audit should be conducted once

in three years in colleges by external experts for

ensuring quality in all aspects of academic

activities.

14.Privatization of Higher Education- In any

nation education is the basic necessity for the

socio-economic development of the individuals and

the society. In reality only 20% of the population is

educated in India. So, improved standard of

education as first priority should be offered to the

majority by the govt. authorities with sincere

political will.

15.Quality development- Quality depends on its

all functions and activities: teaching and academic

programs, research and scholarship, staffing,

students, building, facilities, equipments, services

to the community and the academic environment.

17.Personality Development- Finally, education

should be for the flowering of personality but not

for the suppression of creativity or natural skill. In

the globalized world opportunities for the educated

people are naturally ample in scope.

18.Status of Academic Research Studies- If we

see the number of researchers engaged in Research

and Development activities as compared to other

countries we find that we have merely 119

researchers, whereas Japan has 5287 and US has

4484 researchers per million of population.

19.Stipends to Research Fellows- The number of

Ph.Ds from Indian Universities should increase

with proper standards.

21.To increase Quantity of Universities- We need

more universities because we are more in number

and present number of universities is too less. On

13th June, 2005 Government of India constituted a

high level advisory body known as National

Knowledge Commission (NKC) to advise the PM

about the state of education in India and measures

needed to reform this sector.

22.Examination Reforms- Examination reforms,

gradually shifting from the terminal, annual and

semester examinations to regular and continuous

assessment of student’s performance in learning

should be implemented.

23.High-tech Libraries- Our university libraries

have a very good collection of books, but they are

all in mess. A library must be online and conducive

for serious study. Indian universities should

concentrate more on providing quality education

which is comparable to that of international

standards.

Conclusion After independence, there has been

tremendous increase in institutions of higher

learning in all disciplines. But with the quantitative

growth has it been able to attend to the core issue

of quality. India is today one of the fastest

developing countries of the world with the annual

growth rate going above 9%. In order to sustain

that rate of growth, there is need to increase the

number of institutes and also the quality of higher

education in India. To reach and achieve the future

requirements there is an urgent need to relook at

the Financial Resources, Access and Equity,

Quality Standards, Relevance and at the end the

Responsiveness. To attain and sustain national,

regional or international quality, certain

components are particularly relevant, notably

careful selection of staff and continuous staff

development, in particular through the promotion

of appropriate programs for academic

development, including teaching/learning

methodology and mobility between countries,

between higher education institutions and the world

of work, as well as student mobility within and

between countries.

References

*Altbach, Philip G. (2006) The Private Higher

Education Revolution: An Introduction. University

News. January 2-8, 2006. Vol. 44 No.01.

*Delors, Jacques (1996) Learning the treasure

within. Report to UNESCO of the International

Commission on Education for the Twenty-first

Century. UNSECO Publishing, Paris.

MHRD (2006) Annual Report. Ministry of Human

Resource Development, Department of Secondary

and Higher education. Government of India. New

Delhi.

*Planning Commission (1999) Approach paper to

the Tenth Five-year Plan (20022007). Planning

Commission. New Delhi.

*UGC (2005) Research Handbook: Towards

nurturing research culture in higher education

institutions in India. University Grants

Commission. New Delhi.

*Carl Dahlman and Anuja Utz, (2005) India and

the Knowledge Economy: Leveraging Strengths

and Opportunities (World Bank Report No.31267-

IN),Washington DC: W. Bank,

(http://wwwwds.worldbank.org/servlet/WDSConte

ntServer/IB/312670IN.txt)

National Knowledge Commission, Report to the

Nation 2006. New Delhi: National Knowledge

Commission, 2007 (cited as NKC 2007)

(http://knowledgecommission.gov.in/report2006/de

fault.asp)

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 113

Education in the Era of Globalization

Mr.Prashat Kale, Asst.Prof, Gokhale Edu. Society’s,College of Edu.& Research,Parel ,Mumbai -12

____________________________________________________________________________________

Abstract-It is an age of Globalization, we are not

only the citizens of a particular nation but we are

global citizens we have to contribute to the world.

It is said that the World is a ‘Global Village’. Every

country is depended on other country for their

many requirements because in the modernity man

has extended his needs at large. In the era of

globalization knowledge is the main concern, up-

to-date knowledge is required to overcome the

complexities of modern life. As we know that

education is a best tool ever to bring necessary

changes in the society. In the age of globalization

some extra qualities we have to develop among the

individuals then and then only they can contribute

their area effectively. It is a time to bring such new

ideas & components in the education. Curriculum,

teaching-learning techniques, integrated approach,

distance education, physical & mental fitness,

teacher education are such thrust areas in which

immediate changes are required to face the

challenges of 21st century. How the education

should be in the era of Globalization is discussed

thoroughly in the present paper.

Key words: - Education, Globalization, Life

oriented education

Introduction -

The journey of human life is quest for the

knowledge. Knowledge is main thrust in human

life; Aristotle said that man is social and rational

animal. There is continuous interaction between

man and nature, with the power of thinking,

judging & evaluation man has presented ideas,

concepts and theories which are benchmarks in the

evolution of man. Many dimensions of knowledge

has been discovered, man has satisfied all his needs

from primary to topmost such as ; survival needs,

safety needs , social needs, pleasures & comforts,

inventions, innovations these are the miracles of

the human brain.

Life is dynamic it never stops. We are

developing but along with it we are responsible for

creating some problems too. In every era problems

are different e.g. in ancient time nature of the

problems were mainly of local in nature.

Development in the field of science and technology

compelled us to be global. Numerous needs of

human beings made us depended to other countries

and the word has become a “Global village”.

In the era of globalization knowledge is the main

concern, up-to-date knowledge is required to

overcome the complexities of modern life.

Following attributes of education should be

promoted.

1] Life oriented education- Life and education

goes hand in hand they are complimentary;

reflection of life should be there in the education

.Students should be able to develop insight about

life through education

2] Integrated approach to increase application-

As a result of complexities caused by globalization,

many approaches have been included in the field of

education, environmental education, population

education, value education, peace education. In the

absence of application level in education problems

mentioned in earlier point are emerged and yet we

are not taking it seriously. In isolation value

education, environmental education is being taught

by many institutes.

3] Need based Curriculum- Knowledge is the

main thrust, application increases the power of

knowledge and for that integrated approach is very

important .values should be integrated along with

other key concerns in 21st century i.e. judicious use

of technology, moral and ethical values in the use

of technology .Social needs should be identified

and then curriculum should be framed .In this

regards contribution of open and distance learning

is quite remarkable .The world is a vast store house

of knowledge ,to acquire it and use according to

needs is sign of wisdom. Research in the various

fields contributed development of knowledge

3] Collaborative Knowledge Building- To

prepare a good citizens for the tomorrow is not

only the responsibility of schools and colleges but

also society, family and various cultural ,non

governmental organizations .To change the

mentality of citizen’s education is the best tool ,but

now a days education has been isolated from the

society, its running in its way .Social organizations

should take keen interest in development of child

.Experiences of various fields should be organized

for the students .Collaboration with various fields

with education will make our students strong.

5] Global Curriculum- Along with the

consideration of local needs we have to built-up

global curriculum because we are citizens of the

world .International understanding, values of

peace, democracy these are the main concerns.

Ancient Indian literature is full of ideas related

international understanding, Upanishada states, "SARVE BAHAVANTU SUKHIN, SARVE SANTU

NIRAMAYA, SARVE BHADRANI PACSHANTU,

MA KASHIT, DUKH BHAG BHAVET"

6] Physical and Mental Fitness –Material

pleasures are the main attraction for the modern

man in the world plenty of people are suffering

from diabetes, heart dieses moreover increasing

mental tensions ,over burdened nature of work

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 114

causes the mental stress which turns in to mental

disorders .To overcome these thing Meditation,

Yogic Pranayama, Yogic Postures, ASHTANGA

YOGA these are the great gift of India to the world

, these aspects of yoga has been practiced by

foreigners but it is a state of sorry that majority

Indians are not practicing it.

7] Teacher education-Education Plays vital role in

the social change. Kothari commission that stated

that destiny of our country is being shaped in its

classrooms. We have to create such teachers who

will inspire to the student to learn. In the modern

times, knowledge is even more importance there is

cut –throat competition among the students for

marks. Approach of maximum parents is

questionable; without understanding individual

difference the make the child overburdened and

given mental stress.

Teacher should be good counselor of students

and parents both to reduce the mental stress.

Theoretical foundation in the curriculum of teacher

education is good but use of innovative methods,

reflective thinking, research, extermination in

lacking.

8] Peace Education –Peace is the major concern of

every society it may be an ancient society, tribal

community or society in any country in the world.

History of human development gives proof that for

the peaceful living man has created political

system. Peace is a way towards the development.

Today man is developing in all the areas of life

,his efforts are remarkable but inner and outer

peace is greatly disturbed .It will not be wrong if

we say that the history of man is of struggle and

wars .Man has faced severe consequents of the

wars.

In the ancient Indian culture especially in the Pre-

Vedic period, caste and religion system was liberal

Karma i.e. Action was given importance, life was

divided in to four periods so, the system has

developed to maintain peace in the society.

Pursuing the development man has forgotten

some eternal values; he has shown selfish and self-

centered attitude .In the modern society we see

violence, prejudices, language crisis, racism,

exploitation, and saturation, dishonor of human

rights, gender bias, and frail family relationships.

These are the common things we see in our

society.It is a vision of Dr.A.P J. Abdul Kalam,

former President of India that in 2020 India will be

super power it means India will lead the World in

Science, Culture, Value System and Spirituality.

To create the healthy learning atmosphere in the

schools & colleges teachers should be given special

training. Every university should introduce a

special paper of peace education. Matter of peace

should be inculcated with the simple daily activities

through content. Training of peace resolution and

guidance counseling is prime important in all levels

of education furthermore schools, colleges should

take initiative to develop peace culture in their

work zone.

9] Self learning, Distance education and use of

Technology- This is an age of knowledge

explosion .Self learning is the motto this era, from

the beginning self –learning through small,

innovative projects should be inculcated among the

school and college students. Learning is life long

process with the help of distance and continuing

education one can learn according to his need and

interest distance education is financially affordable

for the developing country like India.

In the year 2004 India has launched an ambition

satellite EDUSAT which is completely devoted for

the purpose of imparting education .digital library

virtual learning centers, use of internet, e-mails.

For the effective classroom teaching PowerPoint,

simulation, animating can be used, such as

specified training should be included is the teacher

education curriculum. With judicious of technology

experts can be shared, experiments and know can

be shared as better ways.

Conclusion –

With these changes in our educational platform

with honest responsibility we can change the global

scenario and the concept of Vasudhav

Kutumbakam can come in to real existence.

References-

1) Agrawal, J.C, (1966), The Progress on

Education in Free India, New Delhi: Arya

Book Depot, 128pp.

2) Malkam, S.M. (1999), The World Report

on Study Habits, California: Disney

Publication.235pp.

3) http://www.ugc.ac.in

4) http://www.eric.net.in

5) http://www.education.nic.in/

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Multiple Intelligences in Practice Teaching

Dr. Patankar P.S. Asst.Prof. Dept. of Edu. Shivaji University, Kolhapur.

Miss. Mali N. S. Ph.D. Research student. ShivajiUniversity,.

___________________________________________________________________________Abstract- Practice Teaching is a soul of teacher

training. Pre-service training is helpful for teacher

trainees to increase content knowledge, becoming a

part of change. Teacher trainees must know the

new learning theory, teaching methods, new trends

and innovations for how to teach children?

Multiple Intelligence is one of them. Implementing

of the theory of multiple intelligence are useful in

Practice Teaching .. The training activity based

program and Format of lesson planning of multiple

intelligence guide teacher trainees to deal with

student multiple intelligence. Need of this paper is

to arrange the actives as per students own interest.

Objective of this paper is to introduce activities of

indentifying multiple intelligence for student-

teacher. To give activities for lesson planning of

MI selected content. A present paper deals with

implementation of MI in Practice Teaching. It will

be helpful to teacher, students, parents as well as

society for development.

Key words: Pre-service, learning theory, teaching

methods, new trends, innovations, Multiple

intelligence, Pre-service, teacher trainees, lesson

plan etc.

Introduction- Gardeners Multiple intelligence

theory can be used for curriculum development,

selection of courses, checking students interests,

selecting strategy as per behaviour, preparing

lesson note for teacher trainees for students better

learning. Gardner himself asserts that educators

should not follow one theory when designing

instruction. Instead of this he should follow

appropriate goals and values to their teaching and

student need. It can help instructors personalize

their instruction and methods of assessment. There

is ten types of MI that 1.Linguistic intelligence

2.Logical intelligence 3.Spatial intelligence

4.Musical intelligence 6.Intrapersonal 5.Bodily

kinaesthetic intelligence 7.Interpersonal

intelligence 8.Natural intelligence 9.Spiritual 10.

Existential intelligence.

Objective: The main objective of this paper is to

introduce activities of indentifying multiple

intelligence for student-teacher.

Background of Multiple Intelligence (MI)

Howard Gardner of Harvard University has

propounded a unique theory of multiple

intelligence called the theory of multiple

intelligence. It first appeared in his 1983 book,

Frames of mind: The theory of multiple

intelligence. He asserted that human intelligence or

cognitive competence can be better described as a

set of an individual’s multiple abilities, talents and

mental skills related to a multiple number of

domains of knowledge in a particular cultural

setting. Howard Gardner viewed intelligence is the

capacity to solve problems that are valued in one or

more culture setting .(Gardner and Hatch.1989). At

first there were seven types of MI is A broad vision

of the education is All seven intelligence are

needed to live like well teach. Howard and his

colleges added 3 intelligence Naturalistic, Spiritual,

Existential intelligence in1996.

Three main reasons for understanding Multiple

Intelligence 1.Teacher can extend their teaching

repertoire to honour all the intelligence and teach in

ways that help students develop strength in all

the intelligences.

2.The curriculum can be broaded to give value and

status to all the intelligences.

3.Every students gifts can be validated by

recognizing their unique pattern of intelligences.

Multiple Intelligence(MI)

There are given the types of multiple intelligence

and specific intelligence peoples characteristics

and activities . Types Characteristics Activities

1.Linguistic

intelligence:� Deals

with abilities in the complex

acquisition,

formation and processing of

language. Thinking

symbolically and reasoning abstractly

fall under this

category, as does the ability to create

conceptual verbal

patterns

-Enjoys reading

and writing

- Able to explain thinks

-Often uses

humour when telling stories

-Good at

remembering writing and

spoken informal

-Good at debating or persuasive

speech

-Written expression

express and express ones

selection in

writing adaptation.

-Enjoy word game

-Story telling

-Exploring new vocabulary

Narrative drama

-Use descriptive language

-Promoting

evaluative writing -Incorporative

drama into

learning -Oral story telling

-Give an oral

presentation

2.Logical

intelligence:��

Deals with the ability to think

logically;

inductively, and to some degree

deductively.

-Thinks

conceptually

-Thinks abstractly -Enjoying

reasoning,

calculating -Playing logic

game

-Likes brain teasers, logical

puzzles and

strategy, games

-Give for

categorizing and

classifying -Give abstract

pattern for writing

-Create a process -Analyze how a

computer works

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3.Spatial intelligence: Deals with the

ability to perceive

images

-Thinks in images

and pictures -Learns best

through drawings

designs and imagination

-Likes puzzles,

films, diagrams, maps, charts.

-Pictorial

imagination and expression

-Compose a

photograph -Design a

landscape

-Paint a landscape -Organize a

storage room

-Design a building

4.Musical intelligence:

People who have strong musical

intelligence are

good and thinking in patterns, rhythms

and sounds.

Example: Singer, Conductor,

Musician.

-Enjoying singing

and playing

-Recognizes musical patterns

and tones

-Rich understanding of

musical

structures, rhythm and notes

-Can easily

memorize sound -Notice and enjoy

different sounds -Can tell when a

note is off-key

-Often singing whishing or

tapping a songs

-Have a good rhythm

-Turning lesson

into lyrics

-Speak rhythmically

Tapping out time

-Coach someone to play a musical

instrument

-Lead a choir -Whistle a tune

-Review a musical

play -Compose media

jingles -Perform a musical

play

5.Intrapersonal:

Deals with the

ability to be somewhat insulated

from ones peers; to

have a strong sense of self; to have

leadership abilities

in reference to making decisions

that may not be

popular with others

-Highly

developed Self

knowledge -Accurate

knowledge

dreams, limitations,

moods, anxiety

-Know them self well Affective

awareness

Ethical awareness Meta cognition

-Interest

inventories

Consider and decide one’s own

aim and personal

(changes required to know them)

6.Bodily

kinaesthetic

intelligence: Those who have

high Bodily kinaesthetic in are

said to be good at

body movement performing actions

any physical

control. Example: dancer,

mechanic. actor.

-Good at dancing

-Good at sport -Enjoy creating

things with their

hand -Excellent

physical

coordinating -Tends to

remembering by

doing rather than hearing or seeing

-Learn by doing

-Enjoy the outdoor s

-Activities

oriented learning- Puzzles

Games related to

action Computations

-Arrange

workplace furniture

-Demonstrate a

sports technique -Design a window

display

-Stack books on a shelf

-Prepare samples

for magnification and testing

Some Activities for lesson planning of Multiple

Intelligence:Std.:5th,

Subject:Geography,

Subunit::Animal Property

Learning Objectives:

1.To understand the importance of animal property.

2.To be aware of the causes and reason for

decreasing of the animals number.

3.To know the relationship of the animal and forest.

4. To compare the impact of the animal on human

being.

5.To understand animal’s regions.

Linguistic: Read a news about Biodiversity from

news paper, Make a slogan on environment

saving, Discuss on good environment feature.

Visual-Spatial: Think of an image that express to

you something powerful about ‘If there

were no plants and Animals, Think about the

impact of the animal on human being, Think

about What will you do your best practices for

saving animal and forest, Draw a picture of the

image desert.

Bodily kinaesthetic:Role play: In this activity will

be given a role to the student as per animals regions

and one by one student will give introduction of

their region.(Biodiversity)

Interpersonal: Express your own experiences

about pets, Explain the conflict of animals for

living on earth, Make a speech for saving a

Biodiversity.

Intrapersonal: Make a reflective essay on your

museums visit.

Logical: Describe and explain the logical reasoning

of decreasing of animal’s number,Create a chart

showing Indians Biodiversity. Problem solving:

give your best activities for saving trees.

Natural: Collect pictures of pets, Collect pictures

of animals.

Musical: Create a song on Indians Biodiversity.

Evaluation: Observation of student’s participation

in class room performs.

Conclusion : Multiple Intelligence is best theory

for students development. There is need to give

sufficient activities as per students interests . All

types of students present in classroom, Multiple

Intelligence based activities will be helpful for

them for increase their interest in teaching learning

process. The present paper will be helpful for to

know the characteristics of Multiple Intelligent

students and also to know the activities for Multiple

Intelligence classroom. References Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York:Basic Books

Mark, K. S.( 2008). Howard Gardner: Multiple

Intelligences,Retrived 09 Feb,2014. From http://www.infed.org/thinkers/gardner.htm

Jeng, G. Y., & Lin, P. S. (2002). Hued scheme. Taipei, Taiwan:

Art Wind. Osmon, D. C., & Jackson, R. (2002). Inspection time and IQ:

Fluid or perceptual aspects of intelligence? Intelligence, 30(2),

119-127. Lazear, D. (1991). Seven ways of knowing: teaching to the

multiple intelligences. Palatine,

IL: Skylight Publishing.

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Some specific propositions for promoting excellence in Teacher Education Programmes

Mr.Dadasaheb .V.Navale , Gadekar Satish Dattatray

Sinhgad Public School ,Kamalapur Asst.Prof, SKN, College of Edu.,(B.Ed.),Kamlapur.

Abstract:-There have been a number of efforts

made in the country to improve the quality of

teacher education programmes. . First major

exercise for revising and streamlining the teacher

education curriculum came in mid-seventies along

side the introduction of the 10+2+3 curriculum.

Establishment of the National Council of Teacher

Education and the curriculum revision being made

under its auspices made considerable impact on the

teacher education scene all over the country.

Key words:- propositions, excellence,

collaboration, contextualized knowledge

Introduction:- After about twenty years the NCTE

has again taken up the task of revising the

curriculum. Apart from this, some universities are

attempting to introduce integrated courses leading

to a professional degree teacher education. Nor will

the establishment of institutional facilities such as

DIETs, BRCs and CRCs be able to address the

problems facing the quality of teacher training -

both pre-service and in-service teacher training.

Many of these problems and issues are fundamental

in nature demanding critical attention by planners,

policy makers and curriculum developers.

Proposition 1: Act in collaboration with the

school system for its transformation Can quality

of teacher education be improved in isolation of the

school system? It is important to note that 'Teacher

education cannot transcend teaching practice.

Therefore, for quality improvement in teacher

education, it is imperative that teacher education

acts in partnership with the school system to

improve the quality of the primary schools.

Needless to say that this is mutually beneficial to

both. Organization of teacher education

programmes has to be such that it builds local level

partnership at the institutional level between the

teacher training institution and the schools in the

neighbourhood.

Proposition 2: Emphasis on contextualized

knowledge and skills in in-service training

Traditional teacher education programmes have

generally promoted a pedagogy that is generic in

nature, apparently based on sound psychological

theories and applicable to all conditions. Evidences

from a number of studies have shown that while

psychological theories of learning are quite valid,

they do not lend themselves to ready adoption in a

generic manner as pedagogic tools. Effective

methods of teaching-learning have to be derived

from personalized knowledge embedded in the

unique social-cultural orientations of the learners.

Proposition 3:

Link training inputs to whole school

development

Need for liberating school education from its

textbook-centred and examination-centred

approach is highlighted regularly. Should we not

apply this yardstick to teacher education

programmes as well? Continuous and

comprehensive evaluation in school education can

become a reality only if teacher training institutions

practice it. For this to happen, merely introducing

an internal assessment component will not suffice.

We have to re-establish the credibility of the

teacher educator as a reliable evaluator. Making of

a good teacher cannot be guaranteed by

examination performance alone. Unfortunately this

aspect of teacher education has received very little

attention

Proposition 4: Build an effective Interface

between teacher education and Information and

Communication Technology. Teacher education

has to become the bridgehead for the future

which is firmly liked to use of ICT.

Relationship between technology and school

education continues to be an enigma. As has often

been said by many observers 'school is the last

bastion to be won by technology even when

technology enters daily life of the people, it does

not seem to make inroads into the education

transaction process. . Every one seems to wonder,

'Why has school education become so impervious

to outside influences? We have applied IT to

science, and in the process mapped the human

genome; to business, and transformed it to "e-

business;" and to the research infrastructure, and

radically accelerated the breadth and the pace of

discovery. But our progress in applying IT to the

advancement of learning and training has been

nowhere near as successful. Education is the only

business still debating the usefulness of technology.

Schools remain unchanged for the most part,

despite numerous reforms and increased

investments in computers and networks.

Proposition 5:Role of the School has

enormously changed. Focus on the Youth and

their Identity Building.

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The world of the school learner is

characterized by rapid and profound physical

changes, by an increased interest in relationship

building with others, especially with the peer group

members, and by a capacity to discern both

personal values and those of the adult world. In

short, this is the period in which the young mind is

searching to develop a sense of unique self-identity

as a human being in relation to others, locate

oneself in a historical, social and cultural space; a

period where silently the young individual is

mapping his or her past and landscaping the future.

School with its human and intellectual components

occupies a central place in this silent exploration.

Does the school provide the right ambience for this

personal exploration of the young mind?

Unfortunately, there is, in general, an absence of

emotional nourishment for many children in the

schools. Many come to school more concerned for

basic security needs than for learning. /It is high

time that'teacher education reorganize itself to

prepare teachers who can address this vital

function.

World is shrinking under the impact of

globalization. Prepare teachers toteach in a

pluralistic world. We live in a strange world of

contrasts. Globalization of the economy and

increased role for regional alliances are shrinking

the world and opening up national boundaries for

outsiders. In the emerging scenario, pluralism and

multi-culturalism will be the rule not an exception.

Any country, which attempts to raise its youngsters

with a narrow nationalist and cultural perspective,

will do it only at the peril of being isolated from the

global economic set up. The youngsters graduating

from the schools have to necessarily acquire the

capability and right attitude to "live together' in a

world underscored by cohabitation of multiple

perspectives of religion, culture, language and

ideology. It is essentially in this context that the

emphatic call for 'learning to live together' was

given by the Delors Commission.

Proposition

6:Focus'on institution level innovation instead of

Systemwide reforms -There is no pan-Indian

solution

The last few decades have seen several

exercises to improve the quality of teacher

education. But, invariably the effort has been at the

national level followed by corresponding exercises

in some of the states. In essence, efforts have

invariably been to reform the system as a whole.

Unfortunately, while radical changes are proposed

in the systemwide reform measures, the institutions

imparting teacher education have not been able to

absorb and implement these changes. It is clear that

establishing national level norms will not tackle the

problem of quality and standards in teacher

education?

One has to recognize that teacher

education by its very nature has to correspond to

the changing reality of the school system in

different parts of the country. The strategy for

initiating change in teacher education has therefore

to begin at the institutional level. In other words,

anchor change and innovation at the level of

teacher education institutions. This demands

shifting of focus from system level actions to

institutional parameters.

Conclusion:

The world is in the process of transition

from an industrial era to one of information and

communications - often referred to as the

knowledge society. The new society requires a

different kind of learning, one that enhances

learnability of the individual through out life. This

cannot perhaps be achieved by bringing changes in

tiny incremental doses. Instead there is need for a

major overhauling of the system ushering

practically a paradigm shift. The area to begin this

transformation is teacher education.

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Recent Top Trends In Education

SWAMI SURENDRA ANAYYA G.D.K.SAINIKI SCHOOL , TASGAON. DIST .SANGLI.

___________________________________________________________________________ Abstract: Online Education has become an

important mode of education. Since the regular

courses in India are getting very expensive and

highly competitive, distance and online education

is fast developing as an amazing option for the

students. E-learning opportunities are immense in

India. Even the distance education programs are

serving wonderfully, by offering a chance of

getting educated, especially for the less advantaged

segment of people. Distance learning can be

availed through various types such as postal

correspondence programs, pocket PC or mobile

learning programs, interactive CD-ROM programs,

tele-courses or broadcast course via television or

radio and many more.

Key words:- Current trends, Emerging trends,

Internationalization�

Introduction : Once a time was there, when food,

shelter and clothing formed the basic needs of

human beings. However, with the development in

the industrial age, another important factor that got

added up to the list of basic needs was education.

Currently, one of the important industries

worldwide is definitely the education industry. It’s

through education only that transmission of

tradition and culture, running of politics and

economy is made possible. With a number of

educational options existing before the students at

present, newer trends are seen to emerge in the

field of education that has entirely changed the

traditional system of education prevalent in India.

