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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
�
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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
�
�
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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
No. 1 ���������������� �� ������������� ���������������������������� � ������������ �!����� $����&�
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3 "������#�"�* $��������� �� ��������� �����%��������&��� $����(�&� (����)�
4 Mr. Suhas Daphal Role of Peace Education & Social Harmony in
Curriculum Development *����$%�
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.
$*����
$+�
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 ,#����
,'�
CONTINUOUS & COMPREHENSIVE EVALUATION
12 ���������������� ���������������������������������������� ������ !��"�#���$��#����������%�������� �
,(����
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13 ������� ������ ���� ���� ����������� �������������� ���������������� !����"��#� ����$%�" ���& �'�� ( ��)*��& �
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14 ����������&#�'� �&#� ��(��)���� ���$���*�����&� &$����
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15 �����������"�* $� +����,��"!���������-���!$�����"&�"���������)� $������'���!$�����"&��� $������� ����� �����.
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16 ������'�&� ���'� ��
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18 �����1�'��������� ��2���� �������")�� ������������������������!$����"&� #%����
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19 "���)����0�3����&���� �����,��"!��������-���!$�����"&����������������� �����%��������������,���� �����
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20 "����$���&��'4��� ������-�����,��"!����!$�����"&� ##����
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21 �����*-���� �. ���� ��(��)������ ���,���)�����&� #(����
#*�
22 Mrs. Patil J.R., A Conceptual Frame of Affective Domain #+����
'$�
23 Mr.Sandeep Bodke “A study of B.Ed. student teacher’s opinion about
B.Ed. evaluation system” ',����
'&�
24 Shri. Bhaskar Igawe Innovative Evaluation tools in Teacher Education '#����
''�
25 Mr.David D’Souza Continuous & Comprehensive Evaluation '(����
')�
26 Mrs. Sawari Mali Continuous & Comprehensive Evaluation (CCE)
in Higher Education '*����
'+�
27 Mr.Chavan Rajendra
Dr. Patankar Pratibha
Continuous and Comprehensive Evaluation: An
Overview (%����
($�
28 Prof- Dhonde J.M Consequences of Continuous & Comprehensive
Evaluation on Student's Attainment at Primary
Level
(,����
(&�
29 Dr. Madhuri Ludbe Continuous And Comprehensive Evaluation (#����
('�
30 Ms.Shukrali Ghuge Continuous Comprehensive Evaluation: The
Study of Teachers’s Perception ((����
()�
MODERN TRENDS FOR QUALITY ENHANCEMENT
31 ��������������� �
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32 /� ����3�����&�������/� ����$����5��)���������$�0����������0�����
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33 ���9�������-�1���*�������&� �������
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34 lqo.kkZ cÙkkls MkW- Hkw"k.k dfMZys
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))����
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35 ������ ��/#���*����� ��������0������ �&����������&*���� .� )+����
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36 Ms.Khot Surekha� ������"������������������0�3����,��"!�������������� ���������������:����������5����85�&��� $�������2�*����������)�- ��� �����
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37 �����������;���� � +�&��&���%���&����������'���������������������������������������*&����
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39 �������1#��2�� �0����3�0�������#��&�����������'� *)����
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40 �������3���&��'�����������4�� �#�/& � � �
'�����(�������&������&�� +%����
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41 ������&�5���5��
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42 ������7���#���0�&#�� 9�0�������#��&�����'�3�+�&��&���9� +#����
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43 ����:#��� ;����� ���� .*���(����<�# �=#�>&��9� +(����
+)�
44 ��������#����0������)�����������#�2����0�����&���
� ���������<� ����-��� $���0��5� ���-�����������2�*����'�$������$��&��0�������(�����&���)���"&���,�������"�'�������'������� ������
+*�
45 /� �2���0�������5� ���#�"�* $��&�3'�)��
=� �* �����<� ����-������ �!0���$����-����� $���2�*�����>���&�"�)�� �����0����������&�3����&�"�)�� &��������!&����&( ��� "�'�������'���� ��������=
++����
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46 �2���?�#�� �1 @A�����������7�����#���'#���$���A�����=��*7����#��B��������#���)�� �?���#��?�.<�# �=#� .�����������/'*������ ��� ���� &�3�������� �
$%$����
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47 Mr. Shingade B.A., Role of Stress Management In Teacher Education $%&����
$%#�
48 Ms.Archana Chaudhari Quality Enhancement through Multiple
Intelligences Based Approach $%'����
$%(�
49 Dr. Aruna Singh Modern Trend for Quality Enhancement:
Gamification $%)����
$%*�
50 Dr. Vivek Jawale Role of IQAC in Quality enhancement $%+����
$$%�
51 Dr. Chetan Chavan Modern Trends for Quality Enhancement of
Higher Education in India $$$����
$$,�
52 Mr.Prashat Kale Education in the Era of Globalization $$&����
$$#�
53 Dr. Patankar
Miss. Mali N. S.
