REPORT on OUTREACH PROGRAMME: FEB – MARCH 2017

A REPORT ON

OUTREACH PROGRAMME

FEB – MARCH 2017 Prepared by

Prof. Dilip Barad

Head, Dept. of English, MKBU

15-Mar-17

A Report on Activities carried out under Outreach Programme during Feb – March 2017 by Department of English, MKBU.

Contact: [email protected]

+91 9898272313 www.dilipbarad.com

The Department of English (MKBU) has carried out three activities as outreach programme during the said time. This report presents brief overview of the activities carried out under the banner of this programme. It also presents the outcome of outreach activities with feedback from stakeholders.

mailto:[email protected]

A Report on Outreach Programme Feb – March 2017

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Contents Introduction ................................................................................................................................................ 3

Objectives .................................................................................................................................................. 4

Snapshot of Three Activities ................................................................................................................... 6

Outreach Activity 1 | In-house Workshop ........................................................................................... 7

Feedback of participants ..................................................................................................................... 7

..................................................................................................................................................................... 7

Outreach Activity 2 | Samter, Una, Kareni, Diu ................................................................................. 8

Samter Village: Higher Secondary School ....................................................................................... 8

Chanakya Science School, Una ........................................................................................................ 10

.................................................................................................................................................................. 11

.................................................................................................................................................................. 12

Kareni Village: Primary, Higher Secondary School and NSS Camp of HMV College ......... 12

.................................................................................................................................................................. 13

Diu College .......................................................................................................................................... 13

Outreach Activity 3 | PDPU, Shamlaji School & College, Mt. Abu School & College, Ambaji College 15

Day 1 (6 March 2017) at PDPU: #ExtAct #MKBU #PDPU ....................................................... 15

Day 2: (7 March 2017): PDPU......................................................................................................... 17

Day 3: Shamlaji School and College .............................................................................................. 20

Day 4: Mountaineering Institute, Mount Abu School and College ............................................ 23

Day 5: Mount Abut B.Ed. College.................................................................................................... 27

.................................................................................................................................................................. 27

Day 6: #ExtAct #MKBU #Ambaji College.................................................................................... 27

Outcome: Charts, Graphs and Summaries of Activities .................................................................. 28

1. Interview of Teachers on Use of Technology in Teaching: Parth Bhatt ............................ 28

2. Survey of English & Gujarati Medium School Students’ Approach towards English Language: Divya Chaudhry and Group ........................................................................................................................ 28

3. Survey outcome: Reading Habit: Poojaba Jadeja and group .......................................... 28

4. Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group ........... 28

5. Survey outcome: English Language Proficiency of Gujarati and English Medium Students: Hitaxi Dave and Group ........................................................................................................................................... 28

Conclusion: ............................................................................................................................................... 28

Report on Student enrichment: An overall observation and outcome: Dilip Barad ................ 30

Outreach Programme: Towards theorizing Hybrid Model ............................................................ 30

Press Coverage ...................................................................................................................................... 32

............................................................................................................................................................... 32

Appendix ................................................................................................................................................ 35

(I) Feedback of Participants – NET Workshop (9 pages) ....................................................... 35

(II) Brief report – Survey and Interview of Teachers on Use of Technology in Teaching: Parth Bhatt (9 pages) ................................................................................................................................................... 35

(III) Survey of English & Gujarati Medium School Students’ Approach towards English Language: Divya Chaudhry and Group ........................................................................................................................ 35

(IV) Survey outcome: Reading Habit: Poojaba Jadeja and group ....................................... 35

(V) Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group ........ 35


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(VI) Survey outcome: English Language Proficiency of Gujarati and English Medium Students: Hitaxi Dave and Group ........................................................................................................................................... 35

(VII) Report on Student enrichment: An overall observation and outcome: Dilip Barad . 35

(VIII) The presentations can see downloaded from: https://www.slideshare.net/dilipbarad 35

(IX) Visit Department Facebook page for live updates: https://www.facebook.com/eng.dept.bu/ 35

(X) Resources in DVD: The DVD full of all resources was given to all schools and college. The DVD is also attached along with this report. ....................................................................................................... 35

List of Photographs:

Figure 1: Dr. kalyani Vallath - net workshop ..................................................................................................................... 7

Figure 2: Workshop Feedback ............................................................................................................................................. 7

Figure 3: Feedback - Resource Person ................................................................................................................................ 8

Figure 4: Interaction with students_Samter ......................................................................................................................... 9

Figure 5: Teaching through PowerPoint ............................................................................................................................ 10

Figure 6: Interview of teachers for Research ................................................................................................................... 10

Figure 7: Planning and Distribution of work - Una school ............................................................................................. 11

Figure 8: Learning through role-play ................................................................................................................................ 12

Figure 9: Eager to learn English language ....................................................................................................................... 12

Figure 10: Learning through play cards ........................................................................................................................... 13

Figure 11: Presentation of CV, Resume, BioData ............................................................................................................ 14

Figure 12: Teachers of Diu College ................................................................................................................................... 14

Figure 13: Panel Discussion: Interdisciplinary Approach to Knowledge ..................................................................... 15

Figure 14: Panel Discussion: Gender Studies ................................................................................................................... 16

Figure 15: Memory Mug: Workshop on Creativity ........................................................................................................ 16

Figure 16: An Evening with Sports and Games ............................................................................................................... 17

Figure 17: Concept of Time: Science and Literature ...................................................................................................... 18

Figure 18: From politics of equality to poetics of difference: Reading Feminisms ................................................... 18

Figure 19: Panel Discussion: Contemporary global concerns........................................................................................ 19

Figure 20: Interaction with student representatives of PDPU ....................................................................................... 19

Figure 21: Cultural Evening: Collaborating with the students of MKBU and PDPU .................................................. 20

Figure 22: Interaction with college students – Shamlaji ................................................................................................. 21

Figure 23: Interaction with teachers: Shamlaji ................................................................................................................. 21

Figure 24: Presentation on Innovative Learning Practices ............................................................................................. 22

Figure 25: Teaching English through role play: Shamlaji .............................................................................................. 22

Figure 26: Survey of English profeciency ......................................................................................................................... 23

Figure 27: Lessons in Adventure Sports ............................................................................................................................. 24

Figure 28: Mobile Assisted Language Learning .............................................................................................................. 25

Figure 29: Speaking skills through Mobile Device .......................................................................................................... 25

Figure 30: Survey of Reading Habits ................................................................................................................................ 26

Figure 31: TEACHING-WRITING skills .............................................................................................................................. 26

Figure 32: Interaction with teachers of teacher training college and trainees, Mt. Abu b.Ed. college ................ 27

Figure 33: Interaction with Ambaji College Teachers .................................................................................................... 28

Figure 34: Gains of student-volunteers fromm outreach programme ......................................................................... 29

Figure 35: Hybrid Model of Outreach .............................................................................................................................. 31


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A Report on Outreach Programme Feb – March 2017 A R E P O R T O N A C T I V I T I E S C A R R I E D O U T U N D E R O U T R E A C H P R O G R A M M E D U R I N G F E B – M A R C H 2 0 1 7 B Y D E PA R T M E N T O F E N G L I S H , M K B U .

Introduction Kate Hardy, Sarah Kingston, Teela Sanders1 have rightly observed that Outreach is an activity of providing services to any populations or stakeholders who might not otherwise have access to those services. We may also add that it is an activity where organizations and institutions reach out to share what so ever research or innovations in teaching is done at an institute. It is also not wrong if a particular population or stakeholders are mobile to travel to spaces which otherwise might not have been accessible to them, with a sole purpose to learn something unique. Dewson S, Davis S, and Casebourne J2 have identified an interesting key component of outreach programme. It is that the groups providing it are not stationary, but mobile; in other words, they are meeting those in need of outreach services at the locations where those in need are. In addition to delivering services, outreach has an educational role, raising the awareness of existing services. Thus, sharing outcomes of action research in innovative teaching practices (with the help of ICT / technology) with other school

/ college teachers becomes an integral part of outreach programmes. Outreach is often meant to fill in the gap in the services provided by mainstream (often, governmental) services, and is often carried out by non-profit, nongovernmental organizations. This is a major element differentiating outreach from public relations3. Compared with staff providing traditional services, Dewson et al. (2006) notes that outreach staff may be less qualified, but is more highly motivated. Thus, the students reaching out to rural spaces to teach basics of English language to the students who

have limited access to quality teachers and learning resources becomes meaningful outreach activity.

1 Kate Hardy; Sarah Kingston; Teela Sanders (16 December 2010). New Sociologies of Sex Work. Ashgate Publishing, Ltd.

p. 77. ISBN 978-0-7546-7986-8. Retrieved 16 September 2012. 2 Dewson S, Davis S, Casebourne J. "Maximising the Role of Outreach in Client Engagement”. Research Report DWPRR 326,

Department for Work and Pensions, 2006. 3 Baldur Eliasson; Pierce Riemer; Alexander Wokaun (1999). Greenhouse Gas Control Technologies: Proceedings of the 4th

International Conference on Greenhouse Gas Control Technologies, 30 August-2 September 1998, Interlaken, Switzerland. Elsevier. p. 244. ISBN 978-0-08-043018-8. Retrieved 17 September 2012.

Outreach is an activity of

providing services to any

populations or stakeholders who

might not otherwise have access

to those services.

[Outreach service providers] . . .are not

stationary, but mobile; in other words they

are meeting those in need of outreach

services at the locations where those in need

are. In addition to delivering services,

outreach has an educational role

Dewson S, Davis S, Casebourne J

https://en.wikipedia.org/wiki/Public_relations

https://en.wikipedia.org/wiki/Public_relations

https://books.google.com/books?id=toGlsIgAW8oC&pg=PA77

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/978-0-7546-7986-8

http://www.employment-studies.co.uk/pubs/summary.php?id=dwp326

https://books.google.com/books?id=B-DS4P_J8KUC&pg=PA244

https://books.google.com/books?id=B-DS4P_J8KUC&pg=PA244




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Rhodes4 (1996) distinguishes between three types of outreach: domiciliary (undertaken at individual homes), detached (undertaken in public environments and targeting individuals), and peripatetic (undertaken at public or private environments and targeting organizations rather than individuals). Dewson et al. (2006) lists another type in addition to those three: the satellite type, where services are provided at a dedicated site. Under the outreach activities reported here, three types of outreach works i.e. ‘detached’, ‘peripatetic’ and ‘satellite’ were carried out by the students and teachers of Department of English (MKBU). Dewson et al. (2006) list the following tools of outreach: leaflets, newsletters, advertising; stalls and displays, and dedicated events, with the common location being local community institutions such as libraries, community centres, markets and so on. We have also used DVDs with PowerPoint presentations, useful video resources along with play-cards, handouts, questionnaires, display projectors etc during the activities reported in this repot. Dewson et all has observed that compared to traditional service providers, outreach services are provided closer to individuals residence, are voluntary, and have fewer, if any, enforceable obligations. It seems to say that unlike other extension programmes, which run for longer duration, these outreach programmes are not much evaluated on the grounds of its impact on the people / places / regions where it was carried out. There are no enforceable obligation as that of we find in long duration extension activities. The teachers and

students volunteer to reach out the rural / urban remotely located schools and colleges to interact and share what so ever-innovative practices they put in practice in teaching and learning at their educational institute. The research works carried out at Universities shall not die in life-less books. It should be disseminated. The outreach programme is, as such, a

voluntary attempt without any or fewer enforceable obligations.

Objectives In the light of the research-writings mentioned in ‘Introduction’, the objectives of these outreach programmes were:

1. To disseminate research outcomes of the research projects (funded by MHRD and UGC) carried out by teachers of Department of English, MKBU.

2. To disseminate procedure, methodology and outcome of action research (Flipped Learning, Digital Portfolio etc) carried out by teachers of Department of English, MKBU.

3. To disseminate innovative teaching practices where in Information and Communication Technology is integrated with teachers of rural schools and colleges.

