pioneering new models of teacher education august 2014
DESCRIPTION
A presentation on two teacher education programmes in Karnataka state of IndiaTRANSCRIPT
Pioneering new models of Teacher Education (STF)
andCurriculum development (KOER)
in Karnataka
RMSA, DSERT and IT for ChangeAugust 2014
Indian Education Context
●National Curricular Framework 2005 / National Curricular Framework for Teacher 2005 / Right to Education, 2009
National Policies pushing for universal education of an equitable quality
National Policy on ICTs in School Education, 2012 / 12 five year plan for Teacher Education, 2012
Teacher Education seen as a critical lever for quality education Integration of ICTs in Teacher Professional Development
moving from technology centred models to learning centred models
Open Educational Resources a national priority
Subject Teacher Forum – a new model
of inservice teacher education
Current Teacher Education Models
Hub and spoke model – Centralised design– 'Content transmission' based– One size fits all
Point in time workshops– Limited follow up or support– Limited participation / interactions within workshop
Huge investments in this area but limited impact on teacher learning
NCF TE 2010 – A new model of teacher education
“It is necessary to conceive ways in which teachers can opt for different kinds of trainings, on interest and requirement
For this, training schedules need to be announced well in advance and teachers need to be able to register for trainings they wish to undergo
Allocation of funds, training dates, duration and other logistics would need to be more decentralized and based on individual preferences”
National Curricular Framework for Teacher Education
Such a new paradigm of teacher education is possible with the meaningful integration of ICTs
An attempt to establish this through the 'Subject Teacher Forum' and Karnataka Open Educational Resources programmes
Teacher education model– Subject Teacher Forum programme
Subject Teacher Forum programme (STF)
Established by DSERT / RMSA TE programme from 201112 Onsite, handson workshops combined with resource support on an
email list as well as a web portal In workshops, teachers learn variety of digital methods: public
educational software tools, web tools (maps, albums, translation) and access web resources
Subject Teacher Forums (mailing groups) setup in Mathematics, Science, Social Science and English
Head Teachers Forum on School Leadership and administration Share idea/resources and seek support on mailing lists Accessing Internet and web resources
IT for Change is the resource institution under a MOU with RMSA and DSERT
STF – A TE model based on 'Professional Learning Communities'
Peer learning and support is a powerful teacher education method Physical meetings difficult/expensive to organise often Virtual forums can provide continuous mentoring as well as self
directed learning Teachers, Resource Persons and DIETs are continuously in touch
over email and resources are shared
Programme is fully integrated into the RMSA/DSERT inservice teacher education programme
Budgetary support from RMSA as per norms ICT integrated subject training integrated and delivered inhouse by
CTE/ DIETs hence institutionalised within the TE institutions
Communities of Practice a cutting edge TE model
STF a new model of Teacher Education
Reclaiming the role and identity of the teacher
Integrating technology tools for teaching learning Educational needs determine technology ICTs are transformatory and not merely instrumental
Collaborative networks for learning and sharing Peer learning for teacher professional development Enabling socioconstructivist models for learning
Continuous learning models Creation of multiple learning spaces and paths 5 days inservice training every year, supported by online forums
STF a selfpaced, selfdirected, continuous learning, peer learning based, systemic TE model
By Subject – Maths, Science, Social
Science, English
By Geography – State, District,
Taluka
By profile -HPS teachers, HS teachers, teacher
educators, curriculum design
Special lists – KOER, Volunteers
Over 30 mailing groups
(virtual forums) have been created in Karnataka
Education
STF Outcomes (so far)● 850 + resource persons from all 34 districts have in cascade model
trained over 6,000 teachers from 2,000 schools● Over 1,000 teachers have purchased personal laptops
District cascade programme in regular contact with state team and one another, sharing reports, feedback etc (see http://tinyurl.com/pgyh4rz)
30,000 emails crossed across mailing lists in 3 years
– Sharing / Seeking / Feedbacking / Conversing https://groups.google.com/d/forum/mathssciencestf
https://groups.google.com/forum/#!forum/socialsciencestf
https://groups.google.com/forum/#!forum/stfenglish
https://groups.google.com/forum/#!forum/htfkarnataka
Forums setup for Kannada and Urdu teachers also
STF – long way to go
● Coverage still limited● 2,000 of 6,000 high schools covered● All subjects yet to be covered, only 6,000 out of 40,000
teachers covered so far● Institutionalisation – work in progress
● programme management at state, district and block levels● ICT infrastructure availability at schools● Comfort with ICTs across the system – understanding and
practice
Karnataka Open Educational Resources – a new model
of curricular resource design and development
Current learning resource creation models Text based
One time creation process – publishing Modification annual basis Expensive Limited participation of teachers (top/down) 'Expert' based creation / limited feedback from teachers /
classroom External resources mostly nondigital, expensive, cannot be
adapted
OER (Open Educational Resources) an emerging resource creation and sharing model
– 4 Rs (reuse, revise, remix and redistribute)
KOER Karnataka Open Educational Resources programme
Wiki based OER portal in English and Kannada – of, for and by Karnataka Government High School teachers
KOER Karnataka Open Educational Resources programme
Digital resource creation Creation by practising teachers, collaboratively Built on a wiki platform Multiplicity of resources – audio visual, simulations, animations,
web applications, textual, using a variety of free and open source educational applications (see next 2 slides)
Dynamic and collaborative creation Contextual learning resources (reflect local culture, hence meaningful) Peer review and comments by other teachers / Teacher feedback
capture DIET / CTE faculty part of the process KOER embedded in the STF programme
Lunar eclipse with Stellarium
Geography with
Marble
Kalzium- Chemistry
Maths with Geogebra
Teachers learn to use Free and Open educational
software applications to create resources in various
subjects
Image editing - GIMP
Video recording
-recordMy
Desktop<-----
audio editing -audacity
Concept mapping - Freemind
Teachers learn a variety of free and open source editors, to create and edit resources
– text image, audio,animation, mind maps, video etc.
KOER – A purpose for the STF as well as an outcome
“Professional learning community” of teachers (STF and HTF members) create, share and review resources
– Email forums for sharing experiences and ideas
– Wiki for resource sharing and access
– Community collaboratively, continuously learning, creating, sharing and evaluating resources
– When a teacher creates a resource, she learns
– When she reviews a resource, she learns
– When she adapts / curates a resource she learns
– Teacher feels empowered with respect to material adoption / adaptation in the teaching learning processes
– Collaborative resource creation as a method of teacher education and agency
KOER – Also a Teacher development model, provides a purpose for the community of teachers, as well as an outcome of their interactions
KOER Outcomes
Over 5,000 web pages created in mathematics, science, social
science and ICT education
in English and Kannada
Over 700,000 views by teachers in around 10 months
Over 300 teacher creators and more contributors
IT for Change approach1. Systemic change is necessary
● Engage with the government system● Work across the entire state (scale)● Sustainable approach, only working with a bouquet of schools approach is not
sustainable or scalable
2. Work on the critical lever of teacher education● Working directly with students is neither scalable nor sustainable● Teachers are the main pillar of the education system and empowering and
strengthening them is essential
3. Engages with policy advocacy● Continuous engagement with state and central governments
4. Integrate ICTs in powerful ways into education● Domain expertise (Education) based, not merely inserting technology
IT for Change works with RMSA and DSERT as the resource institution for the STF and KOER programmes