Last updated December 26,2021
Contents:
A: Related to ELT
B: Related to Education
A: Related to ELT
A1. Paper entitled Using Audio-Visual Media
for Communicative Activities at the World Congress on ‘World Languages in
Multilingual Contexts’ at CIEFL, Hyderabad on 3rd to 7th January 2001
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 and 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 3-5 Aug 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 and 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 and 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 and 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 Feb.01,2011
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.
A 25. Paper entitled Adapting James Bond Film Clips for
Pruning the Skill of Evaluation at the UGC sponsored International
Seminar on Fiction and Film : An Inter-Disciplinary
Approach organized by Government College for Women, Thiruvananthapuram in
association with Kerala State Chalachitra Academy in March 2012
Abstract
In Bloom’s classification of Learning Objectives, the
highest order among skills in the Cognitive domain is
‘Evaluation’. At its simplest,
evaluation involves making judgment about the value of ideas or materials. Many teachers take for granted that the skill of evaluation is something that
learners acquire. Pitching on the argument that this is not the case, the author of this article proposes
some ELT-based tasks using Bond film clips to prune and develop the skill of
evaluation.
But why Bond films? It is almost fifty years since the first
James Bond film was screened. Hence Bond films have been receiving plenty of
Media attention for the last couple of months.
But unlike the days of its
launch, when one had to visit a theatre for viewing the film or its Trailer, today, one has the luxury of
viewing it by surfing the
Internet at the mere click of a button.
The present generation
of learners were born at a time which
saw a phenomenal revolution in terms
technological use. They have an information acquiring style quite
different from those of the older generation.
Given the renewed
interest in Bond films, the author proposes
a few interest arousing ELT tasks which necessitates the surfing of the Internet which the present
generation is adept at. The activities suggested in this paper ultimately aims at nurturing and pruning the skill of evaluation.
A 26. Paper entitled Music Videos for ELT-A Multimedia
Exercise at the National Seminar on Initiatives in Educational Psychology IIEP 2012 organized by St. Antony’s College
of Education, Angel Nagar, Mannarpuram, Tirunelveli on 24 March 2012
Abstract
Songs
are part of the daily life of most
people. Many enjoy music at home, while working and even while travelling. Some students are so addicted to music that their music system
will be on, even while they prepare for
an examination!
Music
videos have a charm of their own. The
younger generation of today are often in
the habit of watching music videos in TV
channels. Now most music is accessible to almost anyone anywhere, either
through radio, CDs, DVD’s and the Internet. The launch of YouTube has made it
possible to download plenty of music
videos free of cost.
Several innovative methods have been attempted for
language teaching. A growing body of
research confirms that songs are
useful as a language acquisition
tool. This paper suggests the use of
Music Videos downloaded from the Internet for
teaching English.
The
videos listed in the paper
have been chosen following two
main criteria- Ability to comprehend
and cultural appropriateness. The highlight of the
presentation will be the illustration of some ways of using Music Videos with a multimedia PC in the
English language classroom.
A 27. Paper entitled Sheltered Instructional Strategy For UG
Classrooms –A Proposal For Improving Proficiency in English at
the National Seminar on Second Language, Literature and Culture- Classroom
Perspectives, organized by ELTIF in association with Vidyamandir College,
Payyanur 1 to 3 June 2012
Abstract
Literature-based
language teaching and the use of Communicative English syllabuses have already
been attempted in colleges across the country. In recent times, in some States,
there were attempts at introducing Constructivist practice in classrooms. Yet,
falling levels in English language proficiency
of Under Graduate students is found to be a common problem in our country.
For Curriculum
developers and teachers alike, there is one simple goal in
teaching English – viz; helping
students to quickly develop proficiency in English. But, conflicting ideologies and competing
approaches/ methods to language
teaching have continued to confuse many educators. To overcome a similar
situation which arose in some institutions in the US, Sheltered Instruction (SI) was attempted
with a fair degree of success.
Drawing on research findings
and reports of SI, this paper proposes the introduction of Sheltered
Instructional strategy as a panacea for the poor proficiency in English of students at the Under Graduate level. The paper will also
present a modified version of SI, that can work in UG classrooms in the
country.
Key words: ELT, Proficiency in English, Sheltered Instruction, Under Graduate
A 28. Paper entitled Language Refinement Through Native
Faculty Immersion- A Local CLT Experiment at the Seventh
International and the 43rd Annual ELTAI Conference on The English
Classroom-Experiments and Experiences organized by Velammal Engineering College & ELTAI & supported by The British Council 19-21 July 2012
Abstract
Many
institutions in the country have attempted
teaching of English using native speakers or teachers trained in Britain. But there is
very little information or evidence of attempts made by institutions or agencies to create a limited native community
setting in rural or semi-rural areas to
enable local children to acquire proficiency in English. This paper
reports on an experiment conducted in a Government-run school in Kerala State,
through a community initiated ‘Native Speaker Immersion
Programme’ solely funded and
administered by the local Municipality.
The
report is based on observation of classes, interview with
the learners, teachers, local
administrators, members of the community and a detailed post experiment interaction with the faculty
from the United Kingdom who participated in the programme. The findings are
quite encouraging but it underlines the need to implement similar programmes
only after careful planning.
Key words:
ELT, Immersion Programme, Language Skills, Native Speakers
A 29. Paper entitled 41 ICT-based Interdisciplinary tasks
for Digital Natives at the International Conference on English Literature organized
by Thassim Beevi Abdul Khader College for Women, Kilakarai in collaboration
with ELTAI from 21 to 23 September 2012
Abstract
The students of today are
not only consumers of information but also active information
creators—including text, images, audio and video in Websites or Blogs. They are
adept at downloading music, movies, ringtones
and anything they fancy on the Internet.
Dubbed as digital natives, they require no assistance for online chatting, sending of SMS messages,
emails or photos. In short, they are empowered and their
communication is increasingly digital. Does this not necessitate the
introduction of ICT-based instruction in a Literature class too?
Now,
it is commonly agreed, that connecting the study of Literature to subjects
across the curriculum enriches both subject areas. Such connections would not
only reinforce related concepts across disciplines but also provide a fuller
understanding of concepts or topics from different disciplinary perspectives.
With
the objective of making the teaching of Literature
a more meaningful exercise for Digital Natives, the author of this paper
attempts an identification of
41techno-based tasks to integrate
Literature with other disciplines. The text employed for the purpose is a popular short story by O. Henry entitled The
Gift of the Magi. To elicit interest
in the text, Internet-based technological resources related to the story have
also been identified by the author. Though the tasks are ideally suited
for Intermediate and Under Graduate
level, some of them can be easily
adapted for secondary level classrooms.
Key words:
Gift of the Magi, ICT Tools,
Inter-disciplinary, Teaching Literature
A 30. Paper entitled Text To Context Through Multimedia: An Exploration of Pedagogical Possibilities
at the Two day UGC Sponsored National Seminar on English Language and
Literature in the e-Era organized by Payyanur College, Payyanur in association
with ELTIF on 4 and 5 January 2013.
Abstract
As an educational tool,
multimedia technology opens up immense possibilities of contextualization by
textualizing knowledge through its representational capabilities. In fact, what
the Printing Press did to the evanescent spoken work, multimedia technology
does to words and images.
Experienced teachers of
Literature know that asking students to think about their literary experiences
in a variety of forms can lead to fresh insights and new understandings of a
text. Thanks to the revolution in modern
technology, it has made possible the introduction of resources that cater to the tastes and interests of a
generation of learners dubbed as
‘digital natives’.
This presentation will
attempt to demonstrate the author’s attempt
at exploring the possibility of addressing
recent curricular focus on Multiple Intelligence, Interdisciplinary
study and the fostering of thinking
skills in the e-era. For this. Internet-based technological resources related to two popular literary texts- a poem
‘Night of the Scorpion’ by Nizzim Ezekiel
and a short story ‘The Last Leaf’ by
O. Henry is made use of.
It is
hoped that the
presentation would prompt
delegates to explore and employ similar practices
in the classroom.