4. To display best practices in technology integrated teaching and learning with teachers and students of premier academic institutes located in urban spaces.

5. To suggest teachers to implement outcomes of action researches and best practices successfully carried out at Dept. of English, MKBU in their urban / rural spaces.

6. To carry out surveys regarding: a. English Language Proficiency among rural and urban

students b. Reading and Writing skills of school children c. Reading habits of school, college students d. Use of ICT by teachers in schools and colleges e. Attitude towards English language f. Attitude toward technology in teaching g. ICT infrastructure in schools and colleges

4 Tim Rhodes (1996). Outreach Work with Drug Users: Principles and Practice. Council of Europe. pp. 25–26. ISBN 978-92-871-

3110-2. Retrieved 17 September 2012.

Compared to traditional service providers,

outreach services are provided closer to individuals

residence, are voluntary, and have fewer, if any,

enforceable obligations.

To envision the dream of

Digital India

https://books.google.com/books?id=8TdgVBbiLrcC&pg=PA25





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7. To teach basics of English language to school children in rural spaces

8. To teach communication skills to National Service Scheme female volunteers in NSS camp

9. To teach grammar components through PowerPoint presentations

10. To teach communication skills through innovative teaching methods like play-cards, role-play etc.

11. To teach speaking skills with the help of nursery rhymes, tongue twisters and songs 12. To build confidence among students of Department of English, MKBU 13. To develop L-S-R-W skills among students of Department of English, MKBU 14. To develop skills like teaching, public speaking, negotiations, communications etc.

among participating students. 15. To make participants proficient for Junior Research Fellowship 16. To orient and train former students, teachers and regular students in National

Eligibility Test for Asst. Professorship 17. To inculcate the spirit of adventure sports among participating students. 18. To make people aware about various schemes like Digital India, Skill India, SCOPE, Swachh Bharat, Start Up

India.

SCOPE: Society for the Creation

of Opportunities through

Proficiency in English

Skill India

Startup India


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Snapshot of Three Activities

No. Outreach Activity Participants

Expenditure

Dates and Total Days

1 In House Workshop for NET Coaching by Dr. Kalyani Vallath from Kerala 12 sessions of 1 ½ Hours

Beneficiaries: 40 regular students + 20 former students + 15 teachers

25000/- 13, 14, & 15 February 2017 3 days

2 First Outreach Program: (1) Samter School (24 Ses) (2) Una Chanakya School (8

Ses) (3) Kareni Primary School (2) (4) Kareni High School (6) (5) HMV College (Una) Girls

NSS Camp (2) (6) Diu College (6)

Beneficiaries: (1) 240 School Students + 10

teachers (2) 100 school students + 15

teachers (3) 50 primary school students (4) 90 High school students (5) 25 NSS volunteers (6) 75 college students + 12

college teachers Participants 12 Sem.3 Stud. + 28 Sem 4 Stud. + 4 Staff members = 44

113024/- 21, 22, & 23 February 2017 3 days

3 Second Outreach Programme:

(1) PDPU, Gandhinagar (12) (2) Shamlaji College (8) (3) Mount Abu Primary and

High School (5) (4) Mount Abu B.Ed. College

(2) (5) Ambaji College (1)

Beneficiaries: (1) (2) 42 students (3) 100 college students + 75

school students + 15 teachers (4) 100 School students + 5

teachers (5) 6 teacher trainers + 4 trainees (6) 10 college teachers + 5 studs

Participants: 42 Students + 3 Teachers + 2 Staff Members = 47

162144/- 6, 7, 8, 9, 10, 11 March 2017 6 days

Total Sessions: 88 Total Beneficiaries: 1145 3,00,162 12 Days


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Outreach Activity 1 | In-house Workshop This activity is implementation of the objectives of outreach programme to orient and train young teachers,

research scholars, former & regular students to develop research aptitude. It was intended to see that these

stakeholders become aware about junior research fellowship and elementary eligibility to become asst.

professor in Higher Education Institutions. Dr. Kalyani Vallath (Trivandrum, Kerala) was invited as a resource

person. She is an expert in training research scholars to qualify for Junior Research Fellowship. Many young

teachers, former and regular students participated and gained very useful knowledge from resource person.

Figure 1: Dr. kalyani Vallath - net workshop

Feedback of participants

Figure 2: Workshop Feedback


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Figure 3: Feedback - Resource Person

The feedback of participants is attached. Please see appendix 1.

Outreach Activity 2 | Samter, Una, Kareni, Diu This outreach activity was a sort of ‘satellite type (Dewson, 2006). In this type of outreach programme, services are provided at a dedicated site. The teachers and students travelled to following sites with proper planning and with necessary equipment.

Samter Village: Higher Secondary School

The students were divided in 8 separate groups. The groups were assigned different tasks.

(i) Group 1 dealt with teaching of English language (Communication Skills) through Play-cards

and Role-play.

(ii) Group 2, 3 and 4 dealt with Reading and Writing skills. They had prepared questionnaire and

small activities for reading and writing. These groups also surveyed about reading and writing

proficiency of students.

(iii) Group 5 dealt with teaching general English and survey of speaking and listening skills.

(iv) Group 6 taught Parts of Speech (Prepositions) through interactive PowerPoint presentation.

(v) Group 7 taught Common Errors in English (Conjunctions) through interactive PowerPoint

presentation.

(vi) Group 8 taught speaking skills through songs, tongue twisters, and nursery rhymes.

The teachers interacted with school teachers. The research fellow / visiting teacher interviewed teachers

for research / fieldwork purpose. (The report is attached at Appendix II)


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Figure 4: Interaction with students_Samter

The school children keenly participated in all activities carried out by Department Students.

Each and every student of this class was keen to reply. They were eager to learn English

language. During vocabulary test, they were found excellent in translating Gujarati words

into English and vice versa. These raised hands wanted to display their reading skills. The

modules prepared by Department students were not too heavy on Grammar but very

interactive and full of fun activities. The boredom of grammar was killed and thus live

interaction with more than sufficient participation from schoolchildren was achieved. The

teaching of English language, communication skills, survey of reading and writing skills,

reading habits, attitude towards English and Gujarati languages were successfully carried

out at Samter School.


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Figure 5: Teaching through PowerPoint

Figure 6: Interview of teachers for Research

Chanakya Science School, Una

The students were divided in 6 separate groups. The groups were assigned different tasks.


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(i) Group 1 dealt with teaching of English language (Communication Skills) through Play-cards

and Role-play.

(ii) Group 2 dealt with Reading and Writing skills. They had prepared questionnaire and small

activities for reading and writing. These groups also surveyed about reading and writing

proficiency of students.

(iii) Group 3 dealt with teaching general English and survey of speaking and listening skills.

(iv) Group 4 taught Parts of Speech (Prepositions) through interactive PowerPoint presentation.

(v) Group 5 taught Common Errors in English (Conjunctions) through interactive PowerPoint

presentation.

(vi) Group 6 taught speaking skills through songs, tongue twisters, and nursery rhymes.

The teachers interacted with school teachers. The research fellow / visiting teacher interviewed teachers

for research / fieldwork purpose. (The report is attached at Appendix II)

Figure 7: Planning and Distribution of work - Una school


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Figure 8: Learning through role-play

Kareni Village: Primary, Higher Secondary School and NSS Camp of HMV College

All students were divided in groups as mentioned above and carried out similar activities with the students.

Figure 9: Eager to learn English language


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Figure 10: Learning through play cards

Diu College

In the college, the events were very well structured and organized. After a brief inauguration wherein we

discussed what we are planning to do with college students. The prime focus in outreach activity with college

students was different from that of school kids. For college students, our students prepared special

presentations on:

1) How to prepare effective PowerPoint presentations

2) Difference among CV, Resume, BioData and ePortfolio

As it is mandatory for the students of Diu College to prepare PowerPoint presentations for internal evaluation,

the students enjoyed both these session and it were very fruitful for them.

The Head of the Department, Prof. Dilip Barad shared following points with the teachers:

1) Outcome of UGC project on integration of ICT in teaching

2) Outcome of MHRD project on eContent development

3) Action research on Flipped Learning

4) Digital Portfolio project

5) Innovative practices in teaching and learning


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Figure 11: Presentation of CV, Resume, BioData

Figure 12: Teachers of Diu College


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Outreach Activity 3 | PDPU, Shamlaji School & College, Mt. Abu School & College, Ambaji College

Day 1 (6 March 2017) at PDPU: #ExtAct #MKBU #PDPU

After a warm welcome by Director Nigam Dave, School of Liberal Studies, Gandhinagar and an introduction to various courses and activities of Pandit Deendayal Petroleum University, the students were gives exposure to Innovation and Incubation Center wherein various Research possibilities were presented. Thereafter, students participated in Panel Discussion on "Interdisciplinary Approach to Knowledge". The discussion was moderated by Dr. Harmik Vaishnav. Dr. Pradeep Malik, Sitakanta Mishra, Dr. Chaitanya Vyas spoke on Journalism and Literature, Shakespeare and Entrepreneurship, and International Relations. The second Panel Discussion was on 'Gender Studies". Nita Khurana, Niyati Trivedi and Urmi Satyam presented views on the topic with the help of relevant videos. The day ended with sports activities. Dr. Milan Bhatt, sports teacher, managed Volley Ball and Ball Game for students in the evening.

FIGURE 13: PANEL DISCUSSION: INTERDISCIPLINARY APPROACH TO KNOWLEDGE

https://www.facebook.com/hashtag/extact?source=feed_text&story_id=2084141858479268

https://www.facebook.com/hashtag/mkbu?source=feed_text&story_id=2084141858479268

https://www.facebook.com/hashtag/pdpu?source=feed_text&story_id=2084141858479268

https://www.facebook.com/nigam.dave.9

https://www.facebook.com/slspdpu/

https://www.facebook.com/pages/Pandit-Deendayal-Petroleum-University/104099016294659

https://www.facebook.com/harmik.vaishnav

https://www.facebook.com/vyasch

https://www.facebook.com/nita.khurana.9


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FIGURE 14: PANEL DISCUSSION: GENDER STUDIES

FIGURE 15: MEMORY MUG: WORKSHOP ON CREATIVITY


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FIGURE 16: AN EVENING WITH SPORTS AND GAMES – PDPU CAMPUS

Day 2: (7 March 2017): PDPU

The day begin with a session on Literature and Science. Dr. Nigam Dave, Director of School of Liberal

Studies, with the help of interesting examples, videos and images, made convincing point about the future

towards which we are headed.

Another session was on equally interesting. Prof. Ranjana Harish initiated discussion on Politics and Poetics

of Difference.

After a visit to Solar Park, there was yet another interactive and thought provoking panel discussion on

"Contemporary Global Concerns". Dr. Sanjay Pratham (from International Relations subject - spoke in

Terrorism), Dr. Prashanta Panda (Economics subject - spoke on Anti-Globalization), Dr. Ashwin Dave

(Finance subject - spoke on Global Finance). Dr. Manoj Sahoo moderated the panel discussion. It was

equally thought provoking session and helped students in widening the mental horizons. With all such

panel discussion, they understood the importance of Interdisciplinary approach to knowledge. It was felt

by all that the concept of Liberal Studies is very useful in contemporary times.

The day ended with cultural evening where students of MKBU and PDPU displayed their dancing, singing,

https://www.facebook.com/nigam.dave.9


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and acting talents.

