why teachers need ICT in their Teaching and what Role of ICT is playing in Higher Education

1. Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com

2.  According to Dr. Babasaheb Ambedkar
[Bombay Legislative Council Debate, 27th
July, 1927], "The University is a machinery
whereby educational facilities are provided to
all those who are intellectually capable of
using those facilities to the best advantage
but who cannot avail themselves of those
facilities for want of funds or for other handicaps
in life.
 higher education has been rightly defined as the
mother of all professions.
 The people in university education shape the
behaviour, minds, and the social and human
values of the student community.

3.  Pandit Jawaharlal Nehru while delivering a
speech at the special convocation of the
Allahabad University on December 13, 1947 said:
 "A university stands for humanism for tolerance,
for reason, for progress, for the adventure of
ideas and for the search for truth.
 It stands for the onward march of the human
race towards even higher objectives.
 If the universities discharge their duty
adequately, then it is well with the nation and
the people.
 But if the temple of learning itself becomes a
home of narrow bigotry and petty objectives,
how then will the nation prosper or people grow
in stature?"

4. Higher Education
 Primary objectives: such as employability,
enhancing the earning potential, seeking and
advancing knowledge and wisdom, research and
experimentation.
 Secondary objectives: like attaining mental and
spiritual growth, engaging in quest for the
unknown, facilitating better lifestyle, and
developing scientific outlook.

5. Growth of Higher Education in India
 At the time of independence………
 we had only 20 universities and 695 colleges but
 today we have 785 universities where as colleges
have increased to more than 38,000.
 India's one of the major wealth is youth (18-40
years of age) which presently stands at almost 80
crore, 62% of the total population (127 crore,
male 65.6 crore and female 61.4 crore).
 Indian higher education system is one of the
largest in the world.

6.  The present ratio of student: teacher in the
country is almost 20:1, colleges having about 4,
21,000 teachers and universities 79,000.
 More than 25% colleges' and almost 35%
universities' teaching positions nationwide are
vacant.
 Similarly, in IT, IIT, IMM etc ca. 40% faculty
positions are vacant. Out of 20 lakh students, 86%
remain to be graduates, 12% acquire maters
degree, one per cent PhD and one per cent
diplomas/certificates.

7. New Dimensions in Higher Education
Education is dynamic process which changes from
time to time.
In the present era it is very essential to know the
changes which happened in the higher education
in general and teacher education in particular.
Unless we understand the changes, it would be
difficult to consider the dimensions for the 21st
century higher education and plan for the
expectations for the century.
Hence there is a dire need to consider the new
dimensions for the higher education.

8. The changes which can be considered for framing
new dimensions are,
 Growth in the Population,
 Knowledge Expansion,
 Technology Revolution,
 Change in the value pattern,
 new theories and methods,
 change in methods of teaching,
 Global competition,
 Redressal of Inequality and
 sustainable development.

9. New Dimensions in Higher Education
1. Branding, Openness and academic Quality:
An educational brand is often equated
to an institution's academic reputation.
two major components:
(1) promotion of the brand and
(2) delivering on the promise of the brand.
Openness: Education Is Sharing. knowledge and
information.
OER, Open Access (OA), Open Source and Massive Open
Online Courses (MOOCs) are regarded as forms of
openness

10. Academic quality is the educational outcomes rather
than academic resource measures.

11. 2. Access, Cost and Quality

12. 12

13. 13
 The central question of how adults learn has
occupied the attention of scholars and
practitioners since the founding of adult
education as a professional field of practice
in the 1920s.
 Some eighty years later, we have no single
answer, no one theory or model of adult
learning that explains all that we know about
adult learners, the various contexts where
learning takes place, and the process of
learning itself.

14. 14
 What we do have is a mosaic(mixture,
variety) of theories, models, sets of
principles, and explanations that, combined,
compose the knowledge base of adult
learning.
 Two important pieces of that mosaic are
andragogy and self-directed learning.

15. 15
 Lorge focused on adults’ ability to learn
rather than on the speed or rate of
learning (that is, when time pressure was
removed), adults up to age seventy did as
well as younger adults.
 Today it is recognized that adults score
better on some aspects of intelligence as
they age and worse on others, resulting in a
fairly stable composite measure of
intelligence until very old age (Schaie and
Willis, 1986).