A 31 . Paper entitled Chip
and Connect-An innovative Approach To Teaching Poetry
at the National Seminar on Classroom Practices in Teaching English organized by
Holy Trinity College of Education,
Melpalai, Edaicode, Kanyakumari on 09 February 2013.
Abstract
Teachers
of English have often observed that though poetry promotes language
acquisition, the use of poetic concepts
and cultural assumptions make learning difficult too. This was particularly
true in the recently introduced
Secondary English Course Books in Kerala State. Some of the
prescribed poems focussed on themes that matched the curricular objective of introducing ‘issues’. Some such poems were,
translations from foreign languages into English. But their sophisticated
literary and linguistic expression made comprehension and appreciation elusive.
To
address the problem, the author, a
Teacher Educator, employed an innovative
approach to teaching poems found to be
‘tough’ for normal classroom transaction
by trainees. The author employed an
innovative ‘Chip and Connect’ strategy
which was found to be useful both for
the trainees and for the students whom
the trainees were assigned to teach. This paper
illustrates the strategy
employed and suggests how
teacher educators can employ
it effectively to help teacher
trainees teach translated verse with a
complex structure and in the
process improve the trainees’ own creative use of language.
Key words:
Poetry, creative expression, connect,
strategy
A 32. Paper entitled Silver
Screen Portrayal in ENGLISH
VINGLISH vis-à- vis Women Trainee Impressions- An Exploration
at the 8th International Conference and 44th
Annual ELTAI Conference organized by SRM
University, Chennai in collaboration with English Language Teachers’
Association of India in July 2013
Abstract
English Vinglish, the Indian Comedy-drama film, ever since its
release in October 2012, have been creating a ripple of sorts among adult learners of English. The film basically
tells the story of a woman who does not
know English being made to feel insecure by her family at large. But at another
level, it captures the inherent struggle
of people all over the world in learning
the English language.
The English language learning environment particularly in metropolitan
cities in India, is quite distinct. Often one can perceive a culture of English
language elitism, a tendency to nose at
those unable to speak good English and the common habit of cutting off communication midway on
encountering mispronunciation. For
learners, particularly women with a lack of basic linguistic skills, repeated
fiascos can evoke a feeling of insecurity. This makes the uphill struggle to master the language,
quite difficult.
In a State like Kerala,
which experiences a scarcity in jobs,
many have been forced to hunt for
jobs outside the State. This has
made a mastery of the English
language a necessity for potential job
aspirants. What kind of problems do women teacher trainees face in their endeavour
to master the English language? Are they
similar to the kind of
challenges the housewife, Shashi
faces in the film? If the
problems they encounter are different,
in what way are they different? How can a knowledge of these, help those
offering courses in Communicative English, for adult learners?
In an attempt to find out answers to the questions listed
above, the investigator, a
teacher educator by profession,
collected viewer impressions and
data related to personal problems of women teacher trainees in a leading
teacher training college in Kerala State. The
findings which will be presented
in this paper is hoped, would be particularly useful for teachers, administrators and curriculum developers.
A 33.Paper entitled Equity + Enrichment
= Employability: Lessons From
Empowerment Programmes at the
International Conference on Teaching
English for Employability (TEE 2013) organized by Annammal
College of Education for Women, Toothukudi in collaboration with ELTAI (ACE Chapter) and with support
of British Council and RELO (USA)
Abstract
With a view to equipping students with the
confidence to face the future, many Universities have charted out a range of
activities. These include among other programmes, training in Life Skills and
Soft Skills. Communication Skills invariably
finds a place in such programmes. The University of Kerala, through the
Department of Adult, Continuing Education and Extension (CACEE) and the Centre
for English Language Teaching (CELT) is currently offering courses for both
students and the general public. The investigator-cum-trainer, served as a
faculty for a number of such courses.
The widely heterogeneous group of participants of such courses hailing
from disadvantaged sections led to the realization of a need for employing
different strategies for different
students. Often the investigator had to play multiple roles- as friend,
philosopher, guide, mentor, scaffolder and teacher. The experience of serving
as a faculty of such courses led the investigator
to realize that if empowerment
programmes offered by the University is to deliver, issues
related to equity had to be addressed even as the teacher engages in attempting
to empower the student.
This
paper provides information on the nature of the equity issues,
particularly with reference to
developing communication skills
in English. It is hoped that the areas identified would be of use to both
practicing teachers and material developers.
Key Words: Competence,
Employability, Equity, Empowerment
A 34.Paper entitled Language Generation in Adult
Learners Using Print Media Visuals -A Study at the
International conference on English Language Teaching and Technology organized
by Malabar Christian College, Calicut in December 2013.
Abstract
Enrichment
Programmes are quite popular in
educational institutions these days.
Along with courses in Life Skills, Communication Skills in English is also in
great demand. The faculty teaching the
latter, often adapt materials prescribed for study in schools and colleges for
developing Communication Skills.
An
unique feature of the participants attending courses in Communication Skills and Spoken English
offered by the University of Kerala for the general public is its heterogeneity. That is, students,
employees, house wives, entrepreneurs, labourers etc. attend such courses.
Developing an ability to use language is the prime objective of both the
Communication Skills and the Spoken English courses.
On
finding the available language teaching
material unsuitable for the heterogeneous group consisting mainly of adult
learners, the faculty-cum-investigator made an innovative use of visuals from the Print Media as
teaching materials. The effect was that the
adult learners who were found to be passive became active participants.
This
paper reports on the experiment which
was carried out in several courses for
over two years. It also provides
information on the nature of the visuals, the criteria employed for
choosing the visuals and the tasks given to generate language in adult
learners. Suggestions are also made
regarding ways of converting the visuals from the Print Media to digital resources for
Communicative tasks.
Key words : Adult learners, Communication Skills, Print Media, Visuals
A 35.Paper entitled Tapping Humour From Digital Texts In A Spoken English Course
: An Experimental Study at the Littcrit Three-day International Conference
on Humour: Texts, Contexts held at Thiruvananthapuram in
December 2013.
Abstract
Practising
teachers know the advantage of using humour in the classroom. However, attempts
have seldom been made to use texts which
are exclusively humourous.
Addressing this gap, the
investigator who served
as a faculty for a short term course for developing Communication Skills for
adult learners, adapted authentic
material which were basically humourous
to identify its effectiveness in eliciting language. Classes were engaged using
tasks related to texts which are
humourous and texts that are
of the normal serious type. Data
were collected from non-participant observers, in classes in Communicative
English, engaged by the investigator.
The data collected were analyzed
to identify the effectiveness of the material. The nature of the material used
and the findings are presented in this
paper.
Key Words: Adult learners, Communication skills, Humour
A 36. Paper entitled Revision To Content Generation-
A m-Learning Experiment
at the English Language Teacher Educator Conference [TEC 2014] on Innovations
in English Language Teacher Education jointly organized by the British Council
and EFL University at Hyderabad from 21
to 23 February 2014.
Abstract
Revision in the
m-learning mode has already been attempted in academia. But is texting suitable
for Peer Testing? Can the material
generated through texting become much sought after pedagogic content? This paper reports on the
findings of an innovative post Practice
Teaching experiment involving BEd.
trainees at the University of Kerala. It highlights the
scope for m-learning
as a cost effective testing, learning and content generation tool
against the backdrop of an ever growing
criticism of misuse of mobile phones
by students.
A 37. Paper entitled Participant Observer Study of an Online Professional
Development Course for Teachers of English at the
Two Day National Seminar on
Reconceiving Teacher Education for Meeting
the Challenges of the Knowledge Society, organized by Government College of Teacher
Education, Thiruvananthapuram on 27
and 28 November 2014.
