Wednesday, August 22, 2007

Abstracts of papers presented by Dr.Chandrasekharan Praveen

Last updated  24 March 2018

A: Related to ELT
B: Related to Education

A: Related to ELT
A1. Paper entitled Using Audio-Visual Media for Communicative Activities at the World Congress on ‘World Languages in Multilingual Contexts’ at CIEFL, Hyderabad on 3rd to 7th January 2001


This paper attempts to share with the participants , my nascent experiment in using audio-visual media for communicative activities.

The four-month in-service course for high school teachers at the Regional Institute of English , South India, Bangalore usually commences with Fluency-based activities during the first week.

During the present course (which started in June 2000) video clippings were made use of for the fluency activity. For the participants (who belong to multi-lingual speech communities) the use of video to make them use the target language(in this case, English) was a novel experience.

It is proposed to begin the presentation by stating the rationale for using video. Then an attempt will be made to explain some of the processes involved.

It is hoped that this presentation would help create an awareness of the potential of the video for communicative activities. It also explores the possibilities of tapping the knowledge of one’s mother-tongue in the learning of English through participative group work.

A 2. Paper entitled CLT Through Teacher-made Video at the UGC sponsored National Seminar on Innovative Techniques to Aid Performance in English as Second Language at Farook Training College, Kozhikode on 15th and 16th July 2005

Several technological resources are available for the use of teachers who are really interested in helping the learners attain a respectable level of communicative competence. Unfortunately, many teachers tend to ‘keep off’ or avoid using them either because they find it too sophisticated or because they find it expensive.
In this presentation , an attempt will be made to demonstrate the use of an unsophisticated and inexpensive video for Communicative Language Teaching (CLT). First, an issue related to CLT in India will be highlighted. Then, the rationale for using video will be given. Mention will be made of the nature of the video used before concluding with a demonstration of the teacher-made video. 

It is hoped that this presentation will initiate inexperienced teachers of English to the use of video for teaching English as a second Language (ESL). For those already familiar with using video, this will provide a chance to refine and question the methodology involved.

A3. Paper entitled Teacher as Materials Producer: Computer-based Tasks for Communicative Language Teaching at the National Seminar on Perspectives in Educational Technology at Central Institute of Educational Technology,NCERT, New Delhi from 1st to 3rd March 2006

In the context of a global society, and especially since the opening of the Indian markets to foreign investments competence in the use of English has become the passport not only to higher educational opportunities but also for better economic gains. The emphasis now in schools is to acquire language skills which will enable the learners ‘use’ the language. So teachers of English today are keen on providing opportunities to ‘communicate’ or ‘use’ the language and this is more or less the core of language learning programmes.

Teaching materials play a significant role in fulfilling learner’s expectations in the English language classroom. But most materials in the Indian situation tends to reflect a dependency culture. Both the student and the teachers in non-urban areas seldom do anything in the General English course without reference to the prescribed textbook. Sadly enough it has been found that text-based teaching materials rarely generate learning interest. Teaching Communicative English, the author believes demands a shift in the role to the teacher. He/ she has to be a Materials Producer, resourceful enough to provide suitable learning materials for communicative tasks.

In this context, it is worth noting the fact, that a study of art leads to a greater length of concentration span, enhances academic achievement and better intellectual abilities. Researchers have also shown that it is possible to teach language through the arts. The Internet, we know, is a gold mine of resources especially for the arts. Visuals, mainly paintings, available on the internet is extremely free. So if these are used as Communicative Language Teaching materials, we can not only aim at excellence in education, but also cut down the cost of materials production.

So this paper in addition to affirming the role of the teacher as Materials Producer goes on to demonstrate the possibilities of using paintings down loaded from the Internet as Communicative - task materials. Through this the author attempts to show the possibility of :
 1. Motivating learners.
2. Making language learning interesting.
3. Generating an interest in the arts especially painting.
4. Providing inter-disciplinary study.

A 4. Paper entitled Priming to Howl Back?: An Examination of ELT Issues in God’s Own Country at the UGC sponsored National Seminar on Decolonizing the English Classroom –Studies in Perspective at Government College, Madappally on 28th  and 20th August 2006

When the British left India, as in other newly independent countries, English was taught as a Second language. Thanks to the three-language formula implemented by the Departments of Education, the marginalization of Indian languages was largely checked.

In recent years a diligent team of Resource Persons at the State Council for Educational Research and Training (SCERT) in Kerala , ‘God’s Own Country’, have been attempting to hoist the local ELT sail to suit the wind they perceive. But have they perceived it right? Are they in their preoccupation for fruitful sailing, conveniently ignoring the undercurrent of a covert ‘ELT industry’, flourishing in India and elsewhere? Will the local sail ultimately drown the ‘neo-baboos’ in the making? In this paper the author attempts to identify the issues which he confronted while associating himself with teaching and curriculum design of primary, secondary and tertiary level ELT syllabuses.

The paper begins with a brief sketch of the ELT curriculum recently introduced in Kerala at the Primary, Secondary and Higher Secondary level interspersed with the author’s own impressions on how it was received. A fairly detailed examination of the ELT issues related to the implementation of the new ELT curriculum in the State follows. The paper concludes by stating possible course a tertiary level pedagogy should follow to eliminate completely the vestiges of colonization in Indian classrooms.

A 5. Key note address and paper entitled Art Beat via Cyber CLT at the seminar on Indian English Teaching /Learning @ Cyber World organized by the PG Dept. of English Mar Athanasius College , Kothamangalam on 28 Oct 2006


Experienced English Language teachers know that instructional materials play a pertinent role in generating language. Even the very quality of classroom interaction in an acquisition poor environment is dependent on the material used. But sadly enough the English Language Courses offered in many educational institutions in the country centres around prescribed Text books which seldom generate learner interest.
Studies have shown that instructional materials with a strong visual element used for language learning can help rivet the attention of the learners. Once attention grabbing is achieved, instructional materials can easily aid in the performance of its primary role- that of promoting communicative language use.

How can the Cyber World help in this regard? What role can it play in facilitating Language learning? This paper explores the possibility of exploiting Cyber world material for learners of English.

The author a practicing teacher, intends to present his modest attempt at designing and developing Communicative Language Teaching (CLT) tasks using art material downloaded from the Internet. The presentation of the material will demonstrate how art materials can become the content for communication, produce instant attention, and generate interest for Indian learners of English.

A 6. Paper entitled Communicative Skills at the inaugural function of the English Association of MES Keveeyam College Valancherry on 4th Dec 2006

The spectrum of communication in contemporary society defies description because of the immense variety and range of its components. Communication, we know maintains and animates life.

The presentation begins by defining communication and goes on to briefly discuss its characteristics . It shows how communication is an expression of social activity and civilization, leads people from instinct to inspiration and creates a common pool of ideas. The presentation also demonstrates how at every turn , the degree of success in communication could be hailed or deplored depending on the individuals ability or inability to skillfully utilizing and exercising his or her skill at communication. The author also makes a reference to the term ‘skill’ and attempts to elaborate the term ‘Communication Skills’.

A 7. Paper entitled Art beat via Cyber CLT: An Aesthetic Dimension to ELT at the Second International and 38th ELTAI Annual Conference at BSA Crescent Engineering College Vandalur, Chennai on 9th and 10th February 2007


The National Curriculum Framework (NCF) 2005 places emphasis on art education. Studies have shown that instructional materials with a strong visual element used for language learning can help rivet the attention of the learners. But sadly enough the instructional materials used today for teaching English in India rarely uses material related to art nor makes use of colourful visuals.

The paper suggests how paintings downloaded from the Internet can become the content for communication, produce instant attention and also provide an aesthetic dimension to ELT…perhaps a novel way of teaching English for today and tomorrow!

A 8. Paper entitled Language Generation Using Films at the National Conference on Innovative Approaches and Techniques of Teaching English at the PSG College of Technology, Coimbatore on 13th and 14th July 2007


Film as a form of input in the classroom can be valuable as a teaching aid. The visual element is rich with non-verbal clues which can aid students’ comprehension. Perhaps the greatest advantage to which film can be used is for generating language.

This paper explores the possibility of language generation using a clipping from a film.The task oriented activity which follows the viewing of the film will energize the learners and provide scope for lively interaction . In fact , the film material becomes a document for inspection and discussion.

The presentation will begin by identifying the characteristics of language. Then mention will be made of the possible causes for failure of the printed text and audio recordings to generate language. Though the main focus in the paper is on affirmation of the potential of the film medium for generation of language, a reference will be made about the problems one is likely to face while using films for language generation.

A 9 . Paper entitled Linguistic Tasks & PC Generated Film Clips to aid HR Education at the International Conference on New & Emerging Technologies organized by the IATEFL Learning Technologies SIG, UK in association with ELTAI Computer Technology SIG and Loyola College,  Chennai from 3-5 Aug 2007


Several classroom strategies have hitherto been employed in India to practice and experience Human Rights behaviour. Topics related to Human Rights are invariably included in the General English text books prescribed for study at the Secondary level but, the present generation of learners are in the habit of watching films and they prefer watching films to reading! Hence the introduction of Human Rights topics in the English text books rarely turns out to be a fruitful teaching encounter.

The paper will attempt be to familiarize readers with ways of transacting Human Rights issues using select film clippings generated through a PC. It is hoped that such a procedure will help in infusing and practicing HR behaviour effectively in the English classroom.

A 10. Paper entitled 1 + 1 = 3 : Nurturing Creativity in the ESL Classroom Using Films at the 3rd International and 39th ELTAI
Annual Conference at Satyabhama University , Chennai. 8th to 10th February 2008


The Micro Chip age has ushered in new avenues for fostering creativity. With the support of Multi-media tools , there is tremendous scope for exploiting Feature films for developing creative language use.

One added to one should make two…. not three! But one short film clip conveying a coherent theme when added to another short film clip with another coherent theme, by applying the ‘splicing technique’ employed by film editors, would give, not two themes , but a third coherent theme!! How is this possible ? How can such a technological gimmick help in developing creativity in the ESL classroom?... These are some of the questions this paper attempts to answer.

The paper begins by referring to the role of films in teaching and goes on to identify one major avenue thrown open by the advent of Digital age technology viz; Non-linear Editing. This will be followed by an attempt to illustrate the ways of interpolating film clips for creative language use in the ESL classroom. The paper concludes by providing suggestions for proper use of films to nurture creativity – an activity which has the potential for teachers engaged in the activity to experience life-long learning!

A 11. Paper entitled Pic Tasks For Chit Chat at the National Conference on Task Based Learning for Communicative Competence organized by the Department of English , Sri Vasavi College, (SF Wing) Erode, on 01 March 2008


A derivation of an old Chinese proverb is : “One picture paints a thousand words”. Whether students are visual learners or not they will all benefit from the use of pictures. Pictures have an irresistible quality – that of attracting our attention. Used properly pictures can rouse the students’ imagination. Appropriate use of pictures can serve as stimuli for interaction too.
The Digital Age has thrown open avenues for easy access to quality pictures for the common man. The birth of Search Engines with features that help narrow search results to ‘web’ ‘images’ etc has made it comparatively easy to download the exact type of picture we need. Further, there are plenty of web sites that permit free downloading of pictures. In short there is an untapped gold mine of pictures out there in the virtual world for teachers to exploit for language teaching.

But what type of downloaded images can serve as reference points for chit chat in the classroom? How can teachers exploit images for developing communication skills? What procedure should teachers follow for involving students in language generation activity using pictures? How can teachers produce image-based materials that serve as an excellent tool for communicative activities? … These are some of the questions this paper attempts to answer. The author also intends to share his experience of using linguistic tasks based on pictures for students at the Under Graduate level.

A 12. Paper entitled Emerging Literacies vis-à-vis ELT: A Constructivist Reformulation of the Film-Litt. Pedagogy at the National Seminar on Literature, Language, Communication at Pondicherry University on 27th  and 28th March 2008

In our ever-changing world , youngsters are bombarded daily with multiple forms of media via the internet, television, advertising , music, movies, video games, and other digitized realities. It is an acknowledged fact that teenagers are some of the most avid participants in this media- crazed society.

Educational theorists emphasize the importance of connecting student knowledge with college knowledge. Even recent brain research supports this pedagogical approach. One way of achieving this is by selecting a film based on a literary text , that relates to the students, connects to their schemata, and engages them with its story. If the chosen media-supported literary text, strongly fits within the experiences of the students, it will have relevancy for their lives. And by doing so, we will be creating a dynamic environment in which the students think about the film and the literary text critically, expresses their opinions orally, and writes profusely about select aspects of the film and the literary text.

In fact, the time has come for a shift from a Literature based ELT programme to an integrated Film–Litt. pedagogy which has tremendous scope for developing communicative competence of the learners. One obvious advantage of the introduction of integrated media-based language texts is that it can help meet some of the demands of globalization and intense electronic interactions.

Such an integration demands a novel approach to curriculum design . Perhaps the most appropriate approach could be Constructivism- with its emphasis on the individuals actively constructing knowledge by working to solve problems, using Discovery learning techniques including predicting of narratives, involving in Project-based learning and Collaborative learning and of course the developing of Critical Thinking skills by basing the chosen film-based text on the learners’ schemata.

What goes in to the making of an integrated Film – Litt. ELT programme with an emphasis on developing Communicative Competence ? What kind of learning activities should be included in such a curriculum ? What would be the role of the teacher and the learner? And finally how can such a curriculum based on the Constructivist paradigm be evaluated? These are some of the questions that this paper will try to answer. An attempt will also be made to illustrate the approach using an extract from a popular literary text and a film clip based on the extract .

A 13. Paper entitled Honing Trainee Writing Skills Through ICT-based Immersion Programme at the National Seminar on Best Practices in IT-Enabled Teacher Education and Knowledge Management organized by the Dept. of Education,University of Kerala , Trivandrum on 17th and 18th Oct 2008
Those who join the teaching profession need to be able to exploit the potential of ICT to meet his or her teaching objective. Today, it has become imperative for teacher educators to equip trainees to evaluate examples of ICT to make sound judgments about when, when not and how to use it.

Teachers of English, in India have attempted to bring about changes in the educational environment of ELT to keep pace with the technological advancements. This paper is a report of an immersion programme of e-learning aimed at facilitating and enhancing Second Language (L2) competence of the BEd trainees whose optional subject is English. The study was conducted in Government CTE, Calicut, during 2007-08 - an institution affiliated to the University of Calicut which recently introduced ICT as a Core Paper.

As part of the study, the trainees were initially familiarized with the use of Communication Technology and later encouraged to use E-mails to communicate and Blogs to publish their work. How did it help the trainees to develop their L2 competence? What were the consequences of the shift in teaching strategy? This presentation will attempt to answer these questions.

The paper begins by presenting the background of the study and goes on to highlight the initiation programme to ICT followed prior to the study. Next, the rationale for focusing on E-mail and Blogs is given and the role of the teacher educator / trainees is mentioned. Before concluding, it states how the approach followed benefited the trainees and the college in which the study was conducted. Areas for further study are also suggested.

A 14. Paper entitled Glocalizing ELT in the Time of Postmodernism at the National Seminar on Postmodern Pedagogies for the Emerging Global Society at Sahodaran Ayyappan Memorial College of Education, Poothotta, Ernakulam on 18th and 19th May 2009


Everything around the world is in a constant state of flux. We have witnessed modernism, globalization, liberalization and now postmodernism. All these have had profound effects on existing educational structures, and even on English Language Teaching (ELT) . Debates rage in several corners of the world accusing ELT practitioners of promoting British language and culture, and of aiding the imposition of a Western liberal capitalist ideology.

So, what kind of ELT should we render in the time of Postmodernism in ‘God’s Own Country’? This paper is an attempt to present a ‘glocal’ ELT which will be acceptable and will help resolve the kind of heated debate raging over ELT.

The paper begins by identifying the shifting perspectives of postmodernism, moves on to identify an appropriate agenda for ELT in postmodernism and proposes ‘glocalisation’ as a solution. Next, the concept is explained and the nature of the materials/ tasks and the role of the teacher and the students is presented. A sample Multimedia ‘glocalised’ material is also proposed to be part of the presentation.

A 15. Paper entitled Twitter for ELT...A Web 2.0 Fad? at the UGC Sponsored State Level Seminar on Implications of Novel Technological Approaches in Education at Titus II Teachers College, Tiruvalla on 9th  and  10th July 2009


We have witnessed several Web.2.0 fads. Right from the time they were launched, we have seen techno savvy teachers and students go for it. The Microblogging facility, Twitter though only three years old is no exception. English Language teachers are keen on exploiting Twitter as a language teaching tool. But will it really help in English language teaching ( ELT) ... or is it likely to end up as just another fad?

In attempting to answer this question, the author takes a critical look at Twitter as a teaching/ learning tool and identifies ways in which it can be used for ELT and more particularly as a communication tool.

A 16. Paper entitled Ensuring Engagement Through Ad. Critiquing In Mixed Ability Classes at the Fourth International & Fortieth Annual ELTAI Conference on Managing Mixed-Ability Classes at the JBAS College For Women, Chennai from 7th to 9th Aug 2009


Teaching mixed ability groups have always been problematic. Tackling students of mixed levels, of mixed learning ability, or even both, teachers agree, is no easy task.