FIGURE 17: CONCEPT OF TIME: SCIENCE AND LITERATURE

FIGURE 18: FROM POLITICS OF EQUALITY TO POETICS OF DIFFERENCE: READING FEMINISMS

https://www.facebook.com/eng.dept.bu/photos/pcb.2084141858479268/1256761547694778/?type=3

https://www.facebook.com/eng.dept.bu/photos/pcb.2084141858479268/1256761547694778/?type=3


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FIGURE 19: PANEL DISCUSSION: CONTEMPORARY GLOBAL CONCERNS

FIGURE 20: INTERACTION WITH STUDENT REPRESENTATIVES OF PDPU


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FIGURE 21: CULTURAL EVENING: COLLABORATING WITH THE STUDENTS OF MKBU AND PDPU

Day 3: Shamlaji School and College

As this is tribal belt, we expected a college with very poor infrastructure. But to our surprise, the college has an

excellent infrastructure. Most of the classes are equipped with Smart - Interactive Boards, hanging projectors in

all classrooms and auditorium and a well equipped conference room. Our students interacted with students of

BA, MA, B.Ed. and 11 - 12 standards. The students talked about teaching English through Flash Cards, Role

Play, CV-Resume-BioData-Portfolio, Flipped Learning etc. The teachers interacted with faculty members of the

college. It was quite fruitful day with Shamlaji College and School.

The interaction of Prof. Dilip Barad with teachers was very fruitful. Earlier, it was teachers of Diu College who

shoed deep interest in innovative ideas shared by Dilip Barad, similarly, young teachers of this college were

also very keen to listen and interact. Later on, even the teachers of Ambaji College were equally interested in

following points discussed:

(1) Online Publishing – h-index, Google Scholar

(2) Importance of Analytics in online publications

(3) Outcome of UGC research project on Integrating Teaching with Technology

(4) Outcome of MHRD project on eContent

(5) Flipped Learning – the best mode to use eContent

(6) Digital Portfolio of students


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FIGURE 22: INTERACTION WITH COLLEGE STUDENTS – SHAMLAJI

FIGURE 23: INTERACTION WITH TEACHERS: SHAMLAJI


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FIGURE 24: PRESENTATION ON INNOVATIVE LEARNING PRACTICES

FIGURE 25: TEACHING ENGLISH THROUGH ROLE PLAY: SHAMLAJI


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FIGURE 26: SURVEY OF ENGLISH PROFECIENCY

Day 4: Mountaineering Institute, Mount Abu School and College

Sports and recreation make human life stress free. For any humans to live a satisfied, wish fulfilling life,

s/he must be playing or participating in at least one game / sports. Today’s students are tomorrow’s

professionals. They all will face stress in their personal and professional lives. If the spirit of sportsmanship

is inculcated while they are young and energetic, it will make them happy and satisfied citizen of the state

and hence a happy human for the world. ‘Catch them young’! as the phrase goes, so we decided to have

one session in this outreach programme where expert rock climbing trainers from Swami Vivekananda

Institutes of Mountaineering, Mount Abu. The trainers demonstrated basics of rock climbing. All students had

first-hand experience of climbing and rappelling on Rock no. 13.

True adventure lovers look for the opportunity to challenge themselves and learn from their experiences.

The emotional and physical benefits of adventure sports are impressive such as improved problem solving,

increased health, and a positive thinking. According to Openskywilderness.com, participants who complete

their program of wilderness therapy finish with increased fitness, and a healthy emotional balance.


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FIGURE 27: LESSONS IN ADVENTURE SPORTS

As the Rajasthan Board exams were going on, all the classrooms were allotted for examination. Our students

taught English language to students in corridors and compounds. Parth Bharatbhai Bhatt innovatively used

mobile phone to teach Speaking skills in English language through tongue twisters, songs, and rhymes. Other

students taught reading, writing, and vocabulary - using various other means like Flash Cards and Role

Play. Alpa Ponda, Komal Tara and Megha Trivedi used role play quite effectively.

https://www.facebook.com/parthbbhatt

https://www.facebook.com/alpa.ponda.7

https://www.facebook.com/komal.tara.31

https://www.facebook.com/profile.php?id=100008839815042


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FIGURE 28: MOBILE ASSISTED LANGUAGE LEARNING

FIGURE 29: SPEAKING SKILLS THROUGH MOBILE DEVICE


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FIGURE 30: SURVEY OF READING HABITS

FIGURE 31: TEACHING-WRITING SKILLS


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Day 5: Mount Abut B.Ed. College

Interacted with teachers and students of Education College. Disseminated outputs of action research on

innovative practices in teaching / learning. The teachers and trainees agreed that to make the dream

of Digital India come true, teacher-training institutes should integrate digital ways in their pedagogy.

FIGURE 32: INTERACTION WITH TEACHERS OF TEACHER TRAINING COLLEGE AND TRAINEES, MT. ABU B.ED. COLLEGE

Day 6: #ExtAct #MKBU #Ambaji College

Shared some research outputs, which are practically feasible in implementing innovations in teaching with

a few teachers and students of Ambaji College. We are thankful to Dr. Mamta Sharma for this meaningful

exchange.

https://www.facebook.com/OfficialDigitalIndia/

https://www.facebook.com/hashtag/extact?source=feed_text&story_id=2087027634857357

https://www.facebook.com/hashtag/mkbu?source=feed_text&story_id=2087027634857357

https://www.facebook.com/hashtag/ambaji?source=feed_text&story_id=2087027634857357


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FIGURE 33: INTERACTION WITH AMBAJI COLLEGE TEACHERS

Outcome: Char ts, Graphs and Summaries of Activities

1. Interview of Teachers on Use of Technology in Teaching: Parth Bhatt

Please see Appendix III

2. Survey of English & Gujarati Medium School Students’ Approach towards English

Language: Divya Chaudhry and Group

Please see Appendix IV

3. Survey outcome: Reading Habit: Poojaba Jadeja and group

Plese see Appendix V

4. Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group

Please see Appendix VI

5. Survey outcome: English Language Proficiency of Gujarati and English Medium Students:

Hitaxi Dave and Group

Please see Appendix VII

Conclusion:

All the objectives listed in this report are successfully achieved. Among the beneficiaries, rural school students

gained the most from Department students who volunteered. They got chance to learn English language,


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communication skills, L-S-R-W skills from student volunteers. The volunteer-students taught with innovative

practices, which are internationally recognized and approved by ELT experts. They used tools and techniques

like Role Play, Flash cards, tongue twisters, nursery

rhymes and picturesque PowerPoint presentations. The

rural students were hardly exposed to these

approaches and methods of teaching English

language. Thus, they were the beneficiaries who

gained most of these outreach activities.

Secondly, it was volunteer-students as beneficiaries

who learned vital skills. The skills of teaching – that

too, from primary to higher secondary to college

students. This chart shows how student-volunteers

gained as beneficiaries from these activities:

FIGURE 34: GAINS OF STUDENT-VOLUNTEERS FROMM OUTREACH PROGRAMME

Thirdly, our students as beneficiaries enriched themselves from experts from outside visiting our Department to

train and orient them in research aptitude. They also so advantage to hone their skills to pass eligibility tests

for assistant professorship. These student-volunteers augmented and deepened their classroom learning through

This was the best academic experience of my

life. In future also, I would like to attend such

academic outreach programme.

Vaidehi Hariyani, Sem 4 student volunteer.

It was such an incredible experience. So

many new ways of teaching & learning were

tried out in this outreach programme.

Poojaba Gohil, Sem 4 student volunteer.


Page 30

interaction with resourceful experts of School of Liberal Studies, Pandit Deendayal Petroleum University,

Gandhinagar. The panel discussions, workshops, and deliberations with resources persons of premier University

like PDPU, enhanced and helped in widening their mental horizons. Similarly, they gained some interesting skills

in adventure sports from the trainers of Swami Vevekanand

Mountaineering Institute, Mount Abu. These was very unique

gains and enrichments for student-volunteers who were

travelling to share what they have and in the journey, they

gained what they were lacking.

Please read attached appendix no. VIII for further details.

Report on Student enrichment: An overall

observation and outcome: Dilip Barad

Please see Appendix VIII

Outreach Programme: Towards theorizing Hybrid Model

Tim Rhodes5 identified types of outreach: domiciliary (undertaken at individual homes), detached

(undertaken in public environments and targeting individuals), and peripatetic (undertaken at public or

private environments and targeting organizations rather than individuals). Dewson6 et al. (2006) lists

another type in addition to those three: the satellite type, where services are provided at a dedicated site.

At the end of three outreach activities, we would like to conclude this report by saying that it is difficult to

have only one type of outreach at a time. The hybrid or blended model of outreach is more enriching than

the particular one. However, it is true that among the three major activities (which included sub-activities at

various dedicated sites), a particular type was in effect, yet, to yield better results of outreach, it is

advisable to blend various types and have hybrid model for outreach activities.

In this outreach programme (Feb – March 2017), we formed a hybrid model of outreach with an

appropriate blend of various types suggested by Rhodes and Dewson:

5 Tim Rhodes (1996). Outreach Work with Drug Users: Principles and Practice. Council of Europe. pp. 25–26. ISBN 978-92-871-

3110-2. Retrieved 17 September 2012. 6 Dewson S, Davis S, Casebourne J. "Maximising the Role of Outreach in Client Engagement”. Research Report DWPRR 326,

Department for Work and Pensions, 2006.

If in India, future jobs are linked with

English language, then large mass living

in rural and tribal regions may remain

jobless. My experience in this outreach

activity says that first, we have to make

skill-based teachers, and teachers make

skilled based students. Therefore,

students make good future for the new

generation. We shall keep trying to

convince rural population to come out

from lake and go it in to sea for

developed nation, more sustainable

social growth, and better life for all.

Chintavan Bhungani, Sem 4 student

volunteer

https://books.google.com/books?id=8TdgVBbiLrcC&pg=PA25




http://www.employment-studies.co.uk/pubs/summary.php?id=dwp326


Page 31

(i) Type one: An expert is invited to the site where beneficiaries are located.

(ii) Type two: The beneficiaries are taken to the site where experts are located.

(iii) Type three: The student-volunteers are taken to the site where beneficiaries are located.

If one wants to use names suggested by Rhodes and Dewson then ‘Detatched’, ‘Peripatetic’ and ‘Satellite’

can be used. However, we would suggest to use ‘Type One / Two / Three’ for this hybrid model of outreach

rather than using the stereotype categories. Let this be a unique outreach model – the hybrid model wherein

the relation between the expert/volunteer and the beneficiaries is in liquid form. It is not static. Either of

the party can move on or remain stationary at dedicated site and perform outreach activities.

FIGURE 35: HYBRID MODEL OF OUTREACH

Beneficiaries, Type 1: In-house Workshop, 75, 6%

Beneficiaries, Type 3: 1st Outreach - Samter, Una, Kareni, Diu, 661,

50%

Beneficiaries, Type 2 and 3: 2nd Outrach - PDPU,

Shamlaji, Mt. Abu, Ambaji, 576, 44%

Hybrid Model of Outreach

Type 1: In-house Workshop

Type 3: 1st Outreach - Samter, Una,Kareni, Diu

Type 2 and 3: 2nd Outrach - PDPU,Shamlaji, Mt. Abu, Ambaji


Page 32

Press Coverage


Page 33


Page 34


Page 35

Appendix

(I) Feedback of Participants – NET Workshop (9 pages)

(II) Brief report – Survey and Interview of Teachers on Use of Technology in Teaching:

Parth Bhatt (9 pages)

(III) Survey of English & Gujarati Medium School Students’ Approach towards English

Language: Divya Chaudhry and Group (8 pages)

(IV) Survey outcome: Reading Habit: Poojaba Jadeja and group (4 pages)

(V) Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group (9

pages)

(VI) Survey outcome: English Language Proficiency of Gujarati and English Medium

Students: Hitaxi Dave and Group (6 pages)

(VII) Report on Student enrichment: An overall observation and outcome: Dilip Barad (2

pages)

(VIII) The presentations can see downloaded from: https://www.slideshare.net/dilipbarad

(IX) Visit Department Facebook page for live updates:

https://www.facebook.com/eng.dept.bu/

(X) Resources in DVD: The DVD full of all resources was given to all schools and

college. The DVD is also attached along with this report.

https://www.slideshare.net/dilipbarad

https://www.facebook.com/eng.dept.bu/

3/5/2017 Feedback: NET Coaching Workshop 1315 Feb 2017 at Dept. of English, MKBU Google Forms

https://docs.google.com/forms/d/1eZtdfyjS1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 1/9

67 responsesView all responses

Summary

Name of participant (First Name Last Name)

Hina p sabva

Jayprakash Parmar

Ami Trivedi

Disha Trivedi

parul baraiya

Jyotsna T Vala

Dodiya Meghana

Divya Choudhary

Vaidehi Hariyani

Riva pandya

Devangiba Gohil

Brijal Oza

Khushali Dave

umaba gohil

Architaba gohil

Pandya radhika

Chintavan bhungani

Drashti nagla

Ami Sojitra

Bhumi Dangi

Chirag Joshi

Vora Hirva Pareshbhai

Kaushal Desai

Virajee Bathvar

Ravi Rajyaguru

Zankhana m matholiya

Hiral kantariya

Parth Bhatt

Sonal Olakiya

Maru janak

Edit this form

[email protected]

https://docs.google.com/spreadsheets/d/15OsY6UV9poh6cOTYhvv-Eop93zfZKNUc92EDe6fcJxg?usp=forms_web_l#gid=501340212

https://docs.google.com/forms/d/1eZtdfyjS-1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/edit

https://accounts.google.com/SignOutOptions?hl=en-GB&continue=https://docs.google.com/forms/d/1eZtdfyjS-1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics



Megha Trivedi

Neha Rathod

Surbhi Guasvami

Mital Maheshbhai Raval

Nupur vyas hiteshbhai.

