PROFESSIONAL DEVELOPMENT AND ICT IN EDUCATION PROFESSIONAL DEVELOPMENT AND ICT IN EDUCATION Dr G R Angadi A.P.H PUBLISHING CORPORATION 4435–36/7, ANSARI ROAD, DARYA GANJ, NEW DELHI-110002 Published by S.B Nangia A.P.H Publishing Corporation 4435–36/7, Ansari Road, Darya Ganj, New Delhi-110002 Phone: 011–23274050 e-mail: aphbooks@gmail.com UGC SPONSORED NATIONAL CONFERENCE ON INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION-2015 2016 (ICTE-2015) 24th & 25th July 2015 © Editor Organised by BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka Typeset by Ideal Publishing Solutions C-90, J.D Cambridge School, West Vinod Nagar, Delhi-110092 with Support from ALUMNI ASSOCIATION BLDEA’s JSS College of Education, Vijayapur B.L.D.E Association’s Jnanayogi SriSiddheshwar Swamiji College of Education, P.G and Research Centre in Education, Vijayapur (Bijapur)-586101, Karnataka Printed at BALAJI OFFSET Navin Shahdara, Delhi-110032 (Govt Aided and Affiliated to Rani Channamma University, Belagavi) Reaccredited with “B” Grade by NAAC (CGPA-2.61) E-mail: bldeajssbedcb@gmail.com, Website: www.bldeajddbed.org Tel No: 08352-223290, Fax No: 08352-223324 FOREWORD For India to emerge as a knowledge super power of the world in the shortest possible time it is imperative to convert our demographic advantage into knowledge powerhouse by nurturing and honing our working population into knowledge or knowledge enabled working population (NMEICT) Three decades after the first mainstream rollout of computers in schools (CLASS Project-1984) we have learned many significant lessons about ICT in Education and their potential transforming impact on national education systems Yet, countries around the world face urgent challenges in this respect due to the rapid development of technologies, the required financial investments and the need to have a clear vision of the role that teachers have to play in harnessing the power of ICT in the classroom and beyond One key lesson is to acknowledge the many facets that ICT in Education policies have to tackle such as teacher competencies, learning materials, ICT equipment, student and teacher motivation, as well as the linkages to other areas of national policy and socio-economic development Adopting a cross-sectored approach through an ICT in Education can help countries to successfully address all relevant dimensions Educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments Designing and implementing successful ICT-enabled teacher education programmes is the key to fundamental, wide-ranging educational reforms Teacher education institutions may either assume a leadership role in the transformation of education or be left behind in the swirl of rapid technological change For education to reap the full benefits of ICTs in learning, it is essential that pre- and in-service teachers are able to effectively use these new tools for learning Teacher education institutions and programmes must provide the leadership for pre- and in-service teachers and model the new pedagogies and tools for learning vii viii Foreword ♦ In this context, the BLDEA’s JSS College of Education, Vijayapur has planned and organized the National Conference on ICTE-2015 with five sub-themes, which addresses the theory, research and applications as well as innovative practices for improving the quality of education through the diversification of contents and methods and promoting experimentation, innovation, the diffusion and sharing of information and best practices as well as policy dialogue are strategic objectives in education Some theoretical and practical answers to the increasing challenges posed by the new technologies to the teaching profession are offered in the present edited publication, entitled Information and Communication Technology in Education-2015 The resources were contributed by a national group of Teacher-educators, teachers and experts with extensive experience in the integration of ICTs into teacher preparation The edited book provides resources to help teacher educators, administrators and policy-makers better apply ICTs to teacher education programmes As a result of deliberations during the conference, several Action Points have emerged I assure you all that necessary actions will be taken on the recommendations of the Conference within the shortest possible time in RCUB Jurisdiction I wish all the participants to adopt more and more innovative methodology in their approach to technology assessment, refinement and demonstration I appreciate the effective sponsorship of UGC and Alumni Association of JSS College of Education, Principal, Dr V D Aiholli, my student Dr G R Angadi Org Secretary ICTE-2015 and Editor of this book and their team for successfully organizing the Conference and bringing out the edited book, and all the participants for their valuable contribution to this book, which we hope it, will generate great interest in teachers and teacher-educators On behalf of School of Education, RCUB I would like to thank the BLDEA’s management support for effectively organizing the ICTE-2015 National conference Prof H M Shailaja Director, School of Education, Vidyasangama Rani Channamma University, Belagavi Belagavi-591156 Karnataka Chief Editor Dr V D Aiholli Principal, BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka Editor Dr G R Angadi Assistant Professor, BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka Editorial Committee Dr A M Ajatha Swamy Director, BLDEA’s Research Centre in Education, JSS College of Education & PG Studies in Education, Vijayapur (Bijapur)-586101 Karnataka Dr M S Hiremath Assistant Professor, BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka Dr B Y Khasnis Assistant Professor, BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka Dr A V Bomagond Assistant Professor, BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka Dr M B Kori Assistant Professor, BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka Sri B B Mulawad Physical Education Director, BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka Dr J Y Pattanshetti Lecturer, BLDEA’s PG Studies in Education, JSS College of Education, Vijayapur (Bijapur)-586101 Karnataka Sri Vijayakumar Palled Lecturer, BLDEA’s PG Studies in Education, JSS College of Education, Vijayapur (Bijapur)-586101 Karnataka Sri B S Hiremath Lecturer, BLDEA’s PG Studies in Education, JSS College of Education, Vijayapur (Bijapur)-586101 Karnataka Sri S S Patil Lecturer, BLDEA’s PG Studies in Education, JSS College of Education, Vijayapur (Bijapur)-586101 Karnataka ix PREFACE Over the years in the history of Education, Educational Technology has taken New Avatars from the Programmed Learning Movement to the present era of Web 2.0 Technologies and Social Media By using Social Media Platforms such as Wikis, Blogs, WhatsApp, Facebook and Twitter in the classroom, teachers have seen an increase in achievement and classroom participation – even less sociable students have become more participatory Tablets not only offer the present digital learners the chance to browse for information in quick fashions, but they also allow them to more easily collaborate on projects and become more engaged in their learning process They have become exceptional tools that soon every classroom will strive to have The Smartphones, like the tablet, have had different receptions In addition to providing access to social media platforms which allow students to more freely interact, the Smartphones also provide easy access to useful information which betters a child’s overall learning experience They also offer numerous apps designed to help students better budget their time and create more efficient schedules to complete their school work Like never before, students are able to access any type of information about any subject matter through free web resources They choose Khan Academy, YouTube, NROER, OER and numerous other forums which have bettered the learning experience and allowed student access to resources necessary to supplement their own education Since the start of online programmes, anybody is able to pursue education anytime, anywhere “With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments” (John Daniel, 2002) Today, the world of education stands loaded with unprecedented hope for a new paradigm of ‘anybody, anytime, anywhere learning’ through collaborative and constructive pedagogical models, thanks to the all-new web technologies According to Douglas Kellner (2008), this technological revolution will have a greater impact on society than the transition from an oral to a print culture George Siemens (2009) observed, “Technology is altering (rewiring) our brains The tools we use define and shape our xi xii Preface ♦ thinking” Today’s teachers, whether in school or college are working with students whose entire lives have been immersed in the 21st century media culture “The previous teaching practices of teacher directed, ‘chalk and talk’ no longer can engage the learner, nor can it provide the learner with the knowledge needed to connect and stay connected in this digital era (Siemens, O’Neill & Carr, 2008) The New York Times (2011) observed, “Learning, like culture, is a dynamic thing It was an oral thing once, then it became a printed thing and is becoming a digital thing.” The much-hyped 21st century education is bold It breaks the mold It is flexible, creative, challenging, and complex To this backdrop, the college has initiatives to planned National Level Conference on ‘Information and Communication Technology in Education (ICTE-2015)’ This UGC Sponsored National Conference ‘ICTE-2015’ was organized