One solution is to abandon lockstep teaching of parts of the lesson which helps the teacher to work intensively with a sub-group of the class while the others work autonomously. But this too, may not necessarily be successful in all mixed-ability classes. It is on finding this approach unsatisfactory, that the author attempted to identify new materials for the mixed-ability class.
Banking on his familiarity with the use of film-based materials for language teaching, the author experimented with the use of materials related to authentic advertisements as a language learning activity in mixed-ability classes. This paper is a report of the experiment conducted.

The paper begins by looking at the nature of mixed-ability classes and the problems that such classes give the L2 teacher. The objectives of the study, the rationale for pitching on the skill of evaluation, the methodology and tools employed are also mentioned. Before concluding, the nature of the materials used and the findings of the experiment, will also be presented.

A 17. Paper entitled Animations To Animate Language Use at the International Seminar on Innovations in English Language Teaching organized by the Centre For English Language Teaching and Government College For Women, Thiruvananthapuram on 26th July 2010
Contemporary language pedagogy emphasizes the use of authentic materials to teach language. The last decade witnessed the production and publication of numerous books drawing on popular animated classics for language teaching. Such materials targeted a wide range of learners from advanced novice to intermediate. Most of those books were accompanied by video/ CD-ROM which provided interesting exercises in language skills and were even seen as a spring board for the discussion of foreign cultures.

Our historic interest in using animations has been in employing animated films based on a story line for performing language tasks for different levels of learners. This presentation explores the inverse process, namely generating text from individual animated figures, gifs or a piece of sustained animated sequence.

The key to generating language in this innovative approach, the author believes, lies in making learners create semantic meaning on their own, to perform language tasks built around single, double or a cluster of animated gifs. This presentation will begin by providing a brief review of the use of animations in language teaching and move on to explain the innovative approach to using animated gifs to generate language use. Sample language learning tasks will be presented. Before concluding some tips for using animations to animate language use will also be provided.

A 18. Paper entitled The CQC Text - An Innovative Approach To Pruning Future Jurists at the Fifth International and Forty-first Annual ELT@I Conference, organized by the Department of English, Anna Adarsh College for Women, Anna Nagar, Chennai from 5th to 7th August 2010.
This paper is a report of an experimental study conducted in the National Law School of India University, (NLSIU) Bangalore. The Language Proficiency Course material in use in the institute was modelled on the English for Academic Purposes (EAP) materials. But it was found that the materials failed to evoke any interest in the students and were unsuitable for pair or group work.
Given the fact, that the students of NLSIU will in future be arguing cases in courts of law, the investigator thought it best to use language learning materials which will help them in their career. The Cartoon-Quotation-Coupling (CQC) text which the investigator prepared were tested on the particularly bright students of NLSIU. The results were very positive. The collaborative learning task gave students an opportunity to engage in discussion, take responsibility for their own learning and become critical thinkers. The paper will provide information about the CQC text and the methodology employed. This innovative approach to pruning future jurists using the CQC text, can be used by teachers to develop the skill of arguing.

A 19. Paper entitled Ad’s, MI & ELT: An ICT Enabled Integration at the International Conference on ELT: Pedagogical Strategies in the 21st Century, organized by UGC-SAP, Institute of English  and  Centre for English Language Teaching, University of Kerala 3-4 Feb 2011


Using advertisements for pedagogical purposes is not something new. Access to the Internet and the explosion of media-based materials have made it possible for teachers to download online resources like TV commercials from a variety of sources.

A well crafted TV commercial, is visually and linguistically memorable, with catchy music, song, slogans and images. But studies have shown that there is very little exploitation of the fascinating uses of language and visual elements of advertisements.

This paper attempts to suggest an innovative approach to using advertisements-TV commercials in particular, for integrating English Language Teaching (ELT) and Multiple Intelligence (MI) through Information and Communication Technology (ICT). The focus is on recreating commercials through ICT tools which necessitate the marshalling of the learners’ MI related skills.

The paper begins by listing down the features of advertisements that make it suitable for teaching language. The scope for employing ICT for creating advertisements that nurture the MI of learners are identified. While specifying the procedure for integrating ad’s, MI and English Language Teaching (ELT), the role of the teacher, the learner and evaluation strategy for the final product are also stated.
It is hoped that this innovative approach to ELT, if used properly can enhance a whole gamut of learner competencies through a pedagogic strategy appropriate for the 21st century.

A 20. Paper entitled A Survey Probing Qualities Essential For Teachers of English and its Implication for Teacher Education at the UGC sponsored National Seminar on Learning To Be: Problems And Prospects Towards Developmental Education at S.N.Training College, Nedunganda, 18-19 March 2011
Social Scientists are fairly familiar with the theory that everything around us is in a state of flux. If this be true, won’t changing times require a changing pedagogy? How often have we come across reports in the Media of the occasional failure of the teaching community to address developmental problems of children!

English Language Teacher Training programmes like the programes designed for Science and Mathematics have Educational Psychology as a compulsory paper. But, a survey conducted recently by the researcher on practising College Lecturers have shown that the qualities essential for teachers of English in colleges are ones hardly addressed by any teacher training programme!
This paper sheds light on some startling responses given by a set of highly motivated teachers of English. The paper begins by providing a brief background of the study and goes on to state the procedure employed for collecting the data. A detailed list of the qualities which the respondents found to be essential for teachers of English is provided. The paper concludes by listing down the implications of the survey and suggests ways of addressing the lacuna of our teacher training programmes. The suggestions include the introduction of a proper Developmental Teacher Education programme and need-based In-service programmes.

A 21. Paper entitled Transforming Digital Language Labs: Report of an Innovative Venture at the VI International and 42nd Annual ELTAI Conference on Teacher Development at VIT University, Vellore. 16 to 18 June 2011


When the Digital Language Lab was introduced in India, everyone thought that the perfect solution for a burgeoning student population keen on acquiring a good pronunciation have finally been found. But the hard reality was difficult to swallow. In several colleges, the initial euphoria in students to don headphones and listen to native accents in the drill mode, simply waned! Soon, the facilities of the Language Lab turned out to be underutilized. In fact, what was proposed by language experts as a boon albeit huge investments for setting up the lab, turned out to be a complete waste!

This paper is the report of an initiative undertaken by a committed teacher in a government Arts and Science college to put to effective use the Digital Language Lab installed in the college. The description in the paper will offer insights on how an innovative, internet and computer-based, student-specific teaching programme of great value can be put in place, conducted and successfully implemented for three years.
A 22. Paper entitled Visual Prompts to Nurture Writing Skills –A Study at the  National Conference on Emerging Trends in Arts and Science organized by the Nesamony Research Forum,  Nesamony Memorial Christian College, Marthandom, Tamilnadu, October 2011
Teachers of language are particularly concerned with the development of Productive  Skills in students viz; Speaking  and Writing. A popular saying  in academic circles reads : “A good picture can  tell a  thousand words”.   To Linguists, words are the back bone of thought. If this be true,  can a fruitful generation of words in students using visual prompts  lead to an improvement in the writing skill of students? A study undertaken by the researcher on groups of students at the Higher Secondary and Under Graduate  level has found that if  visual prompts are employed, students can enhance their writing skills. This paper is a brief report of the study.

The paper begins by providing the background regarding common teaching practices for nurturing Writing Skills. Details about the sample chosen, the rationale for using visuals, the methodology involved  and the findings of the Study are also given.

 It is hoped that the presentation will give ample food for thought to  researchers in general and teachers of language in particular. The highlight of the presentation will be the Visuals- both Still and Moving which generates language,  prompting improved Writing Skills.

A 23. Paper entitled A Net-based strategy for empowering rural learners  at the National Seminar on ELT organized by ELTIF and S.N. College of Education, Mahe on  13 and 14 January 2012


Thinking skills are the foundation of high achievement. Today, in language  learning, thinking has assumed  great significance. However, ELT activities in classrooms, particularly in rural areas, focus only on providing a limited knowledge of English.
Digital technology has made available to teachers of English, an array of tools to enhance thinking skills. The Internet, we know is a treasure house of visual resources. If students are introduced to visuals related to textual content, it is possible to stimulate  critical thinking and creative thinking.
This paper is a attempt to illustrate ways of fostering thinking skills in resource-starved rural institutions using visual resources downloaded from the  Internet. The strategy to be followed in the classroom while using such visuals, the ways of fusing text, thought and image will be stated. It is hoped, that if properly used such technology-based pedagogy can  go  a long way in empowering our rural learners by developing their linguistic  competence and capacity to think.

A 24. Paper entitled Tapping the Thrill: Activity-based Teaching Using Bond Film Trailers at the International Seminar  on ELT: Innovative Interactive Strategies organized by UGC SAP, Institute of English & Centre for English Language Teaching, Thiruvananthapuram  in February 2012

It is almost fifty years since the first James Bond film was released.  As a thriller,  Bond films  have  amazed audiences the world over with  its  terrific  effects and stunts. Though  007 films are popular, a brief survey conducted recently in select schools in Thiruvananthapuram city found that  many children are fairly ignorant of  Bond films.

The author who has specialized in adapting films for language teaching, proposes language teaching activities  which taps the element of thrill in the trailers of   popular James Bond Films. The activities listed in the  paper are  of two types- ones in which  mere oral responses are expected and ones which involve group work resulting in both oral and written responses. What is unique about the activities is that they engage the attention of learners and make  language learning an interesting activity.

A 25. Paper entitled Adapting James Bond Film Clips for Pruning the Skill of Evaluation at the UGC sponsored International Seminar on Fiction and Film : An Inter-Disciplinary Approach organized by Government College for Women, Thiruvananthapuram in association with Kerala State Chalachitra Academy in March 2012


In Bloom’s   classification of Learning Objectives, the highest order among skills in the Cognitive domain  is  ‘Evaluation’.  At its simplest, evaluation involves making judgment about the value of ideas or materials.  Many teachers take for granted that  the skill of evaluation is something that learners acquire. Pitching on the argument that this is not  the case, the author of this article proposes some ELT-based tasks using Bond film clips to prune and develop the skill of evaluation.

But why Bond films?  It is almost fifty years since the first James Bond film was screened. Hence Bond films have been receiving plenty of Media attention for the last couple of months.  But  unlike the days of its launch,  when one had to visit   a theatre for viewing the film or  its Trailer, today, one has the  luxury of  viewing it  by surfing the Internet at the  mere click of a button.

The present generation of  learners were born at a time which saw a phenomenal  revolution in terms technological use.  They have  an information acquiring style quite different from those of the older generation.

Given the renewed interest in Bond films, the author proposes  a few interest arousing ELT tasks which necessitates  the surfing of the Internet which the present generation is adept at. The activities suggested in this paper  ultimately aims at nurturing and pruning  the skill of evaluation.

A 26. Paper entitled Music Videos for ELT-A Multimedia Exercise   at the National Seminar on Initiatives  in Educational Psychology  IIEP 2012 organized by St. Antony’s College of Education, Angel Nagar, Mannarpuram, Tirunelveli on 24 March 2012


Songs are part of the  daily life of most people. Many enjoy music at home, while working and even while travelling.  Some students are  so addicted to music that their music system will be on, even while they  prepare for an examination!
Music videos have  a charm of their own. The younger generation of today are  often in the habit of watching  music videos  in  TV channels. Now most music is accessible to almost anyone anywhere, either through radio, CDs, DVD’s and the Internet. The launch of YouTube has made it possible  to download plenty of music videos  free of cost.

Several  innovative methods have been attempted for language teaching.  A growing body of research confirms that  songs  are   useful  as a language acquisition tool.  This paper suggests the use of Music Videos downloaded from the Internet for  teaching English.
The videos listed  in the  paper   have been  chosen following two main criteria-  Ability to comprehend and   cultural  appropriateness. The highlight of the presentation will  be the  illustration of   some ways of using Music Videos  with a multimedia PC in  the  English language  classroom.

A 27. Paper entitled Sheltered Instructional Strategy For UG Classrooms –A Proposal For Improving Proficiency in English at the National Seminar on Second Language, Literature and Culture- Classroom Perspectives, organized by ELTIF in association with Vidyamandir College, Payyanur 1 to 3 June 2012


Literature-based language teaching and  the use of  Communicative English syllabuses have already been attempted in colleges across the country. In recent times, in some States, there were attempts at introducing Constructivist practice in classrooms. Yet, falling levels in   English language proficiency of Under Graduate students is found to be a common problem in our country.

For Curriculum developers and teachers alike, there is one simple goal  in  teaching English – viz;  helping students  to quickly develop  proficiency in English.  But, conflicting ideologies and  competing  approaches/ methods to language  teaching  have  continued to confuse  many educators. To overcome a similar situation which arose in some institutions in the  US, Sheltered Instruction (SI) was attempted with a fair degree of success.

Drawing on research findings and reports  of  SI, this paper  proposes the introduction of Sheltered Instructional strategy as a panacea for the poor  proficiency in English of students at  the Under Graduate level. The paper will also present a  modified version of  SI, that can work in UG classrooms in the country.

Key words: ELT, Proficiency in English, Sheltered Instruction, Under Graduate

A 28. Paper entitled Language Refinement Through Native Faculty Immersion- A Local CLT Experiment at the Seventh International and the 43rd Annual ELTAI Conference on The English Classroom-Experiments and Experiences organized by  Velammal Engineering College & ELTAI  & supported by  The British Council 19-21 July 2012


Many institutions in the country have attempted  teaching of English using native speakers or   teachers trained in Britain. But there is very little information or evidence of attempts made by institutions or  agencies to create a limited native community setting in  rural or semi-rural areas to enable local  children to  acquire proficiency in English. This paper reports on an experiment conducted in a Government-run school in Kerala State, through  a  community initiated ‘Native Speaker Immersion Programme’ solely funded  and administered by the local Municipality.

The report is based  on  observation of classes, interview with the  learners, teachers, local administrators, members of the community and a detailed  post experiment interaction with the faculty from the United Kingdom who participated in the programme. The findings are quite encouraging but it underlines the need to implement similar programmes only after careful planning.

Key words: ELT, Immersion Programme, Language Skills, Native Speakers

A 29. Paper entitled 41 ICT-based Interdisciplinary tasks for Digital Natives at the International Conference on English Literature organized by Thassim Beevi Abdul Khader College for Women, Kilakarai in collaboration with ELTAI from 21 to 23 September 2012


The students of today are not only consumers of information but also active information creators—including text, images, audio and video in Websites or Blogs. They are adept at downloading music, movies, ringtones  and anything they fancy on the Internet.  Dubbed as digital natives, they require no assistance  for online chatting, sending of SMS messages, emails or  photos.  In short, they are empowered and their communication is increasingly digital. Does this not necessitate the introduction of ICT-based instruction in a Literature class too?

Now, it is commonly agreed, that connecting the study of Literature to subjects across the curriculum enriches both subject areas. Such connections would not only reinforce related concepts across disciplines but also provide a fuller understanding of concepts or topics from different disciplinary perspectives.

With the objective of  making  the teaching of  Literature  a more meaningful exercise for Digital Natives, the author of this paper attempts an identification of  41techno-based  tasks to integrate Literature with other disciplines. The text employed for the purpose is  a popular short story  by O. Henry entitled  The Gift of the Magi.  To elicit interest in the text, Internet-based technological resources related to the story have also been identified by the author. Though the tasks are ideally suited for  Intermediate and Under Graduate level, some of them can be  easily adapted for secondary level classrooms.

Key words: Gift of the Magi, ICT  Tools, Inter-disciplinary, Teaching Literature

A 30. Paper entitled Text  To Context Through Multimedia: An  Exploration of Pedagogical Possibilities at the Two day UGC Sponsored National Seminar on English Language and Literature in the e-Era organized by Payyanur College, Payyanur in association with ELTIF on 4  and  5 January 2013.


As an educational tool, multimedia technology opens up immense possibilities of contextualization by textualizing knowledge through its representational capabilities. In fact, what the Printing Press did to the evanescent spoken work, multimedia technology does to words and images.

Experienced teachers of Literature know that asking students to think about their literary experiences in a variety of forms can lead to fresh insights and new understandings of a text. Thanks to  the revolution in modern technology, it has made possible the introduction of resources  that cater to the tastes and interests of a generation of learners  dubbed as ‘digital natives’.

This presentation will attempt to demonstrate  the author’s attempt at exploring the possibility of addressing  recent curricular focus on Multiple Intelligence, Interdisciplinary study and  the fostering of thinking skills in the e-era. For this. Internet-based technological resources  related to two popular literary texts- a poem ‘Night of the Scorpion’ by Nizzim Ezekiel  and a short story ‘The Last Leaf’ by  O. Henry is made use of.

It  is  hoped  that  the  presentation  would  prompt    delegates to  explore  and employ similar  practices  in the   classroom.  

A 31 . Paper entitled Chip and Connect-An innovative Approach To Teaching Poetry at the National Seminar on Classroom Practices in Teaching English organized by Holy Trinity  College of Education, Melpalai, Edaicode, Kanyakumari  on  09 February 2013.


Teachers of English have often observed that though poetry promotes language acquisition, the  use of poetic concepts and cultural assumptions make learning difficult too. This was particularly true in the recently introduced  Secondary English Course Books in Kerala State. Some of the prescribed  poems  focussed on themes  that matched the curricular objective of   introducing ‘issues’. Some such poems were, translations from foreign languages into English. But their sophisticated literary and linguistic expression made comprehension and appreciation  elusive.