Abstract
In an age of information explosion, the necessity to assist and guide students as they construct
their knowledge base becomes imperative. In such a
context Online courses which opens up new ways for enriching content knowledge have become
a boon. So today it is only natural to find educators perceiving
Online learning as the best avenue
for acquiring new strategies and
techniques to enhance their teaching and to
stay competitive.
But how is Online
training different from a face-to-face teacher empowerment programme? Does Online programmes transform
teachers? What do teachers undergoing Online training gain
through Learning Management Systems like
Blackboard, Online
collaboration and use of multimedia content? Unfortunately very little research
has been done in this area and most such
questions remain unanswered.
The author of this paper, recently completed an Online
Professional Development Programme for
teachers of English on TESOL
Methods in the University of Maryland, Baltimore
County, USA. The participants comprised
teachers and teacher educators from India and Pakistan and were trained by expert
teacher educators in the
US. This paper is a report
of the author’s own experience as a participant observer. Data
collection on the effect of the Online
professional development programme was done mainly through interactions with both
the participants of the training
programme and the course
instructors.
It is hoped that the
findings of the study
would add to the
knowledge base on the effects of Online
training programmes and also
motivate fellow teachers to pursue Online training for their own
professional growth.
Key words: Online training,
Professional development, TESOL Methods Course
A 38. Paper entitled A Case Study of Online English
Teacher Professional Development at the International
Conference-cum-Workshop on Literature and Language in the Classroom: In search of pedagogic
potentials organized by ELTIF and Sree Narayana College of Education, Mahe,
India 26 to 28 December 2014.
Abstract
Given the fact that we
live in an age of information explosion, teachers need to
continuously update ones knowledge and skills. Those at the helm of
affairs in Education Departments too
have begun to realize the need for
providing avenues for the
continuous professional development of
teachers. But in a country like India, with millions of teachers
to be trained and with limited
resources available, the task remains both
daunting and expensive.
In such a scenario,
the birth of Online courses have
turned out to be a boon. Its
comparatively reduced cost when
compared to face-to-face training, have
made it generally affordable.
Today through Online training it is possible not only to enrich ones content knowledge but also stay
competitive and continue to acquire new strategies and techniques that make
ones teaching effective.
The paucity of research
on the
nature of Online teacher empowerment programmes is a matter of growing concern. In this paper, the author, recalls his
experience of undergoing an Online Professional Development Programme for teachers of English on TESOL Methods
in the University of Maryland,
Baltimore County, USA. It is hoped that the
experience shared on Online collaboration and use of multimedia content,
would not only motivate
fellow teachers to pursue Online
training for their own professional growth
but also add to the knowledge base on the effects of Online training programmes.
Key words: Online training,
Professional development, TESOL Methods Course
A 39. Paper entitled Methods
Mastery to Techno Pedagogy- Kerala University’s Curriculum Revision Experience at
the English Language Teacher Educator Conference [TEC 15] on Ensuring Quality
in Teacher Education jointly organized
by the British Council and EFL University
at Hyderabad from 27 February to 01 March 2015.
Abstract
Quality enhancement measures
led to the revision of the Bachelor of Education (BEd.) curriculum in
Kerala University in 2013. A pronounced shift in
the new curriculum from mastery of methods to Techno Pedagogy
resulted in a crisis in curriculum transaction. This presentation critiques
the curriculum and sheds
light on the efforts to overcome
the crisis. The paper also underscores
the usefulness of mentoring roles and
collaborative tasks which benefit teacher educators in the digital age.
A 40. Paper entitled
Pruning
Reading Skill Through Metacognitive Strategies- Report of A Reading Programme
For BEd Trainees International Seminar on Educational and Psychological Perspectives of Learning
Disorders (ISLD 2017) organized by the Council for Research and Management of Learning Disorders (CRMLD)
in collaboration with the Department of
Life Long Learning and Extension (DLLE), University of Calicut, IRLD and AWH College on 17and 18, November
2017.
Abstract
“Language is the medium
for comprehending ideas, for reflection and thinking, as well as for expression
and communication. Enhancing one's faculty in the language of instruction is
thus a vital need of student-teachers, irrespective of the subject areas that
they are going to teach”-So reads the rationale for introduction of the compulsory paper “Language Across The
Curriculum” for the new Two-Year BEd programme proposed by the National Council
For Teacher Education (NCTE).
For the investigator-cum-teacher educator, teaching
trainees who have been using English for own academic purposes for over
15 years, transacting the new Paper
along with another new
Course for Enhancing Professional
Capacity entitled ‘Reading and Reflecting on Texts’ became a challenge. It necessitated identification of ways of tackling problems
common in adult learners, and
also charting out a novel reading programme employing metacognitive
strategies to sensitize
learners to the subtle nuances of the language
employed in literary, scientific and educational texts.
This paper reports on the special reading programme
undertaken in a government-run teacher training college. It begins by
providing the background to the study, attempts a brief review of studies related to
metacognitive strategies for reading and
teaching of adult learners followed by a
brief description of the special reading
programme. The results indicated that participants
who thither to were attempting basic reading comprehension commenced employing
metacognitive strategies. It is
hoped that the presentation will benefit
teacher educators who are still
engaged in identifying an effective strategy for transacting the newly
introduced papers.
Key words: BEd Trainees, Metacogniton, Reading skill, Self regulation,
Strategies
A 41.Paper entitled
BAHUBALI in the English Class Room – A Dogme Approach at
the
Three-Day International
Conference and One-week Workshop in English Language Teaching, Literature and
Cultural Studies organized by English Language Teachers’ Interaction Forum
(ELTIF) at Sree Narayana College of Education, Mahe from 02 to 04 January 2018.
Abstract
The
Telugu Film, BAHUBALI screened in house full theatres has enthralled audiences
across India with its mesmerising scenery and encapsulating
story line. Viewers of all ages, particularly children could
follow the plot as the film was
dubbed into several Indian languages.
What is unique about the film is
that none had to depend on print review of films to appreciate and enjoy it. No wonder the film
became a record breaking blockbuster.
In the early years of the
present century an approach to English
Language teaching known as Dogme ELT
became popular. Scott Thornbury as early
as 2000 called into question the over reliance on published materials for teaching English and argued that it actually makes learning the language more
difficult. Dogme involves putting the learner back at the centre of the
language learning process. This was
achieved through two ways : First,
students' language needs and their interests take the place of materials
containing prescribed language points to be delivered by the teacher. Second,
grammar and vocabulary work arise naturally during the lesson, but do not drive
the lesson (Coulter).
Research
has shown that EFL learners are
behaviourally and cognitively more engaged on tasks when
familiar content is made use of (Qiu and Yi Lo).
Working on the premise that most learners will be familiar with the film
BAHUBALI, the author drawing
on internet resources
available on the film have identified
English language learning tasks matching the linguistic theory of the Dogme Approach. The
level for which the tasks have been identified is
secondary but can equally
work well with Higher Secondary level
too. It is hoped that the presentation will benefit
teachers of English who are on
the lookout for finding alternate
resources to make
their class room teaching both learner-centred and
interesting.
Key words: BAHUBALI, Content
familiarity, Dogme ELT, Films, Learner-centred
A 42. Paper entitled Revising
Grammar Rules with BAHUBALI - A
Blended Learning Experiment
at the Three-Days International Seminar on Innovative and Neuroscience
Perspectives for Science and Technology Education organized by the Department
of Education, University of Kerala from 8th to 10th
February 2018.
Abstract
Contextualizing grammar concept is a common strategy employed by teachers of languages. To identify grammar
in context, interesting and
familiar reading materials are
invariably made use of. According to a
recent winner of the Teaching English Blog award, films are an integral part of
students’ lives, so it makes perfect sense to bring them into the language
classroom. (Donaghy,2014). But few studies have been undertaken
on the use of film-based resources for
revising grammar rules.
