Last
updated
12 February 2012
A: Related to ELT
B: Related to Education
A: Related to ELT
A1. Paper entitled Using Audio-Visual Media for Communicative Activities at theWorld Congress on ‘World Languages in Multilingual Contexts’ at CIEFL, Hyderabad on 3rd to 7th January 2001
Abstract
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
Abstract
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
Abstract
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 &20th August 2006
Abstract
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
Abstract
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
Abstract
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
Abstract
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
Abstract
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 3rd to 5th August 2007
Abstract
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
Abstract
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
Abstract
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 &28th March 2008
Abstract
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
Abstract
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
Abstract
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 & 10th July 2009
Abstract
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
Abstract
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
Abstract
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.
Abstract
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 & Centre for English Language Teaching, University of Kerala 3-4 Feb 2011
Abstract
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
Abstract
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
Abstract
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.
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
Abstract
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 & 14th October 2006
Abstract
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
Abstract
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.
Abstract
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 & 27th October 2007.
Abstract
‘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 & Life Skills at N.S.S Training College , Changanacherry on 14th & 15th December 2007
Abstract
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 &30 March 2008
Abstract
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
Abstract
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 & 8th Aug 2008
Abstract
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 & National Seminar on
Beyond Constructivism: Exploring Future Learning Paradigms at Govt College
of Teacher Education, Kozhikode on 5th and 6th December 2008
Abstract
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 & 27th March 2009.
Abstract
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
Abstract
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
Abstract
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
Abstract
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 & 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 & 14th August 2010
Abstract
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
Abstract
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 employng 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
Abstract
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.
A: Related to ELT
B: Related to Education
A: Related to ELT
A1. Paper entitled Using Audio-Visual Media for Communicative Activities at theWorld Congress on ‘World Languages in Multilingual Contexts’ at CIEFL, Hyderabad on 3rd to 7th January 2001
Abstract
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
Abstract
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
Abstract
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 &20th August 2006
Abstract
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
Abstract
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
Abstract
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
Abstract
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
Abstract
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 3rd to 5th August 2007
Abstract
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
Abstract
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
Abstract
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 &28th March 2008
Abstract
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
Abstract
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
Abstract
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 & 10th July 2009
Abstract
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
Abstract
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
Abstract
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.
Abstract
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 & Centre for English Language Teaching, University of Kerala 3-4 Feb 2011
Abstract
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
Abstract
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
Abstract
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
Abstract
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
Abstract
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
Abstract
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.
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
Abstract
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 & 14th October 2006
Abstract
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
Abstract
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.
Abstract
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 & 27th October 2007.
Abstract
‘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 & Life Skills at N.S.S Training College , Changanacherry on 14th & 15th December 2007
Abstract
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 &30 March 2008
Abstract
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
Abstract
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 & 8th Aug 2008
Abstract
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 & National Seminar on
Beyond Constructivism: Exploring Future Learning Paradigms at Govt College
of Teacher Education, Kozhikode on 5th and 6th December 2008
Abstract
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 & 27th March 2009.
Abstract
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
Abstract
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
Abstract
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
Abstract
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 & 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 & 14th August 2010
Abstract
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
Abstract
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 employng 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
Abstract
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
Abstract
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 Calciut on National Education Day, 11 November 2011
Abstract
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
& 30 November 2011
Abstract
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
Abstract
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
Abstract
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
Abstract
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
Abstract
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.
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