To address the problem, the  author, a Teacher Educator, employed  an innovative approach to teaching    poems found to be ‘tough’ for  normal classroom transaction by  trainees. The author employed an innovative ‘Chip and Connect’  strategy which was found to be useful  both for the trainees and for the  students whom the trainees were assigned to teach. This paper  illustrates the strategy  employed  and  suggests how   teacher educators can employ  it  effectively to help teacher trainees  teach translated verse with a complex structure  and in the process  improve  the trainees’ own  creative use of language.

Key words: Poetry,  creative expression, connect, strategy

A 32. Paper entitled Silver Screen Portrayal in ENGLISH  VINGLISH  vis-à- vis  Women Trainee Impressions- An Exploration at the 8th International Conference  and  44th Annual ELTAI Conference  organized by SRM University, Chennai in collaboration with English Language Teachers’ Association of India  in July 2013


English Vinglish, the  Indian Comedy-drama film, ever since its release in October 2012, have been creating a ripple of sorts among  adult learners of English. The film basically tells the story of  a woman who does not know English being made to feel insecure by her family at large. But at another level,  it captures the inherent struggle of people all over the world in learning  the English language.

The English  language learning  environment particularly in metropolitan cities in India, is quite distinct. Often one can perceive a culture of English language elitism,  a tendency to nose at those unable to speak good English and the common habit of  cutting off communication midway on encountering  mispronunciation. For learners, particularly women with a lack of basic linguistic skills, repeated fiascos  can  evoke a feeling of insecurity. This makes  the uphill struggle to master the language, quite difficult.

In a State like Kerala, which experiences a  scarcity in jobs, many  have been forced to hunt for jobs  outside the State. This has made  a mastery of the English language  a necessity for potential job aspirants.  What kind of problems do  women teacher trainees face in their   endeavour  to master the English language? Are they  similar to  the kind of challenges  the housewife,  Shashi   faces in the film? If the  problems they encounter are different,  in what way are they  different?  How can a knowledge  of these, help  those  offering courses in Communicative English, for adult learners?

In an attempt to  find out answers to the questions listed above, the  investigator,  a  teacher educator by profession,   collected  viewer impressions  and  data  related to  personal problems of   women teacher trainees in a  leading  teacher training college in Kerala State.  The  findings  which will be presented in this paper is hoped, would  be  particularly useful for teachers,  administrators and  curriculum developers.

A 33.Paper entitled Equity + Enrichment = Employability: Lessons  From Empowerment Programmes at the International Conference on  Teaching English for Employability (TEE 2013)      organized  by Annammal  College of Education for Women, Toothukudi in collaboration with  ELTAI (ACE Chapter) and  with support  of British Council and RELO (USA)


With a view to equipping students with the confidence to face the future, many Universities have charted out a range of activities. These include among other programmes, training in Life Skills and Soft Skills. Communication Skills invariably  finds a place in such programmes. The University of Kerala, through the Department of Adult, Continuing Education and Extension (CACEE) and the Centre for English Language Teaching (CELT) is currently offering courses for both students and the general public. The investigator-cum-trainer, served as a faculty for a number of such courses.  The widely heterogeneous group of participants of such courses hailing from disadvantaged sections led to the realization of a need for employing different  strategies for different students. Often the investigator had to play multiple roles- as friend, philosopher, guide, mentor, scaffolder and teacher. The experience of serving as a faculty of such courses led  the investigator to realize  that if empowerment programmes  offered  by the University is to deliver, issues related to equity had to be addressed even as the teacher engages in attempting to empower the student.

This  paper provides information on the nature of the equity issues, particularly with reference to  developing communication skills  in English. It is hoped that  the  areas identified would be of use to both practicing teachers and material developers.

Key Words: Competence, Employability, Equity, Empowerment
A 34.Paper entitled Language Generation in Adult Learners Using Print Media Visuals -A Study at the International conference on English Language Teaching and Technology organized by Malabar Christian College, Calicut in December 2013.

Enrichment Programmes  are quite popular in educational  institutions these days. Along with courses in Life Skills, Communication Skills in English is also in great demand. The faculty teaching  the latter, often adapt materials prescribed for study in schools and colleges for developing Communication Skills.
An unique feature of the participants attending courses  in Communication Skills and Spoken English offered  by the University of Kerala for  the general public  is its heterogeneity. That is, students, employees, house wives, entrepreneurs, labourers etc. attend such courses. Developing an ability to use language is the prime objective of both the Communication Skills and the Spoken English courses.

On finding  the available language teaching material unsuitable for the heterogeneous group consisting mainly of adult learners, the faculty-cum-investigator made an innovative  use of visuals from the Print Media as teaching  materials. The effect was  that the  adult learners who were found to be passive became active participants.
This paper  reports on the experiment which was carried out in several courses  for over two years. It also  provides information on  the nature of  the visuals, the criteria employed for choosing the visuals and the tasks given to generate language in adult learners. Suggestions are also  made regarding ways of  converting  the visuals from the  Print Media to digital resources  for  Communicative tasks.
Key words : Adult learners, Communication Skills, Print Media, Visuals

A 35.Paper entitled Tapping Humour  From Digital Texts In A Spoken English Course : An Experimental Study at the  Littcrit Three-day International Conference on Humour: Texts, Contexts held at Thiruvananthapuram  in  December 2013.
Practising teachers know the advantage of using humour in the classroom. However, attempts have seldom been made to  use texts which are  exclusively  humourous.  Addressing this gap, the   investigator  who  served  as a   faculty for a  short term course   for developing Communication Skills for adult learners,   adapted authentic material which were basically  humourous to identify its effectiveness in eliciting language. Classes were engaged using tasks  related to texts which are humourous   and texts  that are   of the normal serious type.  Data were collected from non-participant observers, in classes in Communicative English, engaged by the investigator.    The  data collected were analyzed to identify the effectiveness of the material. The nature of the material used and the  findings are presented in this paper.

Key Words: Adult learners, Communication skills, Humour

A 36. Paper entitled Revision To Content Generation- A  m-Learning Experiment at the English Language Teacher Educator Conference [TEC 2014] on Innovations in English Language Teacher Education jointly organized by the British Council and EFL University  at Hyderabad from 21 to 23 February 2014.


Revision in the m-learning mode has already been attempted in academia. But is texting suitable for Peer Testing? Can  the material generated through  texting  become much sought after  pedagogic content? This paper reports on the findings of  an innovative post Practice Teaching  experiment involving BEd. trainees at the University of Kerala. It highlights  the  scope  for  m-learning  as a  cost effective  testing, learning and content generation tool against the backdrop of an ever  growing criticism of misuse  of  mobile phones  by students.

A 37. Paper entitled Participant  Observer Study of an Online Professional Development Course for Teachers of  English  at the   Two Day  National Seminar on Reconceiving Teacher Education for Meeting  the  Challenges of  the Knowledge Society,  organized by Government College of Teacher Education, Thiruvananthapuram on 27  and  28  November 2014.

In an age of information explosion,  the necessity to  assist and guide students as they construct their knowledge base  becomes imperative. In such a context  Online courses  which opens up new ways  for enriching content knowledge  have become  a boon. So today it is only natural to find educators  perceiving  Online learning as the best  avenue for  acquiring new strategies and techniques  to  enhance their teaching  and  to stay competitive. 

But  how is Online training different from  a face-to-face  teacher empowerment programme? Does  Online programmes  transform  teachers? What  do  teachers undergoing Online training gain through  Learning Management Systems like  Blackboard, Online collaboration and use of multimedia content? Unfortunately very little research has been done  in this area and most such questions remain unanswered.
The author of this paper, recently completed an Online Professional Development Programme  for teachers of English on TESOL  Methods  in  the University of Maryland, Baltimore County,  USA. The participants comprised teachers and teacher educators from India and Pakistan and  were trained by  expert  teacher educators  in  the  US.  This paper is a  report  of the author’s own experience as a participant observer. Data collection on the effect of the Online  professional development programme was done  mainly through interactions with  both  the participants  of the training programme and  the course instructors.  

It is hoped that the  findings  of  the study  would  add  to the  knowledge base on the effects of Online  training programmes and also  motivate  fellow teachers to  pursue Online training for their own professional growth.
Key words: Online training, Professional development, TESOL Methods Course


A 38. Paper entitled A Case  Study of Online  English  Teacher Professional  Development at the International Conference-cum-Workshop on Literature and Language   in the Classroom: In search of pedagogic potentials organized by ELTIF and Sree Narayana College of Education, Mahe, India 26 to 28 December 2014.

Given the fact that  we live in an age of information explosion, teachers need  to  continuously  update ones  knowledge and skills. Those at the helm of affairs in Education Departments  too have begun to realize the need for  providing  avenues for the continuous professional development of  teachers.  But in a  country like India, with millions  of  teachers to be trained and with limited  resources  available,  the task remains  both  daunting and expensive.

In such a  scenario,  the birth of  Online courses  have  turned out to be a boon. Its  comparatively   reduced cost when compared to face-to-face training,  have made it  generally  affordable.  Today through Online training it is possible  not only to enrich  ones content knowledge but also stay competitive and continue to acquire new strategies and techniques that make ones teaching effective.
The paucity of  research on  the  nature of Online teacher empowerment programmes is  a matter of growing concern.  In this paper, the author, recalls his experience of undergoing an Online Professional Development Programme  for teachers of English on TESOL  Methods  in  the University of Maryland, Baltimore County,  USA. It is hoped that  the  experience shared on Online collaboration and use of multimedia content, would  not only  motivate  fellow teachers to  pursue Online training for their own professional growth  but also add  to the  knowledge base on the effects of Online  training programmes.
Key words: Online training, Professional development, TESOL Methods Course

A 39. Paper entitled Methods Mastery to Techno Pedagogy- Kerala University’s Curriculum Revision Experience at the English Language Teacher Educator Conference [TEC 15] on Ensuring Quality in  Teacher Education jointly organized by the British Council and EFL University  at Hyderabad from 27 February to 01 March 2015.

Quality enhancement measures  led to the revision of  the  Bachelor of Education (BEd.) curriculum  in  Kerala University in 2013. A pronounced shift  in  the  new curriculum from  mastery of methods to Techno Pedagogy resulted in a crisis in curriculum transaction. This presentation critiques the  curriculum and  sheds  light on the efforts to  overcome the crisis. The paper  also underscores the  usefulness of mentoring roles and collaborative tasks  which  benefit teacher educators in the  digital age.

A 40. Paper entitled Pruning Reading Skill Through Metacognitive Strategies- Report of A Reading Programme For BEd Trainees International Seminar on Educational  and Psychological Perspectives of Learning Disorders (ISLD 2017) organized by the Council for Research  and Management of Learning Disorders (CRMLD) in collaboration with  the Department of Life Long Learning and Extension (DLLE), University of Calicut,  IRLD and AWH College on 17and 18, November 2017.

Language is the medium for comprehending ideas, for reflection and thinking, as well as for expression and communication. Enhancing one's faculty in the language of instruction is thus a vital need of student-teachers, irrespective of the subject areas that they are going to teach”-So reads the rationale for introduction  of the compulsory paper “Language Across The Curriculum” for the new Two-Year BEd programme proposed by the National Council For Teacher Education (NCTE).

For the investigator-cum-teacher educator,  teaching  trainees who have been using English for own academic purposes for over 15 years, transacting the new Paper  along with  another new Course  for Enhancing Professional Capacity entitled ‘Reading and Reflecting on Texts’ became a challenge.  It necessitated identification of  ways of tackling  problems  common in  adult learners, and also charting out a novel reading programme employing metacognitive strategies  to  sensitize  learners  to the subtle nuances of  the language  employed in literary, scientific and educational texts.

This paper reports on the special reading  programme  undertaken in a government-run teacher training college. It begins by providing the background to the study, attempts a  brief review of studies related to metacognitive strategies for  reading and teaching of adult learners  followed by a brief description of the  special reading programme. The results indicated that participants who thither to were attempting basic reading comprehension commenced employing metacognitive strategies.  It is hoped that the presentation will benefit  teacher educators   who are  still  engaged in identifying an effective strategy for transacting the newly introduced papers.

Key words: BEd Trainees, Metacogniton, Reading skill, Self regulation, Strategies 

A 41.Paper entitled BAHUBALI  in the English Class Room – A Dogme Approach at the  Three-Day International Conference and One-week Workshop in English Language Teaching, Literature and Cultural Studies organized by English Language Teachers’ Interaction Forum (ELTIF) at Sree Narayana College of Education, Mahe  from 02 to 04 January 2018.

The Telugu Film, BAHUBALI screened  in  house full theatres has  enthralled  audiences across India  with  its mesmerising scenery and encapsulating story line.   Viewers  of all ages, particularly children could follow the plot  as  the film was  dubbed into several Indian languages.  What is unique about the film  is that  none had to depend on  print review of films to  appreciate and enjoy it. No wonder  the film  became a  record breaking  blockbuster.

In the early  years of the present century  an approach to English Language teaching  known as Dogme ELT became popular. Scott Thornbury as early as 2000 called into question the over reliance on published materials for  teaching English and argued that  it actually makes learning the language more difficult. Dogme involves putting the learner back at the centre of the language learning process. This  was achieved through two ways :  First, students' language needs and their interests take the place of materials containing prescribed language points to be delivered by the teacher. Second, grammar and vocabulary work arise naturally during the lesson, but do not drive the lesson (Coulter).

Research has shown that  EFL learners  are  behaviourally and cognitively more engaged on tasks  when  familiar content is  made use of (Qiu and Yi Lo). Working on the premise that most learners will be familiar with the film BAHUBALI, the author  drawing  on   internet  resources  available on the film have identified  English language learning tasks matching the  linguistic theory  of   the  Dogme Approach.  The  level for which the tasks have been identified  is  secondary  but  can equally  work well  with Higher Secondary level too.   It is hoped that  the presentation will  benefit  teachers of English  who are on the lookout for  finding alternate resources  to  make  their  class room  teaching both learner-centred and interesting. 

Key words: BAHUBALI, Content familiarity, Dogme ELT, Films, Learner-centred

A 42. Paper entitled Revising Grammar Rules with BAHUBALI - A Blended Learning  Experiment at the Three-Days International Seminar on Innovative and Neuroscience Perspectives for Science and Technology Education organized by  the Department of Education, University of Kerala from 8th to 10th February 2018.

Contextualizing  grammar concept  is a common strategy employed by  teachers of languages. To identify  grammar  in context,   interesting and familiar reading materials  are invariably made use of.  According to a recent winner of the Teaching English Blog award, films are an integral part of students’ lives, so it makes perfect sense to bring them into the language classroom. (Donaghy,2014).  But  few studies have been  undertaken   on the use of film-based resources for   revising  grammar rules.

BAHUBALI is  an extremely successful Indian film which evoked the interest of  the young and the old alike. During the two year long  wait  for the release of the second part of the movie, film-goers had only  one  question to ask: “Why  did  Kattappa kill Bahubali?”. This  evocative query on the lips of  those  who were mesmerized both  by the  enthralling   canvas and the intriguing plot  of the film is  something  the  investigator   attempted to  tap on.  Working on the  rationale  that  the  story  element of the film offers scope for multiple  interpretation, the  investigator   prepared   grammar  revision exercises   using   visual   resources based on the  film BAHUBALI.
The  grammar tasks  comprised  structured sentence-combing exercises which  are likely to  give students more guidance in ways to create new sentences and thereby develop their writing skills. Hillocks (1986) reported that in many studies, sentence-combining  grammar exercises produce significant increases in students' sentence-writing maturity.

After downloading freely available visuals based on the film BAHUBALI, the investigator prepared sentence-combining exercises and  posed the tasks to  both In-service and Pre-service  trainees  on a blended learning mode using  WhatsApp.  While face-to-face sessions were set  aside for  clarification of grammar rules, the  social media was profusely used to  distribute the  tasks  for  completion during week-ends.

The study found that  the participants  took a real interest in performing the tasks.  The  novelty of the tasks also prompted many practicing teachers to employ the  tasks in their own class room.

Key words: Blended learning, Exercises, Film, Grammar rules, Revision

A 43. Paper entitled Adapting   Songs In  BAHUBALI   For Teaching English-An Innovative Approach at the Seven Day International Workshop on Film Appreciation organized by  School of Distance Education, University of Kerala from   19th to 25th  February 2018.

During the last century,  teachers of English explored  novel ways for  teaching  the language. 1992 saw the publication of  a book on the use  of  music  and songs. Its author, Murphey   affirmed that music  has the potential to change the atmosphere in the classroom  for   “Music is the stuff dreams grow on”. Studies  were also undertaken on the use of films  for teaching English Allan(1985), Stoller (1988) and Champoux (1999). Most studies  found that  film can bring variety, authenticity and flexibility into  the classroom and more significantly motivate learners.

A recent South Indian movie which cutting across language barriers,  mesmerized  audiences is BAHUBALI. Following  the  release of the second part of the film, the author conducted studies making use of materials based on the film for fostering language use and revising grammar rules (Praveen, 2018). This paper is an extension of  similar studies  and  suggests the possibility of  exploiting select  songs from BAHUBALI   for   language  tasks  in the English classroom.  It is hoped that  the  innovative  strategy  proposed  in this paper would   allure  teachers  to  turn to  indigenous  resources  for   teaching  English.