Milankumar Parmar

Avniba vikramsinh gohil

Maulik Bhadreshkumar Bhatt

Pooja Bhaliya

Jayati Thakar

Jagruti R vasani

Budhiditya Shankar Das

Solanki Pintu

Krishna Khamal

Riddhi Maru

Kavita mehta

Shweta Bimalbhai Bhatt

Ajit Kaliya

Gopi pipavat

Yesha Bhatt

Trivedi Pooja Nitinbhai

Alpa Ponda

Manshi Vishwakarma

Asha dodiya

Zarna Bhatti

Gohil Hetalba

Bharat Vihabhai Bhammar

Komal Shahedadpuri

Namrata Gohil

Mansi Parmar

Parmar Akshita

Gohil Riddhiba

Gohil Hareshwariba

1. Are you satisfied in terms of expectations from this workshop?



Not at all satisfied: 1 0 0%2 0 0%3 1 1.5%4 8 11.9%

Highly satisfied: 5 58 86.6%

Very low quality: 1 0 0%2 0 0%3 1 1.5%4 16 23.9%

Very high quality: 5 50 74.6%

2. Rate quality of content shared during workshop: (through classroom interaction inpresentation of resource person)

3. Rate quality of print content / handouts / worksheets shared during workshop:

1 2 3 4 50

10

20

30

40

50

1 2 3 4 50

10

20

30

40

50

1 2 3 4 50

10

20

30

40



Very low quality: 1 0 0%2 0 0%3 1 1.5%4 20 29.9%

Very high quality: 5 46 68.7%

Very very poor: 1 0 0%2 0 0%3 0 0%4 4 6%

Excellent: 5 63 94%

Very poor quality: 1 0 0%2 0 0%3 10 14.9%4 17 25.4%

Excellent: 5 40 59.7%

4. How would you rate the quality of Resource Person Dr. Kalyani Vallath

5. Rate quality of food breakfast and lunch

1 2 3 4 50

15

30

45

60

1 2 3 4 50

10

20

30

40



Not comfortable: 1 0 0%2 0 0%3 0 0%4 15 22.4%

Excellent very comfortable: 5 52 77.6%

1 session 1 1.5%2 Sessions 0 0%3 Sessions 1 1.5%4 Sessions 2 3%5 Sessions 0 0%6 Sessions 63 94%

Yes 62 92.5%No 0 0%

Maybe 5 7.5%

6. Rate place of workshop

7. How many sessions have your attended?

8. Would you like to participate if similar academic workshops / seminars areorganised?

9. Would you like to suggest / compliment / comment / share observations ? (Pleasespare some time for this It will help us in improving the quality of future workshopsand also motive us)

During this 3 days I am coming from to know so many things which I don't know before. I reallyappreciate this type of sessions it was really helpful to us not only pass NET/SET exam but

1 2 3 4 50

10

20

30

40

50

94%

92.5%



also to remember this all informations life time.

It was extremely knowledgeable and inspired workshop i m so thankful to dr barad sir to providesuch an opportunity to attend this seminar.

Please organise more such workshops.

I observe their very useful and effective sessions is I not missing to next time . And thanks a lotbecause I aettend To this workshop . I learning and understand to net set exams and manystudy related information so it's very important for me .

It was amazing session, which was held in our department.it was fruitful session threw which weget idea that how to do preparation for NET or SET.

The workshop was worth attending n organizing again n again. Thanks for providing suchopportunity.

Literary theory session was excellent, the only lack it had was the lack of time. Given more timepreference to harder topics such as this is desirable.

This workshp has given outlet to literature students and research scholars to peep into the worldof literature for not only passing NET or SET but for the sake of knowing literature. Kalyanima'am has taught the method of reading literature and its wild concepts. She very clearlyindicated that what to study doesn't matter but how to study makes a big difference. Yourgenuine interest in knowing the world through literature will only succeed you.

It was extremely interesting plus highly qualitative workshop. No doubt that it would be morebetter that this type of workshop organize again and again cause learning need consistency.Thank you!

It was excellent workshop.

It was a nice experience to be in the workshop.I have learnt a lot.

Sir, u have such a great skill of communication,management and so on along with deepknowledge and brilliant mind .No remarkable suggestions to give u.All were perfect I think so..

Kalyani means bringer of Prosperity. Dr. Kalyani Vallath with Dr. Iliaz and Dr. Dilip Barad hasbrought and lit a spark which is converted into a wildfire! We shall keep the spark alive.Dedication is the word which best describes Kalyani Ma'am's persona. The amount of hard workinspite of her leg pain she stood and deliver the lectures, with mike or without mike for five sixhours! And with games, activities, assignments, tasks, question answer sessions, cardactivities, and power packed information and it was so much fun to learn these. Hats off to herhard work and dedication. "Sharing is Caring." is an essential phenomenon of 21st Century andKalyani Ma'am has justified it excellently well. Sharing the 67 pages handouts to eachparticipant (keeping in mind the digital divide) and most importantly sharing her audio lecturesand handouts (Ma'am's digital archive), important books and key concepts free throughWhatsApp groups (which most mean academicians run away from!) content generation andsharing is really really very essential to crack NET SET exams. Impressive! Fabulous! Mindblowing! Superb! Fantastic! No words! It can be felt. Impressive! I'm overwhelmed and feelingthe goosebumps! Please visit us again Ma'am and Sir! Dilip Sir can't thank you enough for theopportunity! Canteen support was also fabulous! Loved everything of the Workshop.

Such as it was a very excellent three days workshops of NET/SET exam preparation by KalyaniVallath and it's a very foodful for us.



This 3 days workshop is became fruitful for me, I don't know how to prepare or read everythingbut after this I have confidence that I can. Really it's become a conference for me. Arrangementof everything like food, breakfast and specially photocopy of some materials are good. Thanksfor everything. During this workshop I interact some teacher and other students also and thistype of communication is also became good for more knowledge or information.

Yes i share

It was well organized workshop. And quality of resource person is excellent. She gave outline ofthe syllabus, she has indicated the path and method which leads us to the success.

It is really interesting workshop. It will inspire a lot of me. This workshop change my perceptionto view history in a better way. Dr. Kaliyani vallath give ameging speech of this three day ondifferent era in various literature. Like, American, African,Canadian literatures. It is a reallyamazing workshop.

It was wonderful workshop.

Your team is doing really great. If there will be more time then something more fruitful we canget from the resource person.

I really enjoyed and I get lots of knowledge I get new experience and madam was very brilliantBarad sir thank you for this experience

Workshop for NET, and that too for Paper No II & III required in itself a very good speaker, whomight have a good, first hand knowledge of Engish Literature and Criticism and I do believe fromwhatever I studied during last three days, that Dr. Kalyani Vallath was the appropriate person.She was spontaneous and taught us not only what to read but also how to read. Her videolectures through Google Hangouts, her three days rigorous efforts in imparting us as muchknowledge as she can, and her WhatsApp Audios will definitely make the teachinglearningprocess a success. I thank and request Dr. Dilip Barad sir to reopen the doors of Dept'sReading Room for former students also so that we can use all the resources available in theDepartment and can seek his help whenever needed. Thanks.

If we can expand the span of teaching days, so it would be more better, because though we allwant to go in detail, but we couldn't due to time duration. But Ma'm did her the best. So I reallylike this king of work shop. And it would be nice if we calling selected students for otherUniversity also. So our uni. Can wilder it's range. And I also like one of the former student 'ssuggestions regarding allowing former students for using library and reading room. I think itshould be allowed. And it's my suggestion regarding quize competition : That it should bearranged every 1or 2 month and age wise.. Or literature wise for the preparation of anexamination. All over Programe arranged very well... Appreciate this Programe. Greatfull to yousir. I hope my suggestion would be helpful to our 'Department. Thank you...

I would like to all things and get a best information by kalyani Mem. I also like as wellparticipants in other workshop. Thank you so much all for invite us.

It was an excellent workshop to attend.

This is workshops is very much useful..entire programme all quality are good organized all threedays

In this three day's work shop for net and set exam,it was a very knowlegeble for me and thankyou sir for organizing this work shop.



The very important thing I could observe in this workshop is the best combination of literatureand technology. The entire workshop led me in the another world the world of literature, theworld of feelings, emotions. The most important thing I learnt is not only to study literature butalso to feel it ,understand it and to be a better human being .This workshop became like an eyeopening process for our learning mathod that how it should be and how it is.Dr Kalyani Madam isexcellent and she does not require any compliment and no one can speak enough about herbecause her work speaks a lot. Her dedication is an ideal example for all the students oflanguage as well as literature. These kind of workshops make a drastic change in students' livesI would like to thank University and Dr Barad sir as well as the entire group for organising thisworkshop. Thank you.

Sir please do inform whenever you organise this type of workshop even though I wish to join thatworkshop which teach How to write Research paper Thesis and writing Skill as well as ICTapplied in Language and Literature. Especially Literary Theory& Criticism. Thanks a lot.fr Jay

Do inform if any Research, writing skill, ICT programme would be organised.

Do inform

It was really great work and I would like to thanks Dilip Sir for organising this workshop andKalyani Mam for giving her precious time. It is not easy to travel a lot and then speak all the daywith great energy. But she taught in all the sessions with great energy which must beappreciated. Her way of teaching was excellent. It was not the class in which you get bored.Though we were learning history, I didn't get bored. It is because of Kalyani Mam's teachingmethod. Food was also very good and there is nothing which can be criticised. So it was veryfruitful workshop and again I say thanks to everyone who has been part of this workshop.

It was all satisfactory.

It was informative, inspiring and fruitful workshop. It has injected in us the confidence to crackthe exam successfully. We will be happy to have more learning workshops like this. Thank uBradford Sir, Dept. Of English and MKBU for all the efforts they do to build our bright future.

It will become fruitful for us. I like when you provide the atmosphere of learning and it happenedin Kalyani mam's class. The most important aspect was ambience that was created foreducation for learning for Literature and we want to see that atmosphere further in other persons'class also.

I have not attend seminar but I got resources like audio pdf etc. These are very helpful...

It was nice experience. I have learn lots of things during this seminar.

Days of workshop should be more as it will help to the aspirants of NET to improve theirknowledge nd content.

It's great technique to teach a informative subject which quite boring that mam has make iteasier by interesting literary games. So I learn that all things are interesting but we have to beinterested in it which Kalyani man taught us.