on 24th and 25th July 2015 by the BLDEA’s JSS College of Education, PG and Research Centre in Education, Vijayapur Over 175 participants from more than States attended the event, in this conference more than 150 Teacher Educators, Academicians, Fellows, Scholars, Researchers and Practiceners contributed their perceptions, views, ideas, plans and experimental results, which addresses the theory, research and applications as well as innovative practices in the form of article on the theme and sub-themes Viz., ICT in Teacher Education (Pre and In-service), ICT in School Education (Primary and Secondary), ICT in Higher Education, ICT in Faculty and Staff Development It became an intellectual platform for open dialogue between policy makers, teachers, practitioners and experts from teacher education field and ICT in Education The Conference pursued the following major aim: The conference was planned as a consultative process and forum for discussion and collaboration among the state and national participants involved in ICT Education activities Objectives of the Conference are: To provide a platform for participants to share knowledge and ideas, enabling them to develop multinational, cross-cultural and cross-institutional contacts and partnerships, as well as to enhance their knowledge, expertise, and abilities with regard to recent advances in ICT in Education, To showcase the best practices of ICT in Teacher Education, To establish a comprehensive picture of the recent advances in ICT in Education, To identify gaps in current research related to ICT Enabled Learning and Teaching and To give policy recommendations for future directions in the light of the recent advances in ICT This 3rd edited book of proceedings includes the delayed received thirty two papers presented in the National Conference on ICTE-2015 ♦ Preface xiii The authors of the papers are responsible for the choice and presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of editor or publishers I would like to express my gratitude to the Participants, Resource persons, Key-note Addressee, Alumni Association of JSS College of Education and UGC sponsorship of the National Conference for their contribution I express my sincere gratitude to Dr M B Patil, Minister for Water Resource, Govt of Karnataka, President of BLDE Association and Chancellor of BLDE University, Vijayapur who has great-source of inspiration to organise this conference It gives me great pleasure to express my gratitude to Sri G K Patil, General Secretary and Treasurer, BLDE Association Vijayapur, who has given their constant encouragement and support throughout the conference and bringing out the conference articles in the form of edited book, I take this opportunity to dedicate this edited book to Sri G K Patil Sir I am very happy to express my heartfelt gratitude to Prof B G Mulimani, Chief Administrative Officer and Prof S.H Lagali, Administrative Officer, who were the sources of continuous untiring guidance, encouragement and help of both Officers of the BLDE Association I extend my thanks to our Principal, Dr V D Aiholli, all my beloved Colleagues and Students of JSS College of Education, Vijayapur who have contributed directly and indirectly support and engaged in the success of the conference and bringing out this book I wish to thank all those who have supported us in the successful completion of the conference and bringing out this edited book I record my sincere thanks to Dr K.B Nangia, APH Publications Corporation, New Delhi, for timely publishing the book with ISBN Dr G R Angadi CONTENTS Preface Information Communication Technology (ICT) in Faculty and Staff Development xi Prof (Dr.) Mushtaq Ahmed I Patel ICT in School Education: Power Point Presentation 15 Dr Ramesh Kulkarni Use of ICT in Preservice and Inservice Teacher Education 21 Dr Prabha Guddadanveri Status of ICT in Indian Higher Education - Problems and Prospects 26 Dr Durgappa Attitude of Teacher Trainees Towards ICT Teaching 37 Dr Savita D The Role of ICT and Higher Education 42 Zakiya Sultana H Zarzari Academic Leadership Pedagogy and Innovation the Key to Future 52 Dr Shridevi Patil Attitude of Degree College Teachers Towards ICT Awareness 55 Dr Jyoti S Pattanshetti and Muragesh Y Pattanshetti Use of ICT in Education, Faculty and Staff Development 62 Manjunath 10 Enhancing the Quality and Accessibility Using ICT in Higher Education 71 Prof S B Gavarawad and Prof G C Jampannavar xv xvi Preface 11 Gender Disparity and Policies of Inclusion: A Case Study of Women’s Education in Hydarbad Karnatak Region of Karnatak ♦ 82 Shivaleela and Dr Hoovinabhavi B L 12 ICT in Pre and in-Service Teacher Education 98 Shri Basavaraj G Dharwad 13 Integrating ICT in Teacher Education 105 Chandrashekar 14 ICT and Teacher Education 113 Virupakshi 15 Use of Information and Communication Technology (ICT) in Collection Development in Scientific and Research Institute Libraries Dr Manjula H S and Dr A G Hemantha Kumar 26 ICT in Higher Education 188 Dr M R Bhat 193 134 202 Aiholli S R and Nayak G N 214 Ashok H Malaghan 30 Information and Communication Technology (ICT) in Education 224 Jagadish 31 Mobile Learning 227 Dr G M Ganesh 143 32 Technology in Education R B Sirasangi and P S Tolanur 148 154 160 Dr S B Dalawai 22 Constructivist Approach in The Teaching of Mathematics 183 Dr H V Belagali 29 ICT in Higher Education Smt M.B Tallur 21 Information and Communication Technology in Teacher Education 25 ICT in Higher Education 126 Madhav H Gudi 20 ICT for Teaching Learning Process 177 Dr Saheb Ali H Niragudi 28 ICT in Teacher Education (Pre and in-Service) Smt Ashapremalatha 19 M - Learning in Education 24 ICT in Teacher Education 118 Rohini R 18 Effect of Computer Education on Competency Student Teachers of B.Ed Course of Gulbarga University 169 Mr Rajashekhargouda S Mulimani B Vijay Rajendra Neelappa L Kalli and Ameet A Abbar 17 Issues and Opportunities and Challenges in ICT in Higher Education 23 Role of The Multimedia in Teaching and Learning English Language: Some Observations 27 ICT in Teachers Education (Pre and In-Service) T A Patil 16 Uses of Facebook in Classroom Preface xvii ♦ 164 233 CONTRIBUTORS A G Hemantha Kumar, Associate Professor, Dept of PG Studies and Research in Education Karnataka State Women University, Vijayapur Aiholli S R., Assist Professor, RGES College of Education Ron, Gadag (Dist) Ameet A Abbar, J S P S S B F Y College of Education, Munavalli, Saundatti (Belagavi) Ashapremalatha, Principal, S.R.K College of Education, Raichur Ashok H Malaghan, Principal, SHVVS`s Smt Y.R.Patil Grameen Mahila B.Ed College, KAMATGI-587120., BAGALKOT, E-mail: ashokmalaghan@ gmail.com B Vijay Rajendra, Asst.Professor, Nandini College of Education, Rampur, Raichur b.vijayrajendra1983@gmail.com Basavaraj G Dharwad, Asst Prof K.S.R.College of Education, Nehru Nagar, Belagavi-590010 Karnataka State-India Email: bgdharwad76@gmail com Chandrashekar, Assistant Professor, SRK College of Education, Raichur E-mail: chandru.0180@gmail.com Durgappa, Assistant Professor in Commerce, Govt First Grade College, Shiralakoppa, Shikaripura Tq, Shimoga Dist -577428 E-maildurgappa.83@gmail.com G C Jampannavar, Associate Prof KSS College Gadag 8904335329 G M Ganesh, Assistant Professor, MLMN College of Teacher Education, Jyothi Nagar, Chikkamagaluru ganeshmlmn@gmail.com H V Belagali, Assistant Professor, KSS Vijayanagar College of Education, Hubli Hoovinabhavi B L., Professor, Dept of Education, Gulbarga University, Kalburgi Jagadish, Assistant Professor, SBBN College of Education,Hosapete-583201 xix 208 Professional Development and ICT in Education ♦ PEDAGOGICAL PATTERNS FORM AND CONTENT A pedagogical pattern develops most naturally from a specific teaching learning context, in which the teacher is thinking creatively about the difficult aspects of the topic, their students’ likely needs for support in thinking about it, and their own past experience of teaching it It is at this moment that the teacher is likely to be most creative in exploring new approaches This is the point at which they record notes on how the session should develop, and what they will get student to Having run it, they may of course find that all does not go to plan, they respond creatively to the situation, discover something that works better, and can then revise their design in the light of experience Eg water cycle, triangle theorem, language grammar, historical places, etc LEARNING AND TEACHING IN A DIGITAL SOCIETY WITH DIGITAL TOOLS This paper details and explains some of the more notable societal changes caused by digital technologies Different names are employed to describe the major social forces that have shaped society Whereas the last century has been dominated by industrialization, the last decades are often referred to as the ‘information’ or ‘knowledge society’ to the extent that computers and digitalization have changed society in profound ways In this paper the notion ‘digital society’ is chosen This is not contrary to ‘knowledge society’ but rather since the perspective focuses on emerging technologies, tools and devices that transform society, relations, ways of Working and living together Among these changes is the transformation of the communication through the growth of mobile technologies Virtually every device in current use today includes mobile technologies that make it possible to access individuals, institutions and services whenever or wherever needed Thanks to mobile communication technology, information can be found and work can take place almost everywhere The focus is increasingly on education and training and more