A Brainstorming meeting/workshop on ICT Integrated Teacher Education for SCERTs of South India Organised by Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi. Venue: Regional Institute of Education (NCERT), Mysore Date: 22nd April 2016

1. ICT integration in
Teacher Education:
A Community of Practice Model
Manas Ranjan Panigrahi
Programme officer, CEMCA, New Delhi

2. Commonwealth Educational Media Centre
for Asia (CEMCA)
 Established by the Commonwealth of
Learning, Vancouver, Canada in 1994;
Agreement with Govt. of India in 1998;
Status of a Diplomatic mission in 2000
 To assist governments and institutions to
expand the scale, efficiency and quality of
learning by using multiple media in open,
distance and technology-enhanced
learning

3. What are the big challenges?
 Number of untrained teachers, including
vocational education teachers
 Concern for quality of teacher training
 Access to technology
 Faith on technology to assist improving
access and quality of education
 Quality of student learning (joyful, as well
as learning for living)
 Frequent changes in Teacher Education
norms

4. COL and Teacher Education
 Quality assurance of
teacher education
 Green Teacher
programme
 OER for English
language teaching
 TESSA Partnership
(for teacher education
materials)
 Child Friendly Schools

5. CEMCA: Teacher Education Focus
 Teacher education institutions
adopt blended approach to ICT
integration in continuing
professional development
– Developing a Community of
Practice for Teacher Educators
– Imparting ICT skills to Teacher
Educators
 Underlying belief: increased use of
ICT by teacher educators will play
a cascading effect on appropriate
use of ICT by teachers in the
classroom

6. Teacher Education: Six year Strategy
Outcomes:
More teacher training institutions integrate ICT in education using CoP
model and offer distance learning programmes for professional
development of teachers and teacher educators
Performance Indicators:
 10 teacher education institutions have enhanced capacity to use ICT/ODL for
professional development of teacher educators and teachers for better teaching
learning practice
 500 special teacher educators are trained under ToT mode to deliver effective
learning opportunities using ICT for differently abled learners
 300 teacher educators and secondary school teachers have enhanced capacity to
develop Educational Mobile Apps for better teaching and learning

7. CoP Model: Bblended approach to
ICT integration in Teaching Learning
Adopt OER
Peer Group
Pre-Service and
In-service
Master Trainers
Engaged in Training
Preparation of
Master Trainers
Use of ICTs Adopt OER
Learning
resources
• Using ICTs in teaching
and learning
• Promoting and creating
OER
• Producing learning
materials for learners
Monitoring and Evaluation
Use of ICTs
• Using ICTs in teaching
and learning
• Promoting and creating
OER
• Producing learning
materials for learners
Monitoring and Evaluation
Learning
resources
Enhanced Capacity to use
ICT for better Teaching
Learning Practice

8. OER as panacea for all
problems?
 Capacity building of teachers and teacher
educators on ICT use and integration of
OER in teaching and learning
 Creating a culture of sharing and
contribution to OER
 Being prepared to handle ICT empowered
learners
 Collaboration through Community of
Practice

9. Thank You

10. Thank You