A study of an effect of ICT program SNDT B'Ed' syllabus on the performance of student teachers with

1
A study of an effect of ICT program (SNDT B.Ed.
syllabus) on the performance of student teachers
with respect to content analysis, task analysis
and teaching behavior Satyawati Rawool
2

• This program was aimed at empowering student
  teachers to be agile thinkers, excellent net
  workers, life long learners and consistent and
  yet flexible efforts were made to link

• content and process
• thinking and doing
• theory, practice and reality

with respect to content analysis, task analysis
and teaching behavior.

• To enhance quality of teaching learning process
  Activity-Reflection Portfolio model proposed by
  Cameron Richards was used by adapting it as per
  need of student teachers.

3

• Critical features of an 'activity-reflection
  portfolio' model.

• It is a learning and assessment strategy
• It integrates tools and processes of ITC and
• It encourages, reflects and gauges students'
  progressive learning, self-evaluation and
  reflective practice.

4
Critical features of an 'activity-reflection
portfolio' model

• It motivates student teachers to connect
  practical activities with theoretical, procedural
  and other conceptual modes of reflective
  learning.
• It motivates learners to create a knowledge base
  for enhancing quality of their own development as
  professionals.

5
Activity-reflection cycle

• Initial familiarization (novice activity phase)
• Activity focus is structured as a competency
  checklist of skills or knowledge.
• At this stage student teachers were expected to
  justify their teaching activities in terms of
  their own learning.
• They were supported to experiment with different
  approaches and strategies.

6
Activity-reflection cycle
F Procedural and/or Theoretical Explanation
(critical reflective phase)

• At this stage
• student- teachers were expected to inquire and
  think critically about their assumption related
  to the teaching learning process.
• Student teachers were encouraged to find
  theoretical bases of their decisions about
  teaching.
• Student teachers were helped to play various
  roles that is learners of different age groups,
  subject experts teaching experts etc. by
  organizing simulated classroom experiences.

7
Activity-reflection cycle
F Specific application (dialogical /
transformative phase)

• At this stage they were expected to evolve their
  own strategies of teaching practice and are ready
  to justify its pedagogical soundness.
• Efforts were made to make them familiar with
  productive pedagogies listed by many experts

8
Sample

• All eighty student teachers of the class were
  assisted to make use of and create 'science of
  learning' for designing instructions at different
  levels of practice. They were helped to develop
  portfolios and create documents of their learning
  at various stages of teaching practice. They were
  motivated to evaluate their performance at the
  various stages of professional and personal
  development.

9
Objectives of the study

• To redesign the microteaching program in order to
  make student teachers sensitive to the needs of
  the contemporary learner and society.
• To redesign practice of instruction designing and
  execution so as to assist student teachers bridge
  gap between theory and practice.

10
Objectives of the study

• To evaluate student-teachers' development with
  respect to their understanding of concept of
  learning and teaching, concept of content
  knowledge, concept of content and task analysis.
• To evaluate quality of student teachers'
  performance with respect to instructional design.

11
Major findings

• Many cycles were needed for student teachers to
  learn to write broader purpose and essential
  questions of the instructional design.
• Similarly for writing knowledge and cognitive
  process dimension they needed many practice
  sessions.
• Only thirteen students were able to write
  visualization with theoretical bases with
  confidence.
• Student teachers made effort to design learning
  experiences using various approaches.

12
Major findings

• Fifty six student teachers were able to analyze
  content with broader purpose of learning.
• Most of the student teachers succeeded in
  engaging learners in meaningful activities as
  work progressed.
• Information processing, information organizing,
  designing knowledge representation was focused
  during learning process.
• Student teachers were able to make use of
  available arrangement for organizing small group
  activities.

13
Major findings

• Process of developing knowledge representations
  helped all learners to gain deep insight about
  content.
• Process of developing knowledge representations
  helped all learners to gain deep insight about
  content.

14
New Insights

• Student teachers need sufficient time to change
  their concepts related to teaching and learning
  and it is a slow process.
• Teacher educators need to have faith in the
  process of transformation through learning. They
  should be able to work as learning partners of
  student teachers.
• Constructive approach toward instructional
  designing helped student teachers to experiment
  with innovative learning activities.

15
New ideas

• Student teachers should get many opportunities to
  study cases that involve teaching learning
  process in different situations. These may
  include a study of live situation or filmed or
  recorded situation in the form of written
  transcript of learning situation.
• Student teachers should be helped to experience
  knowledge-age learning skills as they are
  preparing themselves for teaching.

16
Suggestions

• Student teachers should be assisted to develop
  good learning skills. This is necessary as they
  are the product of Ideal questing answer reading
  culture. Their learning ends with the final
  written examination. Teacher educators are also
  part of this culture. Thus there is hardly any
  need for gaining more/new/latest information or
  research based data.

17
Suggestions

• Student teachers and teacher educators should
  work together to design tests that expect
  learners to exhibit their skills to learn, to
  work together, to learn through activities etc.
• Research should be conducted on problems related
  to the need for information, need for practicing
  that information in day to day processes by
  learners.
• Student teachers and teacher educators together
  should work together to develop brain friendly
  learning environment that motivates learner to go
  beyond information and create new information.