Many career alternatives, which were previously

not regarded as important or popular are now

among the sought after career options for students.

Among these are radio management, radio

jockeying, program anchoring, news anchoring,

news reporting, fashion designing, event

management, content writing, hospital

management, medical transcription and many more

that have opened up new vistas for education.

Though many traditional courses such as

engineering and medicine are still in high demand,

yet in keeping with the changing trends at the

national and global economic scenario, new

educational programs are emerging fast, thereby

depicting the deviation from the older trends.

Current Trends in Education Categories

• Alternative Assessment

• Brain Research

• Character Education

• Collaboration

• Conflict Resolution/Mediation

• Constructivism

• Cooperative Learning

• Critical Thinking

• Disaster Preparedness

• Differentiated Instruction

• Distance Learning

• Education News

• Educational Projects

• Educator Financial Center

• English Language Learning

• Equity and Excellence

• Functional Behavioral Assessment

• Global Education

Here are some of the top emerging trends

1.Digital Learning 2. Android App/ Windows App

3. ePad/ iPad Based Learning 4. Mobile Phone 5.

Interactive Self Assessment

1.Digital Learning--Digital learning with quality

contents, animation, interactive charts are

becoming popular in the students, Digital learning

is becoming norm for many institutes mainly for

Distance Education, Executive Education,

Management Development Courses in the areas of

Finance, Digital Marketing etc. Even in case of pre-

schools it is becoming easier to teach some of the

concepts of Science, Mathematics. Digital learning

is also going to be enabler for niche courses like

English Language Training, Foreign Language

Training (German, Chinese, Japanese, Spanish

Languages), Soft Skills training.

2. Android App/ Windows App--With most of the

younger generation increasingly using Smart

Phones, Android/ Windows App market is picking

up, similar to US where iPhone Apps are very

popular , Indian App market is opening up slowly

for Android (Increasing Number of Android/Java

Enabled phones). People had started downloading

apps which were free related Games, News etc.

3. ePad/ iPad Based Learning--Cost of the tablet

PC is coming down to as low as Rs 3500, so it is

becoming affordable for individuals. Many

companies have also come up with Tablet PC

embedded with educational contents like Lecture

Series, Tutorials , Assessments for the exam

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preparation. This market is mainly open for

competitive examinations like IIT JEE, GMAT,

GRE etc. Such innovative method reduces cost of

education and makes it affordable for everyone

including in the rural market.

4. Mobile Phone--With more number of people are

using internet form their mobile phones, most of

the websites are providing mobile version of the

site. With mobile site there is limitation in terms of

user interface/ resolution, however it also brings

additional opportunity for the organizations to

reachout to new customer base.

5. Interactive Self Assessment--Some of the new

products like Eklavvya has enhanced self learning

process. In such case individual who is looking to

practicing for objective questions based exams like

NEET 2013, MPSC, UPSC, MHTCET etc can use

Eklavvya CD based Solution to analyze individual

performance. Technology also provides strong and

weak areas of the student. So it helps student to

focus on weaker areas to work on. Student can

appear for N number of exams /Test Series to

analyze individual performance over the period of

time.Such assessment process is easiest way to

understand own performance and benchmark it

against selection criteria. Recent trends and

developments in education highlight the vital and

salient role of education in effectively meeting the

growing political and socio-economic challenges in

the society. With the fast developments and many

variations, conflicting trends can be noticed in the

educational system in India. One of the major

conflicting trends that can be noticed is the cost of

education. As the expense of formal education in

the educational institutes is increasing very fast, the

expense of education via the internet is

comparatively low and affordable. Another

differing trend can be traced in the methodology of

education. With lots of information to gather and

more and more books to study, now students are

found more burdened with studying, learning and

grasping the materials and the lectures.

Yet another conflicting tendency can be found in

the results. Roughly in every part of the country a

problem that has been raised is that the type of

education followed by the educational system in

Indiadoes not always result in offering jobs to the

graduates. Our education system does not provide

the students with any assurance that they will get a

job on completion of their educational degree.

However, jobs are definitely being generated by the

medium of internet. Writing articles, web

designing, programming, writing reviews etc are

among the many job opportunities offered by the

internet.

Internationalization of the Education Process-As

one of the strategies for building up of reputation,

Internationalization will get more importance. It

may consist of international collaborations for the

faculty members and also the students, joint

research tasks or offshore campuses. Since many

European universities are anticipated to show their

interest in India, so the collaborations will not only

e restricted to American institutes and Universities

only.

Stress on uality above Quantity-Quality of the

education system in India has been lagging for

quite some times now in comparison to the

quantity. In the coming time few changes are

expected regarding the matters of transparency and

norms. The educational institutes in India would

need to fulfill certain basic norms.

Increase in the Adoption of Technlogies -With

the increase in the number of institutions, there will

be growing need for reorganization and the process

of controlling. Different technology based solutions

such as the campus managing software packages is

expected to gain prominence.

Increase in the Need for Professional Talent-

Indian education industry lacks both in quality and

quantity when it comes to administrative staffs and

faculty members. This might pose serious threats

regarding the availability of good faculty members.

The expansion of the educational institutes as

announced by the Government of India would

demand for more faculty members. If the shortage

of talented and efficient faculty members persists,

then quality of education will suffer immensely.

Education is the groundwork based on which any

country can progress and develop. Without

educated personnel, sustenance of a vibrant

economy is not possible. Some of the recent trends

in education are quite apparent while others are still

to make its presence felt. Some are yet to emerge

and therefore subject to evolution and change. One

way you can master the change is by spotting the

trends and keeping yourself flexible enough to get

ready for the changes.

References-

1.Best.J.W. & Khan J.V.:Research in

education(1996), New Delhi.

2.Chauhan. S.S.:Education of Exceptional children,

(1989),New Delhi.Indus publishing company.

3.NCTE:Curriculum Frame Work For Quality

Teacher Education,(1998)New Delhi.

4.SatijaB.R.:Trends in Education,(1996)

AnmolPrakashan,New Delhi.�

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A Riview of Creative Thinking Models

Mrs.Vaishali D. Patil, Asst.Professor SKNCOET(B.Ed) ,Lonavala.

___________________________________________________________________________

Abstract : While educational luminaries are

increasingly recognizing the nurturing and

developing of creativity as a critical, often

neglected area in education, putting that value into

practice has remained elusive. Each order of

cognitive activity builds upon competency in the

previous: “You can’t evaluate without

analyzing. You can’t create with quality, without a

capacity to evaluate the quality of what you’re

creating,” Because of their cumulative nature,

creativity education is concerned with all three of

the higher-order skills. However, because some

teachers and theorists believe mastery of the

previous level is required, many classrooms never

make it to the level of creativity.

Keywords: Creative thinking, Psychic creation,

Problem solving, Strategic planning, Incubation,

Illumination,Verification.

Introduction: Creative thinking is a process that

involves creative problems solving, and new ideas

or concepts, or a new way for an existing idea.

Creative thinking gives people the opportunity to

create something or make something better that has

already existed. Creative thinking is how many

items were invented. Creative thinking allows a

person to create something, or allows a person to

improve something that already exists. Logical

thinking is the process in which we use reasoning

consistently to come to a conclusion. Logical think

is expected and creative thinking is unexpected

creativity in opposition to analysis: it is a synthetic

activity in which parts are assembled into a more

meaningful whole, versus analysis, which is the

breaking-down of a whole into constituent

parts. After giving the class a quiet period to write

about how these ideas fit into their own

experiences, it was time to test the Bloom concepts

in a small-group exercise in creative course design

One of the earliest models of the creative process is

attributed to Graham Wallas. Wallas (1926)

proposed that creative thinking proceeds through

four phases.

Alex Osborn (1953), the developer of

brainstorming, embraced a similar theory of

balance between analysis and imagination in his

seven-step model for creative thinking.

The Walla’s Model for the Process of

Creativity

Preparation (definition of issue,

observation, and study)

Incubation (laying the issue aside for a

time)

Illumination (the moment when a new

idea finally emerges)

Verification (checking it out)

Torrance (1988) asserts that Wallas' model is the

basis for most of the creative thinking training

programs available today. The inclusion of

incubation followed by sudden illumination in this

popular model may explain why so many people

view creative thinking as a subconscious mental

process that cannot be directed.

Barron (1988) similarly places great emphasis on

subconscious and chance processes in his four-

phase, "psychic creation model."

Barron's Psychic Creation Model

Conception (in a prepared mind)

Gestation(time,intricately coordinated)

Parturation (suffering to be born, emergence

to light)

Bringing up the baby (further period of

development)

The tone of Barron's model supports the popular

view of creativity as a mysterious process

involving subconscious thoughts beyond the

control of the creator.

. For example, Rossman (1931) examined the

creative process via questionnaires completed by

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710 inventors and expanded Wallas' original four

steps to seven.

Rossman's Creativity Model

1. Observation of a need or difficulty

2. Analysis of the need

3. A survey of all available

information

4. A formulation of all objective

solutions

5. A critical analysis of these solutions

for their advantages and

disadvantages

6. The birth of the new idea -- the

invention

7. Experimentation to test out the most

promising solution, and the selection

and perfection of the final

embodiment

Note that while Rossman still shrouds the "birth of

the new idea" in mystery, his steps leading up to

and following this moment of illumination are

clearly analytical.

Note that Os The systematic combination of

techniques for directed creativity and techniques

for analysis continues as a strong theme in several,

more recently proposed models. Parnes (1992) and

Isaksen and Trefflinger (1985) outline six steps in

their popular creative problem solving (CPS)

model. (Tens of thousands of people have learned

the CPS model and its associated tools through the

seminars conducted by the Creative Education

Foundation in Buffalo, NY.)

The Creative Problem Solving (CPS)

Model

1. Objective finding

2. Fact finding

3. Problem finding

4. Idea finding

5. Solution finding

6. Acceptance finding

Koberg and Bagnall (1981) propose a similar

balanced model in their popular book The

Universal Traveler.

Koberg and Bagnall's Universal Traveler

Model

Accept the situation (as a challenge)

Analyze (to discover the "world of the

problem")

Define (the main issues and goals)

Ideate (to generate options)

Select (to choose among options)

Implement (to give physical form to the

idea)

Evaluate (to review and plan again)

Again, notice that ideation, the traditional focus of

creative thinking tools such as brainstorming, is

proceeded and followed by deliberate analytical

and practical thinking. Also note the importance

that Koberg and Bagnell place on accepting the

situation as a personal challenge.

The DirectedCreativity Cycle: A Synthesis

Model of the Creative Process

The DirectedCreativity Cycle is a synthesis model

of creative thinking that combines the concepts

behind the various models proposed over the last

80+ years.

Osborn's Seven-Step Model for Creative

Thinking

1. Orientation: pointing up the

problem

2. Preparation: gathering pertinent

data

3. Analysis: breaking down the

relevant material

4. Ideation: piling up alternatives by

way of ideas

5. Incubation: letting up, to invite

illumination

6. Synthesis: putting the pieces

together

7. Evaluation: judging the resulting

ideas

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The DirectedCreativity Cycle

Let's walk through it, beginning at the 9:00 position

on the circle. We live everyday in the same world

as everyone else, but creative thinking begins with

careful observation of that world coupled with

thoughtful analysis of how things work and fail.

These mental processes create a store of concepts

in our memories. Using this store, we generate

novel ideas to meet specific needs by actively

searching for associations among concepts. There

are many specific techniques that we can use to

make these association; for example, analogies,

branching out from a given concept, using a

random word, classic brainstorming, and so on.

The choice of technique is not so important;

making the effort to actively search for associations

is what is key.

Conclusion:From a review of the many models of

creative thinking should be encouraging to us.

Serious business people often have strong skills in

practical, scientific, concrete, and analytical

thinking. Contrary to popular belief, the modern

theory of creativity does not require that we discard

these skills. What we do need to do, however, is to

supplement these with some new thinking skills to

support the generation of novel insights and

ideas.These insights from the historical models of

creative thinking are meant to challenge and

encourage. As serious business people, we have

strong skills in practical, scientific, concrete, and

analytical thinking that will serve us well as we

engage the creative process.. What we do need to

do, however, is to acquire some new thinking skills

to support the generation of novel insights and

ideas. Importantly, we also need to acquire the

mental scripts to balance and direct these new

thinking skills in concert with our traditional ones.

If we can meet this challenge, we stand well-

equipped to help lead our organizations to

competitive advantage through innovation

References Arieti, S (1976) Creativity: The

Magical Synthesis. New York: Basic Books.

(Back)

Barron, F (1988) "Putting creativity to work." in

Sternberg, RJ (ed.) The Nature of Creativity.

Cambridge, England: Cambridge Univ. Press.

(Back)

Bandrowski, JF (1985) Creative Planning

Throughout the Organization. New York:

American Management Association. (Back)

Campbell, DT (1960) "Blind variation and selective

retention in creative thought as in other knowledge

processes." Psychological Review, Vol. 67, pgs.

380-400. (Back) Fritz, R (1991) Creating. New

York: Fawcett. (Back) Gardner, H (1994) Creating

Minds. New York: Basic Books. (Back) Ghiselin,

B, ed. (1952) The Creative Process. Berkeley, CA:

University of California Press. (Back) Isaksen, SG

and Trefflinger, DJ (1985) Creative Problem

Solving: The Basic Course. Buffalo, NY: Bearly

Publishing. (Back) Koberg, D and Bagnall, J

(1981) The All New Universal Traveler: A Soft-

Systems Guide To Creativity, Problem-Solving,

And The Process Of Reaching Goals. Los Altos,

CA: William Kaufmann, Inc. (Back)

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PUBLIC SCHOOL TEACHERS’ AWARENESS ON BRAIN-BASED LEARNING

PRACTICES FOR IMPROVING QUALITY OF EDUCATION - A STUDY

Ms. KAVERI A. SHENDE Asst. Prof. SKNCOET/B.Ed. Kusgaon (Bk), Lonavala

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Abstract: Role of teacher is always vital to

enhance the academic knowledge of the learners.

So many methods of teaching are in practice in the

classrooms. The conventional teaching method

promotes one way communication (McIntosh,

1996). The researcher found a teaching method,

through a review of the relevant literature, which is

based on natural functioning of human brain and

maximum activation of innate faculties of human

brain. This method is named as brain based

learning (BBL) teaching method. BBL theory

suggest that students should be provided a safe and

threat – free environment whereby the meaningful

presentation of content prepares the learners brain

to store, process and retrieve in the information in a

soothing way. The researcher observed during her

professional experiences the thing is not taken into

consideration in daily classroom teaching by which

way our students are learn more effectively to

improve our quality of education. Therefore the

researcher wants to know public school teachers

awareness on Brain Based Learning Practices for

improving the quality of education. Hence present

study is undertaken with three objectives these are

to find out components of Brain Based Learning

Practices, to find out awareness on Brain Based

Learning Practices among public school teachers,

to make necessary suggestions to the concern on

the basis of the study etc. For fulfilling these

objectives survey method is adopted and data is

collected from the 15 Public School Teachers. Thus

the paper is devoted to discuss the awareness of

Public School Teachers on BBL practices.

Key Words: Public School Teachers, Brain-Based

Learning Practices, Quality of education etc.

INTRODUCTION

Role of teacher is always vital to enhance the

academic knowledge of the learners. So many

methods of teaching are in practice in the

classrooms. The conventional teaching method

promotes one way communication (McIntosh,

1996); lack of interaction between students and

teachers (Munson, 1992); makes learner passive

(Steinhorst and Keeler, 1995) It is evident that

learners brains are somewhat inactively involved in

the teaching learning process during conventional

teaching.

The researcher found a teaching method, through a

review of the relevant literature, which is based on

natural functioning of human brain and maximum

activation of innate faculties of human brain. This

method is named as brain based learning (BBL)

teaching method. BBL theory suggest that students

should be provided a safe and threat – free

environment whereby the meaningful presentation

of content prepares the learners brain to store,

process and retrieve in the information in a

soothing way. The researcher observed during her

professional experiences the thing is not taken into

consideration in daily classroom teaching by which

way our students are learn more effectively to

improve our quality of education. Therefore the

researcher wants to know public school teachers

awareness on Brain Based Learning Practices for

improving the quality of education. Hence present

study is undertaken with three objectives these are

as follows:

OBJECTIVES OF RESEARCH:

The objectives of the present research are:

1. To find out components of Brain Based Learning

Practices.

2.To find out awareness on Brain Based Learning

Practices among public school teachers.

3.To make necessary suggestions to the concern on

the basis of the study.

RESEARCH PROCEDURE

Research Method:

Present study deals with current situation hence

researcher has selected survey method.

Sample of the Study:

15 teachers from Sinhgad Public School Lonawala

are selected purposively.

Collection of the Data:

For present study researcher has used questionnaire

for data collection.

RESEARCH PROCEDURE

The objective wise research procedure is discussed

as follows: The first objective of the study is –

1.To find out components of Brain Based

Learning Practices:

For fulfilling this objectives review of related

literature and research was undertaken and the

components of BBL are identified these are :

learning related Talking, Emotions, Visuals,

Chunking, Water break, Movements, Brain breaks,

Making connections, Music, Feedback etc

;teaching related Physical activities, Individual

learning times, group interactions, artistic

variations musical interpretations etc and

evaluation related Rubric, conflict resolution, small

group assessment etc.

2.To find out awareness on Brain Based

Learning Practices among public school

teachers:

For fulfilling this objective researcher prepared a

questionnaire. It categories in four areas. Area wise

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mean percentage of responses of questions about

awareness on Brain Based Learning Practices are

Show in Figure No. 1

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Figure No.1 Awareness of Public School

Teachers on Brain Based Learning

Practices

(L=Learning,T=Teaching,E=Evalutaion)

Teachers on Brain Based Learning Practices it

seems that 37% teachers are aware about Brain

Based Learning Practices, 50% teachers are aware

about Brain Based Teaching, 33% teachers are

aware about Brain Based Evaluation, 100%

teachers are aware about brain functions, 18%

teachers are aware about the composition of brain,

53% teachers heard about Brain Based Learning,

33% teachers are aware about learning environment

of classroom according to Brain Based Learning,

13% teachers are aware about Brain Based

Learning theories, 33% teachers are aware about

time period in Brain Based Teaching, 53% teachers

are aware about property of brain, 53% teachers are

aware about Brain Based Teaching strategies. 33%

aware are about Brain Based Evaluation

techniques, Classroom evaluation most of the

teachers using continuous comprehensive

evaluation.

CONCLUSION:

The study measure the awareness of Brain Based

learning practices among Public school teachers.

Some of the selected teachers don’t aware about

brain based learning, brain gym, brain based

teaching, and brain based evaluation techniques.

From the selected sample half of the teachers

having above 10 years teaching experience and

they don’t aware about how exactly our student

learns.

The third objective of the study is to make

necessary suggestions to the concern on the basis of

the study. This objective is fulfilled as follows:

SUGGESTIONS :On the basis of present study

researcher gives following suggestions:

1.Gives training to the public school teachers

regarding how Brain learns.

2.Gives training to the public school teachers

regarding Brain Based Learning ,Teaching &

Evaluation techniques and strategies.

REFERENCES

Jensen, E. (1997). Brain-compatible teaching that

“skyrockets” learning! A Staff Development

Resources presentation, Torrence, CA.

Caine, R., & Caine, G. (1994). Making

connections: Teaching and the human brain.

Menlo Park, CA: Addison-Wesley.

Bloom, B. S. (1976). Human characteristics and

school learning. New York: McGraw-Hill.

http://www.ibe.unesco.org/publications/Educationa

lPracticesSeriesPdf/Practice_17.pdf

http://www.engr.wisc.edu/services/elc/strategies.pd

fhttp://unesdoc.unesco.org/images/0013/001365/13

6583e.pdf

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ROLE OF LIBRARIAN IN TEACHER EDUCATION

SANTOSH VASANT KAMBLE , Librarian Uchha Shiksha Aur Shodh Sanstha ,

Dakshin Bharat Hindi Prachar Sabha Khairatabad, Hyderabad.

Abstract : Information technology is currently

taking centre stage and transformed the whole

world into a global village with a global economy,

which is increasingly dependent on the creative

management and distribution of information. The

enormous advantages it has in easing the delivery

of information around the world. The paper

discusses the impact of information technology and

role of libraries in the age of knowledge and

information societies. It also highlights the Library

& Information Service (LIS) sector in Teacher

Education and achievements over the years using

modern information technologies.

Keywords : ICT, Information Technology, Library

Services, Teacher Education

Introduction: Technology is transforming the

traditional methods of teaching and learning in the

classrooms of the 21st century. The goal is to create

students who can become active, independent and

life-long learners rather than passive recipients of

information. The classroom teacher is the key to

the success of an education program that promotes

these qualities.

There is also a growing realization that a

teacher can no longer do it all. Society has long

viewed librarians as the acknowledged information

experts. Now a day’s maximum libraries

converting the traditional to modern era and lots of

libraries are using latest technology in for

providing the latest information and reading

material to readers. Now a day’s much more

needed to know about new technology for Students,

Teachers as well as librarian.

In this paper we are discussing about the

role of Librarian in Teacher Education. Which

services provide by librarian through the using

technology? And we will discuss about how

technology influence the library services.

Role of the Librarian in Teachers education

‘Librarian don’t know everything but he know

something about everything.’ Therefore librarians

called as ‘teacher of teacher.’ Because librarian

provide right information, to right reader, to right

time. Now librarians using the technology for

provide quick information to reader and following

services are provide the readers to using new

technology.

1. Circulation: The circulation of books shall be

done through the software for issue and return the

book. The librarian should teach the students as

well as staff about the circulation procedure as a

part of the library orientation activities.

2. Reference Service: Reference services in a

Teacher Education library consists of selection of

reference resources, current awareness service,

library instruction, preparation of bibliographies,

graded reading lists, publication of guidelines,

newsletters, inter library loan, and reference

sources evaluation.

2.1. Ready Reference Resources: The Library

should maintain a ready reference collection which

consists of one soft copy each of dictionaries,

encyclopedias, atlases, thesaurus, yearbooks,

almanacs, books of quotations, facts, records, first

aid manuals, globs, maps, etc

2.2. Current Awareness Service (CAS):

Announcement about new acquisitions in the

morning assembly, display of new arrival lists on

the bulletin boards, current content service

(contents pages of journals are photocopied and

circulated among teachers), newspaper clipping

service, etc.

2.3. Article Alert: Latest articles are brought to the

notice of library users according to their subject of

interest.

2.4. Library instruction: Library orientation and

user education programmes (know your library,

how to find your book, internet search strategies,

library tour, etc). Separate sessions for students

(under the information literacy curriculum) and

staff members.

2.5. Bibliographies and Class-wise reading lists: A

select list of books (bibliography) available in the

library on the given subject may be prepared and

circulated amongst the interested groups of library

users.

3 Web 2.0 Web 2.0 is an attempt to make the web

much more public. Participation, trust,

collaboration and experience are key principles of

Web 2.0. It is user friendly and user-centred.

The library should explore the potential and reach

of web 2.0 applications like, blogs, wikis, social

networking, social bookmarking, RSS, Instant

messaging, folksonomies, content curation, etc.

The application of web 2.0 in libraries germinated

the term “Library 2.0”.

3.1 Library Blog: Blog is a handy web 2.0 tool for

library professionals, which can act as an

information and publicity tool, a feedback

instrument, an interactive and collaborative

learning medium and a channel for library

promotion.

The college website should have a page

for the library with all basic library information and

links to library blog.

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4 Career Guidance and Counselling Corner As

an extension activity, separate career guidance and

counselling corner shall be set up in the library.

The library can take initiatives to organize career

guidance and counselling activities (talks,

workshops, etc ) and events in the school.

5 Reader’s Club Developing reading habit and

information literacy skills among students and

teachers is the primary objective of a teacher

education library. A well organised and active

Reader’s club helps to achieve this objective.

6 Information Literacy Curriculum Teacher

Education libraries are places from where a student

develops the basic information literacy skills (IL)

i.e, * Knowing what type of information he/she

needs * Finding the required information from

different sources organized in varied formats within

the shortest time period. * Evaluating the accuracy

and authenticity of the information * Applying or

presenting the information according to the

academic requirements.

Information literacy guidelines provide all students

with a learning process that is transferable across

content areas as well as from the academic

environment to real life.

These guidelines specify the following:

* the student should construct meaning from

information

* the student should create a quality product

* the student should learn independently

* the student should participate effectively as a

member of a work group

Learning skills which may contribute to make this

‘philosophy’ alive are included in the following

list:

self-directed learning skills cooperating skills

planning skills locating and gathering skills

selecting and appraising skills organising and

recording skills communicating and realising

skills evaluating

The Librarians shall teach the students these skills

in a systematic way. A basic information literacy

curriculum prepared for each class based on these

essential information literacy skills.

7. Library Activities The Teacher Education

library should cover a wide range of activities and

should be a main role player in achieving the

mission and vision of the Teacher Education. It

should aim to serve all potential users within the

Teacher Education community and meet the

particular needs of different target groups.

Some suggested library activities are given below.

7.1. Exhibitions and Displays: on important days

(Independence Day, Republic Day, Children’s Day,

Youth Day, Women’s Day, Teacher’s Day,

National Education Day, etc), birth/death

anniversaries of important personalities (Gandhi

Jayanti, Ambedkar Jayanti, etc) and events

(Olympics, World Cup, etc)

7.2. Celebrations: National Library Week, World

Book and Copyright Day, World Children’s Book

Day, Librarian’s Day, Reading week, Hindi

Fortnight, etc

7.3. Competitions: Reading, Story telling, Book

review writing, Book jacket designing, Bookmark

designing, Book/Literary Quiz, Library lot, Poster

designing, Slogan writing, Fastest Book searcher,

Smart web searcher, Spot poetry writing, etc

7.4. Book Fairs: organized in collaboration with

Governmental (NBT/CBT) or external agencies.

7.5. Events: Meet the Author, Local Library visits,

Book talks, etc

7.6. Awards: Best Reader Award, Reader of the

Month, Best Book reviewer Award, etc

7.7. Publications: Library Bulletins, user guides ,

brochures, posters, etc

The librarian shall device innovative library

activities/programmes and that should be

incorporated into the Annual Library Activity Plan.

8. Library Advocacy The Librarian may take

initiatives to develop a library advocacy network

which consists of teachers, parents, alumni,

administrators, media persons and students. The

network members will act as library advocates in

an informal way and spread library’s importance

and usefulness.

9. Library Promotion and publicity The services

and facilities provided by the teacher education

library must be actively promoted so that the target

groups are always aware of its essential role as a

partner in learning and as a gateway to all kinds of

information resources. The library may publish 1/2

page quarterly news bulletins, user guides,

information brochures, leaflets, notices, posters,

banners, etc to promote and publicize its resources

and activities. The innovative activities conducted

in the library may be published in local dailies and

spread through school website and blogs.