particularly on the ways in which digital and mobile technologies shape learning and educational outcome Central are the consequences of these technologies, rather than technologies themselves, being agents changing key competences as well as demanding new digital competences Another side is the effect on knowledge, professional demands and schooling in general LEARNING AND TEACHING IN THE DIGITAL SOCIETY: It should be no surprise that teachers who, like other professionals, are expected to be lifelong learners, must also meet the challenges of ♦ ICT in Teacher Education (Pre and in-Service) 209 digital and mobile technologies It is not simply a matter of mastering new technology; since the entire traditional paradigm has been up-ended, they must re-examine their profession and redefine their role of the teachers in the learning process Understanding and mastering technology is the starting point of a process of creating a new school Inasmuch as information – indeed knowledge itself – is not static, the need for learning must be considered the norm in a constantly changing world of new connectivity and mobility It is not so much the devices that will be the challenge, but rather the creation of suitable and sustainable pedagogical models that are relevant to the demands of the coming knowledge society If schools and societies are unable to so, they will be left behind (Hargreaves, 2003) In fact, this is not simply a hypothesis: it is a demonstrable reality Another reality is the retirement of the whole generation of teachers who underpinned national education systems in the 1960s and 1970s It happens that their retirement coincides with the growth of the digital society and the recruiting of an entirely new generation of teachers, newcomers who have grown up with this technology Teaching, once traditional approaches transfer to information ones, is becoming the profession of the young The major challenge will be to recruit young people to the profession and make them able to renew education according to needs, including redefining of the teaching profession It is necessary to define new competency profiles that reflect skills needed in digitalized education Students must become lifelong learners, being able to handle new devices and tools at whenever available and profitable and serving the purpose Being innovative and creative is able to imagine required skills become vital To some extent, students will more than before experience that skills acquired on graduation may be ‘dead on arrival’ Lifelong learning will be an imperative for all professions, and need to be addressed by the education system Education institutions must prevent self-destruction, throwing the baby out with the bath water, but rather open up to the real world developments of the digital society – changes must take place while saving vital educational values MAIN ELEMENTS OF EDUCATION CHALLENGES During the latest World Conferences for Computers in Education (WCCE), The education committee of IFIP prepared declarations with recommendations and focus on action: the Stellenbosch Declaration (SD) ICT in Education and Bento Gonỗalves Declaration for Action (BGDA), 2009 210 Professional Development and ICT in Education ♦ The Stellenbosch Declaration Mapped Six Major Areas Considered Beneficial for Harnessing of ICT in the Service of Education • • • • • • Digital Solidarity Learners and Lifelong Learning Decision-making Strategies Networking Research Teachers These areas should be addressed at three main levels: • Societal level • Learning and teaching level • Technology and infrastructure level Four years later the Bento Gonỗalves Declaration for Action in a similar setting and process concluded with a model including the following elements Emerged Themes during the 9th WCCE While technology is not specifically mentioned in this model, it is the de facto substructure of the concept Sustainable learning environments, collaborative communities, and research are not feasible in the absence of technology The same can be said for curriculum, initiatives and competencies of teachers and learners For learners BGDA concluded: “We must recognize the fact that young people see ICT as naturally given equipment If we not use that as a positive fact, we will lose the new generation” Commenting on Teachers – Seems to ‘forget’ the New Generation of Teachers Entering the Profession – “Teachers • • • • • • • Learning Environments Collaborative Communities Research Curriculum Initiatives LEARNER TEACHER Have to have their own e-Learning experiences before they are able to use it in their own teaching process” It ought to be evident, that laptops or their equivalents must be considered normal teacher ♦ ICT in Teacher Education (Pre and in-Service) 211 equipment to deliver relevant education for the new generation The ‘one laptop per child’ initiatives are consistent with the foregoing argument The curriculum perspective, implicit in the foregoing, includes both informatics and general digital competencies, both of which target learner potential Needed are clearly defined behavioral objectives in digital literacy that can be fed into relevant courses taught in teacher training instructions It should also be considered how to support development of learners’ creativity Professionalism must be seen under the global perspective of mobility of ideas and individuals, and networks as global norm for collaborations between professionals, bringing together education and the knowledge society Such professionals blend and create new ways of seamless lifelong learning and living Learning environments with new technologies have different notions like virtual learning environments, personal learning environments, and learning management systems – all supporting or providing more support and individualization for learners Technology has to be harnessed to support educational needs Too oft en technology is focused, rather than content and educational needs Taking advantage of digital connectivity should encourage a shift in focus from devices to content, what is accessible of ‘real world’ knowledge and resources Needed now is therefore research on pedagogy, the content and form of digital literacy and the potential of networking In addition, strategies to strengthen links between industry and education must be developed and/or reinforced Finally, collaborative communities must be considered indispensable for the effective harnessing of mobile technology in the service of education TOWARDS THE KNOWLEDGE SOCIETY VIA HI-TECH LIBRARY It is the infrastructure which includes hi-tech libraries By a hi-tech library we mean an information and education centre accumulating both hardcopy as well as electronic and digital resources That is why a hi-tech library fulfills the function of a shared use centre of information and educational resources Teachers and students have remote access to a hi-tech library from their home computers through the Internet Automation of library business processes is executed by such modules as Library holdings record and acquisition, Inventory, Statistics, Books availability for educational process which in a matter of seconds allow to get any necessary information about the number of books delivered to a borrower within a certain period of time from 212 Professional Development and ICT in Education ♦ his/her electronic database record What is more important is that a librarian has to perform less routine and cumbersome operations, which increases effectiveness and efficiency of circulation work From a comfortable room readers can get access to educational resources and full-text databases Library staff continuously works to find and provide access to full-text bibliographical databases by\university specialization, Russian electronic libraries, information centers, and other Internet resources CONCLUSION Future is now Technology that is new to some people, is well known and even is in the past for others This statement is certainly valid for the elder generation of teachers compared with the more advanced students living in a blended real and virtual world Connectedness and instant access to information and institutions (including schools) are building blocks for our future A large part of the population is daily ‘playing’ with the Internet, or cloud services, like Face book and YouTube They are utilizing, testing and failing, probing the limits of what works for professional or for everyday purposes Some have experienced enormous harm; others and businesses have found a channel for effective communication We did not expect our research method to give us exact answers to our hazy questions Instead, we tried to find a valid and transparent way how to transform those questions into a relatively formal system, which would create an opportunity to identify what is typical for the teaching forms and forms of e-Learning; which indicators are suitable for transformations towards certain forms of e-Learning and which are not Most of all, we have managed to create a research technique which helps us rethink future teachers education REFERENCES • Carvalho, A ;Cornu, B; Kendal, M IFIP TC3 (2009) Bento Gonỗalves Declaration for Action http://www.ifi p-tc3.net/IMG/pdf/BG Declaration pdf WCCE 2009 • Hargreaves,A (2003) Technology in Knowledge Society Education in Age of Insecurity New York: Teachers College, Colombia University • IFIP TC3 (2005) Stellenbosch Declaration ICT in Education: Make it Work • http://www.ifi p-tc3.net/article.php3?id_article=56 WCCE 2009 • Laurillard, D et al (2007) The Kaleidoscope Scientific Vision for Research in Technology Enhanced