ICT integration in Teacher Education: A Community of Practice Model

Manas Ranjan PanigrahiProgramme officer, CEMCA, New Delhi

Commonwealth Educational Media Centre for Asia (CEMCA)

Established by the Commonwealth of Learning, Vancouver, Canada in 1994; Agreement with Govt. of India in 1998; Status of a Diplomatic mission in 2000

To assist governments and institutions to expand the scale, efficiency and quality of learning by using multiple media in open, distance and technology-enhanced learning

What are the big challenges?

Number of untrained teachers, including vocational education teachers

Concern for quality of teacher training Access to technology Faith on technology to assist improving

access and quality of education Quality of student learning (joyful, as well

as learning for living) Frequent changes in Teacher Education

norms

COL and Teacher Education

Quality assurance of teacher education

Green Teacher programme

OER for English language teaching

TESSA Partnership (for teacher education materials)

Child Friendly Schools

CEMCA: Teacher Education Focus Teacher education institutions

adopt blended approach to ICT integration in continuing professional development– Developing a Community of

Practice for Teacher Educators– Imparting ICT skills to Teacher

Educators Underlying belief: increased use of

ICT by teacher educators will play a cascading effect on appropriate use of ICT by teachers in the classroom

Teacher Education: Six year StrategyOutcomes: More teacher training institutions integrate ICT in education using CoP model and offer distance learning programmes for professional development of teachers and teacher educators

Performance Indicators: 10 teacher education institutions have enhanced capacity to use ICT/ODL for

professional development of teacher educators and teachers for better teaching learning practice

500 special teacher educators are trained under ToT mode to deliver effective learning opportunities using ICT for differently abled learners

300 teacher educators and secondary school teachers have enhanced capacity to develop Educational Mobile Apps for better teaching and learning

CoP Model: Bblended approach to ICT integration in Teaching Learning

Adopt OER

Peer GroupPre-Service and

In-service

Master Trainers Engaged in Training

Preparation of Master Trainers

Use of ICTs Adopt OERLearning resources

• Using ICTs in teaching and learning

• Promoting and creating OER

• Producing learning materials for learners

Monitoring and Evaluation

Use of ICTs

• Using ICTs in teaching and learning

• Promoting and creating OER

• Producing learning materials for learners

Monitoring and Evaluation

Learning resources

Enhanced Capacity to use ICT for better Teaching

Learning Practice

OER as panacea for all problems?

Capacity building of teachers and teacher educators on ICT use and integration of OER in teaching and learning

Creating a culture of sharing and contribution to OER

Being prepared to handle ICT empowered learners

Collaboration through Community of Practice

Thank You

Thank You