Key words: classroom, Film, language tasks, innovative,  resources 

A 44. Paper entitled Adapting Songs In BAHUBALI For Language Generation-A Minor Study at the Two-day National Seminar  on Winds of Change, Practices and Priorities  in Teacher Education, organized by Govt. College of Teacher Education, Kozhikkode on 14 and 15 March 2018.

A growing body of research has confirmed that songs are useful tools in language acquisition. It has also been found that music and language processing occur in the same area of the brain. (Medina, 1993). To Murphey (1992) music  has the potential to change the atmosphere in the classroom  for   “Music is the stuff dreams grow on”. There are numerous studies on the use of films in developing particular language skills (Allan,1985), (Katchen,2003), but only a   few studies have been  undertaken on the use of Indian film-song based resources  for  language generation.
A recent South Indian film, which cutting across language barriers evoked the interest of the young and the old alike is BAHUBALI. Following  the  release of the second part of the movie, the author conducted studies making use of materials based on the film for revising grammar rules using Whatsapp (Praveen, 2018). This paper is an extension of  similar studies.

Freely available resources on BAHUBALI available on the Internet were downloaded by the investigator and speaking and writing tasks were prepared. The tasks which  aimed at language generation were  tested at the In-service and Pre-service levels. The study found that song based-tasks not only evoked interest and helped generate language but also lend scope for developing thinking skills.  It is hoped that  the  innovative  strategy  proposed  in this paper would   allure  teachers  to  turn to  indigenous  resources  for   teaching  English.

Key words: Film songs, language generation, innovative, resources, tasks 

B: Related to Education

B 1. Paper entitled Problems in the Use of Information and Communication Technology at the NCTE sponsored State Consultation Meeting for Capacity Building of Teacher Educators at Calicut on 15th and 16th April 2005

Progress of information and communication technology in the last twenty years has been rapid and dramatic. With the price of personal computers falling, more and more educational institutions around the world are acquiring this technology. Today ,teachers and students have the capacity to share information quickly and inexpensively.

No one denies that a visit to the Internet will show amazing technology and a fascinating storehouse of information. But many people do not realize that there is a kind of cultural invasion through the Internet. Frankly speaking ,there is much that is trivial, tasteless and inappropriate for the user of the Internet.

There are scores of problems, which need to be discussed and debated, and for which solutions have to be found. The misuse of information and communication technology can create problems which are physical, social, psychological and cultural. This paper attempts to highlight a few such problems

B 2. Paper entitled CCC for AAA: Tapping Creativity, Cooperation and Collaboration for Quality in Teacher Education at the Fifth State Convention and National Seminar of the Council for Teacher Education, Kerala State Centre at NSS Training College,  Ottapalam on 13th  and  14th October 2006

Our educational system is showing signs of moving forward…Innovational instructional media are being widely adopted and have become an integral part of teaching.“ Technology has entered the classrooms as a support system in the form of television literacy and computer literacy, which includes WIRE, WEB, and WINDOWS leading to CONNECTIVITY, NETWORKING AND APPLICATIONS.” We have witnessed the launch of the Edusat, and the beaming of classroom instruction to every nook and corner of our country. Today, UGC-CEC is avidly engaged in training teachers in instructional design based method of packaging knowledge which will shortly be available in the virtual world. Universities too have started introducing ICT as a compulsory part of Teacher Education programmes.

Experienced educationists know that for any new programme (here ICT enabled Teacher Education) to be of value, Quality assurance should be ensured through appropriate steps right from the planning stage till the feedback stage. But what should be the nature of the input, process and output of ICT enabled Teacher Education? What involves in the Planning, Implementation, Monitoring, Supervising and Evaluation of an ICT integrated Teacher Education programme where Networking plays a key role? This paper attempts to answer these questions by drawing up a feasible plan for integrating ICT in Teacher Education programmes and suggesting ways of drawing the rewards of Networking.

The presentation begins by explaining the relevance of Networking in Teacher Education institutions and then goes on to suggest ways of drawing on the rewards of Networking by tapping Creativity, Collaboration and Cooperation. This will be followed by identification of ways of applying the CCC formula while deciding the Input, Process, Output and in the Planning, Implementation, Monitoring, Supervising and Evaluation stages of ICT enabled Teacher Education.

B 3.Paper entitled Think with Your Heart, Smile with Your head: Soft Skills @ Work at the National Conference on Progressive Advances in Constructive Pedagogy at BNV College of Teacher Education, Thiruvallam, Thiruvananthapuram on 10th and 11th May 2007

Curriculum revisions in our country always takes in to consideration the need of the hour. On realizing that our students lacked Oral Communication Skills, most Universities while redesigning their Curriculum introduced teaching of Communication Skills. The introduction of Functional English, Communicative English and the opening up of Spoken English Coaching Centres both in the Public and Private sectors are evidence of the need based change that has set in since the 1990’s.

But the modern day employers are not just satisfied with Oral Communication Skills! They are looking for Soft Skills in their prospective employees. So, it has become imperative for Universities to train the students of today with Soft Skills.
What are Soft Skills? Why are they important? How can we introduce Soft Skills ? The paper will attempt to answer these questions . It is hoped that an understanding of this new concept can help practicing teachers to prune their own teaching to help learners develop necessary Soft Skills.

B 4. Paper entitled Blended Delivery : Integrating Communication Skills and ICT at the NAAC Sponsored National Seminar on Innovations in Teacher Education For Quality Enhancement at Peet Memorial Training College, Mavelikkara on 8th and 9th October 2007.

Several efforts have been made to improve Teacher Education programmes in our country. The decision of the National Council of Teacher Education (NCTE) to make ICT Literacy a compulsory part of the Pre-service Course, is one such effort.

Communication of ideas and information is an inevitable role that a teacher has to perform. And in the changing global scenario, a communicatively competent person is held in great demand. Not surprisingly, many educational institutions in the country have started insisting on Communication Skills as a requisite qualification along with ICT skills for appointment of teachers.

ICT enabled Teacher Education programmes have already been introduced in several Universities. But the possibilities of exploiting the Computer or the Internet for developing Communication Skills is rarely attempted. This paper attempts to highlight the significance of Communication Skills and underscores the scope for blending Communication Skills and ICT. It also suggests ways of developing Communication Skills through ICT support . The author believes that such an integration can to an extent lead to Quality enhancement of Pre-service Training Programmes.

B 5. Paper entitled Pedagogic Grooming via Silver Screen at the Seminar on Changing Scenarios in Teacher Education at Government College of Teacher Education, Thiruvananthapuram on 26th  and 27th October 2007.

‘Modelling’ of teaching is an essential learning experience given to trainees prior to the Practice Teaching sessions for Pre-service training programmes.
Observation of Video Lessons of actual classroom teaching , Demonstration Lessons by the Teacher Educator / Resource Persons and Micro Teaching sessions are invariably employed for ‘modelling’. But the use of scenes from the Silver screen related to teaching for ‘modelling’ is seldom attempted.

This paper will focus on an innovative approach to ‘modelling’ viz; the use of materials from the Silver screen . It will report on the use of this approach in 2005-06 and 2006-07 in the Govt. College of Teacher Education, Calicut.
The presentation will begin by explaining the rationale for using material from the Silver screen for ‘modelling’. Then it will proceed to explain the procedure involved and highlight the unique advantages of such an approach to ‘modelling’ based on trainee response. The paper will conclude with a note of caution on the indiscreet use of this approach and will suggest possible solutions to overcome them. The author believes that  this approach is worth emulating in Teacher Training Programmes in Kerala .

B 6. Paper entitled Nurturing MI Though Movies at the International Seminar on Cognitive Restructuring : Linking With classroom Competencies and  Life Skills at N.S.S Training College, Changanacherry on 14th  and 15th December 2007

Gardner’s Theory of Multiple Intelligence (MI) has fascinated curriculum specialists and educationists all over the world. It has found a place in the recently revised Secondary and Higher Secondary curriculum in India too. So teachers today are forced to design the learning process in such a way that the content gives due importance to all the eight categories of intelligence identified by Gardner. But Curriculum transaction in almost all the states in the country, is heavily text-dependent. This has made the transaction of the content in a way that helps the learner express his intelligence in multiple ways an intricate task even to an experienced teacher.

According to the famous culture critic Henry Giroux , movies are "powerful pedagogical forces, veritable teaching machines in shaping the social imaginations of students in terms of how they view themselves, others, and the larger society." Educators in a number of disciplines have used the movies for innovative teaching.
The author believes that it is high time that teachers gave up their slavish dependence on text books alone for instructional purposes. The entertainment value of movies, and its wide variety which lends itself to illustration of the content of instruction has prompted the author to explore the possibilities of using movies for nurturing Multiple Intelligence. In this paper, an attempt will be made to exploit an English film based on the famous Russian novel, Anna Karnena to identify suitable tasks for developing MI.

B 7. Paper entitled Interpolating Films For Packaging Soft Skills at the International Conference on Quality Enhancement in Educational Communication at Bharathidasan University, Thiruchirapalli, India on 29th  and 30 March 2008

In today’s competitive world, organizations are on the look out for outstanding performers. Employees in several organizations have begun to realize that Technical Skills alone don't lead to recognition, promotion and most importantly opportunity. Technical Skills are important but so are Soft Skills.

Soft skills, teach one to succeed, and to exceed expectations and so, many educational institutions have started giving attention to developing Soft Skills in their students. So far in our country, teachers have been using conventional text-based materials in many learning situations. The current demand for Soft Skills in job aspirants by employers have prompted many Universities to chalk out programmes for developing Soft Skills in students studying at the Under Graduate level.
The area being relatively new, training materials on developing Soft Skills are not easily available. The use of clips from Feature Films for teaching Soft Skills is yet unexplored. This paper aims at helping teachers develop innovative learning experiences on Soft Skills by interpolating films. This paper presents a feasible plan for packaging Soft Skills by interpolating films. The author believes that, it is one way of ensuring quality in distribution of knowledge on Soft Skills.

The paper begins by highlighting the significance of Soft Skills and goes on to briefly mention agencies involved in Soft Skills training. After making a reference to attempts at teaching through films, it proceeds to illustrate ways of interpolating films for packaging Soft Skills. Before concluding, some guidelines are provided for both packaging materials and using film material via satellite which could create issues related to the Copy Right.

B 8. Paper entitled Digital Age Artistic Excursions For Pre-service Quality Enhancement at the national seminar on Implications of National Curriculum Framework 2005 on Teacher Education at St. Gregorios Teachers’ Training College, Wyanad on 23rd April 2008

For over a decade Quality has been the buzz word in Education. The quest for Quality has led educational institutions to reap the fruits of technological advances. And ways of ensuring Quality, through ICT-enabled Teacher Education programmes have been attempted in several States.

Art as Annie Besant puts it “is the international language , in which mind can speak to mind, heart to heart, where lips are dumb”. Given the fact that, what teachers mostly do, is communicate, can any discussion on Quality or Education, afford to ignore issues related to Art in general and Art Education in particular? The National Curriculum Framework (2005) has also noted with concern the poor attention given to Art Education! 

The executive summary of the NCF reads “Art as a subject at all stages is recommended, covering all four major spheres, i.e. music, dance, visual arts and theatre. The emphasis should be on interactive approaches, not instruction, because the goal of art education is to promote aesthetic and personal awareness and the ability to express oneself in different forms. The importance of India’s heritage crafts, both in terms of their economic and aesthetic values, should be recognized as being relevant to school education.

Though Art Education has already found a place in BEd programmes elsewhere, we in Kerala are yet to introduce it. This paper will attempt to present a feasible plan for enhancing Quality of Pre-service trainees through artistic excursions appropriate for the Digital Age.
B 9. Paper entitled Linguistic Reconstruction of Digital Images : An Innovative Approach to Language Enrichment at the National Seminar on Inroads Into Constructivist Pedagogy at Devakiamma Memorial Teacher Education College on 7th  and 8th Aug 2008


Using pictorial aids in language teaching , we know, has a lot of advantages . But when education is subsidized and free text books are liberally supplied for learners, visuals, especially colour images which have the unique ability to draw the attention of learners cannot be included profusely owing to the enormous expenditure it is likely to incur.
The internet we know is a mine field of resources especially for free downloadable images. Unfortunately, both curriculum specialists and teachers alike have often over looked its potential advantages. In this paper, an attempt will be made to illustrate one way of adapting downloaded images from the internet for developing linguistic ability in a classroom following Constructivist ideology. It illustrates how digitally altered images can serve as springboards for linguistic reconstruction- an activity appropriate for the digital age leading to language enrichment.

B10. Paper entitled Literacy Sans Visual Culture !... Sifting Paradigms To The Aid  at the CTE Seventh State Convention  and  National Seminar on  Beyond Constructivism: Exploring Future Learning Paradigms at Govt. College of Teacher Education, Kozhikode on 5th and 6th December 2008
Shifting paradigms fostering Constructivist thinking, Critical Pedagogy and Issue Based Curriculum advocated for schools in Kerala is no doubt a welcome change. This very seminar too has whole heartedly assumed that “…the learner’s active involvement in his own education and his grappling with and resolution of the problems would determine his learning.” But, can an all encompassing education afford to ignore issues related to visual culture? How long can we ignore the fact that the stream of images and contexts presented by the media, particularly television, shapes the identity of children and the youth? Should we really rack our brains for identifying still effective learning paradigms or has the time come for sifting existing paradigms?

This paper attempts to present a more meaningful learning paradigm arrived at by sifting existing paradigms. It squarely addresses issues related to pruning visual culture, by incorporating into the curriculum a grossly neglected, but potentially vibrant area, viz; Media Studies, which is already popular in the west. A workable strategy for nurturing visual culture based on incorporation of time tested instructional strategies is also presented. This, the author believes is what the digital age demands…for, ‘as the wind blows you must get your sail.’

B 11. Paper entitled Marshalling Student Capability Through Knowledge-Centric Web Critiquing- A Study at the UGC sponsored National Seminar on Capability Building in Students: Concerns and Challenges of Teacher Education at Sree Narayana Training College, Nedunganda, Varkala on 26th and  27th March 2009.


For those joining the teaching profession, it has become imperative to acquire the ability to exploit the potential of ICT. Naturally, the time has come for teacher trainers to not only talk about ICT in the class room but also model best practices in ICT for student capability building.

But most universities in Kerala follow an assessment criteria for ICT that merely requires the submission of a Power Point presentation on CD-ROM as Practical work by the trainees. This has prompted trainees to approach local experts to produce on their behalf a Power Point presentation for submission for their BEd Degree Practical Examination. Needless to say, that this defeats the very objective of ICT–enabled learning and in no way contributes to student capability building!

In an attempt to make ICT-enabled learning truly enhance trainees’ knowledge, skill and understanding, the author conducted a study on trainees of the Govt. College of Teacher Education, Calicut during three academic years.
This paper is a report of the study conducted in which the trainees had to report on websites which they visited, share opinions and ideas regarding its potential. The rationale for conducting the study, the objectives, the methodology followed and a brief analysis of student performance will be presented.

The findings of the study conducted during the three academic years: 2005-06, 2006-07 and 2007-08 show, how knowledge-centric web critiquing has the potential for marshalling student capability. It essentially addresses one of the objectives of this seminar - identifying ways of instilling “qualities and capabilities among prospective teachers so as to be utilized for accelerating the wholesome development of future citizens.”
B 12. Paper entitled Pruning and Publishing Student Writing at the NAAC sponsored Two Day National Workshop on Best Practices in Higher Education, organized by Loyola College of Social Sciences, Trivandrum on 18th and 19th July 2009

Curricular aspects and Best Practices play a significant role in improving the Quality of Higher Education. Realizing the importance, the Government College of Teacher Education, Calicut, introduced several Best Practices prior to the NAAC Peer Team visit to the college for accreditation in 2008.
This paper gives a detailed description of one of the Best Practices followed in the college, namely ‘Pruning and Publishing Student Writing’. – A Practice which received accolades from the NAAC Peer Team and the community.
The paper begins by making a reference to some of the Best Practices followed in the college for the last couple of years. Next the objective, significance and step by step detail of the procedure followed in executing the Best Practice is given. Before concluding, suggestions regarding the next phase of the Best Practice is given.
The paper reveals how the Best Practice actually helped the target group, the students in general and the college in particular. There is an affirmation that this Best Practice is more an Innovative Practice. It is perhaps a practice other colleges can easily emulate!

B 13. Paper entitled ‘Kanavu’…Swan Song For Alternative Schooling?–An Investigation at the International Seminar cum Eighth Annual Convention of Council For Teacher Education, Kerala State Centre on Development Education : Paradigms For Twenty First Century Teachers organized by the Department of Education, University of Kerala, Thiruvananthapuram at the Institution of Engineers (India) Hall, Thiruvananthapuram on 30th and 31st Oct 2009

The Wikipaedia entry on Kanavu reads : “an alternative school/commune in Cheengode in Nadavayal village, Wayanad district, Kerala, India set up by writer, activist and film director K. J. Baby. The school's activities include performances of traditional plays and music, as well as martial arts (Kalarippayattu) training. During the year 2007 the Kanavu was registered with the students of kanavu as a trust, and they have taken over the charges”.