BAHUBALI
is an extremely successful Indian film
which evoked the interest of the young
and the old alike. During the two year long
wait for the release of the
second part of the movie, film-goers had only
one question to ask: “Why did
Kattappa kill Bahubali?”. This
evocative query on the lips of
those who were mesmerized
both by the enthralling
canvas and the intriguing plot of
the film is something the
investigator attempted to tap on.
Working on the rationale that
the story element of the film offers scope for
multiple interpretation, the investigator
prepared grammar revision exercises using
visual resources based on
the film BAHUBALI.
The grammar tasks comprised
structured sentence-combing exercises which are likely to
give students more guidance in ways to create new sentences and thereby
develop their writing skills. Hillocks (1986) reported that in many studies,
sentence-combining grammar exercises
produce significant increases in students' sentence-writing maturity.
After downloading freely available visuals based on the film
BAHUBALI, the investigator prepared sentence-combining exercises and posed the tasks to both In-service and Pre-service trainees
on a blended learning mode using WhatsApp.
While face-to-face sessions were set
aside for clarification of
grammar rules, the social media was
profusely used to distribute the tasks
for completion during week-ends.
The study found that the participants took a real interest in performing the
tasks. The novelty of the tasks also prompted many
practicing teachers to employ the tasks
in their own class room.
Key words:
Blended learning, Exercises, Film, Grammar rules, Revision
A 43. Paper entitled Adapting Songs In BAHUBALI
For Teaching English-An Innovative Approach at the Seven Day
International Workshop on Film Appreciation organized by School of Distance Education, University of
Kerala from 19th to 25th February 2018.
Abstract
During the last century,
teachers of English explored
novel ways for teaching the language. 1992 saw the publication
of a book on the use of
music and songs. Its author,
Murphey affirmed that music has the potential to change the atmosphere in
the classroom for “Music is the stuff dreams grow on”.
Studies were also undertaken on the use
of films for teaching English
Allan(1985), Stoller (1988) and Champoux (1999). Most studies found that
film can bring variety, authenticity and flexibility into the classroom and more significantly motivate
learners.
A
recent South Indian movie which cutting across language barriers, mesmerized
audiences is BAHUBALI. Following
the release of the second part of
the film, the author conducted studies making use of materials based on the
film for fostering language use and revising grammar rules (Praveen, 2018).
This paper is an extension of similar
studies and suggests the possibility of exploiting select songs from BAHUBALI for
language tasks in the English classroom. It is hoped that the
innovative strategy proposed
in this paper would allure teachers
to turn to indigenous
resources for teaching
English.
Key words:
classroom, Film, language tasks, innovative,
resources
A 44. Paper entitled Adapting Songs In BAHUBALI For
Language Generation-A Minor Study at the Two-day National
Seminar on Winds of Change, Practices
and Priorities in Teacher Education,
organized by Govt. College of Teacher Education, Kozhikkode on 14 and 15 March
2018.
Abstract
A growing body of research has confirmed that
songs are useful tools in language acquisition. It has also been found that
music and language processing occur in the same area of the brain. (Medina,
1993). To Murphey (1992) music has the potential to change the atmosphere in
the classroom for “Music is the stuff dreams grow on”. There
are numerous studies on the use of films in developing particular language
skills (Allan,1985), (Katchen,2003), but only a few studies have been undertaken on the use of Indian film-song
based resources for language generation.
A
recent South Indian film, which cutting across language barriers evoked the
interest of the young and the old alike is BAHUBALI. Following the
release of the second part of the movie, the author conducted studies
making use of materials based on the film for revising grammar rules using
Whatsapp (Praveen, 2018). This paper is an extension of similar studies.
Freely
available resources on BAHUBALI available on the Internet were downloaded by
the investigator and speaking and writing tasks were prepared. The tasks
which aimed at language generation
were tested at the In-service and
Pre-service levels. The study found that song based-tasks not only evoked
interest and helped generate language but also lend scope for developing
thinking skills. It is hoped that the
innovative strategy proposed
in this paper would allure teachers
to turn to indigenous
resources for teaching
English.
Key words: Film songs,
language generation, innovative, resources, tasks
A 45. Paper entitled CPD For Teachers of English Via
Webinars-A Cool and
Trendy Digital Era Approach
at the 4th International Seminar of SVASH at Trivandrum 22 December 2018
Abstract
Many teachers of
English must have come across the conscientious
academic who dashes to seminars,
struggles to find an accommodation, journeys back aggrieved at having had only a couple of
interesting plenary sessions and
perhaps drained of hard earned money. This
claims the author-cum-teacher educator
is passé. For, in this
digital era, Continuous Professional Development (CPD) can
be achieved through
a cool and trendy approach viz; the Webinar. Why is attending seminars
outmoded? How is CPD possible through Webinar? To answer these questions, the author, a
veteran participant of over fifty
Webinars shares his experience of attending
webinars organized by leading
publishers and organizations
which helped him
grow professionally without even
leaving the confines
of his cosy study.
The paper begins by briefly mentioning the importance of CPD and
goes on to define what a Webinar is and explains how it helps in one’s
professional growth. Next, information about leading organizers of Webinars are
provided with links to their sites. The paper concludes by referring to the
benefits of regularly attending Webinars
and suggests activities for professional growth of teachers of English,
following a Webinar session.
Key words: CPD, Digital,
ELT, Resources, Webinar
A 46. Paper entitled New ESL Course Books
vis-a-vis New Education
Policy-2019 –A Proposal at the 2nd International Conference
on Innovations in the Teaching of English Language and Literature- ICITELL 2019
Organized by the Department of English, School of Social Sciences and
Languages, Vellore Institute of Technology, Vellore, Tamilnadu 16 and 17 August
2019.
Abstract
The vision of the New Education Policy (NEP-Draft) 2019 reads:...An
India centred education system that contributes directly to
transforming our nation sustainably into
an equitable and vibrant knowledge society by providing high-quality
education to all (NEP 2019-Draft).
Sensible educators would perceive the proposed vision as a progressive
step in the country’s journey towards
rediscovering its rich knowledge database once available in the ancient libraries of Nalanda and Taxila. Quite significantly the Preamble
of NEP states: “The Indian
Education system produced scholars like Charaka and Susrutha...made seminal
contributions to world knowledge in diverse fields such as Mathematics,
astronomy, metallurgy,.. these rich legacies to world heritage must not only be
nurtured and preserved for posterity, but also enhanced and put to new uses
through our education system.”(P26)
Sheldon in his article entitled ‘Top 4 General English Textbooks’
states: “One of the most important necessities in ESL teaching is, of course
the text book”. The books identified by
Sheldon have a variety of
activities and accompanying
tools, such as CD ROM’s and some of them are currently being used in English as a Second Language (ESL) contexts.
But if used in India, it is doubtful whether it would help realize
the vision of NEP 2019.
The author in this paper proposes the introduction of translation of
classic texts in Sanskrit as content of ESL Course Books for use in India. It
begins with the assumption that by utilizing content with a bearing on
India’s rich cultural heritage it is possible to realize the NEP vision of India-centred education. Then, the paper
goes on to illustrate the incorporation of
English translation of lines from a Sanskrit story and designing of a
specimen task that matches the currently popular Task-based teaching with a focus on 21st century skills.
It is hoped that the presentation would benefit curriculum developers
in quest for a road map for preparing
ESL Course books that help
realize the vision of NEP 2019.
Key words: Course Book, ESL, India-centred education, Language tasks
A 47. Paper entitled New ESL Teacher for
New Education Policy- A SWOT Analysis at the ELTAI Golden Jubilee and 14th
International Conference on Right To English organized at Amity Institute of English Studies and
Research (AIESR), Amity University, Noida 9 to 12 October 2019.