10. Provide Training the Readers Librarian

should provide the training for users and staff how

to find the books, periodicals, reference sources

and other facility’s provide by library.

11. Use user friendly machinery Librarian should

choose user friendly machinery for library purpose

i.e Bar code reader, Library Software, Reprography

machine etc.

Conclusion:

References

1. Feather, J. (2000), The information Society: a

study of continuity and change’, Library

Association

Publishing, London.

2. World Development Report (2003), Sustainable

development in dynamic world: transforming

institutions, growth and quality of life, The World

bank, Washington.

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NEW TRENDS IN EDUCATION : e-LEARNING

Anita Suresh Jave,Asst.Prof.,SKNCOE , Kamlapur.

Dr. Suhas S. Pathak,Asst.Prof.Education Dept.,Dr Babasaheb Ambedkar University Aurangabad,

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Abstract - This issue is about the latest trends in e-

learning. Yet some years ago, not many people

have heard of the term “e-learning”. In many

countries, e-learning has helped in improving the

quality of education. It has the ability to address

illiteracy and improve the quality of education in

all sectors through multimedia capabilities such as

simulations and models. e-learning can give

learner’s access to concepts that they previously

could not grasp. The acquisition of e-learning skills

in educational Institutions helps knowledge

sharing, thereby multiplying educational

opportunities. Integrating e-learning literacy will be

crucial as it means harnessing technology to

perform learning skills. E-learning is a new term

tool which has the potential to enhance and support

the traditional learning system. Already it

becoming an integral part of the teaching and

learning process used by educational institutes.

Key words:- e-learning,Web-based education,

Group-based e-learning asynchronously

Introduction- Learning is never ending process

that happens throughout a person’s life. It start at

home develops in educational institution, but never

stop. Education is such treasure of knowledge

from which we cannot stay away from it. Education

makes a person capable for doing our business

work. Education today, plays a crucial role in

framing the personality, paves way for the

development of mind and is an important factor

that determines the quality of a person’s life. In the

present competitive era of today, the capacity of

standing erect should be developed in the students.

Today, there has been a rapid increase in the

technology in every sector. The use of technology

and science has been increased in educational

sector too. To make use of internet in teaching and

studying is called e-learning. Now the question is

that only use of internet teaching and study is it e-

learning? The concept of e-learning simply means

electronic learning. It embraces all form of

electronic device that are employed in teaching and

learning situations to make learning easy. In this

our study factor are reached to student with the

assistance of computer, internet, CD-ROM, DVD,

visible and hearing aids, T.V. etc. Due to such kind

of study, an interest of study is formed in students.

Accordingly they also gets the habit of self study.

Definitions of e-learning 1) E-learning includes

all forms of electronically supported learning and

teaching. The information and communication

systems, whether networked learning or not, serve

as specific media to implement the learning

process. The term will still most likely be utilized

to reference out-of-classroom and in-classroom

educational experiences via technology, even as

advances continue in regard to devices and

curriculum. Abbreviations like Computer-Based

Training, Internet-Based Training or Web-Based

Training have been used as synonyms to e-learning.

2) E-learning can involve a greater variety of

equipment than online training or education, for as

the name implies, "online" involves using the

Internet or an Intranet. CD-ROM and DVD can be

used to provide learning materials.

3) E-learning is the computer and network-enabled

transfer of skills and knowledge. E-learning

applications and processes include Web-based

learning, computer-based learning, virtual

education opportunities and digital collaboration.

Content is delivered via the Internet,

intranet/extranet, audio or video tape, satellite TV,

and CD-ROM. It can be self-paced or instructor-led

and includes media in the form of text, image,

animation, streaming video and audio.4) The

delivery of a learning, training or education

program by electronic means. E-learning involves

the use of a computer or electronic device (e.g. a

mobile phone) in some way to provide training,

educational or learning material. (Derek Stockley

2003) e-learning like many terms in cyberspace,

does not have current definition which can be

accepted by all. Some terms which are frequently

interchanged with e- learning include.Online

education.

1.Distance education 2.Technology based

education 3 Web-based education 4 Computer

based education

Individualized self-paced e-learning online :

Individualized self-paced e-learning online refers to

situations where an individual learner is accessing

learning resources such as a database or course

content online via an intranet or the

internet.Example: Student studying or conducting

any project on the internet or a local network.

Individualized self-paced e-learning offline :

Individualized self-paced e-learning offline refers

to situations where an individual learner is using

learning resources such as a database or a

computer-assisted learning package offline or while

not connected to internet. Example: Student

working alone off a CD or DVD, hard drive.

Group-based e-learning synchronously : Group-

based e-learning synchronously refers to situations

where groups of learners are working together in

real time via an intranet or the internet. It may

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include text-based conferencing, and one or two-

way audio and videoconferencing.Example:

Student studying with the help of audio-

videoconference.

Group-based e-learning asynchronously : Group-

based e-learning asynchronously to refers to

situations where groups of learners are working

over an intranet or the internet where exchanges

among participants occur with not in real time or

time delay.Examples: Any kind of activity includes

conferencing within learning managements

systems.

Advantages and Disadvantages of e-learning

There are many advantages to online and

computer-based learning when compared to

traditional face-to-face courses and lectures. And

few disadvantages as well these are as follows,

Advantages of e-learning:1. Students may have

the option to select learning materials from

increased quality of course offered online which

the learner need and interest.2. Students can study

anywhere they have access to a computer and

internet connection.3. Self-paced learning modules

allow students to work at their own place. 4.

Reduces travel time and travel costs for off-campus

students.5. Self placed the asynchronous way,

allow each student to study at his own place and

speed so it increase satisfaction and reduces

stress.6. Flexibility to join discussions with

instructors remotely in chat rooms 7. Learners can

test out of or skim over materials already mastered

and concentrate efforts in mastering areas

containing new information.8. Instructors and

students both report e-learning better interaction

among students and instructors than in large lecture

courses.9. It moves faster because the students can

skip activities or materials they already understand

and jump to jump to new issues.10. e-learning can

accommodate different learning styles and facilitate

learning through a variety of activities.11.

Successfully completing computer-based courses

builds self-knowledge and self-confidence.12.

Develops knowledge of the internet and computers

skills that will help learners throughout their lives

and careers.13. Immediate feedback when using

online exercises.14.Easy updating and editing

learning material needs.15. Class work can be

scheduled around work and family

Disadvantages of e-learning:1. Learners with low

motivation or bad study habits may fall behind.2.

Instructor may not always be available when

students are needed help.3. Bandwidth limitation or

slow internet connection which can affect on

learning process.4. Increased cost for initial

development, because the greater portion of the

costs associated are start up cost.5. e-learning is

different from traditional class, students may get

confused about course activities.6. Students may

feel isolated from the instructor and classmates.7.

Lack of face to face interaction with instructor,

learner and other classmates.8. Hands-on or

laboratory work is difficult to simulate in a virtual

classroom.9. It requires computer and sometimes

software management of online learning, which

could be complex for beginner students.

Conclusion-The issue of quality education remains

crucial in education system. Technology is still

struggling in its education system to improve the

quality of education. One of the contributing

factors is the lack of educational resources. E-

learning opens new vision for educational

development and renders multiple learning

techniques. E-learning helps learner in developing

self educational practices to acquire knowledge and

explore possibilities to solve problems. This study

reveals that students are willing to exploits this new

method to keep them updates and learning anytime,

anywhere. E-learning when utilized appropriately

the quality of education goes on increases

continuously

References: 1. Mark W. Brodsky – “E-Learning

Trends Today and Beyond”, May 2003

2. Kerry Blinco, Jon Mason, Neil McLean, Scott

Wilson – “Trends and Issues in E-learning

Infrastructure Development”, July 2004

3. Joe Pulichino - “Current Trends in e-Learning” -

Research Report, March 2005

4. Consuelo L. Waight, Pedro A. Willging, Tim L.

Wentling – “Recurrent Themes in E-Learning: A

Meta- Analysis of Major E-Learning Reports”

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Product Research Method: An Innovative Trend in Teacher Education.

Mrs. Madhu Rai, Abhinav College of Education, Pune

_________________________________________________________________________________________

Abstract: Teacher Education Institute, we have to

adopt new innovative practices, methods and

approaches to train the forthcoming teachers in the

age of globalization and various new challenges.

Therefore, we have to develop Innovative Research

approach in Teacher Education for the better

Education of the trainee teacher. We can also used

Product Research strategy as innovative trends in

Teacher Education. The study was taken up with

following objectives in mind. To study the concept

& characteristics of Product. To study the nature &

steps of the Product Research Method. To suggest

Research made Product. Qualitative analysis

method was used for the present study. The data

collection through the secondary sources like

Books, Magazines, Journals and Websites was then

subjected to qualitative analysis. Characteristics of

the Product is Product has the similar meaning as

tools/instruments. The nature of product can be

Hardware or Software. The people who developed

the product, gives guarantee. Need of product in

education is We use product in teaching to make

easier communication. To reduce the gap between

bookish knowledge & practical knowledge. To

achieve direct real time experience E.g. (Models).

To make joyful learning. Best example of Product

is Video Film, Pictorial Book, Training prog., CAL

etc.

Keywords : Product, Product Research Method,

Innovation

Introduction : Education is at the confluence of

powerful and rapidly shifting educational,

technological and political forces that will shape

the structure of educational systems across the

globe for the remainder of century. Many countries

are engaged in a number of efforts to effect

changes in the teaching/ learning process to prepare

students for information and technology based

society. The UNESCO World Education Report

(1998) notes that the new technologies challenge

traditional conceptions of both Teaching, Learning

and Research by reconfiguring how teachers and

learners gain access to knowledge have the

potential to transform teaching and learning

processes. Teacher Education Institute, we have to

adopt new innovative practices, methods and

approaches to train the forthcoming teachers in the

age of globalization and various new challenges.

Therefore, we have to develop Innovative Research

approach in Teacher Education for the better

Education of the trainee teacher.

Concept and Definition of Innovations: The

world Innovation is derived from the Latin word

‘Innovare”, which means “to change something

new”. The International dictionary of Education

describes, “Innovation” as promotion of new ideas

or practices in education and teaching. N.C.E.R.T

states that, Innovation is more than having new

ideals; it includes the process of successfully

introducing them or making things happen in a new

way. (Dangwal,K.L.,2008. P-85). Hence, there are

different views on innovation bit mostly pointing

towards the same direction as ‘change’. ‘Change’

can be incidental, accidental or planned and

deliberate. But innovation refers to planned and

deliberate change.

Innovative Research in Teacher Education: An

innovative practice in Teacher Education means to

make Teacher Education programme effective by

using important skills, Research skill are very

necessary in 21st century. This age is a Research

oriented age. We should use technology in

Teaching-learning & Research process. E.g.

Research skill Development programme known as

Dissertation works is used in Teaching Education.

Now days it is very necessary part of curriculum is

to develop Research skills. We can also used the

following Research strategy as innovative trends in

Teacher Education.

1 Experimental Research 2.Historical Research

3.Descriptive Research 4.Mixed Research 5.Multi

method Research 6.Qualitative Research 7.Product

Research

Objectives: The study was taken up with following

objectives in mind.

1) To study the concept & characteristics of Product.

2) To study the nature & steps of the Product

Research Method.

3) To suggest Research made Product.

Study Method: Qualitative analysis method was

used for the present study.

Data collection & analysis: The data collection

through the secondary sources like Books,

Magazines, Journals and Websites was then

subjected to qualitative analysis.

Characteristics of the Product:

1) Every task has a particular cause.

2) Product is related to two types of People: First who

developed the Products & second who used those

products. E.g. (Any manufacturing company

develops the product like refrigerator and consumer

like common people use it in their daily life).

3) The people who developed the product, gives

guarantee.

4) New inventions and amendments in the product are

required to maintain its demand in market.

5) Product has the similar meaning as

tools/instruments.

6) The nature of product can be Hardware or

Software.

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7) Product should be properly reviewed and tested

before selling by the experts. Why to create

product in education?

1) We use product in teaching to make easier

communication.

Education is all about communication- not only the

hard facts but also thoughts and ideas and

proposals on which to base discussion and debate.

The knowledge is effective only when it creates a

real imagination in pupils mind and it is only

possible when we communicate our thoughts with

some model, real time examples and experience.

2) To reduce the gap between bookish knowledge

& practical knowledge.

Both books and experience are two channels of

knowledge. Books preserve the great thoughts,

wise judgments, and the accumulated knowledge of

the past. They are able to give the basic

information, which leads to new inventions. It

improves our creativity and imagination. Besides, it

holds all knowledge gained by previous

generations through their observation and

experience but when it’s presented with some

Model and real time experience it is more

memorable and enjoyable. It helps to learn from

attitudes and situations.

3) To achieve direct real time experience E.g.

(Models).

To understand completely about anything, we need

to experience them first hand as people are

different and the problem solving style is

dependent on the perception of people, which is

diverse from person to person. Experience is

limited to our own and that of other people we

known well. Sufficient knowledge only is not

enough to practice in some fields. For instance,

swimming cannot learn from reading books, it

needs real life experience and practice.

4) To make joyful learning.

If Knowledge shared and explained with some

model and pictures, its more interactive and

maintain pupils interest to listen and concentrate so

they can learn the fact joyfully.

Classification of Educational Product:

There are six types of product which are mentioned

as follows-

1) Model base product.

2) Research based product. E.g. ( Video , Picture tool)

3) Product based on problem (to avoid the problem of

the student).

4) Interest in Related Product.

Nature of the Product:

1) Software & Hardware E.g. ( O.H.P.� Hardware,

Transparency )

2) Constructive Study

3) Self motivation of learning.

4) Proper Planning is necessary to make the Product.

(Planning/Implementation /Testing)

Steps of Product Research :

Develop Competency through product Research

Method

1) Intellectual Competency :

a) Observation

b) Curiosity

c) To understand, how to learn throw Product.

d) Logical thinking & more Concentration.

2) Mental Competency:

a) Co-Operative ( to Develop Co-operative Attitude )

b) Develop Interest in Subject.

c) They took interest to make the product.

3) Communication Competency :

a) Communication Skill.

b) Communication Method.

Best Example of Product : In the field of

marketing the best example of Product is Factory

made things, in the field of Human resources good

citizen is the best product of society but new

innovative ideas is best product in the field of

education. The example of educational product is

video film, Audio CD, Animation Film,

Documentary, Pictorial book, guidance book,

Training prog., orientation prog., counseling prog.

etc.

Conclusion: Different teaching model is used to

make learning more effective. It keeps interest of

students in learning. Different teaching models

using techniques like OHP, Video, Audio, Pictures

can be used to make teaching more interactive and

effective which influence to pupil’s mind more

effectively as compared to bookish knowledge. It

also makes the learning interesting and life lasting.

If any researcher made product is used in teaching

it would be more effective because it is obtained

after many researched facts and it is more valid.

References:

• Best, J.W. and Kahn, J.V. (2010). Research in

Education, New Delhi : Prentice Hall of India.

• Garrett, H.E. (2006). Statistics in Psychology &

Education, New Delhi : Surjeet Publication.

• Product Development Research (Pushpa 15) ,

Nashi: Yashwantrao Chavan Maharashtra Open

University.

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

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Modern Trends for Quality Enhancement

Mrs. Shipra Biswas. Oriental College of Education, Sanpada

______________________________________________________________________________________

Abstract :Education plays a vital role in the

development of any nation .therefore there is a

premium on both quantity (increased access)and

quality relevance and excellence of academic

programmers offered)of higher education.

The mission of an university is to secure a high

quality education of professionals whilst

researching at the highest levels. Universities must

be concerned with the quality of delivery and

quality of the students experience as well as the

standard of the out comes of the higher education

experience and quality enhancement. Efficient

governance, linked with effective quality assurance

(accreditation) mechanisms can help in the process

of massification of higher education. For this

fulfillment in the condition of globalization

requires the building of effective, flexible quality

system.

Key words : Quality enhancement, Employability,

Quality assurance

Introduction : In higher education a Primary focus

for quality in chain “University –Staff – Students –

Employers (state). Secondly transmission and

providing multifunctional skill and New trends in

higher education: Employability- a strong link

between higher education and practice, Quality

assurance programs – (accreditation) a higher

education processed are assessed (evaluation) and

positioned competitively, Internationalization

Strategies –international competitiveness of

institution and gradates, Lifelong learning – to

provide for flexible continuous education,

Experimental learning – which consist in effective

guidance towards as a self-reliant acquisition of

knowledge, Web-based learning – fusion of

training and the interest, Study programmers

which integrate different place of learning –

combine company based training with university

studies.

All those new trends in higher education revels the

problems and challenges , to ensure the best

education standards and students cope with the

requirements of different work setting and cultures

as well as with work- related crises.

Modern Trends in Higher Education:

*Employability is to ensure a stronger link

between higher education and practice, since higher

education which is purely based on technical

contents is no longer considered adequate to meet

the needs of professional practice.

*Quality assurance is to guarantee a certain

standard of higher education in spite of the

multiplication of study program offered

(accreditation). Higher education processes are

assessed (evaluation) and positioned competitively

(profiling). Credit systems are to make educational

achievements transparent. Operationally, two novel

approaches have emerged firstly, quality

orientation is no longer governed by the minute

requirements and surveys imposed by government

bureaucracy, but transferred to the universities

themselves secondly, universities are under an

obligation to make their traditionally implied

quality assurance explicit and thus transparent.

*Internationalisation strategies aim at the

compatibility of degrees/certifications,

transferability of educational achievements

(ECTS), and the internationalisation of the

curriculum to ensure international competitiveness

of both, institutions and graduates.

*With lifelong learning relating to educational

processes beyond traditional educational

biographies, new systems of recognition and

certification are required which include educational

achievements attained outside a higher education

context, as well as informal learning. In addition to

mainstream study programmes, universities are to

provide for flexible continuous education.

*Experimental Learning i.e. forms of knowledge

transmission which consists in effective guidance

towards a self-reliant acquisition of knowledge and

a rational and critical handling of information using

simulation and exercise studies in lectures, project

work and project-oriented learning (POL) to

replace structured ex-cathedra lecturing.

*Web-based learning refers to the fusion of

training and the internet. The programmes on offer

are extremely heterogeneous, ranging from a web-

based provision of teaching material to

lectures with online support, such as online

meetings, and fully online study courses. Blended

learning uses a mix of media and methods,

combining the advantages and trying to make up

for the disadvantages of the different forms of

learning. With regular presence events being

maintained, students retain their social contacts to

the group. At the same time, the individual may

work on virtual course elements at his or her own

pace of learning, at any place and time.

*The re-structuring of study programmes is a

dominant trend, though with mixed objectives:

tiered study programmes are being introduced to

allow for higher participation rates in higher

education, but also to dampen educational

aspirations. They are designed to reduce the

number of study courses offered, but also to

multiply the different study options (in particular

through modularization), as well as to make studies

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more flexible (e.g. part time studies), and to

provide a certain extent of “virtualized” teaching,

as well as other new form of teaching and learning.

*Study programmes which integrate different

places of learning, e.g. dual study programmes

which combine company-based training with

university studies, or integrated study programmes

for students with a professional background which

combine three places of learning: the university,

professional practice, and self-studies in a private

setting.

An analysis of the new trends in higher

education reveals the following problems and

challenges:

The link between academic quality and

employability still needs to be defined. It is

therefore important to specify what employability,

non-academic requirements and meta-technical

competencies mean. Employability should not

exhaust itself in adding portions of practice to a

given course of study. Rather, it implies research-

driven teaching, which at the same time heightens

individual transferability – either in the form of

university-type teaching which thrives on the

participation of teachers in the generation of the

state of basic research, or as Fachhochschule-type

teaching as a manifestation of teaching and

learning which appropriates the given state of

research

1.Multifunctional skills are already being

conveyed partly by higher education today. The

transmission processes need to be made visible,

enhanced by novel forms of teaching and learning,

and the skills to be acquired need to be determined

more specifically.

2.The still existent evaluation hierarchy between

research and teaching must be overcome.

Teaching must be given adequate status in the

reputational logics of professors, i.e. it must be

brought on an equal footing with research.

3.Organisationally, universities must open up to

new target groups. Primarily, this has to do with

greater flexibility and differentiation of access to

higher education, study programme structures,

degrees and certifications. To widen participation

in higher education, non-traditional students need

to be integrated more strongly than in the past, not

least by creating better opportunities for

reconciling family life with university studies, or

employment and higher education.

4.Lifelong learning is a notion referring to

individual learning pathways which are the result

of new, less uniform life regimes. Amongst others,

higher education is to enable such individual

learning pathways. To this end, it is necessary to

identify ways of recognising informal and non-

formal educational achievements.

5.In the quest for quality orientation, it is essential

to determine more specifically the value of study

tiers, cycles, and modules, upto the individual

educational achievements. Quality standards need

to be defined, Accreditation and evaluation

procedures introduced. Avoiding the insipient

establishment of a quality bureaucracy will be a

crucial challenge in this context. It must be

assessed whether quantitative measuring units such

as the student workload suffice to assess

educational achievements, or whether qualitative

procedures such as individual portfolios or

transcripts of records are needed.

6.Further-reaching internationalisation strategies

aim at higher international student mobility, the

integration of international study programmes,

the transmission of intercultural competencies,

and at enabling internationalisation at home for

mobility-impaired students. In order to strengthen

international competitiveness, appealing study

programmes paired with better marketing are

needed to attract international students. Studying

abroad should also become possible for students

originating from countries with poorer economic

structures.

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MODERN TRENDS FOR QUALITY ENHANCEMENT

Nafisa B. Roopawalla, Pal Rajendra B.Ed College, Kandivali, East Mumbai

Abstract: In the educational Science, learning and

teaching are important processes. In fact both the

processes are mutually dependent. If we review the

educational process it will be clear that 3 factors-

viz.Teacher, Student and Subject were included in

the process and main importance was given to the

teacher. In those times there were no books, no

libraries and the students had to grasp whatever the

teacher taught by the oral method. Teacher’s

attention was centralized on his own study.

Learning by the students simply meant rote

learning and the teacher never considered how

students grasped new knowledge taught by him. In

later times, new aids of learning were available.

Educationist started spreading new thoughts on

education and learning and teaching process. As a

result education became paido-centric (child

centered) Different teaching methods were

developed so that children should learn effectively

and easily. These new methods of teaching were

used and are now used on a larger scale. In order to

make learning effective various educationists have

explained different methods of teaching.Naturally,

therefore the teacher must have a thorough

knowledge of new teaching methods. The research

that is being done in this context emphasis the

following aspects: What is the temperament of the

teacher while teaching; what sort of relations are

there between the teacher and the taught; which

behavior patterns of students have to be developed;

what should be the objectives of the particular

lesson? In order to change the common teaching

process emphasis is on imparting information and

knowledge.

Key words : social networking, Constructive

Struggling, Problem Based Learning

Introduction: A good education provides the skills

necessary to find the answer to all of life's

questions. Not only refers to graduated from the

college, but more refers that how much you learn to

deal with things and the ability to learn by oneself!

Education sprouts in many forms depending on

how you look at it. Our views of what it should

look like and how it should materialize depend on

our value of it and our experience with it. Quality

education is where you get the best education and

get taught in a way that is right for you. With a

number of educational options existing before the

students at present, newer trends are seen to emerge

in the field of education that has entirely changed

the traditional system of education prevalent

in India. Online Education has become an

important mode of education. Since the

regular courses in India are getting very expensive

and highly competitive, distance and online

education is fast developing as an amazing option

for the students. E-learning opportunities are

immense in India. Even the distance

education programs are serving wonderfully, by

offering a chance of getting educated, especially

for the less advantaged segment of people.

Distance learning can be availed through various

types such as postal correspondence programs,

pocket PC or mobile learning programs, interactive

CD-ROM programs, tele-courses or broadcast

course via television or radio and many more.

Recent trends and developments in

education highlight the vital and salient role of

education in effectively meeting the growing

political and socio-economic challenges in the

society. With the fast developments and many

variations, conflicting trends can be noticed in the

educational system in India.

Although the ways of education is witnessing a

change, the old conventional setting of the

education system has definitely not changed. The

same classroom concept is still being used by

majority of the schools and other educational

institutes in India. Rigid curriculums and huge

syllabus still characterize the educational scenario

in India. However, with the entrance of the online

education system in the picture, things are expected

to change for the better. Some of the greatest

challenges are being posed by the online

educational system towards the traditional way of

learning! Using social networking to teach any

subject and catapult students into a realm other

than stagnant learning means blending the

traditional education with modern communication.

Many educators believe this is the route to

engaging students in learning all the basic skills

they need. Educators believe using talking or

videos to review lessons and teach concepts helps

students learn and retain more. Students love

movement, television and film so utilizing these

snippets of information transforms the meaning of

learning especially for many students who are

strapped for time. Conceptually, lesson study

promotes the idea that teachers constantly improve

and change their style of teaching based on

students’ performance and reaction to it.

Constructive Struggling: Another form of

teaching is to allow students to struggle through a

lesson with guidance from their teacher. In other

words, the student shouldn’t be embarrassed about

failing the first time around, not even the second or

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third time. The instructor should actually encourage

students to learn from that failure.

Problem Based Learning: In regards to tertiary

education, problem based learning is gaining

popularity. Students are given a real-world problem

then they work together to find a solution to this.

Constructivist Learning: Humans only

understand what they construct. This concept runs

on the idea that students create their own learning

environments, actively participating in the

knowledge they ingest. Creating your own learning

involves making mistakes with no preset agenda in

place. Constructive learning is not stable so many

educational systems reject it.

Competency Based Education: Competency

based education says that regardless of the length

of time it takes for a student to complete a course,

the student completes it based on what they know

already. The only factor in determining how or

when the student completes the course is the

mastery of knowledge within the subject.

High-Quality Teachers: Another view and

criticism of education puts the success or the blame

on the teachers’ low salary. Respect for the

teaching profession should be shown monetarily

then creating high-quality teachers.

Vocational Training: Whether students are

seeking a specialized higher education or a specific

skill in order to further a career path, vocational

training has become a more popular avenue and

view of education in general. Often used by

governments to train displaced workers, it can be a

valuable source of study for anyone wanting to

specialize in areas such as various types of medical

technicians or even graphic arts.

Blended Learning: Blending learning and

technology gives students an advantage over

others. It’s one thing to move along at one’s own

pace. Teachers don’t have to be breathing over the

neck of the student. Guiding the student is often

quite enough.

Collective Education: The individual takes the

back seat when it comes to the idea of collectivist

education. Students learn in groups and more

importantly with each other better and more

effectively than alone. This doesn’t mean that we

disregard the individual online learner, but it means

that the online learner will learn better when

exposed to a group of learners with similar interests

who can offer insight and questioning into the

process of learning any particular subject.

Flexible Learning: With the personalized

education, the value of flexible learning needs to be

addressed. Flexible learning offers students

choices, convenience, and a personal approach to

learning any given subject. Because we are

individuals, learning and teaching should entail

some form of flexibility within the realm of

standardization.