A popular documentary produced in Malabar by a few educationists attempted to eulogize the existence of Kanavu. Recently the web site of a tour organizer found in ‘Kanavu’ a soul-stirring spot in pristine settings! The repeated focus on projecting ‘Kanavu’ as a novel venture, prompted teacher educators from a college in Calicut to make a journey to Kanavu to investigate those aspects which make Kanavu unique.
A group of four teacher educators armed with Note Pads, a Still Camera, a Tape Recorder and a Video Camera during its one day stay in Kanavu and its locality, investigated and documented its programmes.

The investigation revealed some unsavory truth that lisps the swan song of alternative schooling in God’s Own Country! This presentation is in tune with the seminar’s objective of “generating a solidarity among teachers” and “promoting human sustainable development”. It is hoped that the presentation will prompt a few concerned teachers to act.
B 14. Paper entitled Coupling Visual Learning & Visual Culture : Paradigm For A Changing World at the International Conference on Adaptability and Responsiveness in Teacher Education organized by the Government College of Teacher Education, Thiruvananthapuram, on 18th and 19th June 2010

Learners, particularly adolescents, grow up in a culture, where most of their information and entertainment comes through the visual media. Studies have shown that the meaning one gets from a particular visual experience may not be the same to another. In fact, many grapple with the meaning of objects and events that is being depicted in the world visually. From a pedagogic perspective it can be stated that visual experiences are theoretically open to a wide set of interpretations. This implies that we need to prune the learners of today to deal properly with the pluralistic meanings which visual experiences give.

In this paper, the author presents a few teacher-made tasks based on the proposed paradigm. The moving-cum-still visual material, prepared using film clips, photographs and cartoons aims at nurturing visual learning skills. What makes them unique is that it also develops in the learner, the ability to focus on the cultural meaning rather than aesthetic value. The tasks are not subject/ discipline-specific and has the ability to draw the attention of learners with widely different learning interests. The author affirms that the coupling of visual learning and visual culture essentially helps learners to clarify thoughts, organize/ analyze information and to think critically. The material is presented for preview as an innovative paradigm for “adapting curriculum to respond to the changing world”.

B 15. Paper entitled Connecting For Peace: A Five-Step-Formula at the Ninth Annual Convention  and  International Seminar of Council For Teacher Education (CTE) Kerala State Centre, on Peace Education: An Orientation For Gen Next, at St. Thomas College of Teacher Education, Pala, Kerala on 13th  and  14th August 2010

Socrates in the West and the Buddha in the East have pointed out centuries ago that self-knowledge is the key to wisdom since it eliminates disorder in consciousness and generates virtue. The Indian education system with its rich yogic tradition, has taught us that mere academic learning does not transform consciousness. Unless we introduce a holistic education which aims at achieving excellence in all the four aspects of our life- physical, the intellectual, the emotional and the spiritual, it is fairly difficult to ‘know thyself‘. It is only by ‘knowing thyself’ can one really grasp the essence of the teachings of a great saint of India, Swami Nirmalananda- “If you desire to live in peace, hear all that falls on your ears, see all that comes to your eyes, realize that everything is in accordance with the Eternal Law of nature and be silent”.

Drastic curricular change, we know is in the pipeline in India. Many educationists of the older generation have often noted that in the fervour for curricular reforms, old and time-tested educational practices which includes yogic exercises sometimes get obliterated. It is this, which prompted the author to submit for preview, a five-phase strategy garnered from his personal two-decade-old quest for harmonious living. It is presented as a formula to connect for peace in the world. To achieve its aim, the author affirms that the five steps have to be integrated into the curricular programmes propelled through yogic exercises. The paper is an illustration of the following five stages:

•Control of the mind and the senses

•Bhakti and spiritualism

•Advocating the philosophy of love

•Deep meditation

•Initiation to the interconnectedness between the microcosm and the macrocosm

B 16 .Paper entitled Cartoons To Coax Active Learning at the International Conference on Towards a Global Competitive Learning Community- Role of Active Pedagogy organized and hosted by Department of Education, University of Kerala 4-5 Feb 2011


One of the most alluring aspects of cartoons is that they add humour to a topic and illustrate the idea in a memorable way. Interestingly enough, the Michigan State University website states that humour reduces stress, increases student interest and attentiveness and does much to improve the classroom environment. Hence using cartoons for pedagogical purposes deserves attention.

As part of additional course work in a teacher training programme, the author had employed cartoons to coax active learning of the topics prescribed for study in the Eduational Psychology paper, with a fair degree of success. In this paper, the author wishes to share with the participants of the conference, his nascent experiment of using cartoons for coaxing active learning in teacher trainees.

The paper begins by defining active learning and goes on to state the rationale for using cartoons as a pedagogical tool to enhance active learning. Next, the actual procedure employed will be stated. After highlighting the effectiveness of the strategy employed, the paper concludes by stating that using cartoons to coax active learning is a strategy that deserves the attention of teacher educators. There is also an indirect affirmation that employing cartoons for active learning can engage young teacher trainees fruitfully in the teaching learning process.
B 17. Paper entitled Ugly Ducklings To Mahalaksmi: A Cyber-enabled Transformation at the UGC sponsored National Seminar on Gender Quest in Multiple Intelligence organized by Farook Training College, Kohikkode on 02-03 Sep 2011

From time immemorial, a great many women and girls have had to consciously address a genetic endowment for which they themselves were in no way responsible- viz; ‘beauty’. A diligent use of the body of knowledge available worldwide, even by the best Beauty Parlors have not succeeded in transforming one born ‘ugly’ into a graceful swan. The apparent outcome of this has been nothing short of utter misery. In the marriage market or in social gatherings where a media-generated hype and preference for beautiful women has a profound influence, those born ugly have always been and will continue to be at the receiving end. Is there any way out of this circle of doom? YES… argues the author of this paper and goes on to suggest an innovative solution-viz empowerment through e-Multiple Intelligence.
Given the fact that girls born with unattractive features are likely to lead a cocoon-like existence, the author affirms that more than any other intelligence, it is Interpersonal and Intrapersonal intelligence which has to be given prime attention. And for this purpose, the author suggests some cyber-enabled tasks which if performed meticulously can result in a successful transformation of girls branded as ‘ugly ducklings’ to a ‘Mahalakshmi’ who becomes much sought after by men and the general public.
The paper begins by providing a brief background of the present scenario where beautiful women are much sought after and ones born ugly are often derided by society. After affirming the need for focusing on Interpersonal and Intrapersonal intelligence, research findings of women empowering themselves through Information and Communication Technology (ICT) is presented. Next, the strategy to be followed for nurturing Multiple Intelligence (MI) through ICT is presented. The precautions to be taken by parents and teachers to prevent girls from getting sucked into hidden traps in the cyber world is also mentioned. The paper also provides a list of on-line resources which would enable girls to work in the privacy of their homes to transform themselves into a Mahalakshmi.
B 18 .Paper entitled Fostering MI in Teacher Educators : Cashing-in on the Techno-surge  at the UGC sponsored  National Seminar on Educating Teacher Educators for Diversity organized by Govt. CTE,Kozhikkode on 15-16 Sep 2011

A sociological profile of the students who join the BEd. course in Kerala State would give a grim picture. Many choose to join the Under Graduate (UG)  course in Education only after having failed to get admission  for much sought after professional courses such as Engineering, Medicine and Management. This leads us to assume that the  cream of talent  seldom joins the UG course in  Education! It also logically follows that those who pursue a Post Graduate  course  in Education after having completed the UG course may not necessarily possess those intelligence deemed essential for becoming successful  Teacher Educators viz; Verbal-Linguistic Intelligence, Visual-Spatial Intelligence and Interpersonal Intelligence. How can we meaningfully resolve this problem? Can  we foster the development of MI in Teacher Educators through activities? This paper attempts to propose  a feasible strategy.

Technology is all around us and is progressing every day. Studies have shown that technology can be fruitfully employed for instructional purposes. Many educational institutions today employ projectors and touch screen technology. Use of Laptops is becoming more and more popular in institutions of Higher Learning owing to its great usefulness. Addressing the need of the hour, the National Council for Teacher Education (NCTE) has  affirmed the need for integrating Information and Communication Technology (ICT) for instructional purposes in Teacher Education programmes.

This paper will begin by affirming the need for developing MI in Teacher Educators. It will then move on to suggest ways of integrating ICT  to  Teacher Education programmes through tasks aimed at fostering the development of MI. The paper  will also list down several  ways of nurturing  MI through technology-based resources.

B 19 . Paper entitled Quality with a humane touch: The ‘One Class-One Pet’ Scheme at the  National Seminar on Quality Concerns in Education  organized by the Department of Education, University of Calicut on National Education Day, 11 November 2011


Several national policies have reiterated the urgency to address quality concerns in school/college education on a priority basis. In an attempt to  ensure quality in the products coming out of schools and colleges, many institutions  in India  have begun to introduce  Life Skills training as part  of  their curricular programmes. But, the short time span in which most of these programmes are executed, have led many to question its effectiveness.

Taking the cue from a leading Malayalam Daily, which supplied every other  week on a specified day, seeds for their subscribers, the State Education Department in Kerala introduced the ‘one child-one plant’ scheme. Though no comprehensive data is available regarding the effectiveness of  such ventures, it has been found that both schemes  to  a large extent succeeded in sensitizing the general public and the student community to the importance of planting  trees.

This paper proposes the natural next phase to the ‘one-child, one plant’ scheme which the author calls  the ‘one class, one pet’ scheme. Pitching on the assumption that teaching students how to  care for and properly express emotions  to fellow human beings  forms one of the objectives of Life Skills training programmes, the author in this paper,  spells out the rationale  and the  procedure for the proposed programme. Illustrations of student-pet rearing programmes attempted in certain institutions and research findings on the effectiveness of  such programmes is also given.

The paper affirms that the scheme proposed is more rewarding than the regular short term Life Skills training programmes now being implemented and that it  can to a large extent effectively address quality issues in education.

B 20. Paper entitled  A Plastic Art Pedagogy for Sustainable Development  at the  UGC sponsored National Seminar on Empowering Teacher Educators for Sustainable Development organized by Farook Training College, Kohikkode on 29  and  30 November 2011


Reports indicate that an estimated  one hundred million tonnes of plastic is produced every year all over the world. It has also been found that  in India  on an average a person uses  3 kilo of plastic every year. Urbanization has added to the plastic pollution in concentrated form in cities.  In beaches near urban areas,  plastic  used as packaging is dumped adding to the pollution problem. As plastic does not decompose  it  poses a major  environmental problem. Is there a feasible solution? Perhaps the best  solution is to manufacture alternative degradable material. But given the  huge expenses involved in mass production of alternative material,  we have to live with the sad reality that plastic is here to stay for years to come.

What can teacher educators do to address the ‘plastic problem’? In this paper, the author  proposes   an innovative solution to address the problem viz;  ‘a plastic art pedagogy’. At its simplest, it aims at familiarizing teacher trainees with ways of recycling plastic materials into art forms. The activity has sustainable development as its ultimate objective. The paper suggests ways of  producing  creative and useful products from  waste plastic. This,  the  author believes  can  to a large extent  help put an end to the dumping of wastes in streets and the burning of plastic which produces toxic fumes that causes diseases.

This paper spells out the strategy for  the plastic art pedagogy. A visual display of  an interesting array of creative art work produced using waste plastic will also be the highlight of the presentation.

B 21. Paper entitled  Fostering the Art of Loving and  Living - An Animal X Student Interactive Life Skill Programme  at the UGC Sponsored  International Education Meet on  Education for Global Excellence   at  Mar Theophilus Training College,Thiruvanthapuram from  5 to 7 Jan 2012


It has been found that modern educational practices  in India  often ignore our cultural practices and  nurtures an education pattern restricted to academics alone. The  assiduous engagement  of students in the mad rat race for  career gains is often accompanied by a failure of educational institutions to nurture  appropriate values and social graces in their alumna. So has not the time come to create modern age gurukulas that impart values including Life Skills to students  without deviating from conventional modes of learning?

Indian Universities have recently taken the right step to implement Life Skills training for students. The ten core Life Skills  listed by  UNICEF, UNESCO and WHO is imparted to students through training programmes aimed at empowering young people to take positive action, and engage in positive social relationships.

It is common knowledge  that a lecture on ‘good behaviour’ in a Life Skills training session will not lead to the practice of acceptable behaviours. Life Skill lessons work best when  augmented or reinforced. Studies have shown that if a message is given once, the brain remembers only  10 percent of it one day later, and when  the same message is given six times a day, the brain remembers  90 percent of it.

In  an attempt to squarely address the startling flaw in some Life Skill training programmes, the author  of this paper, proposes a novel  strategy for Life Skills training- An Animal X Student Interaction Programme.

The paper will attempt to illustrate ways of implementing certain practices aimed at  Animal X Student  interaction, observation and association which would in every probability result in the nurturing of essential Life Skills. The author affirms, that this is the need of the hour, for, possession of  right values and  character is the key to success in any education programme aiming at  global excellence.

Key words: values, Life Skills training, interaction, animal rearing

B. 22. Paper entitled Digital Concept Maps to Aid Revision- A  Study at the National   Seminar on ICT Trends in Education, Bethany Navajeevan College of Education,  Vencode, Kanyakumari, January 2012


A Concept Map we know,  is a graphical representation of  a student’s knowledge of a domain. In institutions of Higher Education, students are often encouraged to arrange major concepts from a text or lecture into a visual arrangement similar to Concept  Maps. Unlike student created Concept Maps, Digital Concept Maps available on the Internet has an added advantage-viz; visual imagery and a richer expressive power.

Five distinct uses have so far been indentified for Concept Maps in education. These include: to generate ideas, to design complex structures, to communicate complex ideas, to assess understanding and to aid learning by integrating new and old knowledge. But,  very rarely has Concept Map been used as a tool for revision of   content knowledge  of  a subject of study.

This paper is the report of an experimental study undertaken on students of Education by the investigator using  Digital  Concept  Maps downloaded from the Internet. The objective of the  study  is to identify the effectiveness of  Digital Concept Maps for revision of content knowledge.

The paper begins by providing the background  and rationale for the study. The preparations undertaken to  edit the tool viz; the Digital  Concept  Map, the population on which the study was conducted  and the procedure employed is stated. Before concluding  the investigator attempts to list down the perceived advantage/ disadvantage of employing  Digital   Concept Maps  for revision.

B. 23. Paper entitled Online Videos for Knowledge Processing- A Study at the International Meet on Differential Perspectives in Classroom Transaction organized by the Departments of English, Christian College, Kattakada, Govt. College of Teacher Education, Thiruvananthapuram (affiliated to the University of Kerala) and Canterbury Christ Church University, UK in Feb 2012


The Internet is an enormous resource of online video. On several websites easily downloadable free digital video files are stored and exhibited for viewing. The content of some of the videos available are often dubbed as controversial or even bordering on obscenity, yet, there is a tremendous growth in its viewership. Though teachers  have found many videos useful for class  instruction, they have been doubly cautious in employing them for instructional purposes. The investigator of this study made a bold attempt to explore the possibilities of using  online videos for pedagogical purpose.

Incorporating technology to connect with apparently abstract concepts, we know can make class room transaction both engaging and meaningful. This is the report of a study which attempted to use Online videos for improving class room transaction in a teacher training programme offered in a couple of colleges in Kerala State.

B. 24. Paper entitled Lacuna  in MI : An ICT-based empowerment strategy for women trainees at the Two Day National Seminar organized by  the Department of Education, Gandhigram  Rural Institute (Deemed University), Dindigul in February 2012


Over the years the education of women have begun to receive great attention in India. What kind of problems do women trainees face? Recent studies  conducted on women-teacher trainees in select institutions in Kerala have shown that the problems they experience are unique.

One  hither  to unattended problem  in  women trainees  relates to the  apparent  lack of certain types of intelligences essential to  perform as effective  teachers.  Is there any hope or solution for such unfortunate  women trainees? YES states the  investigator and goes on to suggest an ICT-based  empowerment strategy.

The paper begins  with a  brief background of teacher training programmes for women in Kerala. Next, the findings of recent studies conducted on women trainees will be highlighted and the apparent lack of certain types of intelligence will be mentioned. Then follows an illustration of  instances of empowerment of women through ICT. Before concluding an attempt will be made to list down  different ways of fostering  MI through ICT.

B. 25. Paper entitled Shockvertising in Print Media: A  Minor Reception Study at the Two-day National Seminar on Emerging Perspectives on Media Studies organized by the  Department of English, Govt. College for Women, Thiruvananthapuram February 2012


Most of us are familiar with humourous advertisements that attract our attention. But often we stumble upon another type of advertisement that disturbs or shocks us. ‘Shockvertising’  is the  technical term used to refer to advertisements that are designed to shock and create controversy.  But for leading advertisement firms,  use of such audacious method  is nothing new or uncommon.

How do people, particularly youngsters  perceive such advertisements? Do people in the West and in our own State, Kerala, God’s Own Country,   perceive them  the  same way? What kind of impressions do such shocking advertisements leave on the minds of viewers ? The data related to these questions were collected by the author from two sources : a survey  on randomly selected students who have completed their Post Graduation and an analysis of impressions recorded on a website by viewers.

