Transcript Technology in Education - Patna Women’s College, Patna

Education through ICT
D K Singh
Professor & Head,
Deptt. Of Electronics & Comm. Engg
NIT Patna
Outline of the Presentation
Purpose of Education
Impact of Technology on Teaching
methodology
ICT for teaching & Learning
Role & Responsibilities of Teacher
 Objective of NMEICT
Background
Technological innovations
affect all aspects of our lives,
personal and professional.
The children of today are the
leaders of tomorrow
Main Issue
How can we best prepare our
students to be informed,
conscientious leaders in a
technologically advanced
society?
Key Factors
High Importance
Predetermined
1. Rising education costs
2. Technological advances
Uncertainties
1. Student access to technology
2. Teacher qualifications
Low Uncertainty
High Uncertainty
Low Importance
Definition of Teacher
• “A Teacher is the image of Brahma” – Manu
• “The teacher is a Brahma, the creator, he is God Vishnu, he
is God Maheshwar. He is entire universe, salutations to
him.” -- Indian Prayer
• “The true teacher is he who can immediately come down to
the level of the student, transfer his soul to the student’s
soul and see through and understand through his mind.
Such a teacher can really teach and none else” -- Swami
Vivekanand
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• “The teacher’s place in society is of vital importance. He
acts as the pivot for the transmission of intellectual
traditions and technical skills from generation to generation
and helps to keep the lamp of civilization burning” -- Dr. S.
Radhakrishnan
Definition of Teacher
Continued
“A teacher can never truly teach unless he is still learning
himself. A lamp can never light another lamp unless it
continues to burn its own flame. The teacher who has come to
the end of his subject, who has no living trafic with his
knowledge, but merely repeats his lessons to his students can
only load their minds. He can not quicken them” – Tagore
“Every teacher and educationist of experience knows that even
the best curriculum and the most perfect syllabus remains
dead unless quickened in to life by the right method of
teaching and the right kind of teachers.” -- Secondary
Education Commission
“The Teacher is the real maker of history.” -- H.G. Wells
“The teacher is the maker of man.” -- Sir John Adams
Essential Qualities of a Teacher
 Teacher as a Role Model :
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Teacher’s Character
Teacher’s Personality
Personality Traits
Self confidence and self respect
Excellent Appearance
Healthy and Energetic
Good Intellect
High character
Sense of Humour
Optimistic
Democratic
Fair and Just
Sympathy and Empathy
Punctuality
Enthusiasm
Industriousness
Sociability
Personal Values
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Love,
Nonviolence
Dialogue,
Dutifulness,
Brotherhood
,Patience
Forgiveness
Courtesy
Repentance
Sharing
Magnanimity
Service
Sports manliness
Team spirit
Responsibility
Gratitude
Accountability,
Tolerance,
Sympathy,
Freedom
Justice
Determination
Hospitality
Coordination
Definition of Teacher
Cont:
Teacher’s Mental Health
Teacher’s Physical Health
Teacher’s Social Adjustment
Teacher’s Professional Efficiency
Teacher’s Academic Achievements
Teacher’s Accountability
Professional Ethics of Teachers
Definition of Teacher
Cont
Towards Students
Towards Profession
Towards Society
Teacher’s Union
Duties
Duties
 Tell students about purpose of education
 Build one to one relationship with students
 Take-up Personality Development Programmes.
 Know everything about your students
 Make students aware of realities of life
 Inspire students to face problems with
braveness
 Apprise students about probable dangers and
hazards in and around campus
 Provide your students psychological therapy
Teaching
Planning
Preparation
Presentation
Evaluation
Giving feedbacks
Diagnosis
Remediation
Enrichment
Promotion of Creative
Teaching
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Planning
Testing
Revising
Innovation in Education
Teaching as a Pleasurable Activity :
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Lecturing
Working with small groups
Designing Instructional Units
Love for subject matter
Organizing students
All such activities can provide deepest satisfaction in
and from the act of applying their craft.
Teaching as Social Service
It is like a nursing
It contributes to the lives of others
Decision to teach is deeper than a
love for subject matter.
People have attraction to the life of
teacher
Teacher’s Diary
 Blueprint of yearly work
 Schedule of syllabus
 Abstracts and outlines of the lesson
 Weekly programs
 Academic Records
 Records of Unit Tests
 List of students who need special care
 Records of day-to-day activities
Eight Habits of Highly Effective
21st Century Teachers
Axes of Uncertainty
Scenario 1:
Highly qualified teachers,
unlimited access for all
Predetermined
1. NCLB
2. Rising college costs
3. Technological advances
Scenario 2:
Highly qualified teachers, some
students technologically
handicapped
Predetermined
1. NCLB
2. Rising college costs
3. Technological advances
Uncertainties
1. Highly qualified teachers
2. All students have access
Uncertainties
1. Highly qualified teachers
2. Restricted access to some students
Scenario 3:
Poorly qualified teachers,
unlimited access for all
Predetermined
1. NCLB
2. Rising college costs
3. Technological advances
Scenario 4:
Poorly qualified teachers, some
students technologically
handicapped
Predetermined
1. NCLB
2. Rising college costs
3. Technological advances
Uncertainties
1. Low qualified teachers
2. All students have access
Uncertainties
1. Low qualified teachers
2. Restricted access to some students
Scenarios
Scenario 1: Highly qualified
teachers, unlimited access for all
• Technology affords teachers and learners
the opportunity to enhance their
knowledge and computer skills.