Learning Kaleidoscope Network EU contract507838, 2007.Available at halshs.archives-ouvertes.fr/hal-00190011/ ♦ ICT in Teacher Education (Pre and in-Service) 213 • Levinson, P (1999) Digital McLuhan: a Guide to the Information Millennium London, New York: Rout ledge • Newby, P (2010) Research Methods for Education Pearson, Harlow, England ISBN978-1-4058-3574-9 • Papert, S (1987) A Critique of Techno centrism in Thinking about the School of the Future Talk presented at ‘Children in an Information Age: Opportunities for Creativity, Innovation, and New Activities’, Sofia, Bulgaria, May 1987 • UNESCO report (1996) Learning: the Treasure Within UNESCO Publishing Paris • Wallace, C (2003) Critical reading in language education New York, NY: Palgrave • Wesch, M (2008) A Vision of Students Today (and What Teachers Must do) Britannica Blog, http://www.britannica.com blogs/2008/10/a-vision- of-studentstoday-what-teachers-must-do/ ♦ 29 ICT in Higher Education Ashok H Malaghan* INTRODUCTION “Knowledge is the most democratic source of power” -Alvin Toffler Higher education is an important stage in the ladder type continuum of education as human development process & the necessity to focus on its quality can never be lost sight of For it is at the level of higher education ` in this upward process that one`s shaping and sharpening into a quality human resource actually takes place ensuring quality education demands structural & institutional reforms According to Mr Will Durant, Education is defined as “the transmission of civilization” George Bernard Shaw, while taking about education spoke thus:“A fool`s brain digests philosophy into folly, science into superstition & art into pedantry hence university education” Imparting quality education would entail better infrastructure greater use of ICT teaching &learning small groups granting autonomy to the faculty, department & individual teachers Former prime minister Manmohan singh in 2007 said that, ‘Our university system is in many parts in a state of despair in almost half the districts in the country higher education enrollments are abysmally low, almost two-third of our universities and 90% of our colleges ane rated as below average an quality parameters I am concerned that in many states University appointments including that of vice chancellors, have been politicised & have become subject to caste & communal considerations, there are complaints of favourism & corruption *Principal, SHVVS`s Smt Y.R.Patil Grameen Mahila B.Ed College, KAMATGI-587120., BAGALKOT, E-mail: ashokmalaghan@gmail.com 214 ICT in Higher Education 215 Information and communication technologies (ICTs)-which include radio and television, as well as internet-have been touted as potentially powerful enabling tools for educational change and reform When used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise education quality by, among others, helping make teaching and learning into an engaging, active process connected to real life Wide availability of best practices and best course material in education, which can be shared by means of ICT,can foster better teaching ICT also allows the academic institutions to reach disadvantaged groups and new international markets Thus, ICT enabled education will ultimately lead to the democratization of education Especially in developing countries like India, effective use of ICT for the purpose of education has the potential to bridge the digital divide The focus of the paper is on the benefits that ICT integration in higher education can provide, right from breaking time and distance barriers to facilitating collaboration and knowledge sharing among geographically distributed students The findings reveal that it also facilitates sharing of best practices and knowledge across the world ICTs are defined as a “diverse set of technological tools and resources used to communicate & to create, disseminate, store & manage information” In the modern era , ICT is becoming part &parcel of the educational system ICT brings changes in the pedagogy of academic transaction It is useful for school management The emergence of technology has been further applied to information which has revolutionized the process of the transmission of information Higher education has long been recognized as a major contributing factor to the social , cultural & intellectual life of society by improving the quality of human life According to a saying , “If you plan for a year, Plant Crops; If you plan for 10 years, Plant Trees; If you plan for 100 years, Educate the people” Internet in education has changed the way we work, be it any profession, trade, crafts, business or education Internet plays a keyrole in the modern system of education It has a deep impact on education ICT CAN BE USED AS A DEVICE IN PROCESS OF EDUCATION IN THE FOLLOWING WAYS • Informative Device : It provides vast amount of data in various formats such as Audio, Video, documents • Situating Device : It creates situations, which the student experience in real life Thus, simulation and virtual reality is possible 216 Professional Development and ICT in Education ♦ ICT in Higher Education 217 ♦ • Constructive Device: To manipulate the data and generate analysis • Communicative Device: It can be used to remove communication barriers such as that of space and time human- computer interfaces, digital libraries, etc with a long- term plan to reach the remotest of the villages Community service centers have been started to promote e- learning throughout country ICTs Help Expand Access to Education ICTs are a potentially powerful tool for extending educational opportunities, both formal and non- formal, to previously underserved constituencies – scattered and rural populations, groups traditionally excluded from education due to cultural or social reasons such as ethnic minorities, girls and women, persons with disabilities, and the elderly,as well as all otherswho for reasons of cost or because of time constraints are unable to enroll on campus BENEFITS OF USING ICTS IN EDUCATION Anytime, Anywhere Learning One defining feature of ICTs is their ability to transcend time and space ICTs make possible asynchronous learning characterized by a time lag between the delivery of instruction and its reception by learners Online course materials, for example, maybe accessed 24 hours a day, 7days a week ICT-based educational delivery (e.g.,., educational programming broadcast over radio or television) also dispenses with the need for all learners and the instructor to be in one physical location Access to Remote Learning Resources Teachers and learners no longer have to rely solely on printed books and materials in physical media housed in libraries(and available in limited quantities) for their educational needs With the Internet and the World Wide Web, a wealth of learning materials in almost every subject and in a variety of media can now be accessed from anywhere at any time of the day and by an unlimited number of people ICTs also facilitate access to resource- mentors, and peers- all over the world Learner- Centered Model Research has shown that the appropriate use of ICTs can catalyze the paradigmatic shit in both content and pedagogy that is at the heath of education reform in the 21st century ICT-supported education can promote the acquisition of the knowledge and skills that will empower students for lifelong learning India is making use of powerful combination of ICTs such as open software, satellite technology, local language interfaces, easy to use Stakeholder Benefits students Increased access, Increased Flexibility of content and delivery, Combination of work and education, Learner-centered approach, Higher quality of education and new ways of interaction Employers High quality, cost effective professional development in the work place, Upgrading of employee skills, increased productivity, Development of new learning culture, Sharing of costs and of training time with the employees, Increased portability of training Governments Increased the capacity and cost effectiveness of education and training systems, To reach target group with limited access to conventional education and training To support and enhance the quality and relevance of existing educational structures, To ensure the connection of educational institutions and curricula to the emerging networks and information resources, To promote innovation and opportunities for life long learning MAJOR INITIATIVES AND POLICY FOR INTRODUCING ICTS IN HIGHER EDUCATION • Indira Gandhi National Open University (IGNOU) uses radio, television, and Internet Technologies • National programme on Technology Enhanced Learning, a concept similar to the open courseware initiative of MIT It uses Internet and television technologies • Eklavya initiative: Uses Internet and television to promote distance learning 218 Professional Development and ICT in Education ♦ • IIT- Kanpur has developed Brihaspati, an open source e-learning platform • Premier institutions like IIM – Calcutta have entered into a strategic alliance with NIIT for providing programmes through virtual classrooms • Jadavpur University is using a mobile - learning centre • IIT- Bombay has started the program of CDEEP (centre for Distance Engineering Education program) as emulated class room interaction through the use of real time interactive satellite technology • One laptop per child (OLPC) programme in Maharashtra (one laptop per child, 2007) NATIONAL MISSION ON EDUCATION THROUGH ICT Under this mission, a proper balance between to imparting of education and connectivity for integrating our knowledgewith the