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1. Infusing Dynamism in Teacher Education through ICT Integration:
Infusing
Dynamism
in Teacher Education
Through ICT Integration
Learnings from India
Editors
Dr K Rama
Prof. T. K. S. Lakshmi
NATIONAL ASSESSMENT AND INTEL TEACH PRE-SERVICE PROGRAM
ACCREDITATION COUNCIL INDIA
BANGALORE, INDIA
Infusing Dynamism in Teacher Education through ICT Integration
3. Infusing Dynamism in Teacher Education through ICT Integration:
FOREWORD
Today, there is growing awareness among policy makers and educators that the educational system
needs to be reformed if it is to effectively equip students with the knowledge, attitudes and skills that they
will need to succeed and thrive in the knowledge economy. The teacher education system of the
country needs to take full cognizance of this fact. The need of the hour is to develop teachers who will
be able to prepare students for the 21st century. One of the key ways to achieve this is through the
integration of technology in education. Technology has the potential to transform ways in which teachers
teach and students learn.
There are many issues that must be dealt with before such an educational transformation can be
realized. One of the foremost issue is to create an enabling and supportive policy environment for the
systematic integration of ICT into education. It is not enough to provide technology infrastructure in
educational institutions. Teachers need to be trained on how ICT supports them in transacting innovative
pedagogies that utilize a variety of media to represent ideas and concepts for better learning outcomes.
To achieve this, teachers need to be conscious and use technologies that are appropriate in the local
context and for educational needs. The benefits of using technologies in education should not be
taken for granted. Rather, performance indicators should be developed in order to regularly monitor
outcomes of ICT usage and integration in the educational processes. I hope that our educational
institutions bear all this in mind as they set off to deploy and use technology in education.
Therefore, I feel that this compilation of Best Practices of integration of technology in teacher education
is as timely as it is relevant. I hope that it will inspire and motivate institutions with limited resources to
use existing technology to the optimum levels, and reassures them that the teacher remains central to
the teaching/learning process, even as ICT is integrated.
I am sure this Best Practices document will provide useful inputs for practitioners, theoreticians,
managers, researchers and policy makers.
Prof Mohan Menon
Education Specialist, School Development
Commonwealth of Learning
i
Infusing Dynamism in Teacher Education through ICT Integration
4. Infusing Dynamism in Teacher Education through ICT Integration
PREFACE
It is now widely accepted that technology integration in K-12 education is becoming a necessity, and is
growing exponentially. This makes it extremely significant for teacher education. Integration of technology
in education can actualize the paradigm shift and facilitate constructivist learning far more effectively
than traditional methodologies. It can enable the paradigm shift from ‘teacher directed’ to ‘student
centric’ learning environments. Technology integration enables students to choose what they learn
and how. Therefore, future teachers need to be trained on using ICT to learn, teach, administer,
collaborate, research, communicate, and publish.
It is, however, well known by now that technology by itself does not lead to better learning- it is the
teacher who uses technology in an innovative manner to enhance student learning. The above mentioned
learning outcomes are what we strive towards in the Intel® Teach Program, which is a professional
development program for in-service and pre-service teachers. The program helps teachers use
technology to support project based learning and encourages active inquiry and higher order thinking
in classrooms across the country. Educators and institutions are provided with extensive training, support
and resources from Intel. Over 4 million teachers in over 40 countries have been trained since 2000.
Intel Teach in India works closely with state governments and educationists. It has two important
segments: the In-Service segment (comprising Government schools and private schools) and the Pre-
Service segment. The Pre-Service segment deals with University Departments of Education and affiliated
Colleges of Education. The program has trained over 800,000 teachers, teacher educators and student
teachers from more than 30,000 schools, colleges and universities in India.
The program has been making concerted efforts to encourage research in the area of integration of
technology in education. The objective is to mainstream it in the academic discourse to help strengthen
the linkages between research and practice. The present study is part of these efforts.
It is indeed a matter of great pride and joy for us, to bring out this document in collaboration with the
National Assessment & Accreditation Council (NAAC). I am extremely thankful to Dr K Rama and Prof
T K S Lakshmi for their hard work in putting this document together. I hope teacher education institutions
will use this publication to get insights and strategies to develop and augment technology integration
into their programs and achieve dynamic synergies that help them grow and realize their goals.