☆Comment: First of all thanks to Dr.Dilip Barad Sir to give former students' opportunity to attendNET Workshop 2017. When I registered for this workshop at that time I wasn't sure to attend it. Ijust registered it. But another side I think that I never left a single chance to appear NET/SETExams after completing M.A.(2015) so why not I attend this session which is based on my goal.My enthusiasm towards NET/SET exams inspired me to attend this workshop. I was only one



girl from 20132015 Batch who attend all 6 session. That workshop help me to revise my literaryknowledge which I prepare for such competitive exam in Present time. In workshop, I got a briefreview of whole English Literature which deals with worldwide. That workshop increase myknowledge regarding British, American N African Literature and Theories and I also got a briefreview about Canadian N Australian literature which are hardly available in internet also.Canadian N Australian literary information is NEW for me and it is like a boon during workshop. Ithankful to Dr.Kalyani Vallath medam to share her stream of knowledge with us. That workshophelp me to solve many difficulties which were related to my NET/SET exam preparation. I say toDr.Dilipji that you are a Hero/ Leader of Renaissance movement in our Department who start thismovement to shine so many life. I give u promise as a follower of ur movement that I do 100%hardwork to pass NET/SET Exam. Thanks to Kalyani medam to share free material likeTimeline Book of British Literature and that photocopy about brief review of English Literaturewhich are helpful me for such exam. That workshop is memorable for me becoz after 2 years Ivisited department "The Heaven of English Education Field". And after 2 year, I hear liveSpeech by Dr.Dilipji and his smiling face increase my happiness N positivity towards the futuregoal. I haven't find any problem in workshop and I give it A+ Grade. ☆Suggestion: As we knowthat English Literature spread in whole world so 3 days is not enough to cover whole Englishliterature in detail. Though i satisfy to get brief review about whole English Literature and briefAnalysis of major works in English Literature. I request to our University to extend days(5 to 8days) of workshop next time so we can reach to each aspect of English Literature.

This is a very wonderful sessions and very helpful to us . we are a very inspired by of thisworkshop .

It was nice

Very informative. We learnt a lot

Thank u Sir we learnt a lot

Number of daily responses

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An interdisciplinary bilingual research on Integration of Technology in language Teaching in

Various Schools and Colleges of Outskirt of Gujarat : An Action Research

Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English,

Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar

Researcher: Parth Bhatt [email protected] 9428840077

1

Appendix II

Brief report – Survey and Interview of Teachers on

Use of Technology in Teaching

Contents Appendix II ............................................................................................................................ 1

Brief report – Survey and Interview of Teachers on Use of Technology in Teaching ............. 1

Limitations of the research: ................................................................................................ 2

Objectives of the research: ................................................................................................ 2

A Brief Summary of Research Report: ............................................................................... 2

Click here to access Research Questionnaire Link. ..................................................... 3

Research Observations: .................................................................................................... 3

Click here to access Research Data Audio Resource Record Link. ............................ 8

Works Cited ....................................................................................................................... 9

“If the mountain does not come to Mohammed, Mohammed must go to the mountain. If

the poor cannot come to education, education must reach them at the plough, in the

factory, everywhere. How? You have seen my brethren. Now I can get hundreds of such,

all over India, unselfish, good, and educated. Let these men go from village to village

bringing not only religion to the door of everyone but also education.”

~ Warrior Prophet Vivekananda,

The Complete Works of Swami Vivekananda/

Volume 8/Epistles - Fourth Series/XX Diwanji Saheb

Heartfelt acknowledgement of Gratitude: The researcher acknowledges heartfelt gratitude

to Prof. Dr. Dilip Barad Sir for initiating a resourceful task of academic outreach program. This

novel and noble idea helped a researcher to explore quite a few academic institutions, to

teach, to interact with teachers, and to offer a chance to collect data for the research. As well

as, the researcher sincerely thanks the research participants such as teachers, academicians,

principal of Una School, Shamalaji School and College, Diu College, The Management,

Teaching and Administrative Staff PDPU Gandhinagar.







2

Limitations of the research:

● This report is generated from an action research, hence the data collected is based on

the survey forms circulated to the teachers, and face-to-face interviews with teachers

● Research tool can also be viewed as a limitation

● The data collected is based on the information shared by the teachers of the schools

and colleges, hence whenever the teachers did not disclose their personal details the

researcher has voted their unanimous response in respective numbers such as

teacher 1, teacher 2, and so on.

● Ambiguity and manipulative diplomatic responses of the target audience during the

interview or in the survey forms of the research conceiving the dual sides of the tone

nullifies the opinion

● Some teachers have left few question unanswered (perhaps they might not want to

sound being opinionated), hence their opinions are neither considered nor included in

the research.

Objectives of the research:

● To know teachers’ aptitude and views towards technology

● To find out teachers’ aptitude towards technology

● To access the usage of technology in the schools or colleges

● What perceptions teachers have regarding integration of technology in teaching

● What kind of learning environments and cognitive beliefs prevail

● Technology is useful it is a known fact but do teachers practice integration of

technology in Teaching

“Educational technology, such as radio, television, and the Internet, can dramatically increase

the number of people we reach with conservation messages. It also allows audiences to

vicariously experience natural events and places they might never see in person. Videos, Web

sites, computer simulations, and distance learning allow conservation agencies and

organizations to go beyond traditional face-to-face programming and consider ways to

effectively reach their audience. Whether these technologies are successful depends in part

on the degree to which they incorporate relevant learning theories. Strategies for evaluating

Web sites, videos, and distance learning courses help ensure quality programs.” (Jacobson,

Susan Kay., Mallory D. McDuff, and Martha C. Monroe, 2009)

A Brief Summary of Research Report:

As a part of Students Academic Extensional Activity Outreach Program was a great

opportunity for teachers and students to reach out potential. Gujarat is a state which is

considered poor academically due to lack of research in respective faculties of academia. The

researcher felt lucky to be a part of two academic outreach programs in the months of February







3

and March in the year 2017. 1) from 23/02/2017 to 26/02/2017 and Second one was from

06/03/2017 to 11/03/2017 in various schools and colleges in Abu, Gandhinagar, Shamlaji,

Samtar - Kareni. The beauty of the outreach program was interdisciplinary approach towards

learning and teaching. The researcher met with various groups of teachers, academicians,

and learners from various cultures, different L1 (First Languages) and subjects.

The development of on-site activities considers the visitor experience, resources of the site,

and education and outreach objectives of the organization. An initial planning process at a site

paves the way for developing trails, exhibits, demonstrations, nature awareness activities, and

visitor centers…… Planning–Implementation–Evaluation (PIE) process. It provides a

systematic design for identifying education and outreach goals, targeting specific audiences,

selecting appropriate media and content, and evaluating the results. (Jacobson, Susan Kay.,

Mallory D. McDuff, and Martha C. Monroe, 2009)

Click here to access Research Questionnaire Link.

Research Observations:

Most government schools are passive environments where teachers do not have freedom to

experiment with modern technological tools, due to government policies. Teachers are not

allowed to use internet in smartphones, during school time just because of government

policies.

The researcher observes before introducing the departmental academic activities by Prof. and

Head Dr. Dilip Barad, Smt. S. B. Gardi Department of English, MKBU, the research

respondents had critical remarks towards use of technology in language learning.

Most teachers have answered No, Technology cannot replace a teacher.


https://docs.google.com/document/d/10e1dTWE9veq_RX3VPQTEg_S_1dnOYRIe1hP9IgJQsms/edit?usp=sharing






4

When factories were established no one would have imagined fully automated factories could

be the future where without human interface autonomous setup could run the show. 21st

Century can be known as an age of technological advancement, especially these technologies

when blend with education, learners and teachers can expect better results. The aim of

integrating technology in education is to facilitate learners.

Teachers understand the importance of integrating technology in language learning but

somehow they fail to put this idea into practice! There are socio-cultural reasons behind it.

Government policies, role of institution, and most importantly mindsets and attitudes.

આ વસધા મારો પરરવાર છ અન હ વવશવમાનવ છ આવા ઉતતમ આદરશ વવચારોથી ભારતીય મસતતષક પષષિ

પામલ છ છતા એક એવો પણ વરશ મળ ક જ િકનોલોજીનો અતવીકાર, અર અતવીકાર છોડો બરિષકાર કર!

તયાર સાિજિક રીત એમ કિવાન મન થાય ક, “ શરીમાન, આપ િયાર ચાલી ચાલી ન થાકો છો, તયાર કમ દવિચકરી

ક ચતશચકરી વાિન પર વવરાિમાન થાઓ છો? બાઈક, કાર, બસ, ટરઈન, મટરો, ફલાઈિ, શ એ િકનોલોજી નથી?

દીવાલમા ખીલલી ખોડવા માિ કમ કોઈ બાખોડીયા નથી ભરતા? રા માિ િથોડી અન િાકણ લઈન ફિાફિ

મડી પડ છ? માતર સમય પસાર કરવા? પરરકરયાન સાનકળ બનાવવા તથા યોગય પરયતનો િારા સમય સર કાયશ

પાર પાડવા. િવ આપ િ વવચારો, ભરવાન શરી તવાવમનારાયણએ વરકષાપતરીમા એક ઉતતમ શલોકમા કહ છ

જનો આથશ આ પરમાણ છ, “વવદયાદાન એ મિાદાન છ.” (Sahajananda, 2010) It simply means Teaching

is a noble profession. In this regard is it not fair to make teaching and learning much more

meaningful? How it can be more meaningful? It can be meaningful through integration of

technology. In 21st Century, if teachers don’t believe in this idea then how much damage are

we causing to the younger generation! Please think.







5

આ તો નયો તવાથશ થયો એવ નથી લારત? ગરલ વયસતતરત અન વયવસાવયક જીવનમા ઉપયોરી છ. It’s

said that Google has all the answers, provided one knows how to ask right set of questions,

but what if ‘the centre’ controls ‘the margin’? What if the teachers even after knowing the

significance of technology don’t allow learners to use it? ગરલ તો ઉપયોરી છ િ પણ મારા પરત

આવો અથશ થાય િો આપણ એક વરકષક તરીક ગરલની ઉપયોરીતા વવષ આપણા બાળકોન અવરત ન કરીએ!

There’s a mixed opinion to this question because how is it possible that some teachers can

use technology while some cannot in the same academic institution? Strange but true. When

the researcher interrogated through probing technique, he came to know that really some

teachers were not allowed to use technology. In some schools and colleges their Lab was like

a dead place. Students visit the lab once in a blue moon! The probability of the duality cannot

be neglected. First, the power restricts, and the second, teachers have no hope of using

technology academically. The loss of teachers hope using technology is a simple reason of

lack of awareness and nothing else.







6

This is actually a limitation of survey tool. When teachers were filling up the survey forms in a

group, after listening to instructions, provided by the researcher, they started aping the

answers from fellow teachers. ‘What have your written?’ ‘Yes’. ‘Ok, yes’. On the contrary, the

researcher observes after completing the academic formalities during the informal discussion

Teachers wish to use Technologies in Teaching but the institutional rules, Government

policies, personal notions or attitudes towards technology use abide the teachers to use

technology in teaching.

Not so very great number of the research audience agree with implementing technology in

language teaching. And the researcher does not blame the teachers as if they donot want to

practice integration of technology into teaching, however some teachers believe integrating

technology in teaching is a kind of academic distraction. Most school teachers said that

because of government policies they are not allowed to use technology in language teaching.

If this data provided by the teachers is true then, the fact that teachers provided is falsified

because there are schools and colleges such as Shamlaji, Una, PDPU Gandhinagar where

teachers utilise technology effectively and it was reflected in the performance of the students

too. It seems to be a matter of choice and not of chance.







7

The researcher is not so very impressed after receiving “the idealistic answer” to the question. India has

got an allegation of hypocrisy due to failure of putting the morals into practice. The time is of

performance and not of preaching. Say for example, everyone knows it is good to exercise every

morning, it is good to practice પરાણાયામ and યોરાસન but how many of us can actually practice this!