• Every home will be equipped with a
computer and internet access and we will
have students staying at home to get their
education, even in kindergarten.
Scenario 2: Highly qualified
teachers, some students
technologically handicapped
• A student without the access to the latest
technology skills as classes will not be
employable in future markets.
• Schools ,colleges & communities must provide
technology hardware in sufficient quantities and
of advanced quality so that highly qualified
teachers may educate their students.
• Schools& Colleges must provide resources in
order that teachers may pursue continuing
professional development in the area of
technology skills and instruction.
Scenario 3: Poorly qualified
teachers, unlimited access for all
• A minimum standard will be expected from
professionals expecting to teach at the
elementary, middle high-school & College levels
• Competencies in subject matter that will be
taught will be essential to avoid failure resulting
from students receiving education from less than
qualified teachers.
• Technology and Scientific-research will facilitate
future teaching, learning, and monitoring of the
the student’s academic achievement.
The Purpose of Education
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Transmit Culture
Self Discipline
Teach Values
Teach About Life
Teach How to Learn
Is teaching an art or a
science?
What are the components of
teaching?
The Art and Science of Teaching
Teaching is an art :
 Skills depend greatly upon personality
variables which are too subjective to
measure
- Enthusiasm, caring, helpful
Teaching is a science :
 Methods of teaching and the learning
environment can be organized on a
scientific or objective basis- Good
plans, good tests, organized
presentations
Effective Teaching
I want to be
an Effective
Teacher
Is it possible to measure
“effective teaching’?
Measures of “effective
teaching”?
Student Learning
–Gain in student
knowledge is the best
indicator of teaching
effectiveness
Being an Effective Teacher
Research on Teacher Effectiveness
consistently finds 5-6 variables that
are highly correlated with student
learning
– Enthusiasm
– Organization
– Clarity
– Task Orientation
– Interaction
– Rapport
Enthusiasm
---Speaks expressively or
emphatically
----Moves about while
lecturing
-----Gestures with hands
and arms
----Shows facial
expression
----Uses humor
Clarity
Uses concrete examples of
concepts
Gives multiple examples
Points out practical application
Stresses important points
Repeats difficult ideas
Organized
Students get syllabus on first day of
class
Uses headings and subheadings
Gives preliminary overview of
lecture
Signals transition to new topic
Explains how each topic fits in
Interaction
Addresses students by name
Encourages questions &
comments
Talks with students after class
Praises students for good ideas
Asks questions of class
Task Orientation
States course objectives
Advises students
regarding exams
Provides sample exam
questions
Proceeds at rapid rate
Rapport
---Friendly, easy to talk with
---Shows concern for
student progress
----Offers to help students
with problems
-Tolerant of other
viewpoints
Instructor knowledge??
Common sense says you need
knowledge of the subject but...
some Nobel Prize winners can’t
teach their way out of a paper
bag
There is virtually no correlation
between knowledge of the
subject and teaching
effectiveness
Concluding Remarks
• Technological advances impact every part
of our lives.
• Institute and University must plan for and
arrange adequate training of faculty.
• Institute must anticipate and
accommodate for the needs of all
students.
Desirable Scenario:
A Vision for the Future
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Teachers will be trained to effectively operate modern word processors
(word), spreadsheets (excel), presentation devices (PowerPoint), and
various software packages geared toward teaching aids.
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Higher order technology will be imparted on teachers as well. Website
development software, methods of searching/evaluating websites,
graphing calculator usage, and other specific technological devices will be
addressed. Teachers will be made proficient with these tools.
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The education process will shift toward students. Students will use
technology centers for either specific classes or the integration of their
usage in existing classes.
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A system will be developed to allow student use of technology centers.
Students will be allowed access to these centers after school & College
and on weekends, so long as staffing during these times can be procured.
References
List
•Department of Education: Retrieved May 9, 2004 from http://www.ed.gov/admins/tchrqual/learn/hqt/edliteindex.html
•Reddy, M. N. & Challa, J. (2004). 2nd faculty development programme in advances in educational
technology. Paper presented at the meeting of the National Academy of Agricultural Research Management,
Cleveland, OH. Retrieved May 10, 2004 from http://icar.naarm.ernet.in
•Rice, J. K. (2001). Cost framework for teacher preparation and professional development. Washington, DC:
The Financial Project. Retrieved May 10, 2004 from www.financeprojectinfo.org/
•Technology Briefs for NCLB Planners (2004). Retrieved May 10, 2004 from
http://www.neirtec.org/products/techbriefs/default.asp
•U.S. Department of Education (2003). Meeting the Highly Qualified Teachers
Challenge, The Secretary's Second Annual Report on Teacher Quality.
Washington, D.C.
•The Achiever (2003). No Child Left Behind, The Achiever. December 15, 2003,
Vol. 2, No. 18. Ed Pubs, Jessup, MD.
•U.S. Department of Education (1996). Getting America's Students Ready for
the 21st Century, Meeting the Technology Literacy Challenge. Washington,
D.C.
•Weingand, D.E. (1995, August). Futures Research Methodologies: Linking Today's Decisions With
Tomorrow's Possibilities. Paper presented at the meeting of the International Federation of Library
Associations in Istanbul, Turkey. Retrieved May 12, 2004 from http://www.ifla.org/IV/ifla61/61-weid.htm