The paper will begin by referring  to advertisements in general. Then, an attempt will be made to  provide a detailed description of Print versions of different kinds of shocking advertisements now available on the Internet.  Finally conclusions are drawn based on an analysis of the impressions recorded by the viewers. It is hoped that the study would sensitize viewers to the changing values and perception of our own society. The highlight of the presentation would be  the display of  select  shocking Print Media advertisements that drew widely different  comments.
B. 26. Paper entitled Click Button Publishing: A Teacher Educator’s Weblog Experience at the  National Seminar on Quality Concerns of  Teacher Education in the Technological Era organized by Dr. Sivanthi Aditanar College of Education, Tiruchendur in February  2012


Blogs have been  popular for almost a decade,  but only recently have they been viewed as  a potential mainstream  teaching tool. The author of this paper, a teacher educator by profession started using Blogs as an educational tool,  five years ago.  It was a time when  like  many educators, the author too was  perceiving an apparent  mismatch  between  print-based reading habits and   a growing interest in teacher trainees   to quickly acquire digital literacy. Naturally,  the space available  for the  author  to experiment with was  varied. On the one hand there was scope for uploading   potentially  useful  learning materials  at the mere click of a button. On the other hand,   there was  the scope for  learners to  learn in a collaborative space with peers   through  digital  media, particularly through online connectivity.

Being  a new technological approach,  the  five  year experience was never  hassle free. There were times of turbulence and  rough sailing. Yet   each academic year,  the shore was  always  in sight. What were the problems  the author faced?  What lessons were learned ?  These  are some of the questions this  paper will  attempt to answer. It is hoped that novice teachers interested  in using Blogs  as a pedagogical tool will find useful tips from the experiences shared by the author.

B. 27. Paper entitled Precautionary Pointers for Effective Online Learning : Lessons From  a Blended Learning Experiment at the Two-day UGC sponsored International Conference  on Preparing World Class Teachers Through Online Education: The Future is Now!  Organized by Sri Ramakrishna Mission Vidyalaya College of Education, Coimbatore, in collaboration with USIEF on 20th and 21st April 2012


An euphoric introduction of Online instruction is in vogue in many  Universities around the world.  But can Teacher Education programmes be successfully implemented   through  an Online learning environment? The author of this  paper  expresses serious doubts  about the prospects of  offering teacher training  through an Online  mode.  Drawing on his six-year  experience of  evolving a  Blended Learning environment in  a  Government- run  Teacher Training  College, which draws the cream of talent  in   the South Indian State of  Kerala,  the author  observes that   a lot of groundwork  needs  to be done  prior to the introduction of Online teaching.

The paper begins by providing the background of the Blended Learning experiment. The nature of the student role, the materials used and the role of the Teacher Educator  who  engaged in the Blended Learning experiment is  also stated.  A critique of the experiment follows  which  throws light on the fact that there is every possibility of  Online learning environments   failing to deliver  if aspects  such as visual literacy,  information literacy and  information fluency vis-a-vis the individual learner  are  not squarely addressed. The paper also highlights the need for looking into learner competency and learning habits prior to admitting students for  an Online teacher training programme.       

B. 28. Paper entitled When a student stabs a teacher...does Gandhi matter? at the Dr. N. P. Pillai Centennial Celebrations cum International Seminar on ‘Gandhian Educational Principles & Practices for the Emerging Global Scenario’   organized by  Dr.N.P.Pillai Centennial Celebration Committee  and  Dr. K. Sivadasan Pillai Foundation for Educational Research & Development at Kerala Gandhi Smarak Nidhi, Thiruvananthauram in July 2012


Recent reports of a culture of violence that has swept through schools in India have sent shock waves across the nation. Anecdotal evidence gathered from  some institutions confirm  that teachers are prone to a high degree of aggression from students who are physically larger than them.

Can we blame students for getting spoilt through  the constant watching of movies and surfing of  the Web? Can we expect students to fare better when the television they regularly watch, bombards them with news about scams, murders and  other acts of perversion? Why is it that the teaching of a subject like ‘Moral Science’ failed to prevent the escalation of student violence?

In an attempt to find a solution to the disturbing tendency,  the author of this paper makes an earnest suggestion- sensitizing students to  Gandhian  Philosophy, particularly that of Non-violence. The paper begins by listing down instances of student violence in campuses and the failure of teachers to properly tackle it. Next, classroom activities that help sensitize  students to  the philosophy of non-violence will be suggested. It is hoped  that if such activities  form  a part of  curricular programmes in India,  there is every possibility that  the citizens of tomorrow can  become successful leaders in the emerging global scenario.

Key words: Student violence, Gandhi, non-violence, strategies

B. 29. Paper entitled Pruning Through Negation: An Innovative Modelling Strategy at the 11th State Convention of CTE, Kerala State Centre and International Conference on Innovations, Quality & Excellence in Education-IQEE 2013, organized by Fathima Memorial Training College, Kollam, Kerala State on 11  and  12 January 2013


Class room performance of teacher trainees to a large extent depends on the kind of training received in pedagogical techniques. If teacher education programmes are planned in such a way that actual  class room  teaching is preceded by Micro Teaching sessions, the trainee stands to benefit.

Teacher training programmes now being followed in the colleges of Teacher Education,  affiliated to the University of Kerala, seldom employ Micro Teaching. Instead, trainees participate in Discussion Lessons, observe Demonstration Lessons  and participate in Criticism Lessons before Practice Teaching. One consequent lacuna observed by Supervising Teachers during Practice Teaching is that many trainees show a complete ignorance of various sub skills related to teaching skills like Set Induction, Explaining and Demonstrating.

In an attempt to address the lacuna, the author of this paper made use of  self-edited videos of actual teaching sessions. This presentation will illustrate the methodology  employed and will go on to state how the innovative modelling strategy employed, benefitted the trainees.

Key words: Micro Teaching, Video Modelling, Teaching Skills

B. 30. Paper entitled Fostering Values Through YouTube Videos- A Minor Study at the UGC Sponsored National Conference  on Social Media in Education: New Horizons (NCSMENH) organized by Sri Sarada College of Education, Salem & Tamilnadu Teacher Education University, Chennai on  01  and  02 February 2013


Given the sad erosion of essential values now being perceived in teachers, Value Education has come to acquire increasing prominence in  discussions related to  teacher education programmes in the country. Working on an assumption that  an experiential learning process initiated by viewing videos will serve as a spring board for discussion, the author, a teacher educator  by  profession arranged brief discussion-cum-viewing sessions of select YouTube videos downloaded from the Internet.  The objective was to sensitize budding teachers  to values they need to  acquire  for serving as effective teachers of  future generations.  This paper is  a report of the study. It will illustrate the methodology employed and  throw light on the potential usefulness of the  innovative strategy employed.

Key words: Values, Teacher training, YouTube videos

B. 31. Paper entitled Resuscitating  Gandhism  in  the Metamaterial  Age  Via Social Media at the National Seminar on Gandhian Vision of Development  for  a Progressive Nation, organized  by the Centre for Gandhian Studies, University of Kerala  in collaboration with Department of Education, University of Kerala  March 2013

The editorial of the March 2013 issue of the  New Scientist  magazine   addresses the question, ‘Are we living in a Metamaterial Age?’ and goes on to add  “We devise so many new  materials  nowadays  that  it  is  hard  to  know  which  one  would  define our times...”

The rising  middle class in India  in the ‘metamaterial age’,  appears to have embraced  a purely materialistic life.  For instance, it is not uncommon to perceive the opening of Shopping Malls and  Company Outlets of  leading  consumer brands in once  lesser known towns.  And close on  its heels comes   the  issue of  rising divorce rates,  Old Age Homes  and to  top it all,  proposals to  open  Night  Clubs  in  confluence with  a changing  culture! Are these not fatalistic  for  our  youth?  Are we not conveniently forgetting the fact  that it is in these very youth,  that we have lain our faith to take us forward  to   a new  era?

In this context, it  is worth recalling  the fact that the youth of today have  never  had any first hand experience of  foreign rule or  the struggle for  Independence. Neither have they  ever realized the need for acquiring Gandhian values in troubled times! So has not the time come for  a  resuscitation of Gandhian values? Won’t  an  awareness  rousing campaign preferably  through the Social Media,  draw the attention of  the youth in  our country?

The author  in this paper  dwells on certain developmental issues in the country and goes on to expresses his conviction and faith in  the Gandhian vision. Next, an innovative strategy is proposed to address  the problems  that have  risen  from  a materialistic outlook- viz;  the  use of tools of  Social Media to which, the youth of today are addicted to promote  Gandhian values. 

Key words: Consumerism, Gandhism,  Metamaterialsim, Social Media

B. 32. Paper entitled The Swami mourned and the Guru reformed- Can either help  renovate education in Kerala?  at the UGC sponsored National Seminar on Renovating Higher Education: Vision of Swami Vivekananda organized by Sri Sarada College of Education, Salem  and  Tamilnadu Teacher Education University, Chennai on  April 2013

Over 100 years ago,  Swami Vivekananda toured the princely states of Kerala. Having  witnessed the  horrors of the caste system, then  being practiced, Swami  Vivekananda, concluded: ‘I have wandered into a lunatic asylum!'  Then came the social reformer  Sri Narayana Guru on the scene. His untiring efforts led to the emancipation of the helpless and depressed sections of society.

What Swami Vivekananda saw a century ago has drastically changed.  Perhaps at this moment in history- the  150th Birth Anniversary of Swami Vivekananda, it is indeed  appropriate  to  recall his contributions  which have a relevance to  educational reform in Kerala. But any educational reform cannot afford to ignore the socio-cultural background of the target community.

The Ezhava  community, once  severely discriminated by the upper castes in Kerala, now forms  fifty percent of the  Hindu population of  Kerala (3.20 Crore). The Ezhavas, today, are an  empowered lot, thanks to the philosophical and spiritual teachings of the  Saint-Philosopher  Sri Narayana Guru who hailed from the same community. So, any  talk of educational renovation in Kerala have to take into consideration, the contributions of Sri Narayana Guru. Incidentally, the recent move by the Government of Kerala to introduce  the Guru’s  teachings into  the school and college curriculum, is  one significant  milestone with regards  to educational  reform in Kerala.

The author however has identified quite a few similarities in the teachings of Swami Vivekananda and  Sri Narayana Guru. And in this paper,  the author presents a  brief  review of  the current socio-cultural scenario in Kerala  and concludes  with the impression that several  factors have to be looked into before either the Swami’s or the Guru’s views on education  is to  create any impact at all   with regards to  educational renovation  in   Kerala.

Key words: Kerala, Education, Swami Vivekananda, Sri Narayana Guru   

B 33. Paper entitled Emerging Literacies and Yawning Gaps in Teacher Education- A Case Study at the Two-day Regional Workshop on Scientific Research Skills for the 21st Century organized  by AIRIO, Kerala Chapter in collaboration with Pazhssi Raja College, Pulpally & Council for Teacher Education, Kerala State Centre, Pulpally, Wayanad on 26  and  27 April 2013


As part of Course Work, BEd trainees  were assigned the task of designing and producing  multimodal instructional material for teaching English. The study conducted in six consecutive   years involved student teachers  of  two government-run teacher education institutions in Kerala. Findings indicated signs of students’ emergent multimodal awareness with a growing sensitivity to semiotic  codes. The investigation  has however identified widely different levels  in student capability :

Those at the base level comprised students  who  could barely list  the descriptive attributes of multimodal resources. The second level comprised students who could  expand the  value of semiotic resources and also show an awareness of the functional use of semiotic resources to synthesize idea.  But an advanced level   which displays  an ability to rationalize and explain the selective and adaptive use of resources  and employ such knowledge for digital material production was  very rare.

Data sources which comprised classroom observation, informal interviews, multimodal response tasks and evaluation led to the identification of  a yawning gap in  student teacher performance. The findings call for a classroom pedagogy responsive to technological developments and the associated changes in new literacies.

The implication of the study for teacher education includes an urgent need  to develop instructional practices that actively work with multimodality to enhance students’ learning. As pointed out  by  Cope and Kalantzis (2000), teachers should not be merely executors of language lessons but be ‘designer’s of meaning toward a more involved, collaborative participatory “design” culture.

Key words: Multimodal design, New literacies, Semiotic codes, Pedagogic strategies

B 34. Paper entitled New Directions Through Assessment- An Extension Work at the NAAC sponsored  National Seminar on People Management for Quality Enhancement in Higher Education, organized by IQAC of Bharathiar University, Coimbatore July 2013


One way of  improving  teacher performance is to provide  in-service training and provide avenues for  professional development of teachers. But a scientific  approach to  such a programme should begin by  identifying  the  performance of individual  teachers in the  context of the  educational institution  in which they teach. This should be followed by offering  guidance for  improving performance  in those areas in which  a lacuna is felt by those assessing  the  teachers. The  practice  becomes complete when  proper  training  in  areas which deserve  attention is provided to individual teachers. This  paper reports on an unique extension work carried out to  assess and provide need based training for teachers of a local school.

B 35.  Paper entitled ‘KISS & Smile’- A Formula for Digital Knowledge Packaging   at  the UGC Sponsored National Workshop on  Knowledge Management & Instructional Technology-The Praxis of Teaching  and  Learning organized by Sree Narayana Training College, Nedunganda 23- 24 August  2013


Recently the   National Mission on Education  outlined a plan of action to  make available  personalized  and interactive modules  for  Higher Education Institutions in an any time any where mode. The proposed strategy is to leverage the potential of ICT to provide high quality, personalized and interactive knowledge modules over the internet/intranet for all the learners. 

Reputed  Universities  and  Institutions   of Higher Learning  like the  IIT’s  have joined the  bandwagon  to  package  knowledge.  True,  most Universities and  IIT’s  have  talented  faculty  capable of  producing  knowledge modules.  Some have already  uploaded  their content for free download in  portals like the National Programme on Technology Enhanced Learning (NPTEL). But   are the materials really  suitable for learners ?  Do they have  the ingredients essential for sustaining  the interest of learners?

The author of this paper critiques a  few  packaged materials   now available for free download and   comes up with a, ‘KISS and Smile  formula’.  The  rationale for  developing the formula and the nature of the formula  will be  presented in this paper. The author hopes that  employing  this formula can  help ensure the  production of   instructional materials that evoke interest- something essential for knowledge modules.

Key Words: ICT, Knowledge modules, Knowledge Packaging

B 36.  Paper entitled Recasting Vivekananda’s sine-qua-non for Bliss-The Sexual Abstinence Index at the International Seminar on Revisiting Swami Vivekananda’s Vision for  Facing the New Educational Challenges  organized by Kerala Gandhi Smarak Nidhi  and  SPFERD in collaboration with several organizations at Gandhi Bhavan, Thycaud, Thiruvananthapuram from 5 to 7 September 2013


Swami Vivikenanda considered ‘akhand brahmacharya’ (unbroken celibacy) for a minimum 12 years  at-a-stretch  an absolute must  for realizing self-bliss. Obedience to the Guru without questioning and strict observance of Brahmacharya was to the Swami the secret of success.

The student of today grows up in an environment bombarded by lust-exciting glossy magazines, television and films. Studies have shown that  concomitant with the rise in  the use of  Internet for academic purposes, there is a rise in the  popularity of sexually explicit materials. From an analysis  of 400 million web searches, researchers have concluded that 1 in 8 of all searches online are for erotic content.  Studies have also shown that there is a relatively high-level of acceptance of pornographic materials among traditional-aged college students. 

Such findings are a cause for concern. How pervasive is the problem? Does it affect students and teachers? How can  we address  the issue  by recasting  Swami Vivekananda’s   observation that the ideal of all education, and  all training, should be man-making?  This paper attempts to find  answers to  these questions. The author also proposes the introduction of  a ‘Sexual Abstinence Index’  for the realization  of  Swami Vivekananda’s  vision.  

Key words: Brahmacharya, Pornography, Sexual Abstinence Index

B 37. Paper entitled When Unlike Poles Repel-The Teacher Education Colleges X  SCERT  Case at the  UGC Sponsored National Seminar on Inclusion and Quality in Higher Education: Challenges and Prospects organized by Sri Sarada College of Education, Salem and Tamilnadu Teachers Education University, Chennai 20 and 21 September 2013


Fostering quality in Higher Education is no doubt a challenge. We also know that the   complexity of Higher Education institutions normally make interaction between institutions  difficult.  But it is natural to assume that when there is a similarity in institutional goals, there would be  greater  scope for cooperation and collaboration. Is it always so? The author of this paper  attempts  a comparison of educational practices in Teacher Training Colleges in Kerala and the State Council for Educational Research and Training (SCERT). The   study  identifies a widening gulf in areas  that  deserve  high levels of cooperation and collaboration which is  essential for high quality instruction in the State.  The study is based on personal interaction with the faculty of both  Teacher Training Colleges and the SCERT.

Key words: Collaborative Practices, Higher Education, Quality

B 38. Paper entitled  Philosophical  Ideals and the  Reality of  the Kerala School Curriculum  at the  International Seminar  on             Impact of  Philosophy  on  Education  in  the  Present  Curriculum
Organized by  Peniel Rural College of Education, Vemparalil, Dindigul, Tamilnaduin September 2013


After the formation of NCERT in 1961, Kerala avidly  followed all the curriculum reform efforts initiated at the national level.  The most recent curriculum revision programme was  initiated  in Kerala in 1996. The State’s curriculum reform effort gained  impetus with the formulation of the National Curriculum Framework (NCF 2005). This  along with the  Position Papers provided grounds for introspection and formulation of the Kerala Curriculum Framework (KCF 2007).