16. 16
 In 1968, Malcolm Knowles proposed “a new
label and a new technology” of adult
learning to distinguish it from pre-adult
schooling

17. 17
 Andragogy is the art and science of helping
adults learn:
Adults desire and enact a tendency toward self-
directedness as they mature
Adults’ experiences are a rich resource for
learning. They learn more effectively through
experimental activities such as problem solving
Adults are aware of specific learning needs
generated by real life
Adults are competency-based learners who wish
to apply knowledge to immediate circumstances
 A climate of mutual respect is most
important for learning: trust, support, and
caring are essential components. Learning is
pleasant and this should be emphasized.

18. 18
 Autonomous and self- directed
 Life experiences and knowledge
 Goal- oriented
 Relevancy- oriented
 Practical
 Respect

19. 19
Adult Education is more
effective when it is
experience centered,
related to learner’s real
needs and directed by
learners themselves.

20. 20
 The learner is dependent
upon the instructor for all
learning
 The teacher/instructor
assumes full responsibility
for what is taught and
how it is learned.
 The teacher/instructor
evaluates learning
 The learner is self-
directed
 The learner is responsible
for his/her own learning
 Self-evaluation is
characteristic of this
approach
Pedagogical Andragogical

21. 21
 The learner comes to the
activity with little
experience that could be
tapped as a resource for
learning
 The experience of the
instructor is most
influential
 Learner brings a greater
volume and quality of
experience
 Adults are a rich resource
for one another
 Different experiences
assure diversity in groups
of adults
 Experience becomes the
source of self-identify
Pedagogical Andragogical

22. 22
 Students are told what
they have to learn in
order to advance to the
next level of mastery
 Any change is likely to
trigger a readiness to
learn
 The need to know in
order to perform more
effectively in some
aspect of one’s life
 Ability to assess gaps
between where one is
now and where one wants
and needs to be
Pedagogical Andragogical

23. 23
 Learning is a process of
acquiring prescribed
subject matter
 Content units are
sequenced according to
the logic of the subject
matter
 Learners want to perform
a task, solve a problem,
live in a more satisfying
way
 Learning must have
relevance to real-life
tasks
 Learning is organized
around life/work
situations rather than
subject matter units
Pedagogical Andragogical

24. 24
 Primarily motivated by
external pressures,
competition for grades,
and the consequences of
failure
 Internal motivators: self-
esteem, recognition,
better quality of life,
self-confidence, self-
actualization
Pedagogical Andragogical

25. 25
 Knowles revise his thinking as to whether
andragogy was just for adults and pedagogy
just for children.
 Between 1970 and 1980 he moved from an
andragogy versus pedagogy position to
representing them on a continuum ranging
from teacher-directed to student-directed
learning.

26. 26

27. 27
 It is thirty years since Knowles introduced us
to the concept of andragogy as a new way of
approaching adult education.
 Much in the world has changed since that
time, and we all know that the rate of
change seems to increase every year.

28. 28
 Heutagogy, the study of self-determined
learning, may be viewed as a natural
progression from earlier educational
methodologies – in particular from capability
development.

29. 29
 The concept of truly self-determined
learning, called heutagogy, builds on
humanistic theory and approaches to
learning described in the 1950s.
 It is suggested that heutagogy is appropriate
to the needs of learners in the workplace in
the twenty-first century, particularly in the
development of individual capability.

30. 30
 This revolution recognizes the changed world
in which we live. A world in which:
 information is readily and easily accessible;
 change is so rapid that traditional methods
of training and education are totally
inadequate;
 discipline-based knowledge is inappropriate
to prepare for living in modern communities
and workplaces;
 learning is increasingly aligned with what we
do;
 modern organizational structures require
flexible learning practices
 There is a need for immediacy of learning.

31. 31
 As teachers we should concern ourselves with
developing the learner’s capability, not just
embedding discipline-based skills and
knowledge.
 We should relinquish any power we deem
ourselves to have.

