Tenth Pan-Commonwealth Forum on Open Learning, Sep 1, 2022
The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embra... more The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embrace technology enabled teaching. Continuous Professional Development (CPD) of these teachers to improve equity, scale, and quality needed experienced and motivated mentors to offer online support to teachers. The National Education Policy (NEP, 2020) in India suggests a mission for mentoring and various CPD tools for tracking the career progression of teachers. The purpose of the study is to understand the CPD process of teacher turned mentors, and in what ways prior experience of CPD supported their mentoring role and motivation as mentors in the new context. The paper made suggestions on systemic integration of mentor teachers in state machinery, advocate career advancement for the mentor teachers to scale and sustain quality CPD in the system.
This paper presents a case study of a decade-long technology-enabled teacher professional develop... more This paper presents a case study of a decade-long technology-enabled teacher professional development (TPD) initiative for government-run school teachers in India. The TPD aimed at capacitating teachers in integrating project-based or constructivist learning with technology in curriculum and pedagogy. Teachers are central to the teaching–learning processes, and hence capacitating them to leverage digital technologies confidently is essential to improve the quality of education imparted to learners. This paper focuses on the use of innovative technologies leading to the education of teachers. A decade of TPD is divided into three phases providing an analytical framework for the evolving technologies and pedagogies across the phases. Documents, resources and tools used for the TPD activities, researchers’ first-hand experiences and documented research studies supported the comparative analysis of the three phases of TPD. This comparison highlighted leading-edge technologies influencin...
The journey of Information and Communication Technology in Indian school education started throug... more The journey of Information and Communication Technology in Indian school education started through National Policy on Education in India in the year 1984-1986, modified in 1992, stressing the need to include technology in school education to improve the quality of education. This policy led to two central schemes for ICT and Education in 2004, revised in 2010, focusing mostly on computer literacy and Computer Aided Learning. In 2012, the ICT policy in School Education came into existence with the mission of developing accelerating, supporting and sustaining ICT and ICT-enabled activities and processes to improve access, quality and efficiency in the school system. Over time, the emphasis of ICT in education schemes and policy progressed from computer literacy to making ICT connected to school subjects to improve learning. However, the ground reality is that the use, role and relationship of ICT with quality learning remains elusive. This opaque relationship is a global phenomenon. O...
The journey of Information and Communication Technology in Indian school education started throug... more The journey of Information and Communication Technology in Indian school education started through National Policy on Education in India in the year 1984-1986, modified in 1992, stressing the need to include technology in school education to improve the quality of education. This policy led to two central schemes for ICT and Education in 2004, revised in 2010, focusing mostly on computer literacy and Computer Aided Learning. In 2012, the ICT policy in School Education came into existence with the mission of developing accelerating, supporting and sustaining ICT and ICT-enabled activities and processes to improve access, quality and efficiency in the school system.
Tenth Pan-Commonwealth Forum on Open Learning, Sep 1, 2022
The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embra... more The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embrace technology enabled teaching. Continuous Professional Development (CPD) of these teachers to improve equity, scale, and quality needed experienced and motivated mentors to offer online support to teachers. The National Education Policy (NEP, 2020) in India suggests a mission for mentoring and various CPD tools for tracking the career progression of teachers. The purpose of the study is to understand the CPD process of teacher turned mentors, and in what ways prior experience of CPD supported their mentoring role and motivation as mentors in the new context. The paper made suggestions on systemic integration of mentor teachers in state machinery, advocate career advancement for the mentor teachers to scale and sustain quality CPD in the system.
This paper presents a case study of a decade-long technology-enabled teacher professional develop... more This paper presents a case study of a decade-long technology-enabled teacher professional development (TPD) initiative for government-run school teachers in India. The TPD aimed at capacitating teachers in integrating project-based or constructivist learning with technology in curriculum and pedagogy. Teachers are central to the teaching–learning processes, and hence capacitating them to leverage digital technologies confidently is essential to improve the quality of education imparted to learners. This paper focuses on the use of innovative technologies leading to the education of teachers. A decade of TPD is divided into three phases providing an analytical framework for the evolving technologies and pedagogies across the phases. Documents, resources and tools used for the TPD activities, researchers’ first-hand experiences and documented research studies supported the comparative analysis of the three phases of TPD. This comparison highlighted leading-edge technologies influencin...
The journey of Information and Communication Technology in Indian school education started throug... more The journey of Information and Communication Technology in Indian school education started through National Policy on Education in India in the year 1984-1986, modified in 1992, stressing the need to include technology in school education to improve the quality of education. This policy led to two central schemes for ICT and Education in 2004, revised in 2010, focusing mostly on computer literacy and Computer Aided Learning. In 2012, the ICT policy in School Education came into existence with the mission of developing accelerating, supporting and sustaining ICT and ICT-enabled activities and processes to improve access, quality and efficiency in the school system. Over time, the emphasis of ICT in education schemes and policy progressed from computer literacy to making ICT connected to school subjects to improve learning. However, the ground reality is that the use, role and relationship of ICT with quality learning remains elusive. This opaque relationship is a global phenomenon. O...
The journey of Information and Communication Technology in Indian school education started throug... more The journey of Information and Communication Technology in Indian school education started through National Policy on Education in India in the year 1984-1986, modified in 1992, stressing the need to include technology in school education to improve the quality of education. This policy led to two central schemes for ICT and Education in 2004, revised in 2010, focusing mostly on computer literacy and Computer Aided Learning. In 2012, the ICT policy in School Education came into existence with the mission of developing accelerating, supporting and sustaining ICT and ICT-enabled activities and processes to improve access, quality and efficiency in the school system.
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