advancements in other countries is to be attempted It has three guiding principles Human resource development: Talent in the higher education should be identified, trained and utilized in the service of the country E- CONTENT\ resource development: Quality e- content should be developed and delivered through the network connectivity of NME ICT Building connectivity and knowledge network: In order to provide maximum benefit to the learners, the maximum possible inter- connectivity should remain available among and within institutions of higher learning in the country with a view to achieve critical mass of skilled human resource/ researchers in any given field The objectives of National Mission on Education through ICT expected to lead to various important steps in planning and implementation as follows: • Generation of quality e - content, questions bank as modules- based learning • Development of interface modules for physically challenged learners • Facility of Geographical Information system (GIS) for planning up to the village level • Efficient and effective knowledge transfer to learner with proper interaction • Voice over Internet protocol (VOIP) supported communication between learner and teacher ♦ ICT in Higher Education 219 • Enterprise Resource Planning (ERP ) and e-governance for education, coordination & synergy for implementation, of the policies, setting up virtual laboratories and support for creating of virtual technical universities • Performance optimization of e- resources Technology Parks In addition to the Indian Institutes of Technology and Deemed Universities, India has 1346 Engineering Colleges and 1244 polytechnics approved by All India Council of Technical Education (A ICTE) These institutions, in addition to other colleges of science and technology, are playing a major role in the development and management of technology parks Edusat-2004 Launched in September 2004 at a cost of USD 20 million, Edusat is India’s first dedicated education satellite With footprints covering the entire country, Edusat makes it possible for receive Direct to Home quality broadcasts of educational programs using any television set and a low – cost receiver This infrastructure is available to all sectors of education Vidya Vahini-2002 In 2002, the Indian government launched a project called Vidya Vahini to provide for IT and IT-enabled education in 60,000 school in India over three years (India has about 1.1 million schools) project Beginning with a pilot covering 150 school with a computer lab equipped with Internet, Web – broadcasting and e – learning DIGITAL LIBRARY AND INFORMATION NETWORK-2007 Based on recommendation made by different state open universities and distance education institutions (DELs), THE Indira Gandhi National Open University`s (IGNOU) Board of management has approved the National Open and Distance Learners Library and Information Network (NODLINET) initiative The expert committee set up by the ministry for human resource development (MHRD) has endorsed the initiative, which will now be implemented in a phased manner within a period of five years 220 Professional Development and ICT in Education ♦ INTERNET AND CONTINUING EDUCATION PROGRAMME Very soon open and Distance Learning System (ODLS) is going to use Internet for the launch of continuing education programmes Efforts have already begun in this direction in private sector Macmillan India Ltd has of English The site is focused on the teachers and provides them with downloadable worksheets, assignments and guides them in methods of English language teaching INDO- US COLLABORATION-2005 Indo- U.S Interuniversity Network for Higher Education and Research is collaboration between over 20 American universities and Amrita University, The Indian Space Research Organisation (ISRO) and the Department of Science and Technology (DST) to enhance higher education and research in India through the Edusat e- learning network The IndoUS collaboration will use Edusat to deliver classes taught by US faculty to hundreds of colleges and universities throughout India Four Areas of Education Presently there are four areas of education namely, Teaching Learning Curriculum Educational programme ICT ( information & communication technology)has been added essentially in the 21st century as fifth potent area of education As per the recent popular quotation, Teacher + Technology= A complete teacher & on the other hand, Teacher – Technology= Teacher becomes zero FACTORS AFFECTING ADOPTION OF ICT IN EDUCATION There is worldwide need felt for integrating ICT into education in order to improve the pedagogy to reflect the societal change The main goals of ICT adoption in the education field are reducing costs per student, making education more affordable and accessible, increasing enrollments, improving course quality, and meeting the needs of local employers The main factors that affect the adoption of ICT in education are the mission on the goal of a particular system, programs and curricula, teaching/learning strategies and techniques, learning materials and resources, communication and interaction, support and delivery system’s students tutors staff and other experts, management, housing and equipment, and evaluation ♦ ICT in Higher Education 221 National vision, supported by coherent strategies and actions in the most in the most important factor in integrating ICT in education Successful implementation of ICT requires strong national support from government and local support from relevant institution education Authorities Cost is an important issue that decides and guides the adoption and growth of information and communication technology especially in developing countries Ozdemir and Abrevaya (2007) mention that the institution, which are granted public status and are supported by governments funds, as well as those that are larger in size, are the ones to adopt the technologies to support education However, it is also observed that since technology adoption involves high fixed costs, institutes, which implemented such technology did not champion is necessary at all levels of the system The strong presence of such leadership is evident wherever ICT integration has been initiated successfully Along with ICT training One needs an ICT related support mechanism to gradually induce the integration This is needed as many teachers in face of technical difficulties may tend to revert to the older teaching Teacher, who perceive greater ICT-related support being available to them use technologies in their teaching much better CONCLUSION Changes in the curriculums support fundamental economic and social transformation in the society Such transformations require new kind of skill capabilities and attitudes, which can be developed by integrating ICT in education The overall literature suggests that successes ICT integration depend on many factors National policies as well as school policies and actions taken have a deep impact on the same similarly there needs to be an ICT plan support and training to all the shareholders invalid in the integration should be taken to influence the attitudes & beliefs of the all stakeholders These insights are useful for establishing the ICT learning environment to excel in the higher education ICT have no doubt transformed the manner in which we consume knowledge The role of ICT in education is significant, as we access and absorb information more quickly than before Today the 1.7 billion people are online almost a third of the humanity ICT in to brush up the level of education in colleges and universities all over the world ICT can affect the delivery of education and enable wider access to the same In addition, it will increase flexibility so that learners can 222 Professional Development and ICT in Education ♦ access the education regardless of time and geographical barriers It can influence the way students are taught and how they learn It would enable development of collaborative skills as well as knowledge creation skill This in turn would better prepare the learners for lifelong learning as well as to join the industry and thus contribute to the economy ICT is unanimously acknowledged as a significant catalyst for social transformation & national progress of any country India has enormous geographic disparity in ICT use According to Philip L Hosford, “Education is the sum total of learning with both individual & social learning” It is necessary to see the interaction pattern among the learner, teacher, curriculum & educational programme with ICT for the emerging trend in higher education Now the stage has come to stay in the society that without ICT no one can perform their business Globalization of higher education is now an irreversible process & it provides a lot of of opportunities for the inclusion of ICT as higher education plays a vital role in the over all development & growth of a country In higher education teachers are largely equipping ICT themselves in order to cope up with the expectations of the learners Because of the inclusion of ICT in higher education tremendous changes & reformation we find since the beginning of 21st century In higher education research plays a vital role The primary aim of research is to achieve qualitative improvement in the field of education through applied research & to study how ICT affects attitudes, teaching &subjects ICT s act as a potent & powerful tool for extending educational opportunities both formal & non formal population ICT s play a key role in assisting the developing countries in driving economic growth by promoting a more efficient functioning of markets, creating