Abstract
The vision of the New Education Policy
(NEP-Draft) 2019 reads:...An India
centred education system that
contributes directly to transforming our nation sustainably into an equitable and vibrant knowledge society by
providing high-quality education to all. The chapter on Teacher Education
reads: “Teacher preparation is an
activity that requires multidisciplinary perspectives and
knowledge...Heartbreakingly, the teacher education sector has been beleaguered
with mediocrity...(P283)”
The paper works on the assumption that
the shift to an India-centred education necessitates addressing several issues.
The author-cum-researcher, attempts a SWOT
analysis of the English as a Second Language (ESL) scenario vis-à-vis NEP 2019.
The paper begins by listing perceptions of writers since 1907 and goes on to draw on
recent research findings to propose appropriate strategies to address the
Strength, Weakness, Opportunities and Threats. It is hoped that the presentation
would benefit curriculum developers keen
on preparing a road map for ESL
curriculum design and teacher training.
Key words: ESL; India-centred education;
,NEP 2019; SWOT analysis
A 48. Paper entitled Negotiating Inaccessibility in
Teacher Education Using WhatsApp-A Case
Study at the Two-Day Virtual
Conference on Online University Education & English Language Teaching:
Scope and Challenges Organized
by the Department of English, School of Social Sciences and Languages, Vellore
Institute of Technology, Vellore, Tamilnadu 13 and 14 November 2020
Abstract
Following
the closure of educational
institutions owing to the Covid
pandemic, one of the most affected are colleges
of teacher education.
An attempt to implement a
pedagogy of learning
through digital means is
becoming the norm
in most teacher
training colleges,
particularly in Kerala. At
the beginning of the new academic year
a series of
webinars hosted by
educational institutions and NGO’s
proposed the utilization of
Google Meet and Zoom
to move classes
online to tide over the
crisis. But as per the National Statistical Office Data,
less than 12% households in India have a computer and only
around 24% enjoy access to
internet facilities. That is to say,
the introduction of online
education began to raise questions of
inequitable access.
The investigator
cum author found the
deeply entrenched
inaccessibility a major
cause for concern
in the class of
thirteen English optional teacher trainees assigned
to teach during the academic year 2020-21. A
needs analysis revealed
that only very
few students have internet
access but everyone
has a smart
phone with WhatsApp accessibility. This
study reports on the
investigator’s attempt to evolve
a model of teacher training
via WhatsApp through an amalgamation
of popular personalized models
such as the ‘Low Floors, High
Ceiling Model’ and the
‘Scaffolding Model’ to ensure
that the trainees
become self-directed learners.
This study reports on the strategy
employed which basically
addressed issues arising
from inequitable access to
online learning tools.
Key words: Covid, Inaccessibility, Online Education, Teacher
Education, WhatsApp
A 49. Paper entitled Sustainable
Learning Utilizing WhatsApp for Post Covid Pedagogy-Lessons From an
Experiment at the 7th International Multidisciplinary Conference on
Education, Social Sciences, Applied Sciences and Technology organized by INSPIRA Research
Association & Sanskriti
University on Dec. 23 and 24, 2020
Abstract
According to a recent analysis from
UNCTAD, the corona virus crisis
has accelerated the uptake of digital solutions, tools, and services, speeding
up the global transition towards a digital economy. Currently the Covid pandemic is forcing educational
institutions to make changes to respond
to the needs of students and teachers. But the
pity lies in the fact that the 75th round of National Sample Survey
conducted between July 2017 and June 2018,
revealed that only 4.4 rural households have a computer,
against 14.4 per cent in urban areas.
Study materials for
centuries were made available in print.
But of late, economic concerns
and uncertain futures have contributed
to a crisis of confidence in print. Sustainability is becoming a key criteria
in the
pedagogical arena too. In recent years,
attempts have been under way to reorient teacher education to address
sustainability (McKeowan & Hopkins, 2014). This paper reports on a study
which attempted to explore the possibility of sustainable learning using WhatsApp in an English language Bachelor of Education (BEd) course.
WhatApp is an extremely popular
communication medium among teacher
trainees. However little research is known on the type of interactions that
occur when teachers are involved in using it a Blended learning mode. The researcher employed a mixed method
research. Student satisfaction
towards use of WhatsApp to
complement face-to-face classes was found through informal
interviews. A focus group discussion helped identify the depth of the students’
opinion and acceptance of WhatsApp as a teaching- learning tool. The findings
of the study contribute to the scant
literature on use of WhatsApp as a tool
for sustainable learning.
The study reveals that the different
interactions between the learners and the teacher educator helped particularly
in refining learner perspective of
select content of the BEd
syllabus. It also found that the
collaborative mode helped build learning bonds between the teacher trainees slowly transforming them
into a community of learners. The study underscores the possibility of familiarizing teacher trainees with the scope of utilizing WhatsApp for sustainable learning
particularly for Post Covid pedagogy.
Key words: Collaboration, Facilitator, Language
Teacher Education, Sustainable learning, WhatsApp
A 50. Paper entitled Art
Integrated English Language Pedagogy- A Minor Study at the
International Multidisciplinary Conference on Future Trends in Commerce,
Economics, Management, Education, Social Sciences, Applied Sciences,
Technology, Art and Culture (IMCFT-2021)
organized by Rajasthan Sangeet Sansthan
& INSPIRA Research
Association, February 17-19,2021.
Abstract
At
a time when parents and educators across
the country have been floundering with apparently outdated models of
education, the New Education Policy (2020) came up with a burst of fresh ideas. One such is
the proposal for curricular integration of essential subjects and
skills(4.23, P14). As per the proposal,
students should also learn “In addition to proficiency in languages…sense
of aesthetics and art…”
The
Centre for Cultural Resources and Training
(CCRT), trains teacher educators to interlink education with culture. The
investigator cum teacher educator drawing on the experience gained through a residential training programme
of CCRT, attempted the teaching of
English by integrating art and culture. Following the identification of a suitable theme, a
lesson template was prepared for
fostering communication
skills by integrating culture and art. The material developed was then tested on teacher
trainees and its usefulness was identified. It is hoped that this presentation would help
participants grasp the
possibility of integrating art with language education. Given the fact that the NEP 2020 document has proposed
the strategy, but not the road map, this study assumes significance. It
is also likely to be useful for those engaged in interdisciplinary curriculum design.
Key words : Art, Culture, Integrated
curriculum, Language Education, New Education Policy
A
51. Paper entitled Negotiating Covid-19 Disruption in English Language Teacher Education Using an Integrated Model at the International Conference on Education
Beyond Face to Face Mode :Opportunities and Challenges, organized by the
Inter-University Centre for Teachers Education (IUCTE) Dept. of Education (CASE
& IASE) Faculty of Education and Psychology, MS University Baroda,
Vadodara, Gujarat March 25-27,2021.
Abstract
The Covid-19 Pandemic has quite unexpectedly altered the
mode of instruction in many
countries. While teachers are struggling to cope with the situation, a noticeable
trend in many instances is the attempt to grab the
readily available digital tool to
deliver instruction. There is also a
significant rise in the facilitation of online teaching and learning materials. A review of current online
teaching by the author revealed that many teachers are currently employing a lecture mode in which they continuously talk before the camera. It is in this
context, that the author, a practicing
teacher educator, attempted an integration of a recent techno-pedagogic
model, namely RASE and integrated it with the
popular ‘Six Principles of
Exemplary Teaching’ currently being promoted by
TESOL to evolve a strategy for online transaction of the content for a
Bachelor of Education programme. It is
hoped that the findings of the study
would provide a road map for teacher educators in general and English Language
Educators in particular who are struggling to
overcome the effect of shut down
of educational institutions and the consequent shift to online
instruction without any training.