Classical Education: The classical education of

any group of students rewind to a time lost to them

if delivered in a lecture format. Students can

experience the beauty of Shakespeare at any age

because they see it like it was and is, in a theater,

no matter how small or large. Students at Oxford,

in an online class, or students at a small school

experience classical education because it’s handed

to them by teachers who deliver it in motion.

In a student-centred educational system obviously a

key value for any degree programme is its

relevance for students as well as society. A

programme should be based on academic,

professional and social development, intellectual

Endeavour.

Conclusion : With developments in psychology

and educational sciences, more and more schools

have become learner-centered, using active and

participative methods. Students need to be

encouraged to explore, investigate and learn by

themselves. Schools need to promote new

technologies like computers, stimulate openness

and interaction with the surrounding world,

facilitate co-operation and co-operative learning,

and create occasions of experimenting democratic

life within school.

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Whole Brain Teaching Techniques

Mrs Snehlata

ABSTRACT:BenjaminFranklin said “Tell me and

I will forget, teach me and I will remember, involve

me and I will learn.” In this study one such

teaching method, Whole Brain Teaching

Techniques grass roots of America began by Chris

Biffle in 1999is presented. The study was taken up

with following objectives. To study the concept of

Whole Brain Teaching.To describe teaching

techniques of Whole Brain Teaching

benefits for students and teacher using Whole Brain

Teaching.Qualitative analysis method was used for

the present study.The data collected through the

secondary sources like eBooks, e

journals was thensubjected to qualitative

analysis.Whole Brain Teaching emphasize on

active learning in which the learner uses and makes

connectionsbetween both the hemispheres

brain. Another aspect of whole brain teaching is

managing the emotional climate, to reduce the

“downshifting”–or primal thinking

during distress. In this method a large amount of

the learning involves mirroring the instructor’s

words or actions.Imagining is

comprehensionin whole brain teaching, learners are

encouraged to visualize, draw, and use drama as

they develop new ideas, in order to retain them.

KEYWORDS :Brain, Whole Brain, Whole Brain

Teaching

INTRODUCTION : BenjaminFranklin

me and I wilforget,teach me and I will remember,

involve me and I will learn.” The large amount of

educational research shows that students are more

successful when they participate in

than studying alone. Not only do weak students

benefited by being taught by other students, but

strong students gain increased subject mastery

they have the opportunity to

peers(Biffle,2007)(http://www.canadianteachermag

azine.com/ctm_

teaching_ideas/janfeb2012-whole-brain

teaching.shtml)

OBJECTIVES :

*To study the concept of Whole Brain Teaching.

*To describe teaching techniques of

Teaching.

*To suggest benefits for students and te

Whole Brain Teaching.

STUDY METHOD : Qualitative analysis method

was used for the present study.

DATA COLLECTION : The data collected

through secondary sources like eBooks, e

magazines, e-journals was thensubjected to

qualitative analysis.

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Whole Brain Teaching Techniques, Its Benefits for Students and

Snehlata Keshav Shelar Abhinav College of Education Pune

said “Tell me and

I will forget, teach me and I will remember, involve

In this study one such

Whole Brain Teaching

grass roots of America began by Chris

in 1999is presented. The study was taken up

ith following objectives. To study the concept of

Whole Brain Teaching.To describe teaching

of Whole Brain Teaching.To suggest

benefits for students and teacher using Whole Brain

Teaching.Qualitative analysis method was used for

y.The data collected through the

secondary sources like eBooks, e-magazines, e-

journals was thensubjected to qualitative

Whole Brain Teaching emphasize on

rning in which the learner uses and makes

both the hemispheres of his

brain teaching is

managing the emotional climate, to reduce the

or primal thinking–that occurs

In this method a large amount of

the learning involves mirroring the instructor’s

Imagining is the basis for

brain teaching, learners are

encouraged to visualize, draw, and use drama as

they develop new ideas, in order to retain them.

Brain, Whole Brain, Whole Brain

Franklin said “Tell

teach me and I will remember,

The large amount of

shows that students are more

when they participate in learning rather

do weak students are

by being taught by other students, but

gain increased subject masterywhen

instruct their

http://www.canadianteachermag

brain-

To study the concept of Whole Brain Teaching.

of Whole Brain

benefits for students and teacher using

Qualitative analysis method

The data collected

secondary sources like eBooks, e-

journals was thensubjected to

BRAIN : Whole Brain Teaching utilizes multi

stimuli simultaneously to engage all

intelligencesand activates both Left and right sides

of the b

(http://www.cerconelearning.com/WholeBrain.html

)

LEFT HEMISPHERE : Pre

brain region which controls reasoning, planning

and decision making

The motor cortex, the brain’s most reliable memory

area.

*The visual cortex at the rear of

seeing

*Broca’sareacrucial in speaking.

*Wernicke’s area importa

understanding language.(http://www/

cerconelearning.com/WholeBrain.html

*RIGHT HEMISPHERE

*Limbic system, the center of

*The hippocampus, in limbic system, processes

memories and then sends that information back to

the region where it originated.There are more

connections from the limbic system to the

prefrontal cortex that vice

versa(http://www/cerconelearning

com/WholeBrain.html)

*MIRROR NEURONS :

believe that every child is activating special kinds

of neurons, mirror neurons, scattered

brains. These help mirroring the behavior of other

in front of

them.(http://www/cerconelearning.

n.html)

BACKGROUND OF

TEACHING : Whole Brain Teaching is grass

roots of America began in 1999 by three Yucaipa,

California teachersChris Biffle (college), Jay

Vanderfin (elementary school) and Chris Rek

(elementary school)

DEFINITION : Whole-brain teaching is an

instructional approach derived from neurolinguistic

descriptions of the functions of the brain’s left and

right hemispheres.(http://www.

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and Teachers

une

Whole Brain Teaching utilizes multi

stimuli simultaneously to engage all 12

both Left and right sides

of the brain.

(http://www.cerconelearning.com/WholeBrain.html

Prefrontal cortex, is the

controls reasoning, planning

The motor cortex, the brain’s most reliable memory

The visual cortex at the rear of your brain for

Broca’sareacrucial in speaking.

important in hearing and

http://www/

com/WholeBrain.html)

mbic system, the center of emotions.

limbic system, processes

memories and then sends that information back to

the region where it originated.There are more

connections from the limbic system to the

refrontal cortex that vice

http://www/cerconelearning.

: Many brain scientists

believe that every child is activating special kinds

of neurons, mirror neurons, scattered through their

brains. These help mirroring the behavior of other

in front of

(http://www/cerconelearning.com/WholeBrai

WHOLE BRAIN

Whole Brain Teaching is grass

roots of America began in 1999 by three Yucaipa,

California teachersChris Biffle (college), Jay

ementary school) and Chris Rekstad

brain teaching is an

instructional approach derived from neurolinguistic

descriptions of the functions of the brain’s left and

http://www.

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funderstanding.com/curriculum/whole-brain-

teaching)

BASIC ELEMENTSOFWHOLE BRAIN

TEACHING : Neurolinguistic findings about the

brain’s language functions show that in the

integrated brain, the functions of one hemisphere

are immediately available to the other, producing a

more balanced use of language. Whole-brain

teaching emphasizes active learning, in which the

learner makes connections that tap both

hemispheres.Another aspect of whole-brain

teaching is managing the emotional climate, to

reduce the “downshifting”–or primal thinking–that

occurs during distress. In whole brain teaching a

large amount of the learning involves mirroring the

instructor’s words or actions.

In whole-brain teaching, imaging is the basis for

comprehension. Learners are encouraged to

visualize, draw, and use drama as they develop new

ideas, in order to retain

them.(http://www.funderstanding.com/curriculum/

whole-brainteaching)

AN OVERVIEW OF WHOLE BRAIN

TEACHING SLEARNING STRATEGIES : A

significant quantity of modern brain research

demonstrates that we learn best by seeing, saying,

hearing and doing. When we see information, we

employ the visual cortex near the rear of the brain;

when we say and hear information, the language

centers, Broca's area and Wernicke's area in the

brain's left hemisphere are active. When we engage

in a physical learning activity we employ the motor

cortex, our most reliable memory storage area,

located in a band across the top,

centerofthebrain.(Biffle&Vanderfi2009)(http://ww

w.sammt.org/cms/lib03/MT15000278/Centricity/D

omain/56/WholeBrain_Biffle.pdf)

SEVEN POWERFUL TEACHING

TECHNIQUES OF WHOLE BRAIN

TEACHING : The seven, powerful teaching

techniques called as the Big Seven are, briefly

described with relevant brain information.

1. Class-Yes: It is the primary attention-getter

action which activates the prefrontal cortex that

involves the reasoning i.e controls decision making,

planning and focus of attention. The Class-Yes acts

as a brain switch that readies students for

instruction.

2. Five Classroom Rules: The five classroom rules

activate five areas of every student’s brain (visual

cortex, motor cortex, Broca’s area, Wernicke’s

area, and limbic system).

1.Follow directions quickly!

2.Raise your hand for permission to speak.

3. Raise your hand for permission to leave your

seat.

4. Make smart choices.

5. Keep your dear teacher happy!

These rules are frequently rehearsed, involves the

brain’s mirror neurons.

3. Teach-Okay: This is the most powerful learning

activity of Whole Brain Teaching Approach. Brain

and learning research indicates that students learn

the most when they are involved in teaching each

other. By emphasizing energetic, instructional

gesturingfive of students’ brain areas: visual

cortex(seeing gestures), motor cortex (making

gestures), Broca’s area (verbalizing a lesson),

Wernicke’s area (hearing a lesson), and the limbic

system, (giving emotional content to a lesson.) are

engaged, during Teach-Okay sessions, A key

component of Teach-Okay method is that teacher

speaks briefly, often not more than 30 seconds, and

asks students to rehearse the lesson with each other.

This whole brain activity powerfully stimulates the

hippocampus to form long term memories.

4. The ScoreBoard: This technique keys directly

into the limbic system’s emotions and the

amygdale which registers pleasure (Mighty Oh

Yeah!) and pain(Mighty Groan!) as students

accumulate rewards and penalties.

5. Hands And Eyes: It focuses all mental activity

on seeing and hearing the teacher’s lesson. When

the teacher is making an important point, and want

students to focus intensely on what he is saying

Hands and Eyes technique is employed that creates

instant silence, eliminating all learning distractions;

the prefrontal cortex takes control of brain activity

focusing the visual cortex and the auditory cortex

on the instructor’s lesson.

6. Switch: It helps students fully develop both their

speaking (Broca’s area) and their listening

(Wernicke’s area) abilities. Some students talk

easily. Other students fall into the role of passive

listeners. In terms of brain structure, classes are

often divided between those who are

Brocaians(speakers) and Wernikites (listeners). By

using Switch, an instructor can easily teach

listening skills to the speakers and speaking skills

to the listeners.

7. Mirror: It activates the visual and motor cortex,

as well as mirror neurons in other brain areas which

are central to learning. Whole Brain Teaching

classrooms indicates that when a class mirrors the

gestures and rehearse the content, a powerful take

place

learning(http://www.sammt.org/cms/lib03/MT1500

0278/Centricity/Domain/56/WholeBrain_Biffle.pdf

)

BENEFITS FOR STUDENTS ANTEACHERS

*Motivation:All students have multiple

opportunities to achieve success in a Whole Brain

Teaching classroom where score board servers as a

motivator.

.Student-Centered Learning : It creates a learning

environment where practice is the main focus, not

performance or assessment. Students are not

assessed on knowledge in a formal manner until

they have already had multiple opportunities to

practice in cooperative groups and as individuals.

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*Application of Learning : Students in Whole

Based Teaching applies the knowledge of what is

learnt to re-teach or discuss information in peer

groups.

*Memory Retention :Whole Brain Teaching

micro-lectures utilizes visual learning by creating

gesture and images for key concepts and helps the

student in remembering the concepts.

*Effect on Social Interaction: It helps to make

effective learning as brain is social. This is a

powerful tool that can be used in the student’s

learning process

*Positive Behavior Reinforcement: The Whole

Brain Teaching Approach of positivebehavior

reinforcement involves teamwork and rehearsing

expectations. TheScoreboard is usedfor positive

behavior and correct negative behavior.

*Student Engagement andPositive Classroom

Management: Whole Brain Teaching technique

keep students engaged in learning and makes

positive classroom management as it combines

auditory, verbal, and visual elements for teaching

instruction.

CONCULSION : Whole Brain Teaching

emphasize on active learning in which the learner

makes connections and uses both the hemispheres

of his brain. This method uses seven powerful

teaching techniques which are 1) Class-yes 2)

Teach-Okay 3) Five Classroom Rules 4) The

Scoreboard 5) Hands and Eyes 6) Switch 7)

Mirror. The students and teachers using Whole

brain Teaching are benefited as follows 1)

Motivation 2) Student-Centered Learning 3)

Application of Learning 4) Memory Retention 5)

Effect on Social Interaction 6) PositiveBehavior

Reinforcement 7) Student Engagement andPositive

Classroom Management

REFERENCES : Whole Brain Teaching A New

Way of Life Retrieved October 9,

2013,from(Biffle,2007)(http://www.canadianteache

rmagazine.com/ctm_teaching_ideas/janfeb2012-

whole-brain-teaching.shtml)

*WholeBrain - Cercone LearningRetrieved October

9, 2013,

from(http://www/cerconelearning.com/WholeBrain

.html)

*Whole Brain Teaching | Curriculum |

Funderstanding: Education ...Retrieved, October 9,

2013, from

http://www.funderstanding.com/curriculum/whole-

brain-teaching

*Whole Brains Teaching for challenging kids

Retrieved August 8, 2013, from

http://www.sammt.org/cms/lib03/MT15000278/Ce

ntricity/Domain/56/WholeBrain_Biffle.pdf)

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Competencies Needed For Knowledge Based Education

ASST. Prof. MS. BATHE ASMITA SUHASCHNDR (Modern college of Education, Pune)

Abstract In 21st Century, the explosion of

knowledge has rendered the term up-to-date is

outdated Knowledge is changing so fast that only

up-to-fraction of a moment is in. In Such era only

‘FIT’ Societies or institutions. i.e. having an ability

to ‘adopt’,’adapt’ & being adapt would survive.

Like this only those student, teacher & society with

having an ability to ‘adopt’, adapt & being adapt

would survive in the knowledge society.School,

Student, Teacher, Management & society are the

different parts of the Education System. Every part

of this system has its own place In this paper we

will focus on the three main parts of the Education

system and their competencies in knowledge

society.

KeyWords:Competencies,Knowledge

BasedEducation

Introduction: Recent Indian History, almost like

any other nation, is a tale of commissions,

missions, omissions, realized dreams & missed

opportunities that still cast their lengthening

shadows on its future. In India lots of Education

Commission is formed & implemented eg. Kothari

commission, National Education Policy. The

National Knowledge Commission was constituted

on 13th

June 2005 & came into existence on 2nd

Oct.

2006. With the vision of creating ‘The time has to

come a second wave of institution building & of

excellence in the fields of education, research &

capacity Building’, as stated by Dr. Manmohan

Singh, Prime Minister of our country’ In its

Reports the NKC has discussed various issues

under the heads. National Knowledge Commission

is set by Dr. Manmohan Singh about 5 years to

help build knowledge institutions & infrastructure

that India would in 21st century. Essentially we

focus on five aspects of knowledge.

Knowledge Pentagon in KBS

In 21st Century, the explosion of knowledge has

rendered the term up-to-date is outdated

Knowledge is changing so fast that only up-to-

fraction of a moment is in. In Such era only ‘FIT’

Societies or institutions. i.e. having an ability to

‘adopt’,’adapt’ & being adapt would survive. Like

this only those student, teacher & society with

having an ability to ‘adopt’, adapt & being adapt

would survive in the knowledge society .For

survival in this century we need some

competencies we will have to discuss below.

School, Student, Teacher, Management & society

are the different parts of the Education System.

Every part of this system has its own place. In this

article we will focus on the three main parts of the

Education system.

TEACHER :- According to the NPC it is stated

that ‘of all the different factors which influence the

quality of Education & is Contribution to National

Development the quality Competence & Character

of teacher are undoubtedly the most significant’.To

survive in the knowledge society teacher need

some competencies or he should built some

competencies in him. According to us teacher need

following competencies.

Teacher should become knowledge creator

*Teacher should become knowledge acceptor

*Teacher should be thirsty for knowledge.

*Teacher should be a problem solver, Logical

thinker & Evaluator

*Teacher should be a knowledge manager

*Teacher should be a Knowledge analyzer

*Teacher should be a protector of knowledge

*Teacher is successfully link between knowledge

& member of society

*Teachers should adopt proactive approach for

solution of knowledge based society

* Teachers are required to have technical &

Communication competency

* Teacher need to have Faith in updating

Knowledge

*expected to be learner friendly

* Teacher should be a good researcher

* Teacher should be a good Motivator& Guide

These all competences teacher should have because

teaching is not everybody’s cup of tea.

Diagram of teacher competencies

STUDENT :- Before 21st Century it is stated that,

Teacher teaches Latin to John because teaching

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is subject oriented. Now teaching strategy is

changed & teaching is child centered. So, now it

becomes John learns Latin from Teacher.

Today’s era is knowledge based era. According to

us student should have following competencies.

*. Student should be hungry for knowledge

*. Student should be a good knowledge acceptor

* Student should know various sources of

knowledge

*Student should be knowledge protector

* Student should be Knowledge analyzer

*Student should implement the knowledge for

society

*Student should learn & use new, advanced

technology

*Student should communicate the knowledge

*Student should be positive utiliser of knowledge

*Student should be creative & innovative while

using knowledge

*Student should have vivid vision about knowledge

*Student should have self mastery in Discipline,

Authorization and Development

* Student should have integrative thinking

*Student should align people for action

*Student should have stabilizing and de-stabilizing

strategies

It is stated that today’s era is knowledge era and

today’s society is knowledge society.

“society is web of social relationship”- Maclver

and page.

SOCIETY “A society is a collection of

individuals united by certain relations or modes

of behavior which mark them off from others

who do not enter into these relations or who

differ from in behavior”-M.Ginsberg.Today’s

society is knowledge based society. So that the

society itself having some competencies in it. Some

different competencies are given below:

*Society should be continuous learner

* Society should be innovative

* Society should use the knowledge as a powerful

tool

* Society should be knowledge protector

*Society should spread the knowledge across

*According to the time and situation society should

accept the change

*Society should always utilize the knowledge for

betterment of society

* Society should lead the nation

*Society should have futurological approach

*Society should align people for action

“NKC should not see its role only in terms of

guiding reforms in government policy. It must

be involved in ensuring the implementation of

its innovative ideas. It must finally serve as the

lighthouse for society, showing the way forward

in the knowledge century”

When we follow the NKC Strategy then only we

build our above competencies.

National Knowledge CommissionGovernment of India

Development

Demography

Disparity

Access

Concepts

CreationApplications

Services

Knowledge Network

Libraries

School EducationVocational

Education

Higher Education

Innovation

Agriculture

Health

e-Governance

NKC Strategy

Knowledge Pentagon

Challenges

Referenceses:

1. Eric,Newstadt,The knowledge based society &

the crises of higher Education www.oas.org

2. en.wikipedia.org/wiki/society

3. Create knowledge based society, article.wn.com

4. idea.respec.org

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Modern Trends of Teacher Education For Quality Enhancement

Asst.Prof. Anjana Tawani Pal Rajendra B.Ed. College

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Abstract : This article describes modern trends of

teacher education for quality enhancement. The

teacher education should be energized with modern

trends of education system due to changing needs

and sceneario of the education system . Problem

Based Learning is an instructional method in which

student teaccher learn through facilitated problem

solving. Student Teacher act as professionals and

confront problems as they occur, insufficient

information, and a need to determine the best

solution possible by a given date.Constructivist

approach in teacher education is a basically a

constructivism theory based on observation and

scientific study about how people learn. It provides

5- E model of learning which refers to Engage,

Explore, Explain, Elaborate, Evaluate. E-teacher

education is generation of such teachers who will

work in an Internet environment in both regular

and virtual classroom situations. E-Teaching is a

new and evolving concept which involves the use

of ICT to enhance the art of teaching. To overcome

the problem of corruption, terrorism, violence and

anti social acts we need to build future generation

with strong values.

KeyWords : Quality Enhancement Problem Based

Learning Constructivist approach

Introduction : There is substantial change in

education system, the type of learner and need of

learning.. Today’s learnerare need to be trained in

problem solving skill, self directing, self regulating

critical and analytical thinking skill. Due to

changing needs and sceneario of the education

system . The teacher education should be energized

with modern trends of educations system. So we

need to form active form of pedagogy which meets

the demand of today’s learner

*Constructivist Approach In Teacher Education

Constructivism is basically a theory based on

observation and scientific study about how people

learn. It says that people construct their own

understanding and knowledge of the world, through

experiencing things and reflecting on those

experiences. In this approach the teacher educator

create the situation in front of the student teacher

and on the basis of the observation and

experimentation the student teacher gain new

knowledge about the phenomena.This approach is

based on following assumptions

*Interaction with environment. Learning is not

individual but contextual.

*Learning requires stimulus if learner is puzzle

he/she gets motivated for the learning (providing

situation to the learner is stimulus for the learning)

.

*Leaning takes place if there is social negotiation

i.e it includes co-operative and collaborative

situation.

Definition of constructivism

Jonassen (1991) talks about constructivism as

follows:

It presents 5E model for learning

*Engage: This the first stage where student

teachers are engaged in leaning task by providing

them a problematic situation. A problematic

situation may be a question , a constructed story, a

video cip or any other form which motivate the

learner for the learning task or further inquiry.

*Explore: This the second phase where student

teachers made depth invesigation to explore the

phenonema. They observe the pattern, experiment,

view video and establish relationship to investigate

the topic. They are given the opportunity to "free

wheel" their way through the materials. The role of

teacher educator is a facilitator or a guide. He/she

keeps the learner on the task by asking question or

directed them to their goal.

*Explain: In this phase student teacher explain the

term, definition of the concept which they have

explored during their previous phase. This is the

phase of demonstration of new behavior or skill.

*Elaborate: This the phase of developing the

deeper understanding of the topic and allows them

to practice skills and behaviors. The student teacher

develop more deeper and broader understanding of

the concept and obtain more information.

*Evaluate: The final phase of the instructional

model encourages students to assess their

understanding and abilities and provides

opportunity for the teacher to evaluate student

progress. This includes writing summary, applying

skill to new situation, quiz or constructing a

concept map

*Problem-Based Learning Approach

Psychological research and theory suggests that by

having students learn through the experience of

solving problems, they can learn both content and

thinking strategies. Problem-based learning (PBL)

is an instructional method in which students learn

through facilitated problem solving. Student

Teacher act as professionals and confront problems

as they occur insufficient information, and a need

to determine the best solution possible by a given

date. This is the manner in which engineers,

doctors, and, yes, even teachers, approach problem

solving, unlike many classrooms where teachers

are the "sage on the stage" and guide students to

neat solutions to contrived problems.Finkle and

Torp (1995) define problem-based learning as "a

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curriculum development and instructional system

that simultaneously develops both problem solving

strategies and disciplinary knowledge bases and

skills by placing students in the active role of

problem-solver confronted with an ill-structured

problem that mirrors real-world problems."

Procedure of learning for PBL

*Presentation of the Problem : Student teachers

are presented with a problem and it can be

introduced in many ways such as exciting text or

stimulating activity, video clip, newspaper article,

generally the problem is in written form.

*Small group PBL tutorial : Small groups are

being formed. They identify the problem and

discuss what they already know and what they need

to find out. For this they can brain strom to identify

the need of learning task.

*Independent study/ Research Phase: This is the

research phase where student teacher work

individually and find out the information from the

various source like library, database, the web and

resource people.

*Presentation of the solution: In this phase

student present the finished product i.e. solution of

the problem.

*Review of PBL process: Student teacher review

the PBL process and engage in self, peer and tutor

review of the PBL process

*E- Teacher Education : The digital world allows

a mobile learning environment – anywhere,

anytime, anyhow. So it becomes necessary to

encourage e-teacher education to facilitate e-

learning programme. E-teacher education is

generation of such teachers who will work in an

Internet environment in both regular and virtual

classroom situations.

Basic competencies required for e- teacher

education are

* ICT competency ( ICT awareness)

*Educational competencies ( subject knowledge)

*Communication competencies

This e-Teacher Education Program is “perform

type” rather than “inform type. This is an

integration of self-study, based on individual needs

and choices, group-learning in the context through

interaction with media, men, machines, peers and

members of other L3 groups and resources

available on the internet resulting in the better

skilled teacher

*Value Based Teacher Education : In the era of

technology, India has made tremendous progress

and kept pace in science and technology with

forward nations, but far behind in value system. In

present Scenario we can see corruption, terrorism,

violence and anti social acts everywhere. To

overcome this problem we need to build generation

with strong values. So we need to put great

emphasis on valued based teacher education.

Although values are the integral process of

education . Values are not separated from

education still we need to put emphasis on value

based education.Values are the principles that drive

behaviour and influence actions and attitudes of a

person which becomes framework for living. They

influence our relationship with ourselves and

others. Value education means to make the student

teacher realize the importance of values in their life

and to create a good mind to follow it.Values

education includes moral education and citizenship

education. Values education can address to varying

degrees are character, moral

development, Religious Education, Spiritual

development, citizenship education, personal

development, social development and cultural

development.values can be inculcated among

student teachers through various curricular and co-

curricular activities.

There are no sources in the current document.

There are no sources in the current document.

It refers to participation of peer (fellow student

teacher) in the development or evaluation of the

student teacher during any course activity to

promote excellence in the performance.

Guidelines to conduct peer review in teacher

education : There should be proper training to the

peer observer on specific criteria to complete a

reliable and valid observation.

*Pre-Observation Guidelines: The observer should

be aware of the objective and goals of evaluation

process or course.

* Importance Of Peer Review: The observer should

be guided about the importance of peer review to

avoid any biasness

*Observation: The observer review the

participants according the observation instruments

and makes recommendations to the reviewee.

* Post - Observation Guidelines: In this stage, the

reviewer provides constructive and action-oriented

feedback . The reviewee reflects and plans for

moving forward based on the feedback received.

References

*http://www.teachthought.com/trends/modern-

trends-education-50-different-approaches-learning/

*http://www.usask.ca/education/coursework/802pa

pers/Skaalid/definition.html

*http://kanagawa.lti.cs.cmu.edu/olcts09/sites/defaul

t/files/Hmelo-Silver_2004.pdf

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Educating Students For Social Problem Solving

Abstract- In 21st

century along with technical skills

we also have to emphasize on communication

skills, Interpersonal skills and social problem

solving skills. For present study survey method was

used. Social problem solving checklist was used as

a tool. Results indicated that most of

social problem solving skills. To develop these

skills in students there should be need to organise

special educational programs in schools. Some

teaching strategies like co-operative learning

,problem solving etc. should be used.