new income generating opportunities, making the delivery of education & training more prompt REFERENCES • • • • Asokan nochad ICT 1st edition NGO prints Calicut, 2005 – http:/ n Wikipedia org – http :/www webopedia com Papert., S 1993 the childrens machine rethinking school in the age of the computer newyork basic books • Barnett Ronald (1992) Improving higher education : total quality care, Oxford, Oxford university press ♦ ICT in Higher Education 223 • See Taghioff, Daniel (April 2001), seeds of consensus- Tshe potential role for information and communication technologies In development appropriateness and measuring if needs really get met available from http://www.btinernet com/-daniel.taghioff/index.html;accessed14august2002 • Agrawal p (2006) higher education in India the need for a change Indian council for refreshes an international economic relation • Bhattacharya I & Sharma k (2007) India in the knowledge economy – an electronic paradigm integration journal of education management vol 21 no 6, pp 543-568 • Bettino, r m (2003) ICT, national policies, and impact and on schools teachers development • Barron, a (1998) Designing web-based training British journal of educational technology, 29(4), 355-371 • Chandra, s & packer, v (2007), ICTS: a catalyst for enriching the learning process and library in India the international information & review 39(1),1-11 • Collins, L.J (2001), ICT education and the dissemination of new ideas channels resources and risks paper presented at the Australian Association of Educational Research, Freemantle ♦ DIFFERENT TOOLS OF ICT IN EDUCATION The following are some of the ICTs tools that can be used effectively in the classroom instruction like e-learning-learning, computer assisted instruction, virtual learning environment(VLE),on line learning,blogs,podcasting,video conferencing, google,twitter,smart phones etc 30 Information and Communication Technology (ICT) in Education Jagadish* INTRODUCTION The quality of education depends to a great extent on the quality of teachers It is the known fact that the quality opt for an innovation in their teaching aspect through integrating technology in the classroom instruction to give the best to student-teachers Since Technology is powerful tool for problem solving, conceptual development and critical thinking help to make the learning process much easier for the student-teachers To be effective in the classroom instruction, teacher Educators should acquire the knowledge and skill to use the new challenges in promoting innovative teaching strategies that are studentcentered collaborative,engaging,authentic,self directed and based on the development of higher order thinking skills with respect to handling classes for student-teachers which aims to achieve high academic standards Globally, educational systems are under great pressure to adopt innovative methodologies and to integrate new information and communication technologies(NICTs) in the teaching and learning process, to prepare students with the knowledge and skills they need in the 21st century.Apparently,teaching profession is evolving from an emphasis on teacher centered, lecture-based instructions to student centered interactive learning environments *Assistant Professor, SBBN College of Education,Hosapete-583201 224 Information and Communication Technology (ICT) in Education 225 ADVANTAGES OF ICT IN CLASSROOM INSTRUCTION There are enormous benefits from the usage of technology in classroom instruction The benefits of this technological feature in classroom instruction are as below • Improves efficiency both in teaching and learning • Increases Motivation • Paves way for personality Development • Active participation of students • Self-paced learning • Very flexible and rich medium for students to access the information • Better learning, retention and students performance • Multi sensory learning experience Thus, ICT has enormous potentiality to deliver many numbers of benefits to the learners, unless we use ICT one cannot obtain up-to-date information to face the competitive world using information communication technology is the need of the hour and essential part of the life of every individual who wish to enrich ones life IMPACT OF ICT ON TEACHER-EDUCATORS AND STUDENT TEACHERS:The following points discussed below are regarded as the impact of ICT on teacher-educators and student teachers • It acts as the gateway to world of information and enables teachereducators to be updated • For professional development and awareness of innovative trends in the instructional methodologies, evaluation mechanism • For effective implementation of certain student-centric methodologies such as project-based learning which puts the students in the role of active researchers and technology becomes the appropriate tool • It is an effective tool for information acquiring so that student-teachers are encouraged to look for information from multiple sources and they are now more informed then before 226 Professional Development and ICT in Education ♦ • It is enable better and swifter communications, presentation of ideas are more effective and relevant • The dissemination of ideas to a larger mass now seems possible due to technology • Student –teachers are transformed into self learners • ICT creates awareness of recent methodologies and thus teacher educators feel empowered The above points are most benefited for the teacher educators and student teachers to develop their skills in the teaching profession and to face the challenges in the near future REFERENCES • Ajatha Swamy A.M (2010) internet awareness and competence among High school students and teachers.ECUTRACKS;9(7),41-43 • Anandan,K, and Gopal,B.V(2011).Information communication Technology in class room instruction.Edutracks,11(1),9-10 • BECTA (2004), the research says about ICT and reducing teachers • Retrieved from www.becta.comuk/research • challis and DI,(2005) advance in computer based technologies and the emergence of E-learning tech trends, 44(5), 37-39 • Hurendra Singh and Mishra R.(2009) effectiveness of E-learning: an experiment study • University News,47(27),20-21 • Porter, Lance J,(2006),The instructional utility of a web-based progress Monitoring system.67(10),161 31 Mobile Learning Dr G M Ganesh* INTRODUCTION In the present era, mobiles play a major role in our daily life Every person, irrespective of their age use mobiles extensively for different purposes Innovations in the field of mobile technology have resulted in wide applications of Smartphones The Mobile technology, hand-held based devices are used to receive information The recent advancement in mobile technology have been changed from the primary purpose of using mobile devices only for retrieving the information on any matter Various agencies like Department of Defense, Department of Homeland Security, Banks, Administrations, Intelligence bureau and law enforcement department are adopted mobile technology for administrative management. In the present era Mobiles are widely used in the field of education for teaching-learning process of elementary schools, high-schools, colleges and university levels Though there are some disadvantages in bringing Mobile technology to the classroom, with care and precaution they can be used for advantages prospective very effectively Information sources are easily accessible to the mass students are useful in making teaching – learning more effective Accessibility of internet service to remote and far away places helps in gathering information to the learners So mobiles are considered as self learning devises WHAT IS MOBILE LEARNING? Mobile learning involves the use of mobile technology, either separately or in combination with other information and communication technology *Assistant Professor, MLMN College of Teacher Education, Jyothi Nagar, Chikkamagaluru ganeshmlmn@gmail.com 227 228 Professional Development and ICT in Education ♦ accessibility at any time M-learning is defined as “learning across multiple contexts, through social and content interactions, using personal electronic devices” A form of distance education, M-learners use mobile technology in education conveniently and in leisurely hours Educause Learning Initiative (ELI), 2010 defines “Mobile learning, or m-learning, can be any educational interaction delivered through mobile technology and accessed at a student’s convenience from any location.” According to Traxler (2005) “Mobile learning is any educational provision where the sole or dominant technologies are handheld or palmtop devices.” OBJECTIVES OF MOBILE LEARNING: • To encourage ‘anywhere - any time’ learning • To enable personalized/ individualized learning • To reach maximum number of learners at the same time at single stretch • To provide fresh, current, up-to-date information on spot with less cost • To have active interaction with resource persons from any corner • To have periodic individual academic care • Developing workforce skills and readiness among youths GROWTH IN MOBILE TECHNOLOGY AND M-LEARNING a M-Learrning Growth in Mobile teechnology and Mobile Learning 229 ♦ technologies Use of in mobiles for creating any type of learning materials to the high innnovations n the mobile e technology y uplift the M M-Learning Significant advances the informal learning process M technologiees include handheld h computers, M MP3 playerss, noteboo levels M-learning M-learning is convenient, to ses access realitiesofatthe any point ofintteracting w mobile phones and arning focus on virtual the mo obility e learner, taablets M-lea locations.s.Mobile learning of education support