Education  we know  is  a  tool  to achieve efficiency in all walks of human life whether social, political, religious or philosophical. Education always evolves out of historical and cultural contexts.  How did  the society in Kerala, including parents, teachers and learners receive the new curriculum?

This paper attempts a review of the Kerala School Curriculum with a  focus on its philosophical ideals. It  also includes references to some studies done about education in Kerala.

Key words: Curriculum, Philosophy, School Education

B 39. Paper entitled  Value Sensitization Through Internet Resources: An Experimental Study on Teacher Trainees  at the International  Conference  on Values or Virtues? Redefining Moral Education  organized by  Bethany Navajeevan College of Education, Marthandom, Kanyakumari District, Tamilnadu, January  2014

We have seen that there is too much violence and dishonesty in society. And educators and parents have often expressed fear about the fact that values are falling and  nobody is respecting them. Yet,  during discussions of Curriculum, issues  that invariably find a place at the top of the agenda are identification of strategies for teaching  subjects like Science, Social Studies, Mathematics and Language. Moral Education or  strategies  to teach moral values,  seldom gets any attention.

Common sense tells  us that moral values need to be taught, because, it will prepare students for future roles in society. More importantly one might forget the Science and Mathematics  one learns in  school or college, but  the values one learns in all probability is likely to stick with  one for life.  Narration of anecdotes, engaging students in  open discussion etc.  have all been tried  as strategies  for Moral Education. But  the  present generation of today are  addicted to  technology.  Working  on the assumption that changing  times require  a changing pedagogy,  the investigator  attempted to sensitize select values  in  teacher trainees using Internet resources.  This paper is a report of the innovative experiment.

Key words:  Internet, Values, Videos

B 40. Paper entitled  Sensitizing  Pedagogic Perspective Through Short Films-A Study at the International  Conference [ICBDM-2014] organized by the Department of Human Resource Management, Noorul Islam University, Kumaracoil, Kanyakumari, Tamilnadu on 28 February 2014.


It is common knowledge, that the best way to  help teacher trainees grasp  pedagogy-related concepts, is to expose them to  actual teaching  encounters. But teacher training programmes in Kannur University invariably  follow a schedule where Practice Teaching  sessions are conducted only during the Second Semester. The First Semester is set aside for familiarizing novice trainees with teaching strategies through   criticism of Peer Teaching.
A perceived aim of the BEd programme is to sensitize  trainees to pedagogy and  appropriate  teacher qualities. Studies  have  shown  that film materials are easy to integrate into curriculum and  that they allow flexibility of teaching techniques (Aiex,1999). The investigator-cum-teacher educator   found in  Short Films,  an useful medium  to achieve the perceived aim  of the BEd programme  during the period  when trainees  receive only  a limited exposure to actual teaching encounters.
This paper is a brief report of the study  conducted to identify the scope of  select acclaimed Short  Films to sensitize   pedagogic perspective in  teacher trainees.                                    
Key terms: Pedagogy, Short Film, Teacher behaviour

B 41. Paper entitled  Human Rights Issues vis-à-vis 12 Years A Slave at the National Seminar on Human Rights for Sustainable Future  at Thalassery, Kerala, organized by Government Brennen College of Teacher Education, Thalassery in association with the Institute of Parliamentary Affairs, Thiruvananthapuram on 05 and 06 March 2014.

The  2014  winner of  the prestigious Oscar Award, 12 Years A Slave  which narrates  a  slavery drama    lays  bare the cruel  and dehumanizing system that twisted the morality and psychology  of  a dark period  in  US history. It is true that in the 21st century,  Black Americans are no longer slaves. But a sense that human rights for Black Americans  and more particularly other people of colour, like Asians, are still contingent and at risk is very real and alive!

This paper  turns the  critical search lights on Human Rights issues  and goes on to argue that such depiction will turn out to be a timely reminder to oppressors and  a  plea to those in power  to  take constructive steps for addressing  such issues.

B 42. Paper entitled  Soft and Hard Part of Communication Skills-A Qualitative Approach  at the National Seminar on Quality Assessment and Accreditation of Higher Education Institutions- Criteria, Techniques and Issues organized by the school of Education, Pondicherry University, Puducherry on 21 and 22 March 2014.

Employers and educators  alike  are of the opinion that if  students have to make a successful entry into the workforce they should possess the right  kind of  Soft Skills.  Beyond academic or technical knowledge, the one skill that most employers look for in their employees is the ability to  communicate effectively.

On finding that the traditional type of education is inappropriate for  developing the required Soft Skills, many institutions of Higher Education have started implementing training programmes in Soft Skills. Activity-based classes for developing Communication skills, ask students  to present information in front of the class and also focus heavily on delivering speeches. Such programmes also have a writing component  aimed at developing clear writing ability.

But would  such a focus on Communication Skills suffice?  According to the author of this paper, Communication Skills which   forms the  hallmark of  an  individual, has an even wider scope. And in this paper,   an attempt is made to illustrate a  wider perspective of Communication Skills. The  author also suggests that if this aspect is ignored, students passing out of our educational institutions are likely to trail far behind  in today’s job market which in many fields are becoming ever increasingly competitive.

Key Words: Communication Skills, Soft Skills

B 43. Paper entitled  Experiment on  an ICT-based Learning Project in the Connectionism mode-A Critique at the International Seminar  on Institutional Interventions  to bridge Competency Gulf in an e-World  (IIBCGeW 2014)  and 12th State Convention of  Council for Teacher Education (CTE), Kerala State Centre and hosted by N.S.S Training College, Pandalam, Kerala, 24 to 26 March 2014.

Teenagers of today  are getting addicted to  one social networking site or other at a rapid pace.  In an attempt  to match student-favoured learning strategies, several institutions  of Higher Education are exploring the possibility of  employing  networked information and communications  technology  for  teaching and learning. Learning Projects  following  the Connectionist mode is one such  venture.
This paper is a critique  of an experiment on an ICT-based Learning Project in the Connectionist mode which the  researcher-cum-teacher educator  gave his trainees. The  venture being new, during the learning project,  the investigator observed  trainees experiencing  several snags in communication.  The paper in addition to  critiquing the experiment, attempts to identify the possible causes for the snag.  It is hoped  that the  impressions  drawn through  hindsight   will  be  useful  for   teachers  attempting to  employ  ICT-based learning projects  in the  Connectivist mode for  teaching and learning.

Key words: Connectionism, learning,  social network, teaching 

B 44. Paper entitled Social Media  and  Eating Disorder– A  Toxic Combination  at the UGC sponsored two-day National Seminar on Sports Culture and Society: Trends and Challenges organized by  Govt. Brennen College of Teacher Education, Thalassery  on 17 and 18 December 2014.


Consumption of  food, since historical times have had a social meaning.  Even today,   to get a comprehensive picture of  the  food eating patterns of school children,  one has to conduct a  thorough study of  the  social life of  the population. And given the fact that  with the birth of  social media,  social habits and  economies  are  undergoing  dramatic changes,  one cannot afford to ignore the effect social media creates on  individuals,   particularly  students.
But  does social media  impact eating habits?  A  study conducted by the Rochester Institute of Technology a couple of years ago found that it does indeed affect. This roused the curiosity of  the  teacher educator-cum- researcher of this paper. Data collection on the  eating habits of  school children and food consumption pattern of  adolescents  hanging out in food joints was undertaken. When a  pattern was found to  emerge from the data, additional data was  collected from families  on the  expressed interest of children and adolescents  while at the dining table and during  tea time. An analysis of the data revealed that children and adolescents and a small percentage of adults too have little or limited interest in family style  traditional meals. And for a vast majority, the time chosen for food consumption or the preference for a particular food  is  dictated by the impressions of friends and peers to whom they get into contact  through the social media to which they  plug in! 
The findings of the study according to the author is  a cause for concern. In  this  presentation, the author hopes to  sensitize participants  of the seminar to the  toxic combination that  social media and eating disorder  creates.

Key words: Adolescents, Eating disorder, School children, Social Media

B 45. Paper entitled Aids or toys ?-A critique of popular apps for autism  at the UGC Sponsored National Seminar on  Autism Spectrum Disorders- Challenges and Perspectives organized by  Govt. Brennen College of Teacher Education, Thalassery  on 30 and 31 January 2015.


Ever since Apple Inc. released the first iPad, developers have dived to create Enabling Devices or Autism Apps. Now, a search for "autism" in Apple's App Store brings up no less than a thousand apps for iPad, and iPhone. And Apple has even created a "Special Education" section of the App Store.

Several apps of different companies too are available for people with autism. Their manufacturers claim that individuals will benefit from apps for different reasons. Apps  have even classified into  categories such as General, Assessment, Behaviour Management, Communication, Language/Writing/Maths, Schedulers/Organizers, Sensory/Relaxation and Social Skills. In fact, apps have become quite varied and diversified.

But how effective are  apps for autism? Does the different range of apps help people with autism communicate and improve social skills? Can teachers deliver basic educational lessons in a format that is better suited to autistic learners? Or are apps for autism just ‘toys that engage’ with a ‘semblance of aids’ for learning?

This paper begins by looking at the nature of the  neurodevelopmental disorder known as autism. Then it briefly reviews the growth in autism apps and identifies the possible reasons for its growing popularity. Next, an attempt is made to list down the skills associated with the strategies commonly employed for developing reading comprehension among children. These skills are then matched  with the ways in which popular apps for autism work  to arrive at  a critique of their real potential.  It is hoped  that  the presentation in addition to familiarizing participants of the seminar with a range of  autism apps, will also help them  look critically at the autism apps market.
Key words: Autism, Apps, Enabling Devices

B 46. Paper entitled Media Literacy Skills in  BEd Trainees: A Minor Study at the UGC Sponsored National Seminar on infusing quality in teacher education: Issues and perspectives in purview of new psychological paradigms organized by  Govt. Brennen College of Teacher Education, Thalassery  on 18 and 19 March 2015.


The last two decades have witnessed the profuse  use of  new technologies for  teaching and learning.  The learners of today  receive most of their information  through  a complex combination of text, images and sounds.  In  fact, many of them are  constantly bombarded everyday with  messages and  they themselves use  a  variety of  media  tools and technologies.  This has  necessitated  the possession of  an ability to navigate through  the  complex media environment an absolute necessity.  But do  teacher trainees  possess appropriate  Media Literacy Skills?  Do they have the   ability to access, analyze, evaluate  media messages of  different kinds? This  paper is the report of a minor study conducted to identify the Media Literary Skills of BEd trainees.

At the commencement of the study impressions about media  and media messages were collected from the participants. Next,  a selection of visual documents and audio-visual media clips were  shown to  the trainees and the message which each trainee  received was collected. Finally a Checklist comprising questions employed by those skilled in Media Literacy Skills was distributed and impressions/ responses for a  sensational audio-visual media clip was collected.
The responses recorded by the trainees were compared and analyzed. It showed that  a majority of the participants who took part in the study are  ignorant of  strategies to  be employed for critiquing media texts and are fairly  unaware of  the various components of Media Literacy Skills  though  they are  vigorous  consumers of media messages.
It is hoped that the findings  of the study would prompt  those  engaged in  designing  curriculum for teacher training programmes  to include   topics  and activities aimed at developing Media Literacy Skills in prospective  teachers.

Key words: BEd  trainees, ICT, Media Literacy Skills

B 47. Paper entitled Film-based Research- Deficient or Defunct Practices?-An Explorative Study  at the All India Association for Educational Research’s (AIAER) Annual-Cum-International Conference on Standards and Benchmarks for Excellence In Learning, Teaching and Research Organized by the Department of Education, University of Kerala in collaboration with the Govt. College of Teacher Education, Thiruvananthapuram 26 to 28 November 2015.


A good book is the precious lifeblood of a master spirit embalmed and treasured upon purpose to a life beyond life, observed  John Milton many centuries ago.  In earlier days,  research in Literature,  usually involved a critical study of major works of  an author.  With the onset of Modernism,  close on the heels of theories like  ‘Death of the author’ and ‘Reader Response’, literary  research   began to   fall  back  liberally on  studies in  Deconstruction and Inter-textuality.   This is fact  lend a   solid  theoretical base  to such  studies.  But the scenario in  literary  research has  begun to show a perceivable  change in recent  times.  This  change,  commenced with the   trend in  University departments  to  include  Film and Culture Studies  as  one of the  papers for study  at the  Post Graduate level  in  Arts and Humanities.

Feature Film as an entertainment medium evolved hardly a century  ago  and is perceived  as the  creative  output  of  hundreds of people including  behind the screen experts from   cinematographers, script writers  and  film directors  to those  in the lime light-  the  glamorous actors and actresses.  Studies in film by students of Literature at a lower level can  focus on   the one hand on thematic study of plot and on the other hand on  the  study of   adaptations of novels and   short stories into  films.  But the moment   Film Studies   begin to   focus  on   the   medium per se  it   would   necessitate    a  knowledge of  film  grammar and film aesthetics  on  the  part of the teacher  who teaches the subject and  of course  the  scholar  who  pursues  research in  films.  Incidentally,  such  professional  knowledge  can be gained  only by  associating  oneself with film production-  a  field  widely different  from   mere composition of a literary work  or   the  acquiring  of  pedagogical  knowledge for  becoming   a  teacher of Literature.  Yet,  pursuing research in films  has become a fad among  research scholars across India.   Does this augur a genuine creation of knowledge or  does  research  in  films  reduce itself to  a  redundant exercise?  This paper  is the report of a study  on  film-based  research in  Universities in Kerala State. The data was drawn from  write ups  on   film criticism  and through  interviews  with  research supervisors,  research scholars,  librarians,  film critics and film directors.

This  study  can  prompt  those  already engaged in  film-based research to   attempt  a serious   reflection of their current practices.  It is also hoped  that   a dissemination of the findings of the study would  prompt  those  at the helm of affairs in  academic bodies in Universities to  set up  standards  and   benchmarks both for  courses in Film Studies and also for film-based research.

Key words: Film Studies, Film-based research, Standards, Benchmarks 

B 48. Paper entitled Our march towards  Virtual Schools-  A reality check at the National Multi-disciplinary Annual Research Conference (MARC) organized by University of Kerala 15 to 18 December 2015.


Setting  up of  Computer  Laboratories, introduction of  a paper on Information and Communication  Technology and  the   opening  of   Smart Classrooms in schools are  distinct  strides made by the  General Education Department  in Kerala   State.  Recently the state government  proposed  the supply of free Tablets   and introduction of  digitized textbooks in schools.  But  do such path breaking   leaps  in the  construction of a Kerala Model IT Education which is truly    modern, actually  make  school children in Kerala and  their teachers   gear up for  Virtual  Schools? Have we polished certain essential  skills and pruned our practices  that prepares for the smooth functioning of Virtual Schools? This paper is the report of a critical  study of the multiple trajectories of the school-based IT programmes, to  gain  a clear picture of  the real status of IT instruction in schools in Kerala.

Primary data for the study was collected through surveys, and informal interviews with school teachers, students, administrators and parents. Research conducted by  students of Education and reports published   by the government served as sources of secondary data.

An analysis of the data revealed that though IT education in schools in  Kerala has  a solid foundation,  with regard to pedagogy and use of  IT resources, there is much more to be done/achieved.  In fact  a passion for online learning, independent study, networking, the introduction of  ‘connectivist practices’ and  the evolution of a ‘community of learners’ are  conspicuously  absent in the IT-related education. It is hoped that the findings of this study would prompt those engaged in IT-education in schools in Kerala to seriously reflect on their  practices and plug  loopholes in their  current pedagogy.

Key words: IT education, Internet-based learning, Virtual Schools

B 49. Paper entitled Whatsapp  Unplugged for Content Revision- A Minor Study at the International Conference on Educational Management and  Administration (INCEMA 2015) organized by SIEMAT-Kerala, Department of General Education, Govt. of Kerala on 17th and 18th December 2015.


Whatsapp  has  in recent times  emerged  as  an extremely  popular  social media among college students in Kerala State.  Unlike  Facebook, sharing text,  audio and   video  messages via  cell phones are  comparatively easy using Whatsapp. This scope  for multimodal message transmission, prompted the investigator to conduct a minor  study  to explore  the possibility of  revising content  knowledge using Whatsapp. This paper is a report of the study conducted during a mid-course vacation of  an Under Graduate teacher education programme  in a college affiliated to Kannur University.

The study involved   ensuring  the  availability of connection via  Whatsapp with local cell phone networks.  A check on clarity in reception of  messages transmitted using text, audio and video  was also attempted.  When this appeared  OK, the  investigator  adapted  interesting  digital resources and  identified  tasks  for  revising  content  learned during  the  course. Tasks were  periodically posted for the specially created Whatsapp group comprising teacher trainees and the investigator-cum-teacher educator. Time bound completion of  tasks by the learners followed by feedback on individual and group responses continued during the mid-course-vacation.

The study revealed  that  Whatsapp  has great  potential  not only for  establishing  connectivity, but  also  making  learning   a  pleasurable experience by exploiting  the  possibilities of multimodal instruction  in a blended learning environment.