Key words: Online teaching, Principles, RASE,
Strategies, Teacher Education A 52. Paper entitled English
Language Learning Strategy for
Rural India in Modern Times-The ELTIF Approach at the International Multidisciplinary Conference on Recent Developments
in Commerce, Management, Education, Humanities
& Social Sciences (IMCRD Virtual-2021) organized by Barkatullah University, Bhopal & INSPIRA Research Association –IRA, Jaipur
27 & 28 August, 2021.
Abstract
The mission statement
of a
two decade old voluntary teachers’ organization, the English Language Teachers’
Interaction Forum (ELTIF) of Kerala
State reads : “Empowering
through English Language Education”. The vision of this
non-profit organization is
reminiscent of Mahatma
Gandhi’s words: “India lives
in her villages…ELTIF lives in and
works for the villages”.
Empowerment
is commonly perceived as both
process and outcome based (Swift & Levin). Though empowerment implies
a process, in a recent
British Council Blog post, a
leading expert affirmed the demise of
methods in English language teaching.(Thornbury)So one wonders, what kind of strategy is employed by
ELTIF to empower
rural India through English language.
Recently ELTIF organized
a Village English Fest with the assistance of the
local panchayat. To find out the strategy
and its nature, the
investigator a practising
teacher educator visited
the venue, and observed and
documented the ELT
strategy employed by
ELTIF. Informal interviews
with participants and
members of the community was also conducted to find the
usefulness of the strategy.
The study
found that the
Resource Persons engaging
sessions aimed at
familiarizing participants with the
nuances of the use of the English language which
has its own cultural baggage without
in any way making it clash
with local cultural
ethos. For this, they tapped local context specific
materials and employed strategies
that included the use of
conversation-driven teaching and sensory input
with a conscious
effort to help the rural community retain their own cultural identity and at the
same time develop an interest to acquire
English which continues to be
perceived as a foreign language.
Key words: Empowerment, English
language, Resources, Rural villages, Strategies
A 53. Paper entitled English
Language for Tribal Empowerment- Issues in Pedagogy at the Three-day International Virtual Conference on Fourth World
Literature Organized by the Department of English and Research Centre, Nesamony
Memorial Christian College, Marthandam, Kanyakumari, Tamil nadu, India, in
collaboration with Cape Comorin Trust, India and Cape Comorin Publisher,
India. September 9-11, 2021.
Abstract
In India, the
National Education Policy (1986) made a
novel proposal for development of instructional materials for
tribal school children. Practising
teachers know that
empowerment through
education particularly of
tribal students has to be context specific. Informal
inquiries made by the investigator found that pedagogic
practices employed in
tribal schools have
failed to sustain
the interest of tribal school children
resulting in dropout.
While literacy it is acknowledged has
its own benefits, it is
not fully known how
a foreign language like
English was introduced in tribal schools as
part of the three-language
formula implemented across the country. While acculturation and assimilation is usually
perceived as both an individual and group process it is doubtful whether in the
teaching of a foreign language like
English, if this aspect
was carefully addressed.
Educationists know
that a language is best learned
through interaction. Did
teachers in tribal schools employ
strategies that foster
communication in English
among tribal school children? Were the English language learning
materials context specific? In
the selection and
appointment of teachers
for teaching tribal students, was preference given
for teachers who
are adept at
transacting curriculum in tribal settings? While
teaching a foreign language like English were the what, why and how
of teaching, clearly identified?
To find answers
to these questions,
data was collected
through traditional
empirical study of documents and studies
conducted on tribal education
and through informal
interviews with teachers
in tribal schools.
Analysis of the
data collected revealed
that the pedagogic
strategies employed for
teaching a foreign
language like English
in tribal schools
seldom matched the
needs of learners. In
several instances, the
language policy formulated by
national bodies for the whole
country was blindly implemented
without adapting it to match the
ability and need
of learners hailing
from the tribal belt.
The study
reiterates the need
for implementing language learning
programmes after meticulously
addressing the complex realities of tribal life. It also affirms that a
thorough grounding in basic
literacy has to be ensured prior to teaching of a foreign language like
English. And more significantly, if empowerment through
English is the goal, the
learners and the
community they hail from must
possess a felt
need for learning
English and be sufficiently
motivated to learn a language that
they are not likely to use regularly.
Key words: Empowerment, English,
Literacy, Mother Tongue, Tribal
A 54. Paper entitled A
Critical Review of Syllabuses of ‘Language Across The Curriculum’ and ‘Communicative English’ for BEd Courses
at the Two Day Bodhi International Online Conference on New Vistas
in Language and Literature Teaching organized jointly by
PG & Research Dept. of
English The Standard Fireworks Rajaratnam College For Women, Sivakasi, Dept. of English (UAP) National College,
Tiruchirappalli, & BODHI International Journal of Research in Humanities,
Arts and Science,India on 30 September
& 01 October, 2021.
Abstract
Recently, the
National Council For Teacher Education, proposed the introduction of
‘Language Across The Curriculum’ (LAC) for secondary
teacher training courses offered
in India. Within years of the introduction (2015-16) of LAC, teacher educators and teacher
trainees began to experience an extreme
discomfort. This led
the University of Calicut to
withdraw the paper. But Kannur University
continued to teach the paper.
The investigator,
a teacher educator
who served in colleges affiliated
to both the universities (Calicut and Kannur) collected data from
practicing teachers to identify
the problems faced
in transacting LAC.
The data collected
revealed that there
were plenty of problems
in the very
design of the paper and the mode
in which it was
transacted by untrained teachers.
Analyzing and identifying
the possible reasons
for failure of
LAC, led the investigator
to reflect on the
compulsory paper,
‘Communicative English’,
prescribed for study for
secondary teacher training
programmes in the University of Calicut in
2005. A comparison of
the syllabuses of both
LAC and ‘Communicative English’
revealed that the
latter has several advantages over
the former, even though
teaching of the latter was discontinued by the University
of Calicut following
the nation-wide revision of
the syllabus of
the Bachelor of Education (BEd) courses.
A critical review of the syllabuses- LAC and
Communicative English found that, despite
difficulties, teacher trainees
from Science and Arts
streams are likely to find
a greater benefit in the prescribed
content of Communicative English, as it will
help nurture, their
communicative competence.
The paper
begins by listing the
problems in transaction of the
syllabus of LAC, and
the problems noted by the
investigator among teacher
educators while transacting
the syllabus of Communicative
English. Next, the
syllabuses of both
the papers are
compared with relation to the general objectives and
expected learning outcome. Then the
pros and cons of
each paper is identified
and listed. It is hoped
that the findings
will prompt curriculum
developers and policy makers to refine
the current syllabus of LAC
and even
borrow content from the
syllabus of Communicative English
once taught in the University
of Calicut to make it learner- friendly and
ensure that the proposed
objectives of the paper
are realized.
Key words:
Bachelor of Education, Communicative English, Language Across the Curriculum,
Syllabus
A.55.Paper entitled Leveraging Chat box
Posts for Learning- A Study at the 15th International & 51st
Annual Conference of ELT@I-2021 (VIRTUAL
CONFERENCE) jointly organized by GLA University, Mathura, Pillai Engineering
College, Panvel, Holy Cross College, Trichi, School of Liberal Arts,Uttaranchal
University on November 20,21,27 and 28, 2021.
Abstract
Experienced educators
know that the brick-and-mortar class room is not always a conducive environment for
learning. The presence of the
teacher can often turn out to be
an inhibiting factor for
learning for some type of
learners. For still others, the
fear of
making mistakes and the likely
ridicule and lowering of
self-esteem are potential causes
for withdrawal from active
learning.
The investigator-cum-teacher educator assigned
to teach a batch of
English Optional trainees
of the Bachelor of Education (BEd) course during
2020 had to transact
curriculum in the Online
mode following the
social distancing norm and
compelled shift to Online pedagogy. Then, to continue education,
the investigator identified
the affordable social
media tool, WhatsApp for
engaging sessions for
two months. The chat
mode was the predominant virtual space
for interaction between the teacher educator and the teacher trainee and
also between the trainees themselves.