33.  The National Knowledge Commission (NKC) has
observed that teachers are the single most
important element of the education system and
the country is already facing a severe shortage
of qualified and motivated teachers at different
levels.
 The training of teachers is a major area of
concern at present as both pre-service and in-
service training of teachers are extremely
inadequate and poorly managed in most states.
 Pre-service training needs to be improved and
differently regulated both in public and private
institutions.

34.  ICT has become an integral part of today’s
teaching learning process.
 Countries across the world are using ICT in
facilitating information dissemination and
communication in all areas of education and
training.
 Effective use of technology can motivate
students, make our classes more dynamic and
interesting, and renew teacher enthusiasm as
they learn new skills and techniques. Technology
is also helping the students to understand any
abstract concepts clearly.

35.  The integration of ICTs in teaching in general
and teacher education in particular is the need
of the day. The use of ICTs can make substantial
changes both for teaching and training mainly in
two ways.
 Firstly, the rich representation of information
changes learner’s perception and understanding
of the context.
 Secondly, the vast distribution and easy access
to information can change relationships between
teachers and taught. ICTs can also provide
powerful support for educational innovation.

36.  Why do we need ICT?
 The face of classroom is changing. The teachers
should prepare to keep up with technology
utility in the classroom. ICT is not only an
essential tool for teachers in their day to day
work, but also offers them opportunities for
their own professional development.
 In conventional teaching most of the time is
consumed for the input output and less time left
for the process. But in teaching with ICT the
input and output time is reduced and process
time is increased. When the process time is
increased, time of students’ activities,
discussion, correlation with other subjects,
brainstorming and learning etc will increase.

37. approaches to ICT which can be used in the classroom
 1.Integrated approach: This aims at planning the use
of ICT within the subject to enhance particular
concepts and skills and improve pupils’ achievement.
This involves, Selecting the suitable ICT resources which
will contribute to the aims and objectives of the
curriculum.
 2.Enhancement Approach: this focus on the use of an
ICT resource will enhance the existing subject matter
through some aspects of the lessons and tasks. Eg.
Using an electronic whiteboard for presenting a theory
about a topic.
 3.Complementary approach: This aims at using an ICT
resource to empower the students’ learning, Eg. By
enabling them to improve their class work by taking
notes on the computer or by sending home work by
email to the teacher from home.

38. To effectively harness the power of the new
information and communication technologies (ICTs)
to improve learning, the following essential
conditions must be met:
 Students and teachers must have sufficient access to
digital technologies and the Internet in their
classrooms, colleges, and higher education
institutions.
 High quality, meaningful, and culturally responsive
digital content must be available for teachers and
learners.
 Teachers must have the knowledge and skills to use
the new digital tools and resources to help all
students achieve high academic standards.

39. 1. ICT literacy
2.The effective and efficient use of ICT
hardware and software for teaching learning
activities.
3. Pedagogy based ICT use(Integration of ICT in
subject content, teaching, online support,
networking and management)
4. Adopt best innovative practices in the use of
ICT.

44.  ICT and e-learning: Explosive upcoming of ICT
 Computers, Networks: Internet and the Web, mobile phone, tablets,
 E-learning, and on-line learning.
 Lesson plan-correction- mail,
 Discussion groups,
 Blogs-creation and discussion, Guidance.
 Website-create and post important events-test, scores and programs,
 Internet-Google free Books, articles, reports, theses, projects.
 Google videos- learning theories, discussions, conference discourses.
 Micro teaching skills- record and make repositories.
 Mobile phone-SMS-free sms.com,way2sms.com whatsapp, hike.com,
telegram
 Facebook, Tweeter
 Slideshare.com, freeshare.com
 Radio and TV lessons
 E-gyankosh, e-content repositories.
 IGNOU-content, NCERT, NCTE, UGC, DSERT- websites.
 Virtual classroom, smartboards-whiteboards