Key Words-Introduction –Social Emotional

learning,� Creative Problem solving

Learning

In 21st

century along with technical skills we also

have to emphasize on communication skills,

Interpersonal skills and social problem solving

skills. Interpersonal social problem

integral part of every day life. Young children face

a vast and increasing number of challenges as they

attempt to develop interpersonal social relations.

Figure No.1,Required skills and learning

strategies

Some children are seen to have difficulties while

dealing with interpersonal problems.

Socially incompetent children lack the ability to

handle interpersonal social problems that are

encountered with peers and adults. These children

experience frustration and failure when problems

develop with their caregivers including

teachers. It is important for children to learn to

cope with problem and demands of social

Education In 21st century

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Educating Students For Social Problem Solving-Need of 21st

Ms.Abhaya Appasaheb Ingale

century along with technical skills

we also have to emphasize on communication

, Interpersonal skills and social problem

solving skills. For present study survey method was

used. Social problem solving checklist was used as

most of students lack

social problem solving skills. To develop these

students there should be need to organise

special educational programs in schools. Some

operative learning

hould be used.

Social Emotional

Creative Problem solving,� 21st century

century along with technical skills we also

have to emphasize on communication skills,

Interpersonal skills and social problem solving

Interpersonal social problem-solving is an

life. Young children face

a vast and increasing number of challenges as they

attempt to develop interpersonal social relations.

Required skills and learning

Some children are seen to have difficulties while

erpersonal problems.

Socially incompetent children lack the ability to

handle interpersonal social problems that are

encountered with peers and adults. These children

experience frustration and failure when problems

develop with their caregivers including parents and

It is important for children to learn to

cope with problem and demands of social

interaction. So it is essential to develop social

problem skills for a better life.

Objectives of the study –

1. To study the social problem solving

high school students.

2. To suggest recommendations for developing

social problem solving

students.

Scope of the study –

For present study social

are considered.

Delimitations of the study –

*The Present study is delimited for year 2013

2014 only.

*The present study is delimited for school only.

Method of the study – For present study survey

method is used.

Sample of the study –

school.Girgaon,,Kolhapur students were selected

for present study.

Total students were selected purposively for

present study.

Late B.K. Patil High school.Girgaon,

8th

std. Std 9th

std. Std 10th

45 50

Tool of the study – Researcher

problem solving skills which is of five point scale.

It was shown to expert and then used for data

collection.

Analysis of Data - Analysis and interpretation

collected data was done as follows.

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Century

interaction. So it is essential to develop social

problem skills for a better life.

problem solving skills of

To suggest recommendations for developing

problem solving skills in high school

problem solving skills

udy is delimited for year 2013-

The present study is delimited for school only.

For present study survey

Late B.K. Patil High

students were selected

Total students were selected purposively for

.Girgaon,,Kolhapur

th std. std

50 45

Researcher used Social

which is of five point scale.

It was shown to expert and then used for data

Analysis and interpretation of

collected data was done as follows.

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Conclusions – It was observed that most of

students lack social problem solving skills due to

which they get conflicts in their day to day life.

This affects their relationship with others and also

their mental health and educational success. So it is

essential to develop social problem solving skills.

Recommendation-

Teachers can use different strategies like co-

operative strategies, problem solving strategies.

Special educational programs should be organized

for developing interpersonal and social problem

solving skills

Teachers and parents can be trained in social

problem-solving program so that they can help

children to think for themselves and to solve their

day to day real life problems by themselves.

References –

http://www.headinjury.com/problem.html

http://www.socialskillscentral.com/free/101_Ways

_Teach_Children_Social_Skills.pdf

http://en.wikipedia.org/wiki/Social_problem_solvin

g

http://www.ehow.com/info_8776535_importance-

solving-skills-social-studies.html

http://www.krepublishers.com/02-Jour

Statements

Nev

er

Rar

ely

So

met

imes

Fre

qu

entl

y

Alw

ays

1

.

Listening

Can you pay attention to someone who is

talking

- 15% 45% 30% 10%

2

.

Starting a conversation

Can you talk to other about simple & then

more complicated ------

- 25% 45% 25% 5%

3

Asking a question

Can you decide what question to ask

someone & then ask it?

- 25% 50% 20% 5%

4

Saying Thank you

Can you let people know you are thankful

for things?

- 38% 35% 21% 6%

5 Introducing other people

Can you help people meet each other? - 36% 25% 29% 10%

6

Introducing yourself

Can you go up to people on your own &

meet them

- 55% 35% 10% -

7

Giving a compliment

Can you tell people you like something

about them or things they do?

- 48% 28% 15% 9%

8

Asking for help

Can you request assistance when you need

it?

- 30% 35% 25% 10%

9

Apologizing

Can you say you are sorry when you have

done something wrong?

- 25% 38% 28% 9%

1

0

Knowing your feelings

Are you aware of what emotions you are

feeling?

15

% 45% 38% 2% -

1

1

Expressing your feelings

Can you let others know which emotions

you are feeling?

38% 25% 27% 10%

1

2

Understanding the feelings of others

Can you figure out what other people are

feeling? 45% 38% 15% 2%

1

3

Dealing with someone else’s anger

Can you understand other people’s anger? 55% 35% 10% -

1

4

Expressing affection

Can you let others know you care about

them?

47% 29% 15% 9%

1

5

Dealing with fear

Can you know when and why you are

afraid & do something to reduce your fear

38% 25% 27% 10%

1

6

Rewarding yourself

Can you say or do nice things for yourself

when you deserve it

36% 25% 29% 10%

1

7

Asking permission

Can you know when you need permission

to do something & what you need to do to

get permission?

15% 45% 30% 10%

1

8

Sharing something

Can you share things with others who

might need or want them?

30% 35% 25% 10%

1

9

Helping others

Can you help others when they need or

want it?

36% 25% 29% 10%

2

0

Negotiating

Can you come up with a plan that satisfies

both you & someone with a different

opinion.

38% 25% 27% 10%

2

1

Avoiding trouble with others:

Can you stay out of situations that might

get you into trouble?

16% 44% 29% 115

2

2

Dealing with being left out:

Can you decide when you have been left

out and then do something

to feel better?

31% 34% 23% 12%

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A ROLE OF TEACHER IN MULTIGRADE TEACHING FOR SCHOOL

Shri. S. K . Suryawanshi Smt. Assistant Professor / Smt. M.P. Shahane, M.Ed. Student

D.P .B. Dayanand College of Education, Solapur.

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Abstract:- Multigrade teaching is a responsible

technique adapted by a teacher to enhance the

standard of education. In this type of teaching, the

teacher helps the students to grow and develop

themselves in their learning process. The teacher

manipulates the content of the teaching units to

cater to the needs of the multigrade / level

classroom within the stipulated time. He possesses

the talent of using the teaching learning materials

effectively and successfully in the classroom

situation.

Key words:- Multigrade teaching, Regular

Assessment,Periodic Assessment,Self-assessment

Peer-assessment�

Introduction:- Learning includes all activities that

stimulate student’s physical, mental,spiritual and

personality development. The primary objective of

Sarva Siksha Abayan (SSA) is to admit all children

in the school and provide quality education and

make them complete 8th Std by 2010 without

dropouts.

Multi grade teaching is practiced not only

in India but also in different parts of the world. It is

not viable to appoint teachers for each class, where

the admission is between 50 & 60 students in a

school. In this type of situation, it becomes

essential for a teacher to handle more grades at the

same time. So, in these schools, the students

completely depend on the teachers. If students are

involved in their learning process, they can learn on

their own. The teacher has to create apt Learning

climate for individual learning and group learning.

The teacher can assist the students in the learning

activities at regular intervals.

1.2 Meaning of multigrade teaching Meaning of

Multigrade Teaching more than one grade at the

same time in a class room by a teacher is called

multi grade teaching. Teaching of students or

groups having different level of achievements in a

class room by a teacher at a same time is called

Multi level Teaching. In multilevel teaching, a

teacher teaches the content to the students of

different learning levels or skills or abilities. All

learners do not possess the same level of learning

ability. As a result, a teacher applies appropriate

technology, approach, technique, and learning

method to enhance the students’ achievement skills

in multilevel teaching. The term ‘multigrade

teaching’ generally refers to a teaching situation

where a single teacher has to take responsibility for

teaching pupils across more than one curriculum

grade within a timetabled period. Schools with

multigrade classes are referred to as multigrade

schools. In most of the world’s education systems,

formal education is expected to be imparted in a

monograde teaching environment, where one

teacher is responsible for a single curriculum grade

within a timetabled period. It is obvious that a

combined class of students differs a lot from the

conventional type of a student class of a single

grade. That means that the way that the students of

the multigrade class should be taught must be

different as well. It is true that the function of the

teacher in the multigrade classroom is

multidimensional or to be more accurate it is much

more complicated and demanding than the role of

the teacher in the monograde school respectively.

The effort should be focused by the educational

authorities to reverse the teachers' negative view

for multigrade teaching and the rural school and

provide them with the resources and support to be

able to overcome any difficulties. Teachers should

attend special training programmes before

introduce themselves at the multigrade classroom

and try to adjust to their multidimensional role as

multigrade teachers. Below you can find a first

attempt to present the basic functions and roles of

the teachers in rural multigrade schools. The

categorisation in the different roles presented here

are based on similar former research activities,

training attempts and documentation found in the

literature so are more or less well accepted by the

wider educational community. These common

functions which multigrade teachers must carry out

in their schools are as follows:

As Teacher : The main function of the multigrade

teacher is to teach students by imparting knowledge

not just follow a curriculum. Teacher must be able

to develop skills and inculcate desirable values and

attitudes among pupils. The teacher is expected to

be versatile and utilize different strategies to make

learning meaningful and effective for all students in

his or her classroom, no matter what individual

differences may exist among the students. In the

following section of this web training content you

will be able to get informed more specifically on

teaching and learning strategies referring to the

multigrade setting.

As Facilitator : The teacher should be able to

understand differences between pupils, be able to

motivate them to learn and guide them though their

learning materials. The teacher should be able to do

this for all grade levels in the classroom, no matter

what curriculum subject is being studied. The

teacher should not only be a provider of knowledge

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but should also be a facilitator of learning both at

a group level and on a one-to-one basis. As a planner : Planning is a critical function for

the Multigrade teacher. Appropriate planning by

the teacher will result in classes which are more

productive for the learners and easier for them to

follow. Planning in the multigrade school

classroom is much more important that in a

monograde one. Suggestions for activities of a

good planner. For each grade level for which you

as multigrade teachers are responsible you must

determine the answers to the following questions:

*Whom do I teach? *What must I teach?

*How do I teach? *When do I teach?

* Why do I teach this?

Once you have determined the answers to these

questions, you must then devise an

implementation plan in order to achieve the

objectives of the lesson for each grade. Such

implementation strategies include lesson

planning, selection of week activities, time-

tabling. All these must be carried out before the

actual lesson is given. Try the above in one of

your teaching hours.

As Evaluator :Another role which the

multigrade teacher must carry out is to monitor

the progress of pupil's learning so as to ensure

quality of education. Therefore, assessment

should be considering a continuous and integral

part of the teaching process. Usually, this

requires teachers to determine the educational

levels of pupils when they first enter schooling,

during the school year and at the end of each

school year.

Types of Assessment: Entrance Tests

Entrance tests are usually conducted at the

beginning of the schooling process and for new

student entries at the class. The purpose of these

entrance tests is to determine exactly the

educational level of each pupil is. It is as a

result of these tests that each pupil can enter or

resume his or her studies at the appropriate

grade level.

Regular Assessment : Regular assessment is

carried out for the same purposes as those

described above but is administered routinely

through the school year. Such assessment may

be carried out daily, weekly or monthly. The

frequency of such testing will be determined by

the purpose for which it was designed for.

Periodic Assessment Periodic assessment is

often used for specific purposes, such as

determining if students have understood a

particular topic which has just been completed.

Means of assessment include: short tests, topic

tests and the use of homework.

Self-assessment and Peer-assessment

It is often possible to ask pupils to assess their

own work or the work of their peer group.

Alternatively, older students may help the

teacher to assess the work of younger pupils. It

is often the case the student workbooks are

designed for these types of assessment.

Suggestions for activities for evaluation and

assessment. Try to think of ways that you can

develop assessment tools for every one of the

above categories. Especially focus on self

evaluation and the development of entrance

tests.

As Materials Designer Although various

curriculum materials are usually prepared by

national educational authorities, multigrade

teachers still need to develop their own

additional materials. These additional materials

serve the purpose of meeting actual and

concrete needs of Multigrade teaching within

the local context. You should also try to make

the national curriculum more relevant to the

local needs of the community.

As Action Researcher Teachers are not usually

trained to be educational researchers, since their

main task is to teach. However, it is through

research that improvements in teaching take

place. In schools where access to other

resources is easily available, it is not as critical

that individual teachers be researchers since

they can easily seek the advice of more

experienced educators. However, in Multigrade

Teaching schools this advice and resource is not

as easily and readily available.

As Contact with the Community In many

situations, multigrade teachers, because of their

training and position, assume an important

position in the local community. This is the

case, not only in the eyes of the pupils, but also

from the parents' perspective. Thus, the

multigrade teacher is the critical link between

the school and its community. The nature of

many situations where a multigrade school

exists is such that the co-operation and

assistance of the local community is needed to

improve the quality of educational services that

Multigrade Teaching schools provide. This may

include community involvement in such diverse

activities as building and maintaining

classrooms, assisting in the preparation of

curriculum teaching aids and acting as a

paraprofessional teacher.

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Mr. Govind Bhau Khade M.Ed. student, Dept. of Edu., Shivaji University, Kolhapur.

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Use of Technology in Cooperative Learning

Asst. Prof. Athwale Bhagyashree Kailasrao, Samarth College of Education Sakri

Abstract : The growth in science and technology is

overwhelming. Technology and teamwork will

continuously play a larger role in most people’s

lives. The education system has been greatly

influenced by technology. Technology has the

greatest impact on preparing the students for the 21st century. Cooperative learning is a strategy that

develops healthy interaction skills, promotes

success of the individual student and group

members, and forms personal and professional

relationships. Technology supported cooperative

learning exists when the instructional use of technology is combined with the use of cooperative

learning groups. Computers can be widely used as

device for cooperation. Technology-supported

cooperative learning increases academic

achievement, giving learners control over their learning, creating positive attitudes toward

technology-based instruction and cooperative

learning, promoting cognitive development, and

increasing social skills. The combination of

cooperation and technology has a potential that is

changing the way courses are being delivered and instruction is taking place.

Keywords:- Technology, Cooperative Learning

Introduction: The world is increasingly becoming

small. There is more engagement of communities

and individuals from different parts of the world.

The growth in science and technology is

overwhelming. People need to be able to work

collaboratively in designing, using, and

maintaining the tools of technology. Technology

and teamwork will continuously play a larger role

in most people’s lives. Education today must

enable the students to meet the challenges ahead

and demands of the work environment and of daily

living. Thus students not only need knowledge but

also communication skills, problem solving skills,

creative and critical thinking skills in the future

years. An American Association for the

Advancement of Science (1989: 148) report

advices that: “The collaborative nature of scientific

and technological work should be strongly

reinforced by frequent group activity in the

classroom. Scientists and engineers work mostly in

groups and less often isolated investigators.

Similarly, students should gain experience sharing

responsibility for learning with each other”.1

The education system has been greatly influenced

by technology. Policy leaders recognized the

critical importance of technology for economic

competitiveness and for high quality of life for

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citizens. Technology has the greatest impact on

preparing the students for the 21st century.

Technology not only improves students’

achievement but also improve teacher’s teaching.

Technology can inculcate 21st century skills like

leadership, decision making, learning and

innovation skills, life and career skills, Digital

literacy skills.2

The quality of education that teachers

provide to student is highly dependent upon what

teachers do in the classroom. Since the world’s

education system is becoming increasingly diverse,

it is crucial that learning strategies are beneficial in

educating a wide variety of students. Teachers must

engage students so they retain and comprehend the

subject matter taught in the classroom, and provide

them with the proper social skills needed to

succeed beyond the classroom environment. A

learning method educators can to use help students

develop these necessary skills is called cooperative

learning.

Cooperative Learning and Technology:

Cooperative learning is a strategy that

develops healthy interaction skills, promotes

success of the individual student and group

members, and forms personal and professional

relationships (Johnson & Johnson, 1999a).

Cooperative learning has several techniques for

promoting an educational experience that facilitates

students to move beyond standard classroom

parameters (Fantuzzo, Ginsburg-Block, Miller, &

Rohrbeck, 2003). The cooperative learning process

focuses on students working collectively in groups,

thus allowing them to simultaneously learn the

subject matter effectively as well as practice

interpersonal skills. Cooperative learning proves to

be an effective way of instruction and has been

introduced in educational systems throughout the

world. Positive interdependence, individual

accountability, promotive interaction, social skills

and group processing these are the five essential

elements of cooperative learning.

Integration of technology in education has

increasingly become an important concern in

education not only in developed countries, but in

developing countries as well.

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Components of teaching

�The deliberate inclusion of educational

technologies into the classroom to enhance 21st

century teaching and learning experiences

continues to be an integral aspect of teacher

education (Luu & Freeman, 2011; Windschitl,

2009).� Teachers integrate technology into teaching

and learning for a variety of reasons such as:

promoting student engagement, teaching 21st

century skills, as best teaching practice, to stay

current, for hands-on interactive learning, to vary

instructional methods, to perform labs and

demonstrations, and for research and

communication.

Cooperative Learning and Technology

supported Instruction: Technology supported

cooperative learning exists when the instructional

use of technology is combined with the use of

cooperative learning groups. Crook (1996) studied

how computers can be used for instruction in a

cooperative manner. He distinguishes between

interacting through computers and interacting

around computers. According to him interacting

through computers means working with networks

like LAN and WAN. Internet can provide

education with its various tools like email,

electronic bulletin boards, conferencing systems

and specialized groupware, etc.

Interacting around computers stresses the use of

computers as tools to facilitate face-to-face

communication between student pairs. Number of

programs in a variety of subjects had been

developed for making cooperation. CoVis

(Learning Through Collaborative Visualization

Project) focuses on cooperative project work in

high-school science (Pea, Edelson, & Gomez,

1994), with advanced networking technologies,

collaborative

Software, and visualization tools to enable students

and others to work together in classrooms and

across the country at the same time

(synchronously) or at different times

(asynchronously).

These and many other groupware systems are

providing new and powerful opportunities for

cooperative learning.

Computers can be widely used as device for

cooperation. The future of technology supported

cooperative learning may depend on the software

and hardware which creates workplaces for group

members throughout the world. It makes more

intensive cooperative possible with the out of-

school experts, brings students from different

schools into contact with each other, and creates

powerful tools for joint writing and knowledge

sharing.

Technology-supported cooperative learning tends

to be cost effective way of teaching students how to

use technology. Computers themselves promote

cooperative interaction among learners. The

composition of the group and the gender of the

learners are factors that have been hypothesized to

affect the success of technology-supported

cooperative learning.

Questions about technology supported

cooperative learning: Technology is used as a

powerful tool for cooperation having positive

impact on psychological health, achievement,

attitudes, relationships, etc. There are a number of

questions about the use of technology that may be

answered.

1 Does technology affects achievement? In a

review of research, Clark (1983) concluded that

technology is merely a means of delivering

instruction. The extent to which social interaction

is essential for effective learning, the

transformation of the mind, and the development of

expertise is unclear.

2 “Dialogue” with a computer as effective in

promoting achievement, higher-level reasoning,

and ability to apply learning as a dialogue with a

peer?

No. Dialogue needs an exchange of knowledge and

intellectual challenge and curiosity. Such an

exchange is personal as well as informational.

3 Can computer pass as a person?

4 No. A person interacts quite differently with a

computer than he or she with another person.

Machines and people are not equally interesting.

For people there is a commitment to their learning

while machines do not have emotions.

5 Is the effectiveness of message separate from the

medium?

Generally, the research on cognitive

development indicates that the same information,

presented in other formats (especially nonsocial

formats) is only marginally effective in promoting

genuine cognitive development (Murray, 1983; D.

W. Johnson & R. Johnson, 1989).

6 Can technology such as computers prepare a

student for the “real world”?

Technological expertise is helpful in finding and

holding a job. Working in a modern organization,

requires team skills such as leadership and conflict

management and the ability to engage in

interpersonal problem solving.

The future of technology-supported

cooperative learning depends largely on the cycle

of theory–research–practice. The unique

opportunities of technology-supported cooperative

Pedagogy

Content

Technology

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learning need to be tied to social interdependence

theory (or another theory underlying cooperative

learning), research needs to be conducted to

validate or disconfirm the theoretical predictions,

and operational procedures and groupware need to

be developed directly based on the validated

theory.

Conclusion:

Finally, technologies can either facilitate

or obstruct cooperation. The ways in which

technology may enhance or interfere with

cooperative efforts have not been conceptualized,

placed in a theoretical framework, researched, and

applied in classrooms. Despite the success of

cooperative learning and technology, there are a

number of shortcomings of the work on technology

supported cooperative learning. Among other

issues, long-term studies of the use of technology-

supported cooperative learning are needed, the role

of factors that enhance or interfere with

cooperation (such as epistemic conflict) need to be

studied, the impact of implementation on equality

of opportunity needs to be researched, and the role

of the teacher and support services needed to be

investigated. The combination of cooperation and

technology has a potential that is changing the way

courses are being delivered and instruction is

taking place. More theorizing, research, and

refinement of practice is needed to help the field

actualize its possibilities.

References

1.Promoting Cooperative Learning in Science and

Mathematics Education: A Malaysian

Perspective Effandi Zakaria and Zanaton Iksan 2.. Partnership for 21st Century Skills. (2009).

Framework for 21st century learning [Electronic

Version].RetrievedSeptember21,2009,from

http://www.21stcenturyskills.org/documents/fra

m work_flyer_

3.Developing technological pedagogical content

knowledge in pre-service mathematics teachers

through collaborative design Douglas D. Agyei,

Ghana Joke Voogt.

4.Cooperation and the use of technology: David W.

Johnson and Roger T. Johnson

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 161

APPLICATION OF COMPUTER SCIENCE IN EDUCATION

Dr. Anuprita B. Deshmukh , Incharge Principal S.P.B.Ed. College, P.R.Patil Group of Education

Institutes, Amravati.

Dr.Nivedita Deshmukh, H.O.D. Dept. of Education,Pad. Dr. D.Y. Patil University,Nerul, Navi Mumbai

__________________________________________________________________________________________

Abstract:- Computer technological can be an

effective vehicle for introducing problems for

student investigation because they "allow students

to experience a shared context in which they

engage in sustained thinking about complex

problems. Technology can simulate a real-world

situation in which complex episodes must be

revisited or examined for information in a way that

real-time activity does not allow" (Baron &

Goldman 1994, 84). A WebQuest is one example

of the problem-based learning approach to the use

of the Internet that has a lot of potential for both

teachers and learners of social studies.)

Key words:- Application, Network

Research,Global Digital Library

Introduction:- In 1937 Alan Turing's Turing

machine pioneered the idea of machines that could

complete well-defined tasks by being supplied with

programs. In 1938, Konrad Zuse built the first

binary digital relay computer. In 1943 the first

general-purpose digital computer. ENIAC was

made. In 1948 the Manchester Baby became the

first stored program computer. In 1955 MIT built

the first real time processing machine. In 1956,

IBM created the disk memory system. The next

year brought the integrated circuit chip. In 1959

IBM introduced the first desktop machines, which

led in 1965 to Digital Equipment Corporation's

introduction of the first real microcomputer.

Computer have revolutionized how people gather

information. The ability to store organized, neat

notes the world Wide Web and its millions on

websites makes using a computer for research an

optimal choice.

There is a wealth of information online

about everything you could possibly imagine.

Search engines such information in seconds.

Some websites can provide detailed statistics and

facts about your research subject on the web can

provide expert opinions on subjects that can give

your piece a different critical viewpoint and

thought of. The following are uses of Computers

for research.

Critical Review of Literature : Criteria for

Quality Literature Review, Evaluation of Web

Resources Methodology, Critical Thinking /

Collaboration / Organization Tools Bibliography :

Citation Styles, Annotated Bibliography, Cittion

Tools.

Information is probably the biggest

advantage internet is offering. The Internet is a

virtual treasure of information, Any kind of

information on any topic under the sun is available

on the Internet. The search engines like Google.

Yahoo at your service on the internet. You can

almost find any type of data on almost any kind of

subject at you are looking for. There is huge

amount of information available on the internet for

just about every subject known to man, ranging

from government law and services, trade fairs and

conferences, market information, new ideas and

technical support, the list is end less.

Review of Literature less efforts, time and money.

The whole idea of previous researches we can

called from internet e.g. fourth survey of research

in Education.

Useful Search Engines and Websites for Searching

Literature :

Websites :

Following websites of open access

journals may helpful for searching free

and full text of related topics :

http://books.google.co.in

http://www.doaj.org;

Open access journals;

The Australian Journal of Teacher Education -

http://ajte.ducation.ecu.edu.au/

Contemporary Issues in Technology & Teacher

Education-http://www.citejournal.org/voll8/issl/

Education Research and Reviews -

http://www.academicjournals.org/err/

International journal for scholarship of Teaching &

Learning

www.highbeam.com

Journal of Curriculum & Instruction

http://www.jou.ecu.edu/index/pho/Jo

CI. Studies in Learning Evaluation,

Innovation and Development -

http://www.sleid.equ.edu.au/index.p

hp. Websites for research

materials.

www.Springerlink.com.

www.architectmagazine.com

www.hbcse.tifr.res.in

American Educational Research Association :

http://www.aera.net

British Educational Research Association :

Some survey of research

www.First survey of research in education

www.Fourth survey of research in education

Critical Review of Literature

1) Criteria for Quality Literature Review

AERA : The Review of Educational Research :

The Review of Educational Research (RER),

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

Smt. Kashibai Navale College of Education & Training (B.Ed.), Kusgaon (Bk), Lonavala-410 401 162

forum for reviews of previously published work in

a filed that is population by scholars from diverse

traditions, defines types of literature review, and its

standards and criteria for review articles.

Conceptual and Analysis Criteria : FINE

Link defines conceptual and analysis criteria for

research in order to assist educators in identifying

quality educational research (both qualitative and

quantitative research) articles.

How to Critically Analyze Information

Sources : Comell University Library explain basic

criteria for initial appraisal and content analysis of

information sources.

Ethics.net is a worldwide ethics network

based in Geneva, with and on Board of Foundation

of eminent persons. It provides an ethic platform

for ethical reflection and action.

Benefits :

Network : Find ethics friends and experts and join

the community of over 6000 persons from 200

countries. In the network by using video

conferencing the thoughts and the views can also

be shared. This will help in updating the

knowledge.