It is commonly
understood that to gain mastery in using
a language, one
has to regularly use it.
Classroom interaction in a
second language like English under teacher
monitoring and guidance
is one way
of acquiring the ability
to use English for
communication with confidence.
An analysis of
the kind of interaction on the WhatsAppchat space by the investigator revealed that
it has several pedagogical advantages.
This study lists
down the merits of
the interactive WhatsApp chat space.
The study found that the
virtual chat space
made possible uninhibited
interaction, scope for self-correction and an opportunity for developing fluency.
From a content learning
perspective, crowd sourcing of
questions and responses were found to be particularly useful as a
learning resource especially by those
students who miss the synchronous sessions.
It is hoped that
this presentation would shed light on an
unexplored avenue for learning through
interaction in the virtual space. The
topic assumes significance
as the spread of the Corona virus pandemic is
likely to result in a prolonged
closure of educational institutions leading to a continuation of teaching
in the online mode.
Key words: Interaction, Language
learning, Online chat,
Second Language, WhatsAppA.56.Paper
entitled Teaching English
Sans Cultural Baggage : Review of
Indigenous Practices in
Kerala at the International
Conference on English Learning &
Teaching Skills (Virtual) ICELTS-2021
organized by the IEM-UEM Group December
2-4,2021.
Abstract
The south Indian state of
Kerala at the turn of the century, implemented
an ‘activity-based, learner-centred,
process oriented curriculum’ in the constructivist paradigm with a pronounced focus on ‘Discourse-based
Pedagogy’. There were however variations in transactional patterns particularly in tribal and rural areas where teachers showed a pronounced affinity for the bilingual method. An NGO, the English
Language Teachers’ Interaction Forum (ELTIF) attempted to train teachers and also
teach school children in
villages using novel tasks and
activities which were conversation driven and ‘interactive’. A variant of all these was the attempt by a
school in a
remote town to introduce
an ‘immersion programme’ where
native speakers from the UK,
lived and interacted with the local community and also engaged
sessions for
school children.
Which of these practices
actually improved the competence of learners? Were there any
tangible benefits? How was the issue of ‘cultural baggage’ addressed? To find
answers to such questions, the
investigator collected data from
documents and studies
published in journals and corroborated it with data collected from the
field through observation, and interviews with
teachers, students and the
community.
The study found that each strategy has its own benefit and flaws and a lot depends on learner interaction and
willingness to use the target language,
English. It is hoped that the findings of this study would help curriculum developers to design more need-based,
learner friendly materials and
employ strategies that enable learners to use the
language effectively in an increasingly globalized
and technology driven world.
Key
words: Community, Culture, Innovation, Learners, Strategy, Teaching
A.57.Paper entitled Challenges
in Translanguaging in
Classrooms in Kerala at the 10th
International Conference on Recent Developments & Challenges in Global
Business, Economics, Finance Education, Environment & Social Sciences
(ICRDC Virtual 2021), organized by S.S.G. Pareek PG Girls College, Jaipur,
Rajasthan & INSPIRA Research
Association–IRA, Jaipur, Rajasthan. December 23-24,2021.
Abstract
A common feature of English
classrooms in Government-run schools in
Kerala is that a
vast majority of children have
Malayalam as a mother tongue and the
teacher of English, being familiar with the mother tongue, regularly
switches from English to
Malayalam to teach the target language
viz; English. The investigator, a
teacher educator found that
in most government-run
schools, teachers of
English, liberally translates
words and phrases in English
to Malayalam and relies
regularly on ‘local texts’
for teaching English.
Of late,
a new approach to pedagogy viz; ‘Translanguaging’
has captured the imagination of
teachers. One reason being that it is
actively promoted by a leading
organization, ‘Teaching English to Speakers of Other Languages’(TESOL).
According to its advocates,
‘Translanguaging’ emancipates learners
from the adverse impact of
second language learning pedagogies. Some teachers of English are of the opinion that ‘Translanguaging’
helps learners understand the content.
They also see no harm in enabling learners
utilizing their available linguistic resources to make sense of a given content of a
language like English which
they are trying to learn.
The investigator
drawing on own experience of teaching
English for two decades have noted that leading
private schools in Kerala
State, usually insist
on students speaking in
English inside the campus. The
teachers of English in such
schools, unlike in government-run schools, seldom
translates English words
into Malayalam nor relies on
‘local texts’ in Malayalam. Data
collected through interaction and
informal interviews with students who have
completed secondary level
in both type of schools revealed
that those who
studied in private schools
which insisted on compulsory use of English in the campus had a
better command of the language particularly in speaking
and writing unlike those who studied in Government-run schools. The investigator attributes the difference in
ability to two major
flaws in the pedagogic process
employed in Government-run schools. First to the liberal use of mother tongue and excessive focus on enabling
the learner to grasp the content, secondly the flawed decision to abstain from teaching vocabulary,
pronunciation and grammar.
So the attempt to
welcome ‘Translanguaging’ as a
pedagogic strategy in classrooms in Kerala, the investigator
argues is likely to be both a challenge and a fiasco as it
only aids in developing an understanding of the
content in English and not
in fostering a
mastery in the use of English.
To overcome this challenge,
the investigator proposes
a change in existing Course books
which abound in writings by British and
American authors set in European
settings which is unfamiliar to learners
of English in schools in
Kerala. This the investigator
suggests should be replaced by
English translations of
content from ancient Indian and
vernacular literature. Such
a strategy, the investigator affirms will
not only make learning English more user friendly by matching the pedagogic
strategy of ‘Translanguaging’, but also
help fulfill the prescriptions for an India-centred pedagogy advocated by the National Education Policy (2020).
Key words: Communication, English, Learner,
Strategy, Translanguaging
B: Related to Education
B1. 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 and 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 and 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 and Life Skills at N.S.S
Training College, Changanacherry on 14th and 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 and 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 and 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 and 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
and 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 and International Seminar of Council For Teacher
Education (CTE) Kerala State Centre, on Peace Education: An Orientation For Gen
Next, at St. Thomas College of Teacher Education, Pala, Kerala on 13th and 14th August 2010
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 employing cartoons for
active learning can engage young teacher trainees fruitfully in the teaching
learning process.
B 17. Paper entitled Ugly Ducklings To Mahalaksmi: A Cyber-enabled
Transformation at the UGC sponsored National Seminar on Gender Quest in
Multiple Intelligence organized by Farook Training College, Kohikkode on 02-03
Sep 2011
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 Calicut 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 and 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.
B. 25. Paper entitled Shockvertising in Print Media: A
Minor Reception Study at the Two-day National Seminar on Emerging
Perspectives on Media Studies organized by the
Department of English, Govt. College for Women,
Thiruvananthapuram February 2012
Abstract
Most of us are familiar with humourous advertisements that
attract our attention. But often we stumble upon another type of advertisement
that disturbs or shocks us. ‘Shockvertising’
is the technical term used to
refer to advertisements that are designed to shock and create controversy. But for leading advertisement firms, use of such audacious method is nothing new or uncommon.
How do people, particularly youngsters perceive such advertisements? Do people in
the West and in our own State, Kerala, God’s Own Country, perceive them the
same way? What kind of impressions do such shocking advertisements leave
on the minds of viewers ? The data related to these questions were collected by
the author from two sources : a survey
on randomly selected students who have completed their Post Graduation
and an analysis of impressions recorded on a website by viewers.
The paper will begin by referring to advertisements in general. Then, an
attempt will be made to provide a
detailed description of Print versions of different kinds of shocking
advertisements now available on the Internet.