portable technologie Use of m is the mobiles fordelivery ccreating any type oroflearning leaarning materrials advan mobile the inform mal on learning g phones, process.tablets E-Learning has provided the ability for traditional break-out t, of to theaccess classroom setting and at ations Mo M learningisstoconvenient M-learning vvirtual realit tiesforatstudents any point p to learn of loca theirdeliv desk Mobile learning e-learning byobile taking it a s, tablets learning is the very of edu ucationhasorenhanced llearningupon suppport on mo phone further and ability allowing to learn virtually any point provide ed the y forstudents traditioonal learning g toatbreak-ou ut of mobile the classsroom sett Learningg hasstep signals available and for students s to learn at theeir desk Moobile learnin ng has enhaanced upon e-learning taking it a step furtheer and allow wing studentss to learn virrtually at anyy point of mobile m sign availablee THE VALUE OF MOBILE LEARNING: In aeliterature review conducted by ‘Future Lab researchers’ found that The valu ue of mobile learning: collaboration and understanding of concepts was that Inn a increased literaturrecommunication, review co onducted byy ‘Future Laab researche ers’ found t increa a resultcol ofllaboration mobile technology applications Tutors have usedw m-learning communiication, and unders tanding of who concepts was a result of mo programsons and Tutors techniques made them-lear following statements whohave have used technologgy applicati rningvalue progra ams and in tecchniques h favor of value made thee following vM-learning statements in favorr of M-learnning Student nstructor to In Stud dent to Stu udent Mobile Learning Insttructor to Sttudent TELEPHONY GENEERATION Significant innovations in the mobile technology uplift the in n the mobile e technology y uplift the M M-Learning to the highe est Significanttoinnnovations M-Learning the highest levels M-learning technologies include M technologiees include handheld h computers, M MP3 playerss, notebookks, levels M-learning handheld computers, MP3 players, notebooks, mobile phones and tablets mobile phones and taablets M-leaarning focusses on the mo obility of thee learner, intteracting witth portable technologie s Use m mobility mobiles for ccreating type of interacting leaarning materrials es M-learning focuses onofthe of theany learner, withadvance portable the inform mal learningg process M M-learning iss convenientt, to access vvirtual realitties at any point p of locaations Mobile learning is the delivvery of eduucation or llearning suppport on moobile phones, tablets EE Learningg has provideed the abilityy for traditioonal learningg to break-ouut of the classsroom settinng and for students s to learn at theeir desk Moobile learnin ng has enhaanced upon e-learning by b taking it a step furtheer and allow wing studentss to learn virrtually at anyy point of mobile m signaals Instrructor to Insstructor Classroom applications combine the use of handheld computers, tablets or smartphones Mobile devices (such as a Pocket PC) in the classroom can be used to enhance group collaboration among students through communication applications, interactive displays and video features • Existing mobile technology can replace resources such as textbooks, visual aids and presentation technology 230 Professional Development and ICT in Education ♦ • Interactive and multi-mode technology allows students to engage & manipulate information • Mobile Device features with WIFI capabilities allow for on-demand access to information • Access to classroom activities and experiences mobile devices provides a continuum of learning inside and outside • The mobile phone (through text SMS notices) can be used especially for distance mode education or with students whose courses require them to be highly mobile and in particular to communicate information regarding availability of assignments, results, venue changes and cancellations etc • Mobile devices facilitate online interaction between instructor and students, student to student • Blended learning takes the classroom out of a traditional setting Students become part of virtual communities used for collaboration Blended learning transitions shifted from traditional teaching environment to a customized interactive web platform for the user • Mobile technologies and approaches, i.e. Mobile Assisted Language Learning (MALL), are also used to assist in language learning • Improving levels of literacy, proficiency and participation in education amongst young adults • Using the communication features of a mobile phone as part of a larger learning activity, e.g.: sending media or texts into a central portfolio or exporting audio files from a learning platform to your phone • Relatively inexpensive opportunities, as the cost of mobile devices are significantly less than PCs and laptops • Multimedia content delivery and creation options • Continuous and situated learning support • Decrease in training costs • Potentially a more rewarding learning experience • New opportunities for traditional educational institutions • Readily available synchronous learning experience CHALLENGES IN MOBILE LEARNING 1 Technological challenges: • Connectivity and battery life • Screen size and key size Mobile Learning 231 ♦ • • • • • • • • • • Meeting required bandwidth for nonstop/fast streaming Types of file/asset formats supported by a specific device Content security or copyright issue from authoring group Multiple standards, multiple screen sizes, multiple operating systems Reworking existing E-Learning materials for mobile platforms Limited memory Risk of sudden obsolescence Security Work/Life Balance Cost of Investment 2. Social and Educational Challenges • • • • • • • • • • • • • • • Accessibility and cost barriers for end users How to assess learning outside the classroom How to support learning across any contexts Content’s security or pirating issues Frequent changes in device models/technologies/functionality etc Developing an appropriate theory of learning for the mobile age Conceptual differences between e-learning and m-learning Design of technology to support a lifetime of learning Tracking of results and proper use of this information No restriction on learning timetable Personal and private information and content No demographic boundary Disruption of students’ personal and academic life Access to and use of the technology in developing countries Risk of destructions. CONCLUSION Advancements in mobile learning requires a change from traditional classroom pedagogical approaches to a digital pedagogic approaches that will suit mobile learners It is important to bring new technology into the classroom Mobile devices are more lightweight than books and PCs Mobile learning can be used to diversify the types of learning activities students partake in (or a blended learning approach) Mobile learning 232 Professional Development and ICT in Education ♦ supports the learning process rather than being integral to it Mobile learning can be a useful add-on tool for students with special needs However, for SMS and MMS are dependent on the students’ specific disabilities or difficulties involved Mobile learning can be used as a ‘hook’ to re-engage disaffected youth Seymour Papert – feels that “You can›t teach people everything they need to know The best you can is position them where they can find what they need to know when they need to know it.” The internet access in M-Learning will also allow the students to get different educational resources from all over the world, thus making the world like a classroom of learning It enables him or her to access different ideas as well as learnings and knowledge coming from abroad In teaching kids or young learners, the use of Mobiles in the teaching processes is very much advantageous The use of mobile could catch the attention of the kids, making them attentive as well as participative in teaching and learning activities Making use with this technology will allow the teachers to enhance his/her teaching style that could possibly enhance the learning of the students REFERENCES Technology Standards for Teachers: Preparing Teachers to Use Technology Available: http://www.iste.org and http://cnets.iste.org Joyce Bruce, Weil Marsha, Calhoun Emily.