Library : Use the leading Global Digital Library

on Ethics with 500*000 full text articles and books.

You may use the E- Library facility and make the

job easier.

Research : Research Join research groups and

collaborate with other participants. 5000

documents already itted to the library by

participants.

Computers technologies have much to offer

social studies educators. All educators are

encouraged to continue to think of ways to take

best advantage of these tools in order to

maximize the benefits for their students and to

best prepare them for survival in the information

society.

Computers can provide a wide range of

functions which make computers useful for

everyday situations. They can be loaded with

software of various types to perform these

functions for everyday use as well. They can be

useful for work or recreation and make interesting

experimental mediums.

Research for various endeavors can be done

with a computer. Having access to the Internet can

offer numerous and unlimited possibilities for

research. Software titles can also contain

volumes of Information on a single media disc.

Computers can also be used to keep track of

research that is being done. When research is

complete, processing the data that has been

collected in several ways is possible,

Gathering Data :

Information located on the Internet or

discovered through personal trials can be gathered

sorted and prepared with Computers. Processing of

said data can be done with the computer as well.

Research tells us that, as with other forms of media.

Researcher are inclined to view the computer as a

neutral conduit, to accept the computer as an

authority, and to think of the information, such as

that accessed via the Internet, as the "Truth"

(Regsdale 1991). Students will also need skills to

organize greater masses of information in effective

ways because the abundance of sources available to

them. Additionally, they will need direction and

frequent opportunities for meaning making, for

applying the skills of drawing conclusions from

data and for representing their learning for the

benefit of others and themselves. Software that

encourages students to organize, analyze and report

the information collected can assist with the

development of these skills (Yeager & Morris

1995). Computers are effective tools for facilitating

social studies research. They can provide quicker

and easier access to more extensive and current

information for students (Bikdt, Gustafson &

Johnson 1995). Through the use of computer tools

such as databases and spreadsheets, students can

learn to manage information (Wiburg 1991).

Computers are generally more engaging an

interesting to use than textbooks as information is

presented in a variety of forms such as graphs,

pictures, text, and through a variety of modalities

such as auditory, visual (Mitchell-Powell 195).

Individuals are enabled to develop further their

own unique strengths by being able to access

information through their preferred learning style

and through opportunities to represent their

learning in a variety of ways (Wade 1995).

Determining more of the direction for their learning

creates feelings of independence and

empowerment, promotes creativity, and increases

students active involvement in their learning,

thereby making their learning more personally

relevant (Peck & Dorricott 1994).

Creating Graphs : Graphs are visual

representations of collected data and can span

several variables. Graphs can be useful in research

projects and can be used in several applications.

The benefits of computer use it is

important to shift the view of learning from

"knowledge instruction" to "knowledge

construction" According to the knowledge

construction view, the more important knowledge

is that which is constructed by the students rather

than that which is transmitted by the teacher.

Important research skills need to

be carefully taught and monitored to ensure

students are developing proficiency in their use.

Students need to learn how to frame research

questions in order that the information being

accessed form the vast pool of what is a available

is relevant to their query.

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

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Innovative practices for Quality Enhancement of Teacher Education

Research Scholar—Shri. R. S. Kagwade. Bhagawant University Ajmer, Rajasthan

Guide – Dr. A.L.Patil. Principal K.S.R. College of Education, Belgaum

Abstract:- Innovation is the path of the Progress

for any nation and the future of the nation is in its

classrooms Innovation is sown in the schools which

sprout in higher education and blossoms in the

workplace which could be the industries, corporate

sector, and academia or the government. It is not

necessary that each innovation is structured and

invented it could be even a crude unstructured in

formal method adopted by the teacher for the sake

of meaningful learning of her students

Key words :- Innovative practices, Quality

Enhancement, Incentive Problem solving

approach

Introduction The field of education in Indian

particularly teacher education is confronted with

manifold pressure and confusions both within and

world around. Education can longer exclusively

treated as an isolated practice of the nation as it

was in the case of the ancient “Guru Kula system”.

In India which demands varied and advanced skills

and competency on the part of the Indian educators

to complete with their counter parts elsewhere. It is

an uphill task of our Indian educational planners to

provide an innovative skills to teacher trainees and

in-service teachers, so as face the challenges of

their near threats from the Globalization of

education. The numerous education commission

and various departments were started with genuine

and try to achieve their desired aims and the

objectives of teacher education.

Meaning of Innovation Etymologically the term

innovation is derived from the Latin word

‘innovare’ that means to change something into

something new. It is a promotion of new ideas and

practices in education and training.

Importance of Innovative practices for quality

enhancement

1 It involves adoption of technological innovations

and inventions to educational situations.

2 Invention facilitates under taking mass education

programmers successfully utilizing mass

communication Medias.

3 It enables teachers to use multi-sensory teaching-

learning aids leading to teacher effectiveness and

optimum learning.

4 Innovation promotes development of proper

technical, technological skills and specific thinking

and attitudes in teaching and learning.

5 It develops necessary competencies that make

them as efficient teachers academically,

professionally and technologically.An attempt has

been made to identify those factors which might

facilitate the spread of innovations in the teacher

training in India. They are:-

Awareness and Interest - One of the important

condition for adoption of an innovation is its

awareness of its consumers. It an idea is generated

it should be defused so that catches the attention of

its perspective adopters. A good number of teacher

educators who have gone for higher studies have

brought with them many new and innovative ideas,

such as Microteaching, Flanders interaction

Analyses Model, Simulation Techniques,

Internship, and semester system.

1 Incentive - Another important factor, which is

helpful in the acceptance of a creative idea, is some

sort of incentive, which an individual receives out

of it. Physical facilities and financial support work

as an incentive for the pursuance of new ideas.

Financial support is the most influencing factor in

the spread of innovation.

2 Service and support – closely related with the

factor of the incentive is the factor of service and

for innovation. Support from the community and

teacher – cohesiveness team-spirit are the major

factors favorable to adoption of innovation.

3 Role of leadership- Leadership from the head of

the institution is an important contributory for the

spread of innovation. Progressive, Democratic,

Dynamic and dedicated leadership quality of a head

of the institution are the most powerful facilitative

factor in the spread of innovation.

4 Problem solving approach – In teacher

education institution where the academic staff

councils make decisions there are evidences of

more creativity and innovativeness. The decisions

taken through the technique of problem solving

approach have shown better planning and more

involvement of the members.

5 Prestige value of innovation - Many teacher

education institutions in India have readily

accepted the new concept of objective based

evaluation as the NCTE and NIE, New Delhi have

propagated the same. Both these bodies command

respect in the field of teacher education as the ideas

propagated by them tend to be more acceptable and

the association with such bodies provides prestige

to the adopters as well.

6 Intrinsic value of innovation – The block

teaching program has provided an opportunity to

disperse the program of student to distance village

schools. For the sake of the novelty and

supplementation of the traditional practice, the idea

of internship or block practice has widespread

adaptability.

7 Evaluation process - Students are shown to

have increased skills, abilities, performance or

thought process associated with future success, the

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

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innovative educational practice will be judged

successfully.

Innovative teaching require four types of

knowledge and skills (1) Basic academic skills (2)

Through content knowledge (3) knowledge of both

generic (4) Content specific pedagogy and (5) hand

on teaching skills and shows good performance in

the classroom and out of the classroom situation.

Usually the performance areas such as (1)

performance in the classroom (2) school level

performance (3) performance in out of school

activities (4) performance related to parental

contact and (5) performance related to community

contact and co-operation. The quality of the teacher

education therefore is a product of the knowledge,

skills and competencies working in perfect

harmony to produce to good students. If the teacher

wants to perform innovatively the competencies are

very important and the areas of competencies are

(1) Contextual competencies. (2) Conceptual

competencies.(3) Curricular and content

competencies. (4) Transactional competencies.

(5) Competencies in other educational activities.

(6) Competency related to teaching learning

material. (7) Evaluation competencies. (8)

Management competencies. (9) Competency

related parent contact and co-operation (10)

Competency related to community contact and co-

operation.

Developing 21st Century Skills Accelerating

technological change, rapidly accumulating

knowledge increasing global Competition and

rising workforce capabilities around the world

make 21st century skills essentials. Following are

the skills which allow student-educators to prepare

for careers, requiring them to acquire a new

knowledge, learn new technologies, and facilitate

rapid process information.

* Creativity and intellectual curiosity

* Critical thinking and systematic thinking

* Engage in problem solving and ensure security

and safety

* In formation and media literacy skills

* Problem identification, formulation and solution

* Self direction and social responsibility

*Understand the computational modeling

These skills are incorporate into teacher education

curriculum with the help of ICT for promoting the

innovations of teacher education.

Modern role of education

Using ICT in teacher education and teacher

education in ICT provide assistance in improving

learning and developing efficiency, and

competency in teachers. It helps to change the role

of educators form traditional method to using

innovative technique methods of teaching.

* Teachers are transformed into self-learners

* Teachers should plan ICT into pedagogical

practices to ensure high quality and appropriate

learning

* Teachers are encouraged to undertake technology

integration

* They understand the basic hardware and software

skills, pedagogical application of ICT tools,

Internet, e-mail, system software, open source

application software.

* Confect export by a group of student educators

and teacher educator’s thorough technology.

* Confect online learners through

videoconferencing, discussion forum, chat etc.

* Teachers swifter communication presentation of

ideas is more effective and relevant

* Teachers should model the ICT integration in

their academic and teaching work they know recent

methodologies and they feel empowered.

A teacher is successful and wanted if he uses ICT

in his daily Lectures /teaching. Teacher education

programs try to in-build the qualities of teacher as

well as create innovative teachers.

The following techniques of teaching help to

enhance the innovations

1 Programmed instruction (2) Micro teaching 3)

Team teaching (4)Personalized system of

instruction 5) System approach 6) Use of

Multimedia 7) Simulated teaching (8) Mind

Mapping 9) Brain Storming (10)Teaching with

sense of humor 11) Z to A Approach

(12)Mnemonic words

A different method of teaching helps to enhance

the innovations

1 Problem solving method 2 Project method 3

Biographical method 4 Models of teaching 5

Guided discovery method 6 FIACS

Use of Technological Educational Media helps

to enhance the innovations

The Task Force appointed by the Department

of Audio Visual Institution of National Education

Association of USA, defined the Educational

Media “As those things which are manipulated,

seen, heard or talked about, plus the materials

which facilitated the activity

Classification of different Technological

Educational Media

Audio Aids 1 Gramophones (2) Record players

(3)Tape recorder (4)PA system (5) Lingua Phone

Visual Aids 1) Slide Projector (2) Film Strip

Projector (3) Micro Skill Projector (4) OHP (5)

Epidiascopes and (6) Movie Projectors

Audio Visual Aids

1) Synchronized Auto slide projector 2) Radio and

Slide projector 3) Television 4) Film

projectors 5) Computers

Following activities helps to enhance the

innovations

1) Preparation of software materials

2) Conduct of study Tour

3) Preparation of clay models

4) Preparation of working models

5) Conducting of experiments

6) Conducting of workshops and seminars

State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�

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7) Preparation of instructional kit

8) Preparation of low cast materials

9) Conduct of Quiz competition

10) Conduct of Essay, Debate and other

Competitions

The above mentioned curricular and co-

curricular activities help to foster the

innovations among the teacher and students.

Conclusion

Generally, in the field of education to

innovate is to create something new which

markedly deviates from traditionally practices

which have been followed since a long time to

impart education at different levels. There are

certain conditions which impel to introduce

changes and innovations in our educational

system. The First condition which necessitates

introduction of change and innovation is the

continuous scientific study of behavior of

learners. The second condition which

necessitates the introduction of innovative

ideas in the application of research findings in

the area of structural and organizational

activities in the actual classroom settings. The

third reason is that now all over the world

educationalist and Psychologist are engaged in

creating materials for instruction that are

original and superior as compare to what we

have had in the past. A number of teaching-

learning strategies should be evolved in recent

years with emphasize on the individualization

of classroom instruction. Changes in the

existing methods of classroom teaching-

learning , for instance, explosion of

knowledge, explosion of number and

explosion of human aspirations, explosion of

advanced technology and expectations in fast

developing society.

Innovation is the path of the Progress for

any nation and the future of the nation is in its

classrooms Innovation is sown in the schools

which sprout in higher education and blossoms

in the workplace which could be the industries,

corporate sector, and academia or the

government. It is not necessary that each

innovation is structured and invented it could

be even a crude unstructured in formal method

adopted by the teacher for the sake of

meaningful learning of her students. Hence in

a country like ours, we need to respect such

innovations as well and promote innovation

centric methods of teaching in our schools,

colleges, institutions and university.

References

1) NCTE (1988). National Curriculum

for Teacher Education Delhi :

Monthly Magazine,.

2) Mukhopadhyay,M.( 2001).Total

Quality management in Education,

New Delhi :

NIEPA .

3) Dr. Sharma, A.R.(2000).Educational

Technology, Agra:Vision pustak

Mandir.

4) Dr. Murthy ,S.K.(2004).Educational

Technology,Ludhiyana:Tandon

publications.

5) Dr. Guddadanaveri,

Prabha.(2008).Technology of

teaching.Gadag:Vidyanidi Prakashan.

6) Edutracs ,(Apr 2012).Monthly

magazine, New Delhi : Neelkamal

publications,

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GLOBAL TRENDS IN EDUCATION AND ROLE OF TEACHER

Dr. P. S. Govind: M.G.V’s Arts, Science & Commerce College, Surgana, Yeola (Nasik)

Dr. Priyanka D.Bhamare : STES’s N.B.Navale College Commerce, Lonavala, (Pune)

Abstract : Globalization creating new

opportunities and difficulties for education

opportunities created by global processes will be

actualized only if we continue to insist that

education is a basic human right and to resist the

tendency to reduce education into yet another

market commodity .The opportunities created by

global processes will be actualized only if teacher

play his role with confidence

Key words : GLOBAL TRENDS IN EDUCATION

Introduction - There has been so much glamour

about globalization hence it is necessary to clear

the meaning of the term.

1.‘Globalization’ is a multi-faceted set of processes

which include not only the changes which have

flowed from the new information technologies and

opening up of markets, but also new concepts

which mean that ‘shrinking space, shrinking time

and disappearing borders are linking people’s lives

more deeply, more intensely and more immediately

than ever before’ (UNDP, 1999, p.1).

2.These global processes will not only make our

societies increasingly multicultural and evermore

intercultural as the interactions among cultural

groups intensify, but also they will force shifts in

our educational and development priorities as we

assume multiple cultural identities.

3.Point is that while there can be no doubt that the

destinies of individuals, cultures and nations are

being increasingly shaped by the decisions and

actions of global players, globalization is neither

new (cf. great religions, empires of the past).

4.Globalization brings with it a mix of

opportunities and threats for every nation, culture

and educational system. On the one hand, the

removal of barriers and new technologies create

new possibilities for intercultural exchange and

dialogue, but on the other, we face the danger of a

new global imperial regime in which one political,

economic and communication culture is

unilaterally favoured over all others.

*Global spread : The trend towards

decentralization in the educational system is visible

in many countries.

*From inputs to outputs : there is a shift in

immediate organizational objective pertaining to

what should be governed. Earlier emphasis was on

control inputs for producing effective educational

systems, today, there is more emphasis on

products, output and outcomes. There is also a shift

from emphasis on teaching as transmission of

knowledge to emphasis on learning as production

of knowledge, form content based curriculum to

constructive curriculum.

*Increased complexity : there is a growing

recognition of the complexity of the process of

education and of the operations of its organization.

Decentralization reforms take into account

contextual factors, which are very complex.

*Greater Attention to stakeholders : there is

growing attention to groups and institutions other

than educators concerned with and affected by

changes in governance. A reform is more likely to

be implemented and sustained over time, if the

stakeholders are involved in all stages.

*Broader source of revenue : Diversification of

funding has become crucial for the central

government to meet the growing demand for

education or to include new groups in the

governance process.

Preset Problems for Higher Education system:

1.India, after fifty years of independence, lags

behind other countries in industrial development

and induction of technology due to a plethora of

controls, regulations and excessive government

interference.

2.Only 6-7% of eligible population aged 18-23

years enters the higher education stream, which is

less than the 47% figure for most developed

countries.

3.Severe supply and demand mismatch with high

cut-off marks for entrance at many universities

leading to entry of students to below minimum

standard institutions.

4.Increased focus and allotment of resources by

government to basic education at the cost of higher

education.

5.The entry of the world trade organization (WTO)

and the inclusion of educational services under the

general agreement on trade. In services (GATS)

have given a boost to the internationalization of

higher education.

6.Educational institutions have to redefine their

mission and establish priorities as per the needs of

society.

7.Government should remove all controls and

regulations that prevent private entrepreneurs for

investing in education, to help our institutions

successfully complete with the best internationally.

8.Universities in the global era need strategic

alliances with industry, research organizations and

laboratories for the betterment of higher education.

9. Collaborative programs of knowledge –

generation for effective research should be pursued.

10. International collaboration and linking of

universities across the globe needed to stimulate

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university departments and bring a cultural

sensitivity through experimental education.

The Role of a Teacher : On the backdrop of the

above discussion it is necessary to think about the

role of teacher/faculty. Faculty reflects the socio-

cultural ethos of society to fulfill needs capabilities

and concerns of community.It is our concern to

review the scenario and find out the symptoms of

diseases and remedial measures. The realization of

role and responsibility of a teacher is the most

effective measure to uplift the down- going graph

of higher educational system. It requires self

appraisal, thinking, analysis and determination to

pursue and practice necessary ingredients in this

regard among faculty members. Role awareness

amongst the faculty members in inherent in each

one of us. It may be classified into the three types

1. Ideal role. 2.Positive role 3.structural and

functional role.

Ideal Role: ‘Guru Brahma, Guru Vishnu, Guru

Deo Maheshwara. Guru Sakshat Param Brahma

Tasmai Shree Guruve Nama.’ It is the super most

ideal role of a teacher.

Positive Role : Includes thinkers’ role, Friend,

philosopher and guides role, Lead students and

community. Directors to youth, society and the life.

Development of total personality , Inspiration to

words eternal values of life, Motivate, Cultivate

interest- constructive and creative ,Build

confidence, Communicate ideas, Impact

knowledge, skill and ability to make rational

judgments. Bridge the gulf between- culture and

work, humanity and technology.

*Regarding self---Which includes, development

reading, writing habits, competence, knowledge,

Capacity to think, qualitative improvement, ability

to solve problems, orientation / refreshers /

seminars, Healthy attitude, inter disciplinary

approach.

*Regarding Institution:--Planning / performance /

evaluation, Participate with due and proper interest

in all activities. Responsibility of teacher towards

new Global trends In the changing scenario of the

higher education competitive and polarized world,

we observe a significant growth in the ‘shadow

education system’ which is dangerous for the

teaching community for this reason it is the basic

duty of the teacher that he should concentrate

following responsibility with right direction.

Responsibility Towards self:

To be well aware about responsibility and

accountability, Maintain higher education culture,

Continuous education habits- honestly and

sincerely, Identify the objectives of teaching,

Justify your own existence and existence of the

institutions, Give knowledge and understanding, Be

cheerful and enthusiastic.

Responsibilities towards ( students ) :

Observe students with deep and keen in right along

with sympathy, Psychological and tactful handling,

Counseling / guide, To understand and solve their

problems, To build their character, Make them

better citizen, better human being, Development

devotional spirit towards society, nation and

universe,

Responsibilities towards society:

Make society aware of social evils prevalent there

in, Pursue remedial measure and activate social

reform, Pursue values and excellence, Build

healthy public opinion, Be the torch bearer,

Conclusion: Indian education sector is growing at

a fast pace due global change in higher education

system but the professionals including faculty and

administrators are lagging behind both in quantity

or quality. That’s why the role of teacher became

more significant. If current global trends continue,

commercial activity in educational goods and

services can be expected to grow substantially and

education itself will become more ‘globalised.’

Today, global wealth is concentrated less and less

in factories and the land, and more and more in

knowledge and skills hence the role of teacher

became more challenging due to new global trend

in the higher education system

Reference:

*UNESOC, “the world conference on Higher

Education : the long journey for Utopia Becoming

reality” world conference on higher education

vision and action. Paris, October, 5, 1998.

*NCTE (1996) (1998) : curriculum framework for

quality teacher education, New Delhi.

*Carnoy, martin. (2000) Globalization and

Education reforms in globalization and education,

roman and Littlefield publishers.

*Giriappa, S(2002) “challenges of globalization on

higher education India,” journal of educational

planning and administration, Vol. 16.2

*Power, C. (2000) learning to live together.

Education International, January 2000

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STUDY OF MULTIPLE INTELLIGENCES BASED RESEARCHES IN THE

CONTEXT OF QUALITY ENHANCEMENT IN EDUCATION.

Mrs. Sophia Sandeep Gaikwad ,Teaching Associate, Teaching Learning Resource Centre,Symbiosis

Dr. Mrs. Pallavi Vartak Principal, SMST College of Education,Talegaon dabhade, Pune. 410403

Abstract: Teacher education is one of the crucial

sectors of Higher education to be looked upon

when we talk of Quality Enhancement. The term

Quality does not mean only quantity i.e. no. of

students but satisfaction of students really matters.

To maintain and increase quality level in teacher

education, the problems like diverse classroom,

monotonous instructional methods should be

solved. Many researches are done and are being

done. Many new techniques , methods are the

product of these researches. One such technique i.e.

use of Multiple Intelligences theory given by

Howard Gardner which is surely a ray of hope in

today’s alarming situation. Multiple Intelligence

based teaching learning is useful not only to the

teachers but the students as well. It is definitely an

effective method of teaching which can bring about

a lot of difference not only in terms of quality but

also in the attitude towards the teaching-learning

process. The researchers thus decided to find out

the efficacy of MI based teaching learning by

conducting a review of researches.

Key words: - Multiple intelligence, Quality

enhancement, achievement, attitude,

interest,Confidence.

Introduction:“Inflation is bringing us true

democracy. For the first time in history, luxuries and necessities are selling at the same price.”

Robert Orben-The above quote very well explains

the pain of inflation that we are facing in our

everyday life. Yes indeed we are living in the age

of ‘Inflation’. Be it petrol, real estate, food items,

fabric or furniture, we are facing the effect of it;

and ‘Education’ is no exception to it! A look

around and we see the wave of Educational

inflation taking the surge in leaps and bounds!

Private institutions now account for 64% of the

total number of institutions and 59% of enrolment

in the country, as compared to 43% and 33%,

respectively, a decade ago. The Government has

also given the required thrust to the sector in its

Five Year Plans. During the Eleventh Plan period

(2007–2012), India achieved a Gross Enrollment

Ratio (GER) of 17.9%, up from 12.3% at the

beginning of the Plan period. The data received

from the Director of Higher Education,

Maharashtra State, for the year 2012- 13 in a way

exhibits the same with Maharashtra having 45

universities, 5388 colleges affiliated to these

universities, 1266 D.T.Ed colleges and 1370

polytechnic institutes.

Now the challenge is, are the private institutes

really equipped and prepared to give justice to this

increasing GER? Are we as teacher educators, the

future nation builders aware of our limitations and

the strengths? In this era of explosion of

knowledge, where innovations, new ideas, new

trends, high end technology is proliferating to the

ends of the world, it is sad to note that a dearth of

quality is seen in the field of education. The present

study was thus a quest to find out answers to some

of the pertinent questions which have come across

in the deliberations that follow.

The need and significance of the present study:

We have seen how the GER is increasing and how

the private institutes are figured to be of great help

and importance to give justice to the demands of

higher education. But the point to be considered

over here is that only growth in numbers cannot be

termed as quality. This then leads to the question:

What is quality? openly. Quality can be achieved

only through. “William A Forster rightly said,

“Quality is never an accident. It is always the result

of high intention, sincere effort, intelligent

direction and skilful execution. It represents the

wise choice of many alternatives”. This definition

basically says that quality is "meeting or exceeding

customer expectations."

Understanding this definition leads to another

question: Who is Customer then? As far as

higher education is concerned, the prime customer

of the teaching learning process would be the

‘Student’. The students look up to their teachers for

gaining quality education. Needless to say, that the

teacher seems to be one of the sources of gaining

knowledge amidst the pressures of expectations of

parents and friends. A great amount of diversity is

seen in the classroom, and only one teacher has to

cater to all the diverse requirements of the students.

Thus we see how great is the need of strategizing

the teaching learning process as per the diversity

seen in the class. This is a huge task for us teachers

and the administrators. For the real challenge is not

the issue of quality deterioration but to improve the

quality of education at all levels amidst this chaos.

The situation is certainly demanding!!

Understanding this situation yet again leads to

another question: When can we say that quality is

achieved? Talking about the teaching learning

process, the student, and the ever increasing

demands of the modern society, one can clearly say

that imparting only bookish knowledge will be no

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good. Hence a simple answer to this question

would be: It can be said that quality is achieved

when education becomes a meaningful process

which gets reflected through the overall

achievement of the students, their confidence,

attitude and also the developed interest in

education.

Title: Study of Multiple Intelligences based

researches in the context of Quality enhancement in

education.

Objective:1.To study researches on MI based

teaching learning in India and abroad in the context

of Achievement, Attitude, Interest and Confidence.

Operational definitions:1.Multiple Intelligences

based researches: The researches where theory of

Multiple Intelligences is used in classroom

teaching and learning.2.Quality: In the present

research quality is in terms of Achievement,

Attitude, Interest and Confidence.

Review of the Related Literature -The researcher

reviewed the following researches: The review is

discussed in short which is as follow:

*Achievement-Abroad, Erb. M. (1996) has made

use of MI activities and co-operative learning. The

main aim was to increase student’s responsibility of

their own learning and to increase the academic

output. The sample was the students studying

Biology in a high school classroom. Before the

program, Students were lacking intrinsic

motivation & interest in Science. Also, they had

low self-esteem. But After the program, the

students scored good marks and there was decrease

in the incidents of inappropriate behaviour of

students.

*In India-Vartak, P.N.(2007) observed the same

positive results when MI was used in teaching

learning of Environmental Education for B.Ed.

students. Students’ achievement was seen to

increase. Also students’ responses to Multiple

Intelligences- based teaching were very positive.

*Attitude-Abroad-Campell, L.M. (2001) explored

the teacher’s beliefs about students’ intelligence.

Upon learning about MI, 10 out of 11 teachers

changed their views about intelligence in a positive

way. Teachers also altered their instruction

practices.

*Interest-Abroad, George, M., (2001)used

Multiple Intelligences activities to improve

students’ academic achievement as well as interest

in social studies. At first students reported social

studies irrelevant and boring but later on with the

use of Multiple Intelligences activities students

achievement and interest in social studies was

found to increase.

*Confidence-Abroad,Greenhawk, (1997) has used

Gardner’s Multiple Intelligences theory into

practice to increase students’ achievement. It also

increased overall confidence.