If we cannot practice it, can we get the worth of it? The researcher does not blame to any, however there

are schools and colleges say for example Shamalaji School and College, Diu College, PDPU College

Gandhinagar where the researcher observed the practical implementation of technology in teaching,

else the labs, and classrooms seemed like a lifeless places.

The mask is unveiled in the answer to this question because when it was about teachers using

technology in language learning, the vast majority of the teachers and academicians 88.5% of

the teachers nodded their heads affirmatively (Reference: Question 7 and Observation), when

the same question was asked regarding the students half of them couldn’t even raise their

hands. (Reference: Question 8). It sounds more mean collectively when we know the

significance of the teaching and we ‘marginalise the students’ and remain ‘elitists’. While

interrogating further through probing the researcher came to know the notions of teachers’

psyche, the teachers said the learners age was a problem, the learners especially school kids







8

have tender age, and their maturity online is questioned. Sounds real, but if we see the foreign

schools and colleges, kids play with digital toys! Change in perception is essential. Isn’t it?

Eureka! The researcher found an interesting twist in the game! The mice is trapped in the

cage! The mask is unveiled! Yeeeeeeee! The last question is game changing question, the

researcher strongly believes. The majority of the respondents mainly the teachers believed

technology is a distraction in teaching! If Google is important in personal and professional

lives, if teachers should be allowed to use technology in classrooms, then why not the

students? Serving Students effectively and efficiently through incorporating technology into

teaching, isn’t it the worship of Goddess Sarasvati? There’s a Sanskrit proverb, and it goes

like this: “सा विदया या विमकतय।” १-१९-४१॥ शरीविषणपराण परथमसकनध एकोनवि िशोऽधयायः Meaning: “That is knowledge which liberates [one from bondage]”

Conclusion or Researcher’s Plea for Practical Attitude: There’s a dire need of change in

perception and attitude especially in practice. A great amount of અતરદરષષિ (introspection) is

essential on teachers’ part. Fake idealism is needless. Everyone knows integration of

technology and benefits of it and it the time to practice instead of talking, and debating about

it. The world is marching on toe to toe with Technology in education, hence why the

academicians should leg behind by Educational technology. Why there is a pale look on the

face when it comes to technology enabled learning environments? What heritage do we

transfer to transform the younger generation of 21st Century?

Click here to access Research Data Audio Resource

Record Link.


https://app.box.com/s/wp9stja4r7qpem9nqocnv9ysu91b0y6x






9

Works Cited

Adluri, Sucharita. Textual authority in classical Indian thought Ramanuja and the Visnu Purana. London: Routledge, Taylor & Francis Group, 2015. Print.

Jacobson, Susan Kay., Mallory D. McDuff, and Martha C. Monroe. Conservation education

and outreach techniques. 1st ed. Oxford: Oxford U Press, 2009. Print.

Sahajananda. Gems from Shikshapatri. Ahmedabad: Swaminarayan Aksharpith, 2010. Print.

Vivekananda. The complete works. Calcutta: Advaita Ashrama, 2003. Print.


of 4

REPORT OF SURVEY OF REACHING HABIT

Outreach Programme 1 and 2

21 to 23 Feb 2017 – Samter, Una, Kareni, Diu

6 to 11 March 2017 – PDPU, Shamlaji, Mt. Abu

Survey Report:By Poojaba Jadeja and group

Contents Reading Habit survey ................................................................................................................. 1

Limitations of the research: ..................................................................................................... 1

Objectives of the survey ......................................................................................................... 2

Research Observations: ......................................................................................................... 2

Findings and Conclusion: ....................................................................................................... 4

Reading Habit survey

The survey about reading habits of different age groups and coming from different dwelling

areas are done. The survey has done to the students of Samter school, HMV college Una,

Kareni village, Shamlaji college, Shamalaji and Abu school.

Limitations of the research:

● The survey is done with using survey forms filled by students of different age

groups, so its outcomes are depended to the truthfulness and reliability of the

answers.

● Students who have filled the forms are around the age of 14 to 18 so, their

maturity, understanding of the questions and survey process may impact

outcomes.

● Instead of giving Individual impressions/answers, it is possible that the students

are giving answers from outer impressions like nearby student.

● The survey is done mostly with students from rural area.

● The students may have psychological impact that their answers are analyzed so,

they might have given answers with this consciousness, without being honest to

themselves.

of 4


Objectives of the survey

● To observe reading habits of students of different age groups, genders and

dwelling areas.

● Do the institutes have library facilities? even in rural schools?

● Students’ familiarity and fondness towards Literature (in mother tongue)

Research Observations:

●

Library Facility: All the institutes which we have visited has library facility. The quality can

differ with the areas. From the survey, we come to know that students are not using it

regularly though they have facility.

● Habit of reading news paper: Habit of reading news papers differs from their age. Most

of the students who are above the age of 16 are reading news paper daily. Still some of

of 4


them are not able to give the name of the newspaper. In news paper, the columns on

Sports news are much read by boys. And it seems that girls are not very much fond of

sports news as except fews, they are reading only headlines and political news. The

students below age of 18 are not habituated with reading articles by editors. Business

news is also least popular among them.

● Newspaper Supplementaries: Supplementaries on children (બાળ ભાસકર) is the most

popular among the students below 18. We come to know that not only girls but some

boys around age 16 to 18 are also reading supplementary about women(મધરરમા/નારી).

Other students are reading supplementary on films and celebrities. રવિ પવતિ and અરધસાપતારિક

which has scholarly articles and literary touch with short stories and novel chapters are

read by adult students only.

● Magazines: As survey has done with students mostly coming from rural background,

they are not familiar with magazines. Even some students above 18 are also not reading

magazines. Some has answered the names like Safaari, World in Box and latest Fact.

● Fondness of literature: It seems through the question about books, that students are not

reading books outside their syllabus. Students below age of 18, Even some 17 years old

students cannot answer the question about their favourite book. They are not aware

about Gujarati literature and famous fictions of literature of their mother tongue. Indeed,

some students below 18 are familiar with the books on Abdul kalam, Swami

Vivekananda, Hind Swaraj. The students above 18 are reading books and familiar with

Gujarati fictions. Except this, It can be observed that most of the students from all the

age groups are in favor of reading children’s literature/book. Akbar Birbal, Sinhasan

Battisi are some popular books among students. They like to read adventure stories than

short stories and novel is more favorable form for them.

of 4


● T.V. and Films: In the survey form the questions about their favorite serial and movie is

also included. All the students, except very few, have answered the question about it.

The popular serial among students from age group 14 to 16 is CID and Taarak Mehta Ka

Ooltah Chashmah is liked by some students of various age groups. With this survey, our

perception that only girls used to watch serials becomes wrong, Even boys also used to

watch serials. Some popular movies among them are Bahubali, Dangal and salman

khan movies. There are very few students whose favorite movies are like Taare Zamin

par, 3 Idiots, which are critically acclaimed and appreciated.

Findings and Conclusion:

With keeping in mind all the limitations, the survey follows the conclusion like,

● Students are reading news paper and accept this they are only familiar with their syllabus

oriented books and reading.

● Rural areas of Gujarat is lacking fondness for literature.

● We have developed economically and have all the facilities like electricity, tv, mobile and

many more, even library, but use of library and our interest in books and literature is not

developed. Students are lacking familiarity and fondness for reading and literature is

completely invisible in comparison to popular tv shows and movies. Students are

knowledgeable about popular tv shows and old and new films but not knowing great

fictions of gujarati literature.

of 8 Dept. of English, MKBU

OUT REACH PROGRAMMES: 21 TO 23 FEB AND 6 TO 11 MARCH 2017

SURVEY OF ENGLISH & GUJARATI

MEDIUM SCHOOL STUDENTs’

APPROACH TOWARDS ENGLISH

LANGUAGE

Prepared by: Divya choudhary

Brijal Oza

Disha Trivedi

Budhiditya Das

Hezal Trivedi

Zarna Bhatti

Dharmishtha Pandya

Architaba Gohil

1) Samter High School

2) Primary school, Kareni Village

3) Chanakya Science School, Una

4) Rajkiya Higher Secondary School, Mount Abu

5) Shamlaji Arts College, Shamlaji

Department of English

Maharaja Krishnakumarsinhji Bhavnagar University

Bhavnagar, Gujarat

India



Table of Contents SURVEY OF ENGLISH & GUJARATI MEDIUM SCHOOL STUDENTs’ APPROACH TOWARDS ENGLISH

LANGUAGE .................................................................................................................................................... 1

1. INTRODUCTION .................................................................................................................................. 2

2. OBJECTIVES ........................................................................................................................................... 3

3. METHODOLOGY .................................................................................................................................... 3

3.1 DATA COLLECTION .............................................................................................................................. 4

3.2 DATA ANALYSIS ................................................................................................................................... 4

3.3 MEDIUM OF INSTRUCTION ................................................................................................................. 4

3.4 INTERACTION WITH STUDENTS IN GUJARATI MEDIUM SCHOOLS ..................................................... 5

3.5 INTERACTION WITH STUDENTS IN ENGLISH MEDIUM SCHOOL ......................................................... 5

3.6 FACTORS AFFECTING PUPIL’S ACHIEVEMENTS (PROBLEMS and ISSUES) ........................................... 6

4. MAJOR FINDINGS .................................................................................................................................. 7

5. LIMITATIONS ......................................................................................................................................... 7

6. CONCLUSION ......................................................................................................................................... 8

1. INTRODUCTION

Research means a suspicious analysis or inquiry especially through search for new

specifics in any division of knowledge. There are many types of research and one of

them is descriptive research which is used in this paper.

English in India is one of the main communication languages in a multilingual

state. Teaching of English at the primary level is a worldwide awareness. The goals

of English Language learning at primary level are two-fold: attainment of a basic

proficiency as it required in natural language and development of language into an

instrument for knowledge acquisition.



2. OBJECTIVES

The objective of this survey was to ascertain the difference between the level of

competence among the students of English Medium and Gujarati Medium. Another

objective was to know their perspective towards English Language which means do

they find this language easy or difficult, what problems they face while using it and

the reasons behind making errors etc.

3. METHODOLOGY

The information of schools was gathered in order to initiate the survey and

permission was sought from Principals. Questionnaire are any written equipment

that present respondents with a series of questions or statements to which they are to

react either by writing out their answers or selecting from among existing answers.

Questions are mainly efficient for gathering data on a large- scale basis (Brown). A

questionnaire was prepared in which ten objective questions of grammar and two

descriptive questions i.e. favourite festival and five sentences about themselves were

given to test their writing skills as well as grammar. A comprehensive paragraph was

given to test their reading as well as speaking skills. A diary was also maintained in

which all the observation was recorded. Describing a Diary Study, it is that "The

diary study is a method of understanding participant behaviour and intent by having

participants record events as they happen. This recording usually occurs in two

ways: participants answer predefined questions about events (feedback studies) or

participants capture media that are then used as prompts for discussion in interviews

(elicitation studies) (Carter). There are basically three types of interviews- Fully

structured, Semi- structured and unstructured. The aim was to explore the thinking



behind student's approach towards English language using Semi-structured and

unstructured style (Drever).

3.1 DATA COLLECTION

An interactive session was organised with students and their English teacher in

which questions were asked like student's level of the base of English Language, to

which extent were they serious about their studies, and is it necessary to learn

English Language in primary level etc.

3.2 DATA ANALYSIS

Data collected was both quantitative and qualitative when it was analysed

accordingly. The understanding of information is verified with the qualitative

analysis of data from classroom observation, interaction with students. In English

Medium school, most of the students think that English is easy but just a few of them

had problem regarding spellings and grammar. The students think that English

Language is important as it may be helpful to them in the future. Some students

preferred to speak in the language which they were having as the subject for example

Sanskrit Language in Sanskrit class and Gujarati Language in Gujarati class. In

Gujarati Medium School, students faced problems in reading and writing and most

of them were not able to pronounce simple words. They were taught English in

Gujarati Language which is also called the grammar- translation method.