Finally conclusions are drawn based on an analysis of the impressions
recorded by the viewers. It is hoped that the study would sensitize viewers to
the changing values and perception of our own society. The highlight of the
presentation would be the display
of select shocking Print Media advertisements that drew
widely different comments.
B. 26. Paper entitled Click Button Publishing: A Teacher Educator’s Weblog Experience at
the National Seminar on Quality Concerns of Teacher Education in the Technological Era organized by Dr.
Sivanthi Aditanar College of Education, Tiruchendur in February 2012
Abstract
Blogs
have been popular for almost a
decade, but only recently have they been
viewed as a potential mainstream teaching tool. The author of this paper, a
teacher educator by profession started using Blogs as an educational tool, five years ago. It was a time when like
many educators, the author too was
perceiving an apparent
mismatch between print-based reading habits and a growing interest in teacher trainees to quickly acquire digital literacy.
Naturally, the space available for the
author to experiment with
was varied. On the one hand there was
scope for uploading potentially useful
learning materials at the mere
click of a button. On the other hand,
there was the scope for learners to
learn in a collaborative space with peers through
digital media, particularly
through online connectivity.
Being a new technological approach, the
five year experience was never hassle free. There were times of turbulence
and rough sailing. Yet each academic year, the shore was
always in sight. What were the
problems the author faced? What lessons were learned ? These
are some of the questions this
paper will attempt to answer. It
is hoped that novice teachers interested
in using Blogs as a pedagogical
tool will find useful tips from the experiences shared by the author.
B. 27. Paper entitled Precautionary Pointers for Effective Online Learning : Lessons
From a Blended Learning Experiment
at the Two-day UGC
sponsored International Conference on
Preparing World Class Teachers Through Online Education: The Future is
Now! Organized by Sri Ramakrishna
Mission Vidyalaya College of Education, Coimbatore, in collaboration with USIEF
on 20th and 21st April 2012
Abstract
An
euphoric introduction of Online instruction is in vogue in many Universities around the world. But can Teacher Education programmes be
successfully implemented through an Online learning environment? The author of
this paper expresses serious doubts about the prospects of offering teacher training through an Online mode.
Drawing on his six-year experience
of evolving a Blended Learning environment in a
Government- run Teacher
Training College, which draws the cream
of talent in the South Indian State of Kerala,
the author observes that a lot of groundwork needs
to be done prior to the
introduction of Online teaching.
The
paper begins by providing the background of the Blended Learning experiment.
The nature of the student role, the materials used and the role of the Teacher
Educator who engaged in the Blended Learning experiment is also stated.
A critique of the experiment follows
which throws light on the fact
that there is every possibility of
Online learning environments
failing to deliver if
aspects such as visual literacy, information literacy and information fluency vis-a-vis the individual
learner are not squarely addressed. The paper also
highlights the need for looking into learner competency and learning habits
prior to admitting students for an
Online teacher training programme.
B. 28. Paper entitled When a student stabs a teacher...does Gandhi matter? at
the Dr. N. P. Pillai Centennial
Celebrations cum International Seminar on ‘Gandhian Educational Principles
& Practices for the Emerging Global Scenario’ organized by
Dr.N.P.Pillai Centennial Celebration Committee and Dr.
K. Sivadasan Pillai Foundation for Educational Research & Development at
Kerala Gandhi Smarak Nidhi, Thiruvananthauram in July 2012
Abstract
Recent
reports of a culture of violence that has swept through schools in India have
sent shock waves across the nation. Anecdotal evidence gathered from some institutions confirm that teachers are prone to a high degree of
aggression from students who are physically larger than them.
Can
we blame students for getting spoilt through
the constant watching of movies and surfing of the Web? Can we expect students to fare
better when the television they regularly watch, bombards them with news about
scams, murders and other acts of
perversion? Why is it that the teaching of a subject like ‘Moral Science’
failed to prevent the escalation of student violence?
In
an attempt to find a solution to the disturbing tendency, the author of this paper makes an earnest
suggestion- sensitizing students to
Gandhian Philosophy, particularly
that of Non-violence. The paper begins by listing down instances of student
violence in campuses and the failure of teachers to properly tackle it. Next,
classroom activities that help sensitize
students to the philosophy of
non-violence will be suggested. It is hoped
that if such activities form a part of
curricular programmes in India,
there is every possibility that
the citizens of tomorrow can
become successful leaders in the emerging global scenario.
Key words:
Student violence, Gandhi, non-violence, strategies
B. 29. Paper entitled Pruning
Through Negation: An Innovative Modelling Strategy at
the 11th State Convention of CTE, Kerala State Centre and
International Conference on Innovations, Quality & Excellence in
Education-IQEE 2013, organized by Fathima Memorial Training College, Kollam,
Kerala State on 11 and 12 January 2013
Abstract
Class
room performance of teacher trainees to a large extent depends on the kind of
training received in pedagogical techniques. If teacher education programmes
are planned in such a way that actual
class room teaching is preceded
by Micro Teaching sessions, the trainee stands to benefit.
Teacher
training programmes now being followed in the colleges of Teacher
Education, affiliated to the University
of Kerala, seldom employ Micro Teaching. Instead, trainees participate in
Discussion Lessons, observe Demonstration Lessons and participate in Criticism Lessons before
Practice Teaching. One consequent lacuna observed by Supervising Teachers
during Practice Teaching is that many trainees show a complete ignorance of
various sub skills related to teaching skills like Set Induction, Explaining
and Demonstrating.
In
an attempt to address the lacuna, the author of this paper made use of self-edited videos of actual teaching
sessions. This presentation will illustrate the methodology employed and will go on to state how the
innovative modelling strategy employed, benefitted the trainees.
Key words:
Micro Teaching, Video Modelling, Teaching Skills
B. 30. Paper entitled Fostering Values Through YouTube Videos- A Minor Study at the UGC
Sponsored National Conference on Social
Media in Education: New Horizons (NCSMENH)
organized by Sri Sarada College of Education, Salem & Tamilnadu Teacher
Education University, Chennai on 01 and 02
February 2013
Abstract
Given
the sad erosion of essential values now being perceived in teachers, Value
Education has come to acquire increasing prominence in discussions related to teacher education programmes in the country. Working on an assumption that an experiential learning process initiated by
viewing videos will serve as a spring board for discussion, the author, a
teacher educator by profession arranged brief
discussion-cum-viewing sessions of select YouTube videos downloaded from the
Internet. The objective was to sensitize
budding teachers to values they need
to acquire for serving as effective teachers of future generations. This paper is
a report of the study. It will illustrate the methodology employed and throw light on the potential usefulness of
the innovative strategy employed.
Key words: Values, Teacher training, YouTube videos
B. 31. Paper entitled Resuscitating
Gandhism in the Metamaterial Age
Via Social Media at the National Seminar on Gandhian Vision of Development for a
Progressive Nation, organized by the
Centre for Gandhian Studies, University of Kerala in collaboration with Department of
Education, University of Kerala March
2013
Abstract
The editorial of the
March 2013 issue of the New Scientist magazine
addresses the question, ‘Are we living in a Metamaterial Age?’ and goes
on to add “We devise so many new materials
nowadays that it is hard
to know which
one would define our times...”
The rising middle class
in India in the ‘metamaterial age’, appears to have embraced a purely materialistic life. For instance, it is not uncommon to perceive
the opening of Shopping Malls and
Company Outlets of leading consumer brands in once lesser known towns. And close on
its heels comes the issue of
rising divorce rates, Old Age
Homes and to top it all,
proposals to open Night
Clubs in confluence with a changing
culture! Are these not fatalistic
for our youth?
Are we not conveniently forgetting the fact that it is in these very youth, that we have lain our faith to take us
forward to a new
era?
In this context, it is
worth recalling the fact that the youth
of today have never had any first hand experience of foreign rule or the struggle for Independence. Neither have they ever realized the need for acquiring