(2009) Models of Teaching New Delhi: PHI Learning Private Ltd Kalam, Abdul (2004) Envisioning an Empowered Nation: Technology for Societal Transformation TATA McGraw-Hill Publishing Company Ltd Reksten, L.E (2000) Using Technology to Increase Student’s Learning California: Sage Publications Ltd Schultz, T.W (1963) The Economic Value of Education London: Colombia University Press Steketee, Carole (2005) Integrating ICT as an integral teaching and learning tool into pre-service teacher training courses Issues in Educational Research, Vol 15 (10), pg 101-113 32 Technology in Education R B Sirasangi* and P S Tolanur** INTRODUCTION The teaching is a profession, every demands certain specific skills and competence on the part of its practitioners, one should demonstrate certain skills and competencies, which can influence learning in the students and help them activities their goal of life The teaching should sharpen our skills as on effective teacher working at the degree level education The development of desired skills and competencies depends on the effectiveness of the learning materials and practical activities, we are going to undertake Besides, our attitudes towards training in general and teaching in particular can make the effectiveness of even the best training inputs and education strategies The possession of skills is an essential feature of any profession Skills provide a means of professional to put theoretical knowledge into practice These days our aim is to provide mass education The skills required by them can be taught, practiced, evaluated, predicted and controlled The activities may be introducing the lesson, demonstrating experiments, providing feedback, explaining concepts and principles, questioning, drawing figures, writing on the blackboard, using teaching aids and other means of communication etc This activities and behaviors that facilitate learning in students are called technological teaching skills Instructional media play a major role in the classroom communication process The teaching media is classified on the basis of their characteristics such as the senses they stimulate, the learners control over them the type of experience they provide and their reach The main *Assistant Professor, Dept of Geography, New Arts College, Tikota, Vijayapur (Dist) E-mail: shirasangi.revanashiddesh@gmail.com **Assistant Professor, Dept of English, New Arts College, Tikota 233 234 Professional Development and ICT in Education ♦ objectives of this paper is to know the how to use research technology in education for students teaching and learning OBJECTIVES Classify and explanation of various teaching skills required by an effective teacher at the degree level, Create a favorable learning environment in a classroom, Use teaching skills to make teaching effectively and Explanation the role of mass media in teaching SCIENTIFIC SKILLS IN TEACHING AND LEARNING The possession of skills is an essential feature of any profession Skills provide a means for professional to put theoretical knowledge into practice Effective teachers should posses skills and competence that set them apart not only from non-professional i.e., non-teachers, but also from ineffective teachers Effective teachers can not only things in the classroom that others cannot, but they can also understand the relationship between their actions and the effects of those actions on the students, our aim is to provide mass education The teachers need can be made available through appropriate education and training The skills required by them can be taught, practiced, evaluated, predicted and controlled These skills can be acquired through education and training By now we might have realized that teaching learning is a complex process It consists of various activities to be performed by the teacher These activities may be introducing the lesson, demonstrating experiments, providing feedback, explaining concepts and principles, questioning, drawing figures, writing on the blackboard, using teaching aids and other means of communication etc We assume that the effective teachers need three essential kinds of knowledge before they can reach the class confidently These are knowledge of content, knowledge about the students they are going to teach and the learning process, and knowledge of teaching strategies Teachers also need appropriate opportunities to practice what they have learnt through simulated or workshop experiences Teachers are expected to be knowledgeable in the areas of outside their specialization as well The teacher with wide knowledge, command the respect of fellow teachers and the people in their communities In rural areas the teacher is consulted in various decision making processes, therefore expected to be well informed on a whole range of issues, e.g local/national politics, Geography and History etc We are clear in our approach that we are going to provide some inputs in making ♦ Technology in Education 235 a well informed and knowledgeable teacher Own efforts towards lifelong learning will enable to acquire necessary competence The learning is neither easy nor simple; teaching too is difficult as well as complex Therefore, defining teaching skills is difficult task The nature of teaching skills is quite complex We therefore should not hasten to define teaching skills without understanding the complex nature of teaching skills, which have external features and internal features Teaching behaviors should therefore be studied in a systematic and integrated fashion, because teaching skills have many components These components account for the teacher’s resourcefulness in helping the students to attain their objectives CLASSIFICATION OF RESEARCH SKILLS IN TEACHING AND LEARNING Teaching skills are essential for effective teaching The effective teachers must not only posses a good repertoire of skills, but also understand that different educational objectives require different teaching skills and behaviors We have to present and discuss here various types of teaching skills for our clarity and understanding, so that can be using them for clear presentation of the content to the students The all teaching skills are interrelated and have bearing on one another Researcher who has worked in classroom interaction and advocated speaking-listening model of teaching have divided teaching skills into two main categories; this is Responsive skill emphasize that the teacher should be conscious of his learners their needs and aspirations The teacher should understand and appreciate the feeling of the students He has to create a non-threatening climate in teaching learning activities and the initiation skill is concerned with presentation and sharing of information, the teacher may transact information through various strategies of instruction And use questioning as a tool to lead the students to the desired level of learning He is therefore, required to master and use almost effortlessly the skills of explaining directing SKILLS ASSOCIATED WITH TEACHER The minimum requirement of a teacher training programme is that it should enable the trainee teacher to acquire the basic skills and competencies of a good teacher Various Innovative methods of training have been developed to equip trainee teachers with the requisite competencies and skills to teach effectively The assumption behind this statement is that teaching is a science not all teachers are effective by birth, but they can be making more effective through systematic education and training Research studies on the teaching-learning process have shown that attention tends to 236 Professional Development and ICT in Education ♦ Technology in Education 237 ♦ shift from one stimulus to another very quickly So to provide the needed sensory inputs have to draw and hold the attention of on students, also study the reinforcement skills, this is a specific type of conditioning and is based on the feedback mechanism Reinforcement is a social aspect of learning, because when the student responds in the classroom, he needs social approval of his behavior This is why the student always tries to answer the teacher’s questions eagerly and is anxious to know about the correctness of his response due to several reasons Hence the non projected media, mass media such as radio print and TV is also within reach as a teacher The importance of their use in the classroom is also brought out in the above discussion in education An education centre may have a good collection of instructional media If they are easily retrievable, easily accessible to the teacher, the probability of their use will increase It is also important for as a teacher to develop their skills of using these media confidently in the classroom integrating them with a variety of methods THE TECHNOLOGY / MEDIA USED IN TEACHING The media is used to help the achieve the learning objectives more effectively and efficiently The familiar with common instructional media such as; blackboard, charts, models, video film and radio etc, some of these media are used to create readiness in the learners for learning experiences They provide clarity, precision and accuracy in processing information They create visual image, which help retention of the learnt concepts Some of them also provide stimulation to more senses than one Many media have the capacity to provide real or almost real experiences; such as cardboard models of geometrical concepts, case studies for learning principles of management Some media provide opportunity to the learner to learn individually at his own pace or in a small or in a large group Instructional media can be used in all phases i.e development, organization and summarizing phases of classroom instruction They can be used with learners any age group The senses they stimulate and the message code they transmit It may be noted that new emerging media stimulate more than one sense they stimulate not just the error eye, but both and sometimes touch These media function in a more interactive way REFERENCES CONCLUSION Instructional media play a major role in the classroom communication process This paper has been focused on the nature and characteristics of media, which should be generally using in the classrooms In this paper tried to introduce a variety of media and these are classified on the basis of their characteristics; such as the senses they stimulate, the learners control over them, the type of experience they provide and their reach The familiar with them and then classify the using those characteristics Preparation of media is presented by classifying them according to their uses by individual small group; visual media used for small group can be further classified as projected and non- projected to projected visual media • Communication skills in higher education: By R.B.Sirasangi (2011) • Introduction to Educational Technology New Delhi: By S.S.Kulkarni (1986) • Educational Technology:By Chand,Taara and Patel, R.N.(1992) ■ ■ ■