Conclusion and discussion:

From the above review it is clear that Multiple

Intelligences based teaching learning has proved to

be effective to increase the overall quality of the

students, specifically in terms of achievement,

attitude, interest and confidence. Multiple

Intelligences based teaching learning can thus be

definitely used an as effective tool to ensure quality

in the teaching learning process at all levels of

education. The present research is an attempt to re-

emphasize this enthralling concept in the field of

education i.e ‘Multiple Intelligences in the

classroom’!

Hence the researchers are hopeful that in the days

to come more research would be carried out in the

area of MI in context of various parameters, and in

India at large!

References:

Higher Education in India Twelfth Five Year Plan

(2012–2017) and beyond - EY - India.htmOffice of

Director of Higher Education, Pune, Maharashtra

http://www.searchquotes.com/search/Inflation/

Campbell, L. M. (2001). The Unspoken Dialogue:

Beliefs about Intelligence, Students, and Instruction

Held by a Sample of Teachers Familiar with the

Theory of Multiple Intelligences. Dissertation

Abstract International, 61(7), section A, 2589.

Retrieved on October 20, 2008 from

http://corpweb.igf.net/~cmorris/dissertations.php

Erb, M. (1996). Use of M.I. activities and co-

operative learning for increasing academic output

& decreasing inappropriate behaviour. Action

research on sophomore Biology students. Saint

Xavier University and IRI/skylight, p 57. Retrieved

on October 20, 2008 from

http://www.eric.ed.gov/ERICWebPortal/search/det

ailmini.jsp?_nfpb=true&_&ERICExtSearch_Searc

hValue_0=ED400947&ERICExtSearch_SearchTy

pe_0=no&accno=ED400947

George, M., Mitofsky, J. & Peter, M. (2001).

Improving students’ interest in social studies

through the use of Multiple Intelligences. Saint

Xavier University and IRI/skylight professional

Development Field – Based Master’s Program.

Retrieved on January 22, 2012 from

http://www.eric.ed.gov/PDFS/ED460926.pdf

.Goodough, K. (2001). Multiple Intelligences

Theory: A framework for personalizing Science

curricula. 101(4), 80-93. Retrieved on October 18,

2008 from

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TECHNOLOGY AND TEACHER EDUCATIONMAKING THE CONNECTION

Dr. Sneha Samant, Asst.prof., SevaSadan’s College of education, Ulhasnagar.

__________________________________________________________________________________________

ABSTRACT

Technology and teacher education is a two-way

street. Information and communication

technologies (ICTs) can be a powerful tool in

teacher preparation, continuous upgrading, and

support. Likewise, teacher education and training is

an obvious and well-established pre-requisite for

effective integration of technologies into the

education process. Technology for teacher

professional development is not a panacea – it is

only a tool. Professional development is a

complicated and sophisticated process that involves

training in content, pedagogy, and a broad range of

skills. It also spans the life of the teacher. Its

success requires a change in the school

environment – the ecosystem. Bureaucratic walls,

conventional methodologies, attitudes about

innovations and reforms, and management of the

teaching/learning process under the influence of

examinations and timetables, represent powerful

forces that tend to pull teachers back into

pertaining modes. Thus we can conclude by saying

that ICTs for teacher education and teacher

education for ICT share two complementary

endeavors. They hold significant potential. But like

any innovation that involves individuals and

organizations, success does not happen through

mere application.

� Keywords:- Technology, Teacher Education

� Introduction:- ICTs are making dynamic

changes in society. They are influencing all aspects

of life. The influences are felt more and more at

schools. Because ICTs provide both students and

teachers with more opportunities in adapting

learning and teaching to individual needs, society

is, forcing schools aptly respond to this technical

innovation. Tinio (2002), states the potentials of

ICTs in increasing access and improving relevance

and quality of education in developing countries.

Tinio further states the potentials of ICT as

follows: ICTs greatly facilitate the acquisition and

absorption of knowledge, offering developing

countries unprecedented opportunities to enhance

educational systems, improve policy formulation

and execution, and widen the range of

opportunities for business and the poor. One of the

greatest hardships endured by the poor, and by

many others, who live in the poorest countries, in

their sense of isolation, and ICTs can open access

to knowledge in ways unimaginable not long ago.

� Technology for Teacher Education

Technology for teacher professional development

is not a panacea – it is only a tool. Professional

development is a complicated and sophisticated

process that involves training in content, pedagogy,

and a broad range of skills. It also span the life of

the teacher. Its success requires a change in the

school environment – the ecosystem. Bureaucratic

walls, conventional methodologies, attitudes abou

innovations and reforms, and management of the

teaching/learning process

under the influence of examinations and timetables,

represent powerful forces that tend to pull teachers

back into pretraining modes.

In all of this, ICTs provide some concrete and

unique opportunities:-

• Simulation and good practice-

New technologies, both computer- and web-based,

allow for simulation of specific skills through mini-

and micro-lessons that can be watched,

manipulated and tested. Also demonstrations of

real teachers in real classroom settings,

representing different subjects, approaches and

methodologies, may be brought into the teacher

education center without having to travel to

schools. More fundamentally, these good practices

can be dissected, analyzed, watched again, and

assessed over-time without

disrupting an actual class.

• Savings in time and expenses����

�Through the application of ICTs, appropriate parts

of teacher education can be provided at a distance

or virtually – into the trainee’s location, thus saving

travel time and cost. Here, we are not talking only

about the Internet. Other technologies such as TV,

radio, and correspondence have proven effective in

this domain.

• Training (and learning) on demand����

ICTs allow teacher education to take place any

time, any place. More importantly,

teachers do not have to be supplied with a

prescribed body of knowledge an skills irrespective

of whether they feel the need for it or whether they

are ready to learn it. ICTs (videos, CD-ROMS,

Internet, and software) allow teachers to

learn things on demand.

• Professional and peer support-

Initial and specialized training cannot be sufficient

for the entire professional life of teachers. There

are unanticipated changes in knowledge,

methodologies, pedagogical issues, students, school

culture – all of which a teacher is bound to deal

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with alone. ICTs can break this professional

isolation by permitting, among

Educators, communication, exchange of

information, chat rooms, bulletin boards,

discussion forums, and virtual conferences rooms,

bulletin boards, discussion forums, and virtual

conferences.

Teacher Education for Education Technology

The importance of training of teachers for

successful integration of ICTs into education is

finally recognized but not well financed and

implemented. There are at least four prevailing

issues that constrain the effectiveness of such

teacher

training.

! Many programs are limited to computer literacy

and do not train teachers in the instructional use of

technology.

! Most programs are supply driven – if we supply

training we ensure classroom success. The demand

side is equally important. We have to consider the

demands of teachers, their needs, interests,

attitudes, etc. Why don’t teachers make better use

of instructional ICTs? Do they see a practical use

of ICTs in their classrooms, or do they consider

technology as a threat and a waste of time? Does

the school environment (nature of the curriculum,

role of teacher and student, allowance for

innovation) demand or at least allow for the use

ICTs to add value to

the teaching/learning process?

! Some training sounds like a selling pitch,

amplifying the great benefits of ICTs for the

teacher, the students, the school and the world at

large! This is a recipe for fanaticism and

frustration. Training should be grounded in realism

and educational context: ICTs’ potential,

limitations, and conditions for success.

! No training, no matter how good, can be a one

shot intervention. Training in the use of ICTs for

instructional and learning purposes takes time and

individual handholding. The reasons are many:

even the most knowledgeable and enthusiastic

energetic teachers face time constraints and

competing demands to learn new things;

technologies are unreliable – the more

sophisticated and

promising they are the more they break down; both

hardware, software and educational applications

keep changing; and, teachers need time to figure

out a comfortable and beneficial zone of use of

ICTs in their classrooms.

CONCLUSION

ICTs for teacher education and teacher education

for ICTs are two complementary endeavors. They

hold significant potential. But like any innovation

that involves individuals and organizations, success

does not happen through mere application. There

are intricate, multi-faceted and uncertain conditions

that must be provided, continuously assessed, and

modified accordingly.

REFERENCES

1. www.wikipidia.com

2. http://www.itforchange.net/sites/default/files/ITfC/

Guidelines_TES-

%20Section%20on%20ICTs%20and%20Education

%20June-2012.pdf

3. http://www.google.co.in/url?sa=t&rct=j&q=&esrc=

s&frm=1&source=web&cd=8&cad=rja&ved=0CG

8QFjAH&url=http%3A%2F%2Fwww.ciet.nic.in

4. www.google.com

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Role of ICT in Quality Enhancement of Higher education

Dr. Sandhya Milind Khedekar Asst. Prof,

Thakur Shyamnarayan College of Education and Research,Kandivali-East, Mumbai.

��������

Abstract:“The convergence of computer,

communication and content technologies, being

known as ICT has attracted attention of academia,

business, government and communities to use it for

innovative profitable propositions. Year by year it

is becoming simpler to use devices such as desktop,

palm top, iPod, laptop”(ExamsIndia.net, 2012) To

strengthen the technology support in schools,

Education technology Cell, under takes various

academic activities through the effective utilization

of technology and media – computers, radio, TV,

audio and video cassettes, CDs, Resource books,

etc. “21st century is characterized with the

emergence of knowledge based society wherein

ICT plays a pivotal role. The National curriculum

framework 2005 (NCF 2005) has also highlighted

the importance of ICT in school education”

(NCERT, 2010)

Integration of ICT in higher education is inevitable.

In the coming years the thrust will be on the use of

ICT to strengthen the system in the mode of opens

and distance learning. Institutional and sector-wide

higher education ICT policy and planning should

identify the specific role of ICT in enhancing

research capabilities and provide for adequate

infrastructure backed by capacity building. Digital

libraries, access to online databases, networking

etc. can be enhanced through inter-institutional

collaboration to ensure optimal usage of ICT

expertise and resources.

Key words:- ICT ,Quality Enhancement,Higher

education

Introduction:

“Government of India has announced 2010-2020 as

the decade of innovation. Reasoning and Critical

thinking skills are necessary for innovation.

Foundation of these skills is laid at school level. It

is desirable that affordable ICT tools and

techniques should be integrated into classroom

instructions so as to enable students develop their

requisite skills. Most of the tools, techniques and

tutorials are available in Open domain and

accessible on web” ( iCBSE, 2012)

“Information and communication technology is

about achieving the age -old objectives and

applications of information and communication in

new and more efficient ways. ICT is not an end in

itself. It is just a means to the end. The challenge to

all of us is really not necessarily to understand it,

but to appreciate it and its effectiveness in

increasing the efficiency of our operations.”

(Burkhardt, 2003)Technology is means for making

major improvements in education. The

improvement takes place when one uses the

technology with maturity and competency.

“Information and Communication Technology

(ICT) is being considered as the technology of

having far-reaching consequences in the field of

education wherein the whole concept of

transactional principles and the focus undergo a

change in respect of centeredness of education

towards child and learning principles, its effect and

efficacy.” (Khirwadkar & Pushpanandham, 2005)

It is being brought out through researches that ICT

provide scope for opening new sources of

information and empowers the individual for

sustained self learning at his own pace which does

not strain the individual.

Information and communication technology is an

increasingly influential factor in education.

Computers and mobile phones are used in

developed countries both to complement

established education practices and develop new

ways of learning such as online education (a type

of distance education). This gives students the

opportunity to choose what they are interested in

learning. The proliferation of computers also means

the increase of programming and blogging.

Technology offers powerful learning tools that

demand new skills and understandings of students,

including Multimedia, and provides new ways to

engage students, such as Virtual learning

environments. Technology is being used more not

only in administrative duties in education but also

in the instruction of students. The use of

technologies such as PowerPoint and interactive

whiteboard is capturing the attention of students in

the classroom. Technology is also being used in the

assessment of students. One example is the

Audience Response System (ARS), which allows

immediate feedback tests and classroom

discussions.

“ICT which include radio and television as well as

newer digital technologies such as computers and

internet have been proven as potentially powerful

tools for educational change and reform. When

used appropriately, different ICTs can help expand

access to education, strengthen the relevance of

education to the increasingly digital work place,

and raise educational quality by helping make

teaching and learning into and active process

connected to real life.” (Deshmukh & Manchekar,

2009)9

Role of ICT in Quality Enhancement:

Community has three powers in hand democracy,

technology and science. Philosophical and social

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problems are the outcome of the interaction

between the three and the solution of these

problems lies within the community itself. A

balance between the three powers is essential for a

sustainable and peaceful living. Similarly, values

change according to the need, time and individual.

Today, we have entered into 'Information

Revolution' and it has become possible due to a

revolution in the field of Information and

Communication Technology (ICT), based on

computer, satellites and Internet technologies. The

dynamism and intense use of ICT in the various

professional fields will determine the accelerated

growth of the country to enable it to stand at par

with other progressive nations. The ICTs

integration in education in general and teacher

education in particular, is the need of the day. Its

adequate recognition and support in terms of

relevant needs is crucial for integration and

effective utilisation for quality education

programmes.

The ICT Policy in higher education aims at

preparing youth to participate creatively in the

establishment, sustenance and growth of a

knowledge society leading to all round socio-

economic development of the nation and global

competitiveness. The introduction of ICT in the

higher education has profound implications for the

whole education process ranging from investment

to the use of technologies in dealing with key

issues of access, equity, management, efficiency,

pedagogy and quality.

1)Student-centered Learning: ICT provides a

technology that has the capacity to promote and

encourage the transformation of education from a

teacher directed enterprise towards student-

centered models. As more and more students use

computers as information sources and cognitive

tools, the influence of the technology will increase

to support their need.

2)Supporting Knowledge Construction: Learning

approaches using contemporary ICTs provide many

opportunities for constructivist learning and

support for resource-based, student centered

settings by enabling learning to be related to

context and to practice.

3)Anyplace Learning: With the help of ICT,

educational institutions can offer programs at a

distance mode. Today many students can use this

facility through technology-facilitated learning

settings.

4)Anytime Learning: Technology-facilitated

educational programs remove the geographical

barriers. Students are able to undertake education

anywhere, anytime and at any place. This

flexibility has provided learning opportunities for

many more learners who previously were

constrained by other commitments.

5) Information Literacy: The growing use of ICT as

tools of everyday life have seen the pool of generic

skills expanded in recent years to include

information literacy. It is highly probable that due

to the future developments and growth in

technology, it will help further for information

literacy.

Conclusion: The wide adoption of ICT calls for

mindsets and skill sets that are adaptive to change.

Though higher education institutes in developed

countries have policies on the generative role, there

are controversies about balancing long-term

academic research with short-term technology

transfer projects. Institutional and sector-wide

higher education ICT policy and planning should

identify the specific role of ICT in enhancing

research capabilities and provide for adequate

infrastructure backed by capacity building. Teacher

has to adapt continuous professional development

in the educational uses of technology. In this sense,

teachers have to be ready to make use of the

possibilities that ICT offer, such as different

learning contexts, focused on the students,

presenting them with several types of interaction,

offering different degrees of control of their own

learning, adapting to their personal interests,

promoting collaborative tasks and developing

autonomy in their work and study .

References:

Ali, Y. (2010). Essay about role of ICT in

education. Retrieved June 9, 2012 from iearn

project website:

www.iearn.org/circles/iccourse/2010projects/ICT

.doc

Bajpai, A., & Mishra, S. (2009). Role of ICT in

Enhancing the Educational productivity. The

IATE International Conference (pp. 23-25).

Mumbai: Aarti Publications.

Burkhardt, G. (2003). Engauge 21st century skills-

literacy in the digital age. U.S: Institute of

education sciences.

Chatterjee, P. (2012). From June ICT a compulsory

subject for ix. Retrieved January 18, 2012 from

Indian Express News:

www.indianexpress.com/news

Deshmukh, V., & Manchekar, S. (2009). Computer

mediated information and communication and

technology in education. Mumbai: Smt. K.K.

college of education.

Khirwadkar, A., & Pushpanandham, K. (2005).

Information and Communication Technoloty on

education. New Delhi: Sarup and Sons

Publications.

Paris, P. (2004). E-Learning: A study on secondary

student's attitude towards online web assisted

learning. International Educational Journal, 98-

112.

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Programmed Learning

Dr. S. B. Kshirsagar , Principal, D. P. B. Dayanand College of Education, Solapur.

Abstract: Because of the high strength / number of

students in a class, a teacher may not be able to

give individual attention to all the students in the

class and minimum level of learning is also not

very often ascertained in a day to day teaching of

today. A remedy over it is Programmed Learning

(PL). Programmed Learning or Programmed

Instruction is a learning methodology or technique

first proposed by the behaviorist B. F. Skinner in

1958, an American behavioral psychologist and is

based on the theory that learning in many areas is

best accomplished by small, incremental steps with

immediate reinforcement, or reward, for the

learner. The paper discusses the concept of PL,

principles of PL, styles of PL, merits and

limitations of PL. It also presents how a power

point PL programme can be used for students’ self-

paced, individualized learning. Two such

programmes are presented along with the paper.

One is on the topic SQUARE of Mathematics and

the other is on Pair of Angles, a topic of SSCE

sixth standard Mathematics. The later being a M.

Ed. level research guided by the author to the

student Prajakta Rajmane. The programme is called

‘Computerized Programmed Learning Programme’

(C-PLP) to be presented in power point

presentation in view show mode in order to work it

in the desired way.

Key Words: Programmed Learning (PL), Operant

conditioning, reinforcement, individualized

learning, auto-instructed method, immediate /

correction Feedback, Merits and limitations of PL,

frames, alternative choice questions, correct /

incorrect responses, motivation, paper –pencil

programme, teaching machine (C-PLP).

Introduction & Need of the concept: Education

means an all round development of a child. The all

round development includes development of

cognitive, affective and psychomotor abilities to

their fullest potential. A teacher plays very

important role in developing these abilities through

his / her teaching of the subject. In a traditional

system of school, the teaching is mostly done by

using lecture method. In spite of the teacher’s

efforts to teach a subject effectively, the teacher

may not be successful in doing it so because of

various reasons, some of which are as follows:

* Because of the high strength / number of students

in a class, a teacher may not be able to give

individual attention to all the students in the class.

*It is not possible to have right verbal or active

participation of all students in day to day classroom

teaching in the present set up.

*A teacher may not certain about the quantum of

learning of the content by the students. He / She

cannot assure whether all students have learnt all

the details pertaining to a topic.

*In the traditional system, students rarely get an

opportunity to learn with their own pace especially

during classroom teaching of a teacher.

*There is almost no provision of providing quick

response on the part of the teacher for the queries

and difficulties of the student during his / her

learning /individual learning. The student puts

down his / her learning when he faces difficulties in

learning or when his difficulties / queries are not

immediately answered to his satisfaction.

*While solving problems in Mathematics or

writing answers to questions, a student often does

not get to know whether his answer / response is

right or not. Even when his / her response or

answer is wrong, a student does not get to know

immediately why he / she is wrong and what

should have been his / her response for correct

answer.

There is a panacea over all the above problems of

the students, and that is programmed learning! This

paper is a humble effort in our endeavour of

utilizing programmed learning as a remedy for the

problems stated above.

2. Concept of Programmed Learning:

Programmed learning is also called programmed

instruction. Programmed learning is the teaching

(Self learning) technique in which the learner is

presented with small chunk of information and is

asked to answer the question after understanding it.

If the answer is correct the learner may proceed to

the next chunk. Otherwise go back to previous

piece of information and proceed from there.

According to D. L. Cook, ‘programmed learning is

a term sometimes used synonymously to refer to

the broader concept of auto instructional method’.

According to Stofel Fred ‘the arrangement of tiny

bits of knowledge into logical sequence is called

the programme and its process is called

programmed learning’.The methodology involves

self-administered and self-paced learning, in which

the student is presented with information in small

steps often referred to as "frames". Each frame

contains a small segment of the information to be

learned, and a question which the student must

answer. After each frame the student uncovers, or

is directed to, additional information based on an

incorrect answer, or positive feedback for a correct

answer. Programmed Learning or Programmed

Instruction is a learning methodology or technique

first proposed by the behaviorist B. F. Skinner in

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1958, an American behavioral psychologist and is

based on the theory that learning in many areas is

best accomplished by small, incremental steps with

immediate reinforcement, or reward, for the

learner. This technique can be applied through

texts, so-called teaching machines, and computer-

assisted-instruction. According to Skinner, the

purpose of programmed learning is to "manage

human learning under controlled conditions"

Programmed learning has three elements: (1) it

delivers information in small bites, (2) it is self-

paced by the learner, and (3) it provides immediate

feedback, both positive and negative, to the learner.

Thus, a Programmed learning technique is used for

individualized learning of the students and is not,

as such, a method of teaching. A programmed

learning, as popularly understood, is a method of

giving individualized instruction, in which the

student is active and proceeds at his own pace and

is provided with immediate knowledge of results.

The teacher is not / may not be physically present

while a student learns.

3. Styles of programmed learning: There are the

following styles of programmed

learning: 1) Linear or extrinsic programming

2 Branching or intrinsic programming 3 Mathetics

programming 4 Ruleg / Egrule system of

programming Among these four, the first two need

to be discussed as are often used, hence the two are

discussed.

Linear or extrinsic programming: It

immediately reinforces student responses that

approach the learning goal. Responses that do not

lead toward the goal go unreinforced. Each bit of

learning is presented in a “frame,” and a student

who has made a correct response proceeds to the

next frame. All students work through the same

sequence, and a low rate of error is necessary to

ensure continued positive reinforcement of correct

responses.

Branching or intrinsic programming: Branching

programming is developed by Norman A Crowder

hence it is known as Crowderian model. It was

initially developed in conjunction with the use of

an electronic training device for military personnel.

This technique provides the student a piece of

information, presents a situation requiring a

multiple choice or recognition response, and on the

basis of that choice instructs the student to proceed

to another frame, where he or she learns if the

choice was correct, and if not, why not. A student

who responded incorrectly will either be returned

to the original frame, or routed through a

subprogram designed to remedy the deficiency

indicated by the wrong choice. A student who

selects correctly advances to the next frame in the

program. This process is repeated at each step

throughout the program, and a student may be

exposed to differing amounts of material depending

upon errors made. That means a student cannot go

forward without getting mastery over every bit of

the content in every previous frame in such

branched programme. Thus, the learning of the

student for all chunks is ascertained & it becomes

more effective. Students enjoy learning at their

suitable time and as per their individual pace. They

get immediate result and feedback on the result

along with the necessary inputs provided in the

form of help for frames whose responses of the

student are wrong or the student wants to learn

more about a particular frame / question.

Figure1: Branched Learning Programme

Diagrammatic Representation

4. Principles of Programmed Learning:

Programmed learning is based on five principles

which are as follows:

a.Principle of small steps. b.Principle of immediate

confirmation. C.Principle of self pacing.

D.Principle of active responding. E.Principle of

immediate feedback.

5. Other characteristics of Programmed

Learning: A programmed learning programme and

the process thereof share normally the following

characteristics:

a. content to be taught / learnt by the learner is

analyzed and in the form of small bits sometimes

called frames which are arranged in a logical sense.

The material to be learnt is arranged according to

maxims of teaching / learning such as from known

to unknown.

b.Every frame requires the learner to respond. The

response could be in the form of answering given

question or selecting a correct answer from among

a given set of answers (could be multiple choice

type questions).

c.Student after his response immediately

understands whether his / her answer is correct or

not.

d.There can be provision of relearning the

knowledge bit if in a particular frame a student’s

response is incorrect. This arrangement is

especially made in branched programmed learning

programme. The effectiveness of frames is / can be

determined through experiments and research.

a. A programmed learning programme could be

paper –pencil programme or a computerized

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programmed learning programme or a programme

using particular machine called teaching machine.

b. Every student is provided the learning booklet or

the programme of learning. Every student gets an

opportunity of independent, sequential learning

through the programme. There is no need of

teacher to be present at the time of student’s

learning. A student may learn as per his / her

suitability and his/her own pace of learning. He /

she may repeat the programme for strengthening

learning.

6. Programmed Learning example1. Kshirsagar

S. B.’s Programme on SQUARE: This programme

is in attachment in the form of power point.

7. Programmed Learning example1. Rajmane

Prajakta’s programme is in attachment in the form

of power point.

8. Merits of Programmed Learning: The

following are merits of PL programme:

a.It is activity based and is based on the principle of

learning by doing.

b.It provides opportunity to the learners to study at

their suitable time and with their suitable pace.

c.It ascertains the minimum level of learning.

d.Branched provides opportunity of relearning or to

correct whenever student goes wrong.

e.Paper pencil and Computerized programme can

be prepared as per suitability for all subjects of all

standards.

9. Limitations of Programmed Learning: In

spite of the above stated merits, the programmed

learning technique suffers from following

limitations:

a. It is not an easy task to prepare programmed

learning programme of paper pencil type or

computerized one. It needs skilled resources.

b. Such programmes cannot be prepared for all

topics of all subjects of all standards. Those can be

prepared only for those topics which can be

analyzed into small chunks / bits and the whole

topic can be arranged logically and systematically

in the form of such small chunks.

c. There is no provision of checking in case a

student copies the answers for a paper pencil

programmed learning programme.

Note / Precautionary Suggestion: It is the limitation

of alternative choice type questions that a student

may incorrectly or without understanding may

choose correct alternative. This limitation can be

overcome by repetitions of questions of the same

type, so that the chance of random selection of

alternative in MCQ but it being correctly answered

is substantially reduced.

10. References:-

10.1) Marathi books:

Parasnis, N. R. (1993). Shikshakanche

Prashikshan. Pune: Nutan Prakashan, pp169-175.

Jagtap, H. N. (1992). Shikshanatil Navpravah Va

Navpravartane. Pune: Nutan Prakashan, pp91-99.

Virkar, P. (1983). Shaley Shaiksknik Adhishthan

Bhag 1. Pune: Dwaraka Prakashan, pp48-55.

10.2) English book:

Aggarwal, J. C. (nd). Modern Indian Education

and its problems. New Delhi: Arya Book Depot,

pp202-114.

10.3) Online / computer / Web references: All

the references listed below are accessed from

Yahoo search engine at latest on 15.02. 2013 at

7.15 a.m. on the Internet.

www.en.wikipedia.org/wiki/Programmed_learning

www.britannica.com/.../topic/478285/programmed-

learning

www.dictionary.reference.com/browse/programme

d+learning

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Practical Applications of Information and Communication Technology (ICT) in

Teacher Education

Asst. Prof. Sunil Kalekar / Asst. Prof. Yogesh Patil Adhyapak Mahavidyalaya, Aranyeshwar, Pune

Abstract : Teacher training programmes in

different universities have incorporated ICT in the

curriculum as compulsory or optional component.

We all agree that ICT should form an integral part

of teacher training. There exists a lot of difference

with respect to course content, practical, weitage in

terms of marks, clock hours etc. We have

integrated ICT but now we have to go a step ahead

and think of infusing ICT in curriculum in such a

way that it helps student teachers to use it in all

school related practices.