Anshul Sonak
South Asia Education Manager
Corporate Affairs – Intel
ii
5. Infusing Dynamism in Teacher Education through ICT Integration:
LIST OF ABBREVIATIONS USED
AU - Andhra University
CAI - Computer Aided Instruction
CBSE - Central Board of Secondary Education
CBT - Computer Based Training
CIC - Certificate in Computers
CIET - Central Institute of Educational Technology
NCERT - National Council of Education Research and Training
CTE - College of Teacher Education
DET - Department of Educational Technology
DHE - Directorate of Higher Education
DSCE - Dev Samaj College of Education
EDUSAT - Education Satellite
EFA - Education For All
IASE - Institute of Advanced Studies in Education
ICSE - Indian Council of Secondary Education
ICT - Information Communication Technology
IGNOU - Indira Gandhi National Open University
ISP - Internet Service Provider
ITE - Information Technology in Education
LAN - Local Area Network
LCD - Liquid Color Display
LMS - Learning Management System
MDU - Maharishi Dayanand University
METCA - Masters in Educational Technology – Computer Applications
MHRD - Ministry of Human Resource Development
MSU - Manomaniam Sundaranar University, Tirunelveli
MT - Master Trainer
MTP T - Master Trainer’s Participant Teacher
NAAC - National Assessment and Accreditation Council
NCF - National Curriculum Framework
NCTE - National Council for Teacher Education
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Infusing Dynamism in Teacher Education through ICT Integration
6. Infusing Dynamism in Teacher Education through ICT Integration
NET - National Eligibility Test
NGO - Non Governmental Organization
OHP - Overhead Projector
PBL - Project Based Learning
PFs - Peer Facilitators
PLs - Peer Learners
SLET - State Level Eligibility Test
TEI - Teacher Education Institutes
TEP - Teacher Education Program
UGC - University Grants Commission
WBT - Web Based Training
XPDITTE - X-celerated Professional Development for Integration of Technology
in Teacher Education
iv
7. Infusing Dynamism in Teacher Education through ICT Integration:
TABLE OF CONTENTS
Section I: Introduction vii
Infusing Dynamism in Teacher Education through ICT integration :
Learning from India 1
Section II: Case Studies 11
Section II (A): Teacher Education Institutions Integrating Technology
Within the Curricular Boundaries 12
1. ICT for expanding learning opportunities: 13
Ensuring Quality and Relevance of Teacher Education
Dev Samaj College of Education
2. Strengthening Pedagogy with ICT Initiative in Teacher Education 17
Smt Kapila Khandwala College of Education
3. From “Peer Facilitation for Computer Education” to “Trainer Facilitation 24
for Computers in Education”
Sharada Vilas Teachers’ College
4. Facilitating the Advancement of University Curricula and Research 29
through Technology Integration
Neelam Sanjeeva Reddy College of Education
5. Transforming Teaching-Learning through Introduction of Information Technology 34
in Education (ITE) Course in B Ed Curriculum
B D Shah College of Education
6. Institution Wide Integration of Technology for Building a Quality Culture 42
Sohan Lal DAV College of Education
7. Making the ICT Component Relevant in a Teacher Education Program 47
New Horizon College of Education
8. ICT Integration for Qualitative Improvement of Teacher Training Programs 50
C R College of Education
9. Technology Integration for quality improvement of Pre-Service and In-service Teacher 54
Training programs
IASE, Andhra University
10. Teaching by Example and Involvement: Best Practice for Successful Technology 58
Integration in Teacher Education
Fatima College of Education
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Infusing Dynamism in Teacher Education through ICT Integration
8. Infusing Dynamism in Teacher Education through ICT Integration
11. Experiences on Institution Wide Technology Integration 64
Mahavir Mahavidyalaya, Kolhapur
12. Systematic and meaningful Integration of ICTE in Teacher Education Curriculum 69
IASE, Jamia Millia Islamia
Section II (B): Teacher Education Institutions Integrating Technology
Beyond the Curricular Boundaries 73
13. Technology Deployment and ICT integration for Quality Improvement 75
of Teacher Training Programs
St. Xavier’s College of Education
14. Information and Communication Technology for Enhancing Quality of Traditional Teaching
Pope John Paul II College of Education 79
15. ICT Aiding in the Development of Instructional Skills 83
Amrita School of Education
16. Teach to Reach Each: A Culture of Technology Integration 88
H G M Azam College of Education
17. Creating an Environment Conducive to Developing an Encouraging Attitude to ICTs
Waymade College of Education 94
18. Evolving an Impactful Teacher Education Program
Navrachana College of Education 99
19. ICT integration in Teaching/Learning: Developing New Courses
Department of Educational Technology, SNDT Women’s University 103
20. Continuous Curriculum Reformation through Need Assessment 109
Faculty of Education, Banasthali Vidyapith
vi