3.3 MEDIUM OF INSTRUCTION

The language generally used for giving instructions is the mother tongue or the

regional language i.e. Gujarati in Gujarati Medium School and in English Medium

School, generally both mother tongue and English was used. The reason for this in



Gujarati Medium School was that children were not able to understand English and

so translation of English words, phrases, sentences in the language of convenience

helps children comprehend the content. When asked about their strengths and

weakness, children of English Medium responded that sometimes they hesitated in

speaking English because they needed an advanced level in learning grammar,

speaking skill and creative writing.

3.4 INTERACTION WITH STUDENTS IN GUJARATI

MEDIUM SCHOOLS

When the students were asked the motive of learning English Language, most of

them didn't reply and the reasons for this was according to them English Language

was not important. Next question asked was whether they were happy to be in

Gujarati Medium School or did they wanted to shift in an English Medium school.

The replied to this question was that they didn't want to shift in English Medium

School as they face problems in LSRW skills. When asked about cursive writing,

only one student knew about cursive writing but was not able to write. The

vocabulary was limited to simple words and phrases.

3.5 INTERACTION WITH STUDENTS IN ENGLISH

MEDIUM SCHOOL

When asked about the importance of language, students replied that English

Language is important as it helps in business and also in the use of technology. When

asked about cursive writing, most of the students knew how to write in cursive

writing and they applied it in writing. Students were in favour of learning English

language as it offers better employment opportunities. Next they were asked whether



they were happy to be in English Medium school or not and the reply was they were

satisfied and didn't want to change the medium.

3.6 FACTORS AFFECTING PUPIL’S ACHIEVEMENTS

(PROBLEMS and ISSUES)

There are many reasons which affect student's performance. Some of them are as

follows:

1) Students frighten during exams.

2) Students have the ideas but are unable to express them well. They know the

grammar rules but can't use it whenever needed.

3) Absence of mind. It also has many reasons like the topic may not be interesting,

teachers can't express their thoughts well, maybe the teacher is not creative,

utilisation of higher level of English, and other personal problems.

4) Background of the family also matters as when parents don't give attention to their

children and due to this, students also don't take much interest in studies.

5) Direct shift from Gujarati Medium School to English Medium School at a higher

level decreases the self-confidence of the child as they feel inferior compared to

others.

6) Shyness and hesitation is the biggest hurdle which prevents them from taking part

in the Student- Teacher interaction.

7) Psychological reasons also affect performance of the child as the child maybe

having some bitter childhood experience.



4. MAJOR FINDINGS

This survey highlights some persistent concerns that show the ineffectiveness of the

teaching learning process under present educational practices. It is evident that

Gujarati Medium students are themselves aware that they are at a disadvantage as

compared with English Medium Students in accessing knowledge. Communication

skills were not very good of Gujarati Medium Students as compared to English

Medium students. They are not habituated to read extra books or newspapers. Extra

reading like reading comics or any other literary work helps a lot in improving all

the LSRW skills. Instructions had to be given in Gujarati and some board work was

also done in Gujarati Medium School. Many students didn't have English as a

language till Fifth standard. Some students couldn't read anything as their speaking

and reading skills are not at all developed. In the contrary, English Medium Students

were competent enough to read and write properly. Their sentences were also very

much in structured form. Spelling errors were made in majority by Gujarati Medium

Students as compared to English Medium Students. The accent of Gujarati Medium

students also differs a lot and even their level of competency is lower than English

Medium students.

5. LIMITATIONS

This survey has many limitations like students cannot be asked about their family

and other personal things. The negative points of Gujarati Medium schools are

highlighted.



6. CONCLUSION

There is a huge difference between the students of Gujarati Medium and English

Medium. Grammar and spellings were also poor of Gujarati Medium students as

they are not taught English Language from elementary level. This research study

aimed at examining student's attitudes, motivations and anxiety levels towards

English Language learning in a multilingual context as these have the potential to

influence their second language learning interests and outcomes.

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In teaching and learning we use many aids like computer,projector, models, charts, maps, textbooks and many more..Here in this form, we have given some questions related tothis aids. Tick mark the appropriate options given belowthem.

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Gohil Jaydipsinh P.

Gohil Bhgirathsinh A.

Vaja Dipak R.

Godhaniya Mayur K.

Silot Ravi A.

Bambhaniya Mukesh M.

Solanki Nilesh B.

Charniya Nayan J.

Bhaliya Pravin V.

Nandvana Dipak K.

Gohil Virendrasinh K.

Parmar Ravatsinh B.

Dangodra Keval K.

Bhaliya Ravji N.

Rathod Rushiraj D.

Sarvaiya Jaypalsinh D.

Dudhvala Vikram N.

Gohil Haresinh J.

Sankhet Hitesh N.



Solanki Vikram N.

Kavad Kaushik B.

Gohil Yuvraj J.

Goswami Hasmukhgiri B.

Gohil Ajit p.

Jasani Shivam M.

Pandya Yash J.

Mansuri Ayaj N.

Solanki Viraj B.

Kanabar Aasutosh P.

Babariya Vihar B.

Babariya Ajay K.

Chavda Dharmesh S.

Katariya Yogesh L.

Nandola Ashok B.

Nandola Mualik K.

Lakhnotra Vipul B.

Leva Bhargav G.

Sarsiya Ghanashyam R.

Vaja Gopal J.

Vaghela Harpalsinh S.

Chauhan Viraj D.

Vakatra Rana S.

Mevada Bharat B.

Vakatar Jayesh L.

Vakatar Hardik M.

Rathod Dhaval J.

Solanki Hiral Dhirubhai

Parmar Nisha Dhirubhai

Vaja Vishruti Jethabhai

Baldaniya Darshana Shantibhai

Bambhaniya Neha Jitubhai

Devshaval Pooja Bipinbhai

Vaniya Divya Dineshbhai

Chauhan Shweta Rakeshbhai

Yadav Vandana Bhupatbhai

Rathod Dhara Kanusinh

Dhanesha Rutva J

Jani Kaxa Bharatbhai

Hadiya Akshay Kanubhai

Gohil Devarshi Satubha



Gohil Vinayaksinh Jugneba

Hadiya Gaurav Vajubhai

Mori Pruthviraj Rameshbhai

Vagh Rohit Nagbhai

Solanki Apar Vipulbhai

Solanki Prakash Jashubhai

Jadav Hardip Arjanbhai

Bariya Mayur Prakashbhai

Toliya Rukhad Gokulbhai

Dabhi Parth Hamirbhai

Ram Nayan Naranbhai

Your Std. & Div.

9 B

9

11 A

9 C

10 C

10

9 A

S.Y.B.Com

Gujarat delwada

F.y. Bcom Sem 2

T.y.b.com & 362520

10 C

9 B

11A

Your School Name

Shree Gram Panchayat High School, Samter

Shree Sahjanand Vidhyalaya, Tarsamiya

Chanakya Science School, Una

Shree Aradhna Vidhya Vartul, Bhavnagar

Chankya Science School,Una

Shree Aradhna Vidhya Vartul

Chankya Science School, Una

Shree Sahjanand Vidhyalay, Bhavnagar

Chankya Science School

Diu College, Diu

Diu college Diu

Diu college Diu



Yes 211 65.1%No 113 34.9%

Yes 226 69.8%No 98 30.2%

Yes 320 98.8%No 4 1.2%

Yes 149 46%No 175 54%

Yes 76 23.5%

Diu college Diy

Shree Grampanchayat High School, Samter

Chanakya Science school, Una

Chankya Science school,Una

1. The projector is used in your class.

2. Teacher show us charts and maps related to subject.

3. Teacher use blackboard during grammar teaching.

4. Teacher use textbooks only.

5. In our school we have facility of Languagelab.

34.9%

65.1%

30.2%

69.8%

98.8%

54%

46%



No 248 76.5%

Yes 229 70.7%No 95 29.3%

Yes 203 62.7%No 121 37.3%

Yes 197 60.8%No 127 39.2%

Yes 208 64.2%No 116 35.8%

6. We play dramas related to subject.

7. We use computer in learning.

8. We have T.V in our school, and we watch some education related programs.

9. Teacher show us maps and pictures when needed.

10. Learning is boring with just textbooks and blackboard.

23.5%

76.5%

29.3%

70.7%

37.3%

62.7%

39.2%

60.8%

35.8%

64.2%



Yes 149 46%No 175 54%


54%

46%

0

50

100

150

200

4/20/2017 Survey of Language Proficiency in English and Gujarati medium schools.

https://docs.google.com/forms/d/1NTNzRbqnDVHTC1zXnprT4SpHoYAQ39muCbPp3cNewI/viewanalytics 1/6

Survey of Language Pro㠱ciency in Englishand Gujarati medium schools.140 responses

1. Your Name: (140 responses)

bhabhaniya rita

bhabhaniya rita

Ashik Dhirajlal

Ashik Dhirajlal

Baraiya Jalpa

Baraiya Jalpa

bariya hemaxi

bariya hemaxi

parmar ramesh

parmar ramesh

bamni minaxi

bamni minaxi

2. Email Id: (0 responses)

No responses yet for this question.

3. Name Of Your School. (140 responses)

10

2016 (11.4%)16 (11.4%)16 (11.4%)

3 (2.1%)3 (2.1%)3 (2.1%)3 (2.1%)3 (2.1%)3 (2.1%)1 (0.7%)1 (0.7%)1 (0.7%)

12 (8.6%)12 (8.6%)12 (8.6%)

3 (2.1%)3 (2.1%)3 (2.1%)4 (2.9%)4 (2.9%)4 (2.9%)7 (5%)7 (5%)7 (5%)

1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)

5 (3.6%)5 (3.6%)5 (3.6%)

17 (12.1%)17 (12.1%)17 (12.1%)

1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)4 (2.9%)4 (2.9%)4 (2.9%)3 (2.1%)3 (2.1%)3 (2.1%)

15 (10.7%)15 (10.7%)15 (10.7%)

25 (17.9%)25 (17.9%)25 (17.9%)17 (12.1%)17 (12.1%)17 (12.1%)



4. Medium Of Schooling in Pre-Primary level. (140 responses)

5.Medium Of Schooling in Primary level. (140 responses)

6. Medium Of Schooling in Secondary level. (140 responses)

7. Medium Of Schooling In Higher -Secondary level. (140 responses)

1 (0.7%)1 (0.7%)1 (0.7%) 1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%) 1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)

0 20 40 60 80 100 120 140

English.

Gujrati.

Hindi.

Other.

0 (0%)0 (0%)0 (0%)

140 (100%)140 (100%)140 (100%)

0 (0%)0 (0%)0 (0%)

0 (0%)0 (0%)0 (0%)

0 20 40 60 80 100 120 140

English.

Gujrati.

Hindi.

Other.

0 (0%)0 (0%)0 (0%)

140 (100%)140 (100%)140 (100%)

0 (0%)0 (0%)0 (0%)

0 (0%)0 (0%)0 (0%)

English.

Gujrati.

1 (0.7%)1 (0.7%)1 (0.7%)

139 (99.3%)139 (99.3%)139 (99.3%)



8. Use of language in pre-primary schooling. (140 responses)

9. Use of language in Primary schooling. (140 responses)

10. Use of language in Secondary schooling. (140 responses)

0 20 40 60 80 100 120

Gujrati.

Hindi..

Other.

139 (99.3%)139 (99.3%)139 (99.3%)

0 (0%)0 (0%)0 (0%)

0 (0%)0 (0%)0 (0%)

0 20 40 60 80 100 120 140

English.

Gujrati.

Hindi.

Other.

0 (0%)0 (0%)0 (0%)

140 (100%)140 (100%)140 (100%)

1 (0.7%)1 (0.7%)1 (0.7%)

0 (0%)0 (0%)0 (0%)

0 20 40 60 80 100 120 140

English.

Gujrati.

Hindi.

Other.