45.  MOOCs (Massive Open online Courses)
 MOOCs are recent development that is reshaping the
trend of higher education on the web. It represents an
emerging methodology of online teaching, based on the
philosophy of connectivism. “Massive” refers to the
large number of students can be engaged in online
course, and its “Openness” is associated with software
used registration to anyone who has access to web,
open curriculum, learning resources and evaluation.
 MOOC providers: USA (Coursera, EdX, Udacity),
Ireland(ALISON), Germany(iversity), Australia
open2study), Japan(schoo), FutureLearn, open
courseware, OpenUpEd, KHANACADEMY, educa,
saylor.org, MOOC2DEGREE, NovoED, Canvas network,
Neodemia, World Education University(WEU), Stanford
Online, Eliedemy, EURODL,CLASS CENTRAL, edSurge,
EFQUEL, Commonwealth of Learning, Minglebox,
Swayam etc

46.  E-journals: www.e-journals,org/ ,
http://www.sciencedirect.com/, www.doaj.org
 Open education Resources for Teacher
Educators, Teachers and Learners
 Geogebra, Google Earth, Hot potato, C-map, R-
campus, Mahara, Moodle and wiki-spaces,
classroom-2.0, Visual field trips, statistical tools
and web conferencing.
 Reduce the hard work make to work smartly.
 What we require is teacher with blend of
education principles, educational software.

47.  Blending of Open education Resources: Open Education
Resources for Learners & learning –
content (geogebra),
creativity (hot potato,C map),
Evaluation (R-compus and mahara).
Learning management system (Moodle & wiki spaces), teachers
Managed Communication Platforms ( Classroom 2.0 & Web Quest)
Statistical Tools for data processing,
These are need to thoroughly inter-woven into our curriculum and
education system.
 Technology Integrated HigherEducation:There is Technological
revolution Education. There is a quick shift from web-1 to web-2
to web-3.
We have initiated into Open Education, Open Course Ware, Open
Source, Open Content and Open Research. There are proposals for
e-higher Education.
Smart Classrooms are emerging, where-in; we have e-learning and
e-testing.

48.  Own Experiences:
 Effectiveness of mobile learning approach in the
development of Teaching skills, vocabulary and
mobile phone usage among student teachers.
 The research was carried out to find the
effectiveness of learning through mobile phones
in teacher training institutes first time in India,
funded by University Grants Commission.
 Experimental method was used.

60. Wearable devices are clothing and accessories incorporating
computer and advanced electronic technologies.

62. Google Glass applications are free applications built by
third-party developers. Glass also uses many existing
Google applications, such as Google Now, Google
Maps, Google+, and Gmail

63. A smartwatch is a computerized wristwatch with functionality that is enhanced
beyond timekeeping. While early models can perform basic tasks, such
as calculations, translations, and game-playing, modern smart watches are
effectively wearable computers. Many run mobile apps, using a mobile operating
system.

64.  Augmented reality (AR) is a live direct or indirect
view of a physical, real-world environment whose
elements are augmented (or supplemented) by
computer-generated sensory input such as sound,
video, graphics or GPS data.

65. Shifting role of the Teachers in present scenario
 Encourage Thinking:
 The information Provider:
 The Role Model:
 Teachers as a Facilitator:
 Teacher as a Participant in the Learners Efforts:
 Teacher to Find his Own Teaching Style:
 Recognize Himself as a Professional:
 Be Sensitivity to Student's Needs and Problems:

66.  Google forms: Survey documents, get online response
 Processed to Excel
 Lime survey software: directly processed to SPSS
 Surveymonkey-preparing surveys.
 Commonwealth of Learning (COL) Teacher Education Online certificate
courses. www.cctionline.org
www.Temoa.info
 Computer assisted assessment: Hot potatos
 Online assessment: ebox, myexambox
 Exelearning.net- OS windows based e-lg platform to create website-
content creation and putting
 Word claud OS
 To create graphics (tagul software)

67. National Knowledge Network-500mbps free to all schools

68.  Encourage contacts between students and
teachers; especially those students who were
unwilling to speak out in face to face classroom
settings.
 Develop reciprocity and co-operation among
students for the benefit of peer learning.
 Active learning techniques make learners active.
 Give necessary prompt feedback.
 Emphasize time on task.
 Communicate high expectations.
 Respect diverse talents and ways of learning.

69. The Stanford centre for innovations in
learning(SCIL): Effective teacher includes being
 Concerned
 Committed
 Creative
 Competent
 An educational system can be as good as its
teachers
 Who is a teacher?
 One who dares to teach and never cease to
learn

70. Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com