Multiple Intelligences in Practice Teaching $$'����
$$(�
54 Mr.Dadasaheb Navale
Mr. Gadekar Satish
Some specific propositions for promoting
excellence in Teacher Education Programmes $$)����
$$*�
55 Mr.Swami Surendra Recent Top Trends In Education $$+����
$,%�
56 Mrs.Vaishali Patil A Riview of Creative Thinking Models $,$����
$,&�
57 Ms. Kaveri. Shende awareness on brain-based learning practices for
improving quality of education - a study $,#����
$,'�
58 Mr.Santosh Kamble Role Of Librarian in Teacher Education $,(����
$,)�
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. $&%����
$&$�
61 Mrs. Shipra Biswas Modern Trends for Quality Enhancement $&,����
$&&�
62 Nafisa Roopawalla Modern Trends For Quality Enhancement $&#����
$&'�
63 Mrs Snehlata Shelar Whole Brain Teaching Techniques $&(����
$&*�
64 Ms. Bathe Asmita Competencies Needed For Knowledge Based Edu $&+����
$#%�
65 Ms.Anjana Tawani Modern Trends of Teacher Education For Quality
Enhancement $#$����
$#,�
66 Ms. Ingale A. A. Educating Students For Social Problem Solving-
Need of 21st Century
$#&����
$##�
67 Shri.S. K Suryawanshi
Smt. M.P. Shahane
A role of teacher in multigrade teaching for
school $#'����
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PRACTICAL WORK & TECHNOLOGY
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$#+����
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)%� Mr.Prakash Kute
Mr.Khandero Shinde ��������� $���)�3�&��'������� -.����-/0����-1�230���� 1"��3����
$'$����
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)$� ��������/1 ���� ��� ��������A������(������������#���!��+�&��#���)����� $'&�
),� �����0� ����.�� @��� ?&��#��/��& ���6'���������0���� C� $'#����
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)&� Mr. Govind Khade �����������@���(����A�$����� $�"��,�������������)� $�������� �* �������"'B��� ������
$'(����
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)#� Ms.Athwale
Bhagyashree
Use of Technology in Cooperative Learning $'*����
$(%�
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Dr.Nivedita Deshmukh
Application Of Computer Science In Education $($����
$(,�
)(� Kagwade. Bhagawant
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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)*� Mrs. Sophia Gaikwad
Dr. Mrs. Pallavi Vartak
Study of Multiple Intelligences Based
Researches in The Context of Quality
Enhancement in Education.
$(*����
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)+� Dr. Sneha Samant Technology And Teacher Education making
The Connection $)%����
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*%� Dr. Sandhya Khedekar Role of ICT in Quality Enhancement of Higher
education $),����
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*$� Dr. S. B. Kshirsagar Programmed Learning $)#����
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*,� Sunil Kalekar Asst.
Prof. Yogesh Patil
Practical Applications of Information and
Communication Technology (ICT) in Teacher Edu. $))����
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*&� K. Charulatha Role o ICT in Teacher Education $*%����
$*$�
*#� Sangeeta Mehrotra Practical work and Technology $*,����
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*'� Ms.Mangal Mane Programme for enhancaing quality of teacher
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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Total Credit 32 Credit
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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:
'�%�������
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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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
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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
State Level Seminar on “New Trends in Teacher Education” ISBN : 978-93-83993-11-6�
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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.
�
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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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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.
Interpersonal Computing and Technology: An
Electronic Journal for the 21st Century No.7
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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