0 (0%)0 (0%)0 (0%)

140 (100%)140 (100%)140 (100%)

3 (2.1%)3 (2.1%)3 (2.1%)

0 (0%)0 (0%)0 (0%)

English.

Gujrati.

Hindi.

0 (0%)0 (0%)0 (0%)

140 (100%)140 (100%)140 (100%)

1 (0.7%)1 (0.7%)1 (0.7%)



11. Use of language in Higher Secondary schooling. (140 responses)

12. Area Of Schooling. (140 responses)

13. In which language you can speak ꊊ�uently.? (140 responses)

14. According to you which medium is good to get command over Englishlanguage.?

(140 responses)

0 20 40 60 80 100 120 140

English.

Gujarti.

Hindi.

Other.

0 (0%)0 (0%)0 (0%)

140 (100%)140 (100%)140 (100%)

2 (1.4%)2 (1.4%)2 (1.4%)

0 (0%)0 (0%)0 (0%)

0 10 20 30 40 50 60 70 80 90

City.

Village.

92 (65.7%)92 (65.7%)92 (65.7%)

51 (36.4%)51 (36.4%)51 (36.4%)

G… G… G… G… G… G… G… G… g… g… g…0

20

40

6067 (47.9%)67 (47.9%)67 (47.9%)

1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)5 (3.6%)5 (3.6%)5 (3.6%)

1 (0.7%)1 (0.7%)1 (0.7%)

10 (7.1%)10 (7.1%)10 (7.1%)

1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)

10 (7.1%)10 (7.1%)10 (7.1%)

36 (25.7%)36 (25.7%)36 (25.7%)

7 (5%)7 (5%)7 (5%)

4030 (21.4%)30 (21.4%)30 (21.4%)

35 (25%)35 (25%)35 (25%)45 (32.1%)45 (32.1%)45 (32.1%)



15. Any Suggestions. (62 responses)

No

No

No

No

No

No

No

No

No

No

No

No


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11… E… E… G… G… G… G… Hi… Hi… e… g…0

20

1 (0.7%)1 (0.7%)1 (0.7%) 3 (2.1%)3 (2.1%)3 (2.1%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)1 (0.7%)2 (1.4%)2 (1.4%)2 (1.4%)1 (0.7%)1 (0.7%)1 (0.7%)

12 (8.6%)12 (8.6%)12 (8.6%)9 (6.4%)9 (6.4%)9 (6.4%)

0

25

50

75

100

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3/21/2017 Info for Report on Teaching: Out Reach Programmes: Feb March 2017 Google Forms

https://docs.google.com/forms/d/1sxsoPyGLwlfsOFvIpg6KWPtO4zFDcvP0flgaMkhkjJc/viewanalytics 1/2

Samter School, Taluka Una (21 Feb 2017) 14 70%Chanakya Science School, Una (21 Feb 2017) 12 60%

HMV COllege Una: NSS Students (22 Feb 2017) 7 35%Kareni School, Kareni Village (22 Feb 2017) 11 55%

Diu College (23 Feb 2017) 11 55%Shamlaji College, Shamlaji (8 March 2017) 13 65%Shamlaji School, Shamlaji (8 March 2017) 9 45%

Mount Abu School, Mt. Abu (9 March 2017) 10 50%B.Ed. College, Mt. Abu (10 March 2017) 5 25%Ambaji College, Ambaji (11 March 2017) 3 15%

It was very enriching experience as i got an exposure to teach school / college students of rural and tribal areas 17 85%It was learning experience for me as i learned important skills in English Language Teaching 13 65%

It was good as it made me realize that the English proficiency of school and college students is very low. We need to work for improvement of their language skills 17 85%If in India, future jobs are linked with English language, then large mass living in rural and tribal regions may remain jobless. 15 75%

Our rural and tribal regions are badly in need of special lesson modules to improve English language proficiency 14 70%It was very poor experience. There was nothing to learn from these out reach programmes. 1 5%

The language proficiency of students in rural and tribal spaces is very poor but we cannot do anything for them. 2 10%More such programmes shall be organised so that students from urban spaces and reach out to rural / tribal spaces. 18 90%

The attitude of teachers was very progressive and were enthusiastic to learn new things i.e. innovative use of technology in teachingThe attitude of teachers was very regressive and were not enthusiastic to learn new things i.e. innovative use of technology in teaching

The teacher were optimistically looking towards innovative use in teaching pedagogyThe teachers were rather pessimistic towards intervention of technology in teaching

20 responsesView all responses Publish analytics

Summary

Select the places where you taught

Please select one or more or all statement/s in accordance with your experience of teaching

This is only for those who surveyed or taught TEACHERS

Edit this form

0.0 3.5 7.0 10.5

Samter Scho…

Chanakya S…

HMV COlleg…

Kareni Schoo…

Diu College (…

Shamlaji Coll…

Shamlaji Sch…

Mount Abu S…

B.Ed. College…

Ambaji Colleg…

0 4 8 12 16

It was very e…

It was learnin…

It was good a…

If in India, fut…

Our rural and…

It was very p…

The languag…

More such pr…

0 2 4 6 8

The attitude…

The attitude…

The teacher…

The teachers…

The teachers…

The teachers…

The teachers…

The teachers…

[email protected]

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3/21/2017 Info for Report on Teaching: Out Reach Programmes: Feb March 2017 Google Forms


The teachers were looking forward to implement research outputs of finding of research carried out in eContent, Flipped Learning, Digital Portfolio at Department of English

The teachers were not very hopeful about to implement research outputs of finding of research carried out in eContent, Flipped Learning, Digital Portfolio at Department of EnglishThe teachers were keen to put Online Publishing Analytics, H Factor etc into practice.

The teachers were not keen to put Online Publishing Analytics, H Factor etc into practice.

Would you like to say more . . .

The teachers of Diu college were very progressive. They were very keen and enthusiastic to learn. They were also planning and asking for suggestion toimplement the innovative ideas shared by Prof. Dilip Barad. The teachers of Shamlaji, Mt. Abu colleges were a bit reluctant and skeptic about theseinnovations. It was tough to convince them about these as best practices. The young teachers at Shamlaji College were enthusiastic and keen.

It was such an incredible experience through new ways of teaching & learning as well.

This was the best academic experience of my life. In future also I would like to attend such academic out reach programme.

i totally agree with this point If in India, future jobs are linked with English language, then large mass living in rural and tribal regions may remainjobless. so we have to do more trouble for this generation and awake about English languages important in 21 century but my experience in this tour inotice that first we have to make skill based teachers and teachers make skilled based students.so students make good future for the new generation.keep trying to convinced rural area they come out from lake and go it in to sea for better life.

It is very fruitful experience, its like training program for us, we learn a lot and come to know about different students of different areas like rural and urbanand we can see the difference between them.

We can do try for teach them..but its take so many time the best thing is that apoint those giverment teachr who are best in their qualities. In Abu schoolthere were principal who him self differanciat that arts student are nothing but science student are more sinsear.but they wrong we personaly feel that artsstudents are more consious.and inteligent. Teachr's quality should be first chek.

It was a really fruitful experienced for me. I learned so many things like how to teach, handle the different students of different culture and their differentlevels also. And experienced of rock climbing was a wonderful for me. I enjoyed also. Thanks sir for this opportunity.

Such great experience to learn something new.

One of the best experience to teach students of college. They are familiar with technology in education but my presentation can give them variations.

The views that I have given here is not applicable to all schools I visit. But some of them were trying to run along with time.

Your Name

Poojaba Jadeja

Divya Choudhary

Parth Bhatt

Dilip Barad

Poojaba Gohil

Vaidehi Hariyani

chintavan n. bhungani

Komal Shahedadpuri

Krishna Khamal

Rinkal jani

Riddhi Maru

Megha Trivedi

Yesha Bhatt

Mital Raval

Pipavat gopi

Ami Sojitra

Hitaxi Bhatt.

Dipali Parmar

bhumi dangi


0

5

10

15

20

4/20/2017 Info for Report on Teaching: Out Reach Programmes: Feb March 2017


Info for Report on Teaching: Out ReachProgrammes: Feb March 201727 responses

Select the places where you taught (27 responses)

Please select one or more or all statement/s in accordance with yourexperience of teaching

(27 responses)

This is only for those who surveyed or taught TEACHERS (10 responses)

0 2 4 6 8 10 12 14 16 18

Samter Sc…Chanakya…HMV COlle…Kareni Sch…Diu Colleg…Shamlaji C…Shamlaji S…Mount Abu…B.Ed. Colle…Ambaji Col…

19 (70.4%)19 (70.4%)19 (70.4%)17 (63%)17 (63%)17 (63%)

12 (44.4%)12 (44.4%)12 (44.4%)16 (59.3%)16 (59.3%)16 (59.3%)

15 (55.6%)15 (55.6%)15 (55.6%)19 (70.4%)19 (70.4%)19 (70.4%)

14 (51.9%)14 (51.9%)14 (51.9%)16 (59.3%)16 (59.3%)16 (59.3%)

5 (18.5%)5 (18.5%)5 (18.5%)3 (11.1%)3 (11.1%)3 (11.1%)

0 5 10 15 20

It was very…

It was lear…

It was goo…

If in India, f…

Our rural a…

It was very…

The langu…

More such…

23 (85.2%)23 (85.2%)23 (85.2%)

17 (63%)17 (63%)17 (63%)

24 (88.9%)24 (88.9%)24 (88.9%)

17 (63%)17 (63%)17 (63%)

18 (66.7%)18 (66.7%)18 (66.7%)

1 (3.7%)1 (3.7%)1 (3.7%)

4 (14.8%)4 (14.8%)4 (14.8%)

22 (81.5%)22 (81.5%)22 (81.5%)

The attitud…

The attitud…

The teache…

The teache…

The teache…

The teache…

The teache…

10 (100%)10 (100%)10 (100%)

2 (20%)2 (20%)2 (20%)

7 (70%)7 (70%)7 (70%)

4 (40%)4 (40%)4 (40%)

9 (90%)9 (90%)9 (90%)

4 (40%)4 (40%)4 (40%)

7 (70%)7 (70%)7 (70%)

The teachers were keen to put Online Publishing Analytics, H Factor etc into practice.Count: 7



Would you like to say more . . . (12 responses)

The teachers of Diu college were very progressive. They were very keen and enthusiastic to learn. Theywere also planning and asking for suggestion to implement the innovative ideas shared by Prof. DilipBarad. The teachers of Shamlaji, Mt. Abu colleges were a bit reluctant and skeptic about these innovations.It was tough to convince them about these as best practices. The young teachers at Shamlaji College wereenthusiastic and keen.

It was such an incredible experience through new ways of teaching & learning as well.

This was the best academic experience of my life. In future also I would like to attend such academic outreach programme.

i totally agree with this point --- If in India, future jobs are linked with English language, then large massliving in rural and tribal regions may remain jobless. so we have to do more trouble for this generation and awake about English languages important in 21century but my experience in this tour i notice that �rst we have to make skill based teachers and teachersmake skilled based students.so students make good future for the new generation. keep trying toconvinced rural area they come out from lake and go it in to sea for better life.

It is very fruitful experience, its like training program for us, we learn a lot and come to know about differentstudents of different areas like rural and urban and we can see the difference between them.

We can do try for teach them..but its take so many time the best thing is that apoint those giverment teachrwho are best in their qualities. In Abu school there were principal who him self differanciat that arts studentare nothing but science student are more sinsear.but they wrong we personaly feel that arts students are

Your Name (27 responses)


0 1 2 3 4 5 6 7 8 9 10

The teache… 3 (30%)3 (30%)3 (30%)

. . . . . . . . . . . . . . . . . . . . . . . . . .0

1

2

3

1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)

2 (7.4%)2 (7.4%)2 (7.4%)

1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)1 (3.7%)

5

10

15

20



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REPORT on OUTREACH PROGRAMME: FEB – MARCH 2017

Education

Transcript of REPORT on OUTREACH PROGRAMME: FEB – MARCH 2017