1. Introducing CEMCA and overview on the workshop, Dr. Manas Ranjan Panigrahi, Programme Officer,...
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Transcript of 1. Introducing CEMCA and overview on the workshop, Dr. Manas Ranjan Panigrahi, Programme Officer,...
![Page 1: 1. Introducing CEMCA and overview on the workshop, Dr. Manas Ranjan Panigrahi, Programme Officer, CEMCA](https://reader031.fdocuments.in/reader031/viewer/2022020411/58ad4b0a1a28ab0b0f8b45e1/html5/thumbnails/1.jpg)
ICT integration in Teacher Education: A Community of Practice Model
Manas Ranjan PanigrahiProgramme officer, CEMCA, New Delhi
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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
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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
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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
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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
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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
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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
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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
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Thank You
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Thank You