The present paper discusses four important aspects:

1 Observations about ICT integration in B. Ed.

Courses of various universities.

2 NCTE guidelines about ICT integration in B. Ed.

Programme. 1. Approaches of ICT integration and

Infusion of ICT in Teacher education. 2 Blending

ICT in different components of B. Ed. Syllabus.

Curriculum of any educational programme is never

static. It undergoes changes to suit the needs of the

learners and society. Tomorrow’s education will

need different teachers. Teachers, who can translate

their technological skills in their teaching learning

programme in the classroom, use technology for

monitoring their own and their student learning,

carry out other school related practices with more

efficiency and effectiveness using ICT.

Tomorrow’s teacher should have more personal

and professional productivity. To prepare such

teacher, we need to blend ICT in teacher education

programmes in such a way that it equips our

students to face the challenges in educational

processes successfully.

Key words: Pedagogical applications, NCTE

guidelines, approach of ICT.

Introduction: The general objectives of teacher

education programmes include the objective: The

student teacher uses knowledge of effective verbal,

nonverbal and media communication techniques to

foster active inquiry, collaboration and supportive

interaction in the classroom. It suggests

integration of ICT in teacher education programme.

Most universities all over India have incorporated

ICT in their teacher education curricula. They are

at various phases of in corporation of ICT in B. Ed.

Curricula. The four phases are: a. Emerging phase.

b. Applying phase. c. Infusing phase. d.

Transforming phase. Most Universities are at

applying phase of ICT in teacher education.

Leading universities like M. S. University, Baroda,

Pune University, S. N.D. T. University have

successfully incorporated this component in the B.

Ed. Programme and to a large extent we are

successful to train student teachers for ICT skills.

Compulsory theory papers are added making it an

integral part of the curriculum in most of the

universities. Some universities have collaboration

with Intel to integrate their practical component of

pre-service programme.

Some important observations:

1.Mumbai University: Theory -50

marks(Compulsory), practical – 10 marks that

include 2 lessons (CAI)

2 Shivaji University: Theory- 50 marks

(Compulsory), practical – 10 marks – a lesson with

power point presentation.

3 Solapur University: Theory- 50 marks

(Compulsory), practical – 50 marks that include

use of MS office.

4 Pune University: Theory – 80 marks

(Compulsory), Practical – 80 marks that include

Intel teach to future pre service program 10.1

version. Along with this students have to conduct

technology based lessons during simulation and

Internship programme. Thus a few universities in

state of Maharashtra have taken good initiative in

successful implementation. Some universities have

included ICT as an optional subject. Only those

student teachers who have good facility with

technology skills are given opportunity to take ICT

as a optional course. Some universities have

included ICT only as a theory subject and no

related practical are offered to students. Some

universities have very little weitage for practical

part of this component. Course related to

pedagogical applications of ICT in teaching

learning and other school related practices is not

given much weitage. Course like Intel Teach to

future pre service programme ( Version 10.1) that

prepare student teachers for judicious and

appropriate use of ICT in educational activities are

not offered to student teachers. If analyzed

carefully, we find that there exists a lot of variation

with respect to ICT integration in teacher education

curricula.

ASSUMPTIONS: Then and Now? NCTE in it’s

guidelines on curriculum for one year B. Ed. (

Secondary ) programme has mentioned the

considerations that give guidelines about the

curriculum. One of the important considerations is:

Reducing gap between theory and practices,

teacher education curriculum and school practices.

Today’s and tomorrow’s school realities are going

to be different than what they were a few years

back with respect to technology use in various

school practices. Hence curriculum needs constant

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modification in this regard. NCTE has prescribed

the course of study in which various areas are

mentioned. Area E talks about Add on course that

includes:

E 1 – Language proficiency workshop

E2 – ICT skill Development ( Includes units like

computer fundamentals, Input out put devices,

operating system, M. S. word, M. S. excel)

These areas are supposed to be essentially

conducted through practical activities and through

workshop. Credit weitage of 1 (out of 40) and 2

contact hours are prescribed for ICT skill

development. Assessment does not include any

marks, only grades are supposed to be given on 5

point scale. When ICT was supposed to be

integrated in the curriculum, it was assumed that

the student teachers entering in B. Ed. Colleges

will not have sufficient technology skills and hence

would not know how to use and implement ICT in

educational activities. But this assumption no more

holds correct today’s scenario. Today’s student

teacher seeking admission for B.Ed. course is

already introduced to technology skills through

different modules and they have learnt simple

technology tools and applications as a part and

parcel of their daily life. The weitage of ICT in the

curriculum and kind of activities suggested before

by NCTE do not hold much significance in today’s

and tomorrow’s teacher education. Today’s

assumption should be that the student teachers

entering the B. Ed. course have basic technology

skills with them and know how to use various

technology tools and applications. If this

assumption is accepted, we need to change the

targets and benchmarks of ICT integration. If

students have the skills of ICT, now teacher

education should equip them for pedagogical

applications of ICT in their school practices.

Teachers need to make use of ICT not only in his

teaching learning activities but also in evaluation,

administration, guidance, societal activities of

school, communication, record keeping and many

more educational activities. Most school

administrators prefer those teachers who are techno

savvy and use ICT tools in the day to day school

practices. Hence teacher education programme

needs to be reframed with respect to ICT.

APPROACHES TO ICT INTEGRATION:

The four primary approaches to

integration of ICT in teacher education:

While integrating ICT in teacher training

programmes most universities have focused on the

first approach, where developing ICT skills

amongst student teachers is given more importance.

Other approaches are considered subsidiary. Due to

this point of view, the courses on ICT in Education

mainly include topics like, ICT awareness, basic

hardware skills, understanding and using system

and application soft wares, using multimedia and

internet resources etc. Topics like, learning theories

and technology integration, pedagogical

applications of ICT tools, Social, legal, ethical, and

health issues, ICT for professional and personal

productivity are not included. ICT pedagogy,

subject specified and practice driven approach

should also be emphasized in teacher-training

programmes.

INTEGRATION OR INFUSION? Most

universities have incorporated ICT as an integral

component. It is a separate compulsory paper on

ICT in Education. In a way we have integrated

(Added) ICT in B. Ed. Curriculum. Teacher

educators still have a tendency to call this course as

a new course and feel that it doesn’t form the core

subject of teacher education. To change this view

of teacher educators, one needs to infuse ICT

component in the core curriculum in such a way

that it becomes important component of the core

courses itself rather than adding it as a separate

course.

The courses suggested in different areas of teacher

training program are as follows:

A1-Education and Development A2-Education: An

evolutionary perspective A3-Contemporary

concerns and issues in secondary education B1-

Learner and Learning B2- Teaching: Approaches

and strategies B3- Assessment Evaluation

B4- Learning resources B5- Classroom

organization and management C1 & C2

Pedagogical content knowledge D1 Initiatory

school based experiences D2- Internship

E- Add on courses.

Different Universities have framed their teacher

education curricula based on these NCTE

guidelines. The curricula have theory and

practicum part. Thinking about blending of ICT in

teacher education, all the components of the

programme irrespective of theory, practical, core

training programme etc, they should be infused

with ICT. After going through the curriculum one

should not find ICT as an isolated subject, but it

should become an integral part of each area of

curriculum. Following table gives a suggestive

thought for blending ICT in different components

of B. Ed. Syllabus.

Table 1: ICT components related to various

courses of B.Ed. programme No Course/

Paper

Suggestive Units infusing ICT in Core

subjects

1 1. Use of ICT in modern society.

2. Role of Techno savvy teacher in shaping the modern society. 3. Solving

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Educatio

n for new

times

social problems using ICT tools. 4. Social

Issues related to ICT. 5. Role of ICT in LPG of education.

6. Communication with parents, students,

society, Governing bodies using ICT.

Practical

Work

1 To collect information about NGO’s and GO’s from mass communication media

and Internet.

2 To prepare presentation on any contemporary issue of education e. g.

peace education, value education, etc

2

Psycholo

gy of

developm

ent

learning

1. ICT tools for catering to individual differences.

2. Using tele/ video conferencing for

guidance and counseling. 3. Using social networking for student- parent

counselling.

4. Use of Internet resources for psychological standardized tests. 5.

Catering to special needs of students using

ICT tools. 6. Role of technology in fostering a student – centric learning

environment.

Practical

Work

1 Prepare a presentation on stages of

development of learner 2 Study of soft/ social skills of secondary school students.

3.

School

managem

ent –

principal

s and

practices

1. Importance of technological skills for

an administrator. 2. Use of ICT applications for institutional planning and

administration.

3. Use of computers and various soft wares for enhancing quality of routine

school activities.

4. ICT for educational research. 5. Professional and academic growth of

teachers using ICT. 6. On line agencies/

resources providing e libraries, funds and other supports related to school.

Practical

Work

1 Make school time table using spread

sheet. 2 Prepare student database using MS

Access.

3 Prepare a salary sheet using spreadsheet.

4.

Educatio

nal

evaluatio

n

1. Using application soft wares for preparing and administering the tests.2.

Conducting on- line examinations. 3.

Using MS Excel for result preparation, Analysis, interpretation and graphical

presentation. 4. Continuous and

comprehensive evaluation and use of ICT. 5. Role of technology in promoting Higher

Order thinking skills.

Practical

Work

1 Prepare a grade book using MS excel. 2 Prepare / download and modify- based

on your need the qualitative tools of

evaluation.

5. Subject

education

1. Technology teaching aids for effective

classroom teaching

2. ICT for content enhancement of teacher.

3. ICT enabled strategies of teaching.

4. On line resources for subject teaching. 5. Collaboration with other teachers,

subject forums and use of networking.

Practical

Work

1 Prepare structure of the subject using

appropriate application soft ware.2 Tabular presentation of syllabus/

curriculum analysis.

Prepare teaching aids for effective classroom interactions using ICT tools.

6. Core

training

programm

e

(Conductin

1 At least 4 micro lessons (out of 12/16

micro lessons) using technology tools. 2 25 % of integration or simulation lessons

should be taken using technology.

g different

kinds of

lessons)

3 During practice teaching and Internship

programme student teachers should take lessons using technology, wherever

necessary and whenever available.

The above mentioned table is not complete.

Neither the list of units suggested is

comprehensive. It does not suggest change in the

present structure of the curriculum drastically. The

existing course content for different papers/ courses

need not be deleted completely. The above content

may form a separate unit in each course or can be

further divided and incorporated in different units

of the given course.

Conclusion: Curriculum of any educational

programme is never static. It undergoes changes to

suit the needs of the learners and society.

Tomorrow’s education will need different teachers.

Teachers, who can translate their technological

skills in their teaching learning programme in the

classroom, use technology for monitoring their own

and their student learning, carry out other school

related practices with more efficiency and

effectiveness using ICT. Tomorrow’s teacher

should have more personal and professional

productivity. To prepare such teacher, we need to

blend ICT in teacher education programmes in such

a way that it equips our students to face the

challenges in education successfully.

Websites:

http://www.oecd.org/dataoecd/32/30/45063786.pdf

http://www2.unescobkk.org/elib/publications/151_

152/ICT_in_Teacher_Education.pdf

http://teknologikinerja.wordpress.com/2011/03/27/t

he-ict-utilization-in-hylite-program-a-blended-

learning-approach/

References: Journals

1.Anjali Khirwadkar, R.L. Madhav,”ICT in

education, An integrated approach”Edutracks, pg.

14-17, July, 2006

2. Jasmeen Kaur, ‘ICT and changing roles of

teacher” Education New Horizons, vol.6,no.

22,Jan-March,2009

3Dr. M.U. Paily,” Integration of ICT in Teacher

Education” Edutracks, vol.5 no.6 pg. 5-11,

Feb.,2006

4 S.K.Thakur,”X-PDITTE Towards Excellence in

Education” Intel Teach Program,2008

5.Steketee Carole,” Integrating ICT as an integral

teaching and learning tool into pre-service teacher

training courses.’ http;\\www.nd.edu.au.

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ROLE OF ICT IN TEACHER EDUCATION

K. Charulatha Lecturer, B.Ed. College, Hyderabad.

Abstract : It is said that the Internet and allied

technologies which are at the core of the present

Information and Communication Technologies

(ICTs) change everything.The purpose of this paper

is to look at how the teaching-learning process and

systems are being transformed and will further

transform in the future as a result of the recent and

emerging technologies and their convergence.

Key words : Teacher education, Paradigm Shifts

Introduction : The knowledge commission has

made a number of recommendations indicating

how ICTs can play an important role. Some of

these are extracted and reproduced here for

immediate reference as they are relied upon to

develop the possible approaches to action:

*There has to be greater flexibilities in the

modalities of teacher training. Diverse strategies

such as greater use of ICT, visiting trainers and

empowering local trainers who would visit schools

should be encouraged.

*The teacher training course should not be seen in

terms of a finite period of time but as a process by

which the quality of teaching and learning in the

class room can be regularly improved in a context

that fosters an attitude of life long learning.

Therefore, there should be a mechanism for

feedback and subsequent interaction between

teachers and the training institutes especially, for

pedagogical techniques that are new or require

more continuous innovation from the teacher.

*ICT must be incorporated more fully into teacher

training programmes, which in turn, load to ICT

being used more freely in the classroom.

*New technologies, especially but not only ICT,

should be used as much as possible to reduce costs,

enable more effective use of resources and provide

wider exposure to students and teachers.

*The use of ICT as a teaching and learning device

needs to be more firmly incorporated in to the

classroom. Both teachers and students need to be

for more familiar with ICT and get practical

experience of web based research. Therefore, ICT

should be made more accessible to teachers,

students and administration, management,

monitoring etc. This requires the provision of more

facilities such as computers as well as connectivity

and broad band facilities. Computer-aided learning

also requires training of teachers and other staff in

order to make the best use of technology.

*There is a need for a web-based portal for teachers

to exchange ideas, information and experiences. A

forum for teachers needs to be developed where

they may interact share experiences and ideas. This

need to be incorporated into teacher training

programmer and also provided generally for in

service teachers. A web-based teachers portal can

play an important role as such a net working forum.

It is interesting to note that while the

challenges are many and along many different

dimensions, it turns out that the developments in

computer and communication technologies,

especially the recent convergences between data,

voice and audio and the emergence of web 2.0

provide solutions to these problems and the

possibilities of totally transforming solutions to

these problems and the possibilities of totally

transforming the education towards achieving the

desired goals. These allow teachers and learners to

communicate in a manner that many of the earlier

limitations are overcome and result in a superior

learning experience for a larger number.

Recapitulating past instances of impact of

technology on Teaching-Learning

The Standard teaching model is the ‘Sage on the

Stage’ model adopted by the earliest preachers.

This model predates the printing press and

therefore, the pupils took copious notes in their

handwriting of what the all-knowing teacher had to

offer, whether it was his own wisdom or

knowledge gathered from his peer group through

articles or letters exchanged or acquired at face-to-

face gatherings and discussions amongst learned

persons, pushing the frontiers of knowledge in their

specialist areas. The advent of Gutinburge’s

printing press changed much more, availability of

text books and text books being written for courses

of studies. The epi-diascope at one time proved

valuable teaching tools for whole class teaching.

When movies arrived, the television became

popular and VHS tapes were as commonplace as

audio-cassettes sometime before, some eminent

person ventured to predict that textbooks would

disappear and would be replaced by VHS tapes.

But once the PC had been created and moore’s law

continues to be valid for decades, significant

changes were possible and with emergence of the

Internet and the convergence of new media and

technologies, education could no longer remain

insulated from progress in technologies.

Recent Paradigm Shifts

Computers and the Internet have had a huge impact

on the entire education system. More and more

educator are exploring the integration of the

Internet in their class rooms and curricula.

The beneficial aspects of using ICT in education

should not override the larger goal of education to

nurture healthy, functional citizens.

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There are many ways in which the modern future

classrooms differ from the traditional classrooms.

Some of the salient features of this transit involve a

movement from:

*Traditional Classroom to desired classroom.

*Factory model of industrial age to digital

classroom of the information age.

*Teacher-centred to student centred.

*Time-based to Outcome based.

*Focus on memorization of discrete facts to what

students know, can do are like, long after they have

left school.

*Lower level of Bloom’s Taxonomy to its upper

levels.

*Text book driven to resources driven.

ICT and changing profiles of Training

Methodologies The ‘Sage on the Stage’ model of

education continues to be used for all areas of

instructions and trains. The dominant assumption

was that subject expertise was critical and most

important. At the training for school education

exposure to pedagogy and ‘Practice teaching’ were

organized but no serious attempts were made to

teach instructional design or traits teachers to fulfil

a variety of roles than they may have to perform as

part of their work. If the teachers have to respond

adequately to the suggestions made in th NCF

(2005). Then they have to transform to active

teachers as much as the learners have to transform

to active learners.We need to develop new methods

of skilling and re-skilling school education to adapt

and adopt to the changing faces of technology but

in such a manner that they can be effective in a

traditional classroom that is not technology

empowered? To expert that all students in all

classrooms all over India would have access to

state of the art ICT is clearly unrealistic.The new

approaches based on satellite technologies, Internet

and web 2.0 technologies and integrating mobile

devices into the design is critical.

Infrastructural Requirements at Teacher

Education Institutions for effective Impact

Technical equipment no longer the main problem

of interesting ICT in school. Greater challenges are

in the daily operation and support of ICT

infrastructure in schools. ICT education and

training of teachers and the effective promotion of

ICT use in class. This is largely due to:

*Lack of professional ICT support.

*Insufficient ICT know how to the teachers; and

*Ignorance of how to integrate ICT in the class.

Best practices and lessons learnt Learning logs

and tracking systems: Making effective use of

learning log can help focus on learners identifying

their learning needs with their teachers. The

learning log also acts as an important means of

recording a learners progress and development.

Learning logs are recognized as an important part

of the training process.

Mobile Devices and Teacher Training The use of

mobile devices for learning or m-learning as it is

being called, is the system of using mobile devices

supported by a wireless infrastructure. There are, of

course, many similarities between e-learning and

m-learning and it can be said that they represent a

continuous based on the deployment of ever-more

sophisticated technologies.

Web 2.0 and Teacher Education Web 2.0 refers

to a number of web technologies and applications

that have emerged and evolved over recent years

and that have changed the way that people are

using the Internet these technologies offer different

means of accessing information and interacting

with web content that facilitate the social,

interactive nature of web 2.0.

On line Social networks enable real time sharing of

information, knowledge and news for millions of

users across geographies. Specifically online social

networks can help the community of teachers to:

*Store, Organize and access resources when

needed.

*facilitate real time communication.*seek help,

guidance and share experience on specific issues

relating to their topic/subject.

*search for people, data and content dependent on

their need.

*organize the community into forums or groups

and raise forum level relevant discussion treads.

Teacher Education Programme Modules The

teacher has to perform many new notes

transcending the standard gatekeeper to

information some of these activities as generally

accepted by thinkers in this field are:

*Help the learners identify the starting point for a

learning exploration.

*Create a partnership with the learner by

negotiating a learning contract for goals, strategies

and evaluation criteria.

*Be an organizer of the learning experience rather

than a mere information provider.

*Encourage the setting objectives that can be met

in several ways and offer a variety of options for

evidence of successful performance.

*Teach inquiry skills, decision making, personal

development and self-evaluation of work.

*Recognize learner personality types and learning

style.

*Create an atmosphere of openness and trust to

promote better performance.

*Obtain the necessary tools to assess learner’s

current performance and to evaluate their expected

performance.

*Provide opportunities for self-direted learners to

reflect on what they are learning.

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Practical work and Technology

Sangeeta Mehrotra.Pal Rajendra B.Ed. College.

Abstract- It is well known that the quality and

extent of learner achievement are determined

primarily by teacher competence, sensitivity and

teacher motivation. Teacher education is a

programme that is related to the development of

teacher proficiency and competence that would

enable and empower the teacher to meet the

requirements of the profession and face the

challenges therein. In 1906-1956, the programme

of teacher preparation was called teacher training.

It prepared teachers as mechanics or technicians. It

had narrower goals with its focus being only on

skill training. The perspective of teacher education

was therefore very narrow and its scope was

limited. The time has changed and the students

can’t be taught as the animals and circus

performers. 21st century is termed as the era of

‘Information Explosion’.

Key Words - Teaching skills, Pedagogical theory,

Professional skills

Introduction: Teacher is a role model for students

who completely change their life. A student in

teachers hand is like an earthen pot in pot makers

hand who gives desired shape to the pot with his

skills. According to NCTE (1998) – The teacher is

the most important element in any educational

program. It is the teacher who is mainly responsible

for implementation of the educational process at

any age.” The teacher therefore has to possess –

Teaching skills + Pedagogical theory +

Professional skills

Teacher education encompasses teaching skills,

sound pedagogical theory and professional skills.

Teacher education mean, “All the formal and non-

formal activities and experiences that help to

qualify a person to assume responsibilities of a

member of the educational profession or to

discharge his responsibilities more effectively.”

Practicum includes many components

which develop the professional skills of student

teachers.

*Microteaching; Microteaching is a training

concept that is applied for the professional

development of teachers. Micro teaching provides

student teachers a practise setting where normal

complexities of classroom are reduced and the

student teacher receives feedback on her

performance. This includes the practising and

mastering of a specific teaching skill ie. Set

induction, narration, questioning, explanation,

using blackboard etc. This is very important aspect

of practical work as it modifies student teachers

behaviour, gives knowledge and practise of

teaching skills, developing and improving teaching

efficiency, getting continuous reinforcement and

practise for real teaching.

*Lesson plan: Lesson planning is the heart of

effective teaching. It is a teachers mental

visualisation of classroom experience and activities

put down on paper. The teacher has to think of the

broader objectives of the subject, objectives of the

lesson, organisation of content to achieve the

objectives, way of presentation teaching

techniques, teaching aids, classroom interaction

and management provision for evaluation etc. It

helps teacher to use principles of learning, methods

of teaching mastery of content, use of micro skills

etc. and to prepare to face the classroom situation.

*Practise teaching: Practise teaching is the

implementation of theory into practice. The

implementation of theory into practice. Student

teacher gets an experience in the classroom

environment. This is also called as inter- active

stage. It includes all those behaviours, activities

which a teacher uses in the classroom. It involves

all the activities in presenting the subject matter.

The teacher provides pupils verbal stimulation of

various kinds, makes explanation, asks questions,

listens to students’ responses and provides

guidance.

*Simulated Teaching: Behavioural problems and

class-room managements are beter handled through

simulated teaching. Simulation embraces activities

such as Role playing Gaming etc.

*Critical Analysis of Method book: It gives

student clear cut idea of the textbooks of various

standards of their particular method and develops

their thinking process.

*Co-curricular activities: Participating in

planning and organising co-curricular activities

give students teachers firsthand experience before

becoming a teacher.

*Action Research: Action research is the research

undertaken in order to find out a solution for the

various practical problems of the educational

institution. It helps a student teacher to develop

scientific outlook, develops problem solving kill

which would help her as a teacher to solve the

problems of education institution related to

teaching methods discipline, curriculum etc. It also

helps to bring about improvement in the system of

education.

Practical teaching forms an integral part of teacher

education. There are two sides of this coin. On one

side research shows that teaching practise is a

valued and very necessary part of teacher education

for students to become competent teachers.

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On the other side it was also concluded that

teaching practise was less than satisfactory because

of deficiencies in the quality of supervisor teachers

and in the application of theory in practice.

Educational Technology: The word ‘technology’

is derived from the Greek word technie meaning art

or skill and logia meaning science or study.

Together ‘technology’ can be referred to as the

‘Science of an art or skill’.

Educational Technology is the term that includes

two separate terms having distinct meaning.

Education can be defined as the process of all

round development of the learner, which is

continuous lifelong and objective oriented. And

technology means application of knowledge to

develop tools, materials, techniques and systems to

help these learners meet and fulfil their objectives.

Definitions:

“ET is a science of techniques and methods by

which educational goals can be realized.”

“ET refers to the development of a set of

systematic methods, practical knowledge for

designing, operating and testing school as

education systems.” B.C.Mathis.

Educational Technology is a concept of 5m’s-

media, material, machine, ma and method.We can

say that ET is a relationship between man, machine

and materials so as to make the process of

communication more effective.

ET involves application of psychological principles

of teaching learning in order to modify learning

behaviour, it also involves instructional technology

which has techniques adopted to focus on the

learning effect rather than the teaching process and

also the teaching technology which is a science as

well as an art. As an art it portrays the imaginative

and artistic abilities of the teacher in creating a

worthwhile situation in the classroom in which the

learners learn and achive the immediate and

ultimate goals of education. As a science it points

to the logical, procedural and mechanical steps to

be followed by teacher to set goals.

Types of educational Technology:

Hardware: It refers to instruments or apparatus or

equipments i.e. .overhead projectors, slide

projectors, tape recorders, T.V. ,computers etc.

Useful in the process of teaching-learning.

These are useful in maximizing learning in

minimum time, helps in facilitating the teaching

learning process effectively. It helps in the

professional growth and research work.

Software: It refers to the application of knowledge

from the behavioural science such as psychology.

In this approach an attempt is made to device new

instructional strategies i.e. programmed instruction,

teaching models, materials for computer

technology etc.

Systems Approach: It is the management

technology that deals with the systematic

organization of the hardware and software.

Importance of Educational technology-

*Fixes goals of education

*Helps in developing curriculum suited to the

varied needs of learners.

*Contributing in finding out right type of

techniques for establishing better teaching-learning

relationship.

*Helps in developing teaching learning materials.

*Equip teachers with the newer and advance

teaching strategies.

*Contribution in the development, implementation

and assessment of the testing of the acquired

knowledge of the students.

Thus we find that educational technology is being

used for achieving the macro and micro objectives

of education. It has brought a revolution in the field

of education.

Conclusion: Teacher takes the student from

darkness to light and mould them to have a better

future. To make a successful teacher it is necessary

to have an effective teacher education programme.

Globalization and development in technology has

made it necessary to include practicum and

technology in teacher education. Practical and

educational technology are both interrelated. Use of

educational technology makes the practical work

more effective. But the duration of the course and

internship should increase so that student teachers

get more time for practical work.

References:

*Arvind Hans and Shahid Akhter, The Macrotheme

Review 2(2), Spring 2013

*Ghosh P.P. (2005) modern Educational

Technologies. Avishkar Publishers, Distributors,

Jaipur, rajasthan.

*Information and communication

technology.M.A.Education(PartII) Mumbai

University.

*macrotheme.com/yahoo-site-

admin/assets/docs/3HanSMR22s1.40131741.pdf.

*Rao Usha �Educational Technology� 2005,

Himalaya Publishig House Delhi.

*Teacher Education M.A.Education(PartII)

Mumbai University.

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constructivist learning, information technology

immersion, & electronic communities: a case study.

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2.Collis, B. (1989). Using information technology to

create new educational situations.(Pp. 19). Paris:

UNESCO International Congress on Education and

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