It is  hoped  that  a dissemination of  findings  of  the study  would    prompt  educationists to critically review the current  rule banning the use  of  cell phones in campuses and motivate  teachers not only  to  adapt  and incorporate freely available  multimodal  digital resources for instructional purpose but also make possible  connectivity 24x7 with their students.

Key words: Content revision, Multimodal instruction, Social  Media,  Whatsapp

B 50. Paper entitled Identity self-check: An innovative   film-based strategy for adolescent education at the  National Conference on Prospects, Practices and Trends  in Adolescence Education organized by Regional Institute of Education (NCERT), Mysore  from 24 to 26th February 2016.


Several strategies have hither to been explored in India for Adolescent Education. But film as a pedagogic strategy has rarely been attempted. This paper is the report of a curricular innovation attempted to  foster identity self-check  in students using film.

During a regular film appreciation session organized as part of  the Film Club activity, the Club Coordinator and author in a teacher training college,  screened   Identity,  an award-winning short film by KJ Adames which criticizes the dominant cultural norms of identity and the self. Going beyond the usual passive viewing session, the author through an informed discussion and Questionnaire-cum-Checklist initiated self-reflection. A week following the  screening, the Questionnaire-cum-Checklist was collected and in an informal chat, the author elicited impressions of  respondents on how the  viewing of the film and the  answering of the questions actually helped them.

An analysis of the responses given showed how  screening, discussion and self-reflection helped the participants to prune their own perspective  and impressions of both their  friends and acquaintances.  The innovative curricular practice highlights the potential of  film as a  pedagogic strategy for Adolescent Education programmes. A dissemination of the findings of the study and a replication of the film viewing sessions  with adolescents can  help refine the personality of  present–day adolescents who are saturated by media images and messages.

Key words: Adolescents,  Identity, Mask,  Media images, Self awareness

B 51. Paper entitled Social Dynamics in a Cross Border Online Course–A Study at the  International Seminar of Swami Vivekananda Association of Science and Humanities(SVASH) on Multidisciplinary Approach: Education and Development held at Kerala Hindi Prachar Sabha, Thiruvananthapuram on 13 August 2016.

Online learning is  gaining popularity in India  where  formal  education is  increasingly becoming  expensive for the common man. Thanks to the birth of  Massive Open Online Course (MOOC),   acquiring   knowledge  today,   is  not   a privilege of the  elite.

But  how exactly  do  Indian  learners and teachers   perceive   courses  offered  exclusively  through  an Online mode? How  do  they  perform when almost fifty percent of the participants happen to be from a country projected by the   media as hostile? Does  it affect  learning? In  an attempt to  find answers  to such questions, the author of this paper attempts a case study of an Online course with special focus on its social dynamics. 

The acclaimed ten week course  entitled ‘Critical Thinking in the Language Learning Classroom’  offered   by  the   University  of  Oregon, USA is chosen for the study. The course with a one  month winter break  was offered between November 2015 and February 2016.  Unlike  other Online courses, where  learners from all over the world  join,  this  course was  meant only for those  who had  won a scholarship from the  Regional Language Office of the US embassies in  India and Pakistan. 

As  a  participant observer, the author had the  rare opportunity  to  study  social  dynamics  of both Indians  and  Pakistanis pursuing the Online course.  Close analysis of  responses  of  participants in  three specially created  threads to foster social interaction  during the course was done.

The  study  reveals how the entire  programme  brought  together mindsets  willing  to share, learn and care for each other even though  at the political level both countries  had  fought  one major  war and several minor battles.

The author  hopes  that the impressions drawn  related to social dynamics   of  Online learning  would add to the limited  research data now available on Online learning in India. Further, the findings of the study can be made use of by those engaged in designing Online courses in India.

Key words: Online learning Courses , Discussion, Social dynamics

B 52. Paper entitled Morality at the Crossroads: The necessity of addressing changing cultural equations  through teacher education at the  International Seminar  on Education at the Crossroads : Tilting Social  Equations (edu@tse-17) and XV annual convention of  CTE, Kerala Centre  organized by St. Thomas Training College, Thiruvananthapuram in collaboration with  agencies the  SRC, CCEAM, AIRIO and VIFE from 02 to 04 February 2017.


The Cultivation Theory developed by Gerbner and his colleagues treat the mass media as one of the standard agencies of socialization. Exposure to media messages are thought to be capable of influencing moral standards, including attitudes towards the family, marriage and divorce, orientations towards sex roles, support for gender equality, and tolerance of sexual diversity.   Significantly enough,  recent studies  have shown that the moral values currently being  held by  modern women, particularly in metropolitan cities  has  systematically begun to  tilt cultural equations across nations.

Concomitant with changing  moral values, the percentage of female teachers keep growing  in many countries  as per an interesting UNESCO data  available online. That is to say,  the number of men who opt for teaching as a career is  fast dwindling.  Popular slogans of Women’s  Right  such as: “Women also have a choice”; “Women can do everything” and  the growing  sexual   liberation of city dwelling  women, prompts the author to believe that a  ripple of sorts  is likely to be created on the  education of the girl child left under the care of such ‘liberated’ teachers.  This  paper investigates  such issues and  poses the question whether we can really afford to  turn a blind eye to the current approach to  teacher training which  rarely focuses on transforming the moral outlook of  women trainees.  The  paper concludes  with the observation that the  time has come for us to introduce programmes that address the  growing aspiration of women trainees to  become  the ‘liberated woman’.

Key words: Sexual liberation, Girl’s education,  Teacher education  

B 53. Paper entitled Quality Concerns in Pedagogic Practice during Internship in the  Two Year MEd  Programme-A Brief  Review at the  UGC sponsored-ICSSR supported Three day International Conference on Emerging Knowledge  Society- Curricular and Technological Innovations and Practices (EKSCTIP 2017) Organized by Mar Theophilus Training College, Thiruvananthapuram from  1st to 3rd March 2017.


Quality has  become the watchword of current educational  thought. A post  in an UNESCO website reads: “The quality of teachers and their continuing professional education and training remain central to the achievement of quality education. Yet today, the number and quality of teachers, teaching practice and teacher education are facing serious systemic challenges across the world”.
Yadav (2013)  makes mention  of the scope  and range of  work to be undertaken regarding teacher education institutions   in India . The study points out that  only teachers with  quality  can  enhance the learning among children in schools and the  quality of teachers depends on the teacher educators who are prepared through Master Degree of Education (M.Ed) programme of teacher education run in 400 Universities and 909 teacher education institution including 72 government and 837 private institutions in the country.

In India,  quality and excellence in the education sector had been a  major initiative  of the Five Year Plans of the government.  Recently the National Council for Teacher Education (NCTE) made several provisions for improving the  quality  of teacher education programmes in the country.  As per the NCTE Regulations 2014 the duration of three programmes – B.Ed., B.P.Ed., M.Ed. –  was  increased to two years, with  the “objective of  providing more professional rigour and at par with best international standards”. Taking this cue,  universities across India  commenced  a  re-designing of their  MEd curriculum to prepare  teacher educators for the 21st century.

Among the several  additions  and changes  made in the MEd programme,  the internship  had a   definite   novelty. Instead of  merely observing  BEd classes using the Flanders Interaction Analysis System (FIACS),  as it was thither to done, the MEd students  began engaging classes  in Core Papers-Philosophy, Sociology,  Psychology and  Educational Technology in addition to the  Optional   subjects,   for the BEd trainees.
Several researchers  have  pointed out that during internship, the student  intern engages in service activities primarily for the purpose of providing them with hands-on experience that enhances their learning or understanding of issues relevant to a particular area of study. They assist the internee to bridge the gap between the academic learning process and the practical reality (Furco, 1996; Lam and Ching, 2007) .

How exactly did the  novel venture of  actual teaching by the MEd intern  in the university of Kerala work out?   Did it really give the prospective teacher educators  an  opportunity within diverse classroom settings to refine their knowledge, skills and dispositions they have developed in their teacher education programme?  To find answers to these questions and  other related questions,  the investigator undertook a minor research which is  both  quantitative and qualitative. The population consisted of MEd students of select colleges of Teacher Education affiliated to the University of Kerala, teacher educators and supervising teachers in teacher education institutions. 30 MEd students and 06 supervising teacher educators of the collaborative teacher education institutions were selected as sample. Data was collected through   actual observation of  classes engaged by interns, self prepared Questionnaire-cum- Rating Scale  and  both formal and informal interviews.

The study found that in the pedagogic practice in the  internship programme for the  recently introduced two year MEd programme, NCTE guidelines  were found to be weakly applied and there  was an absence of confidence in the  interns  among teacher educators particularly in collaborating institutions.  There was  clear evidence of poor practice, lack of preparedness, inadequate application of professional standards and an  improper integration  to the Under Graduate teacher education programme. This brief review concludes with recommendations for proper preparation and  planning for teaching during the internship programme to raise  the confidence level of  supervising teacher educators in collaborating institutions  and to  improve the quality  and  impact of the internship programme.

Key words: Internship, Quality, Teacher Education

B 54. Paper entitled Virginity is no more a virtue- A  Minor study  on changing attitude to sex among college students in India at the Directorate of Collegiate Education sponsored National Seminar on Higher Education: Issues and Challenges  Organized by Govt. Brennen CTE, Thalassery 04 March 2017.


The digital natives of the present era have to a large extent been influenced by the  media.  Studies have shown that regular exposure to messages conveyed by mass communications is believed to have a cumulative effect upon moral values and behaviour, with a particularly influential role upon impressionable young children and adolescents during their formative years as they transition to adulthood. (BuerkelRothfuss and S. Mayes, 1981)

The high standards in values once held  by students in India is fast disappearing. Students particularly in cities have begun to modify and apply  values according to  their suitability and convenience. The firm waves of modernization, westernization and urbanization  along with the growth in technology and  the unbridled use of social media seem to have impacted the lives of college going students.

The genesis of this study was a search for perceptions of Indian youth towards sex available in Online Forums. Though it presented a grim picture,  to what extent this change in attitude  has begun to reflect in college campuses is not known. To find answers to this question, the investigator conducted a  survey among college teachers attending a special summer school programme in the UGC Academic Staff College of the University of Kerala which is rated as one of the best in the country. This was followed by informal interviews with both teachers and students. The survey  revealed that many teachers had observed a laxness with regard to attitudes towards sex among college students. In this study, vignettes have also been extracted from magazines.

The study revealed that  there is a definite change in attitude towards sex. More significantly, virginity is beginning to be perceived as an obsolete idea in a land where Brahmacharya- celibacy and abstinence from sex was strictly practised by students. The   paper lists down several solutions  to this problem and concludes with the observation that a failure to immediately address the problem is likely to result in  students in our college campuses faking western lives, casting  a shadow on the prosperity of our country.

Key Words: Values, College students, Attitude to sex     

B 55. Paper entitled entitled Amma, Mata  and Kudumbasree Programmes -A Brief Review at the Three-day International Seminar on Catalyzing Women Empowerment For An Egalitarian Society and XVI Annual Convention of CTE, Kerala State Centre, organized by Titus II Teachers College, Tiruvalla from 25 to 27 October 2017.

Freebies  are  synonymous with populist politics in Tamilnadu  State in India.  The scores of  schemes and  programmes  for  the populace, particularly  women  during the  reign of  Jayalalitha (Amma) are still fresh in our minds. On a  lower key, the Mata Amritanandamayi Mutt in Kerala  have also undertaken women empowerment  programmes. But neither schemes initiated by  both the  Amma’s could match the  accolades  and success of  the Kudumbasree  programme of Kerala.  Why is it so? What  ingredient did the women empowerment  programmes initiated by  both the Amma’s  which apparently emanated from a concern and love for the weaker sex  lack,  compared to the Kudumbasree programmes? What  were the thrust areas of the Kudumbasree programme  which led to its success?  This paper attempts a  brief review of the  women empowerment programmes initiated by  Jaylalitha, the late Chief Minister of  Tamilnadu, Mata Amritanandamayi Mutt in Kerala and  the Kudumbasree programme of   Kerala  State to find  answers  to these  questions.

The paper begins with  a brief review of  the concept  of women empowerment   and  the ways  in which it is perceived  by the United Nations. Common  areas of  focus  of popular women empowerment  programmes both  in India and abroad are identified. This is followed by  a brief critique of the   programmes  of Jayalalitha, Mata Amritanandamayi Mutt and Kudumbasree. It is hoped that  such a review would help arrive at  a workable model of women empowerment which could be successfully  implemented by the states.

Key words: Women empowerment,  Kudumbasree, Amma programmes,  Mata Amritanandamayi Mutt
B 56. Paper entitled Tackling  Emotional Distress With Positive Intelligence- Case Study of  A  Two Year MEd Programme at the International Conference  on Wellbeing (Web2017) organized by MS University, Tirunelveli  on 06  and 07 November 2017.

A  majority of students who joined the  newly introduced two-year MEd programme in 2015 in a leading  government-run College of Teacher Education in  Kerala  state were women in the age group of 24 and 32, married with children aged  2 and  8 years. During the course,  the  unmarried ones were receiving proposals, some got engaged and  a few who got married, started entering the family way. Issues related to upbringing of children by  student- parents, abortion, sudden illness, financial crunch, changing life style through marriage etc. used to regularly crop up resulting in a high level of emotional  distress among students. And this necessitated  interspersing  academic sessions with motivation sessions. So, drawing on strategies for developing Positive Intelligence  proposed by Shirzad  Chamine, the investigator  regularly introduced  exercises  aimed at  developing the emotional wellbeing of the  MEd students  for  two years. This  paper is a  brief report of the case study.
Key Words: Emotional distress, Positive Intelligence, Intervention,   Two-year MEd programme, Teacher Education

B 57. Paper entitled Transaction  Of Language Across The Curriculum- A Study Of Success And Failure In Two Universities  at the Two- Days International Seminar on Teacher Education-Challenges and Opportunities  organized by the Department of Education, University of Calicut, 27 and 28 February 2018.

The National  Council for Teacher Education (NCTE) syllabus for  ‘Language Across The Curriculum’ (LAC)  for the recently launched two-year BEd programme  states: The expected focus is to 1. Create  sensitivity to the language diversity that exists in the classrooms. 2. Understand the nature of classroom discourse and develop strategies for using oral language in the classroom. 3.  Understand the nature of reading comprehension in the content areas. The NCTE website  stipulated that the new course was to have practical inputs including seminars, reflective reading from library, text book analysis of different school subjects including language, classroom observation in TEI’s  and Schools, communication skills, etc.

Following the guidelines of the NCTE,  two Universities in Kerala State- University of Calicut  and Kannur University introduced LAC as a  Core Paper  for the  two-year BEd programme launched  in 2015. The paper was transacted in over five dozen colleges  affiliated to the University of Calicut and  just twelve colleges  affiliated to Kannur University. But within two years, based on the recommendation  of the Board of Studies  of the University of  Calicut, the paper was abruptly withdrawn   while in Kannur University, the paper continues to be taught. This prompted the  teacher educator-cum-investigator to study the  reason for failure and success in the  two neighbouring  Universities.

Data was collected through informal interviews with teacher educators of  select colleges affiliated to both the universities  where the  paper was taught. An analysis of the data revealed differences in the choice of content of LAC, an absence of consensus on strategies to be  employed for transaction of the syllabus  and a failure on the part of the universities  to provide proper  orientation  for  teacher  educators  who  handled  the paper.  Possible reasons for  withdrawal of LAC in the University of Calicut and the likely reason for  the continued success  in Kannur University was identified.

It  is hoped that the findings of the study would  aid curriculum developers and practising teacher educators to  address pitfalls in  curriculum design and in the process  refine  their own  teaching    for   achieving the  original  objectives identified by the NCTE  in launching  LAC for the teacher education programme.

Key words: Assessment, BEd trainees, Syllabus, Transactional strategy

B 58. Paper entitled Sensitizing Human Rights Through BAHUBALI –An Innovative Approach at the  Two-day National Seminar  on Human Rights and Gender Issue: In Teacher Education, organized by School of Pedagogical Sciences,  Kannur University on  5 and 6 March 2018.


Studies have shown that college students have a special preference for movies. (Sun etal.,2011); Choudhary (2016). Cinema, according to Persson (2003) can  create not only temporary phenomenal experiences but also change the cultural climate. Using movies in  teaching is an effective way  to reach people’s affective domain, promote reflective attitudes (Blasco, 2005). This paper proposes the introduction to and sensitization of basic human rights and the Universal Declaration of Human Rights through the viewing of select film clips and visuals of an extremely popular Indian film, BAHUBALI.
The blockbuster film BAHUBALI in addition to its compelling visual effects has themes closely related to human rights which include female molestation, a queen’s order to bring  a citizen  to court in chains, the hero’s  struggle to uphold dharma, the  incarceration of  the heroine for  over two decades and the rule by a  tyrant, Bhalla Deva. These can be  tapped for discussion  of  and sensitization to human rights.

The paper begins by stating the rationale for choosing the film, BAHUBALI  and briefly attempts a review of studies related to use  of film for teaching and Human Rights Education. A specimen lesson illustrating the kind of activities that can follow the viewing of  film clips and visuals from the film BAHUBALI  follows. Each activity  is aimed at familiarizing students to major articles of the Universal Declaration of Human Rights. It is hoped that  this presentation would sensitize teacher educators with an innovative approach to Human Rights Education.

Key words: Activity, Articles of UDHR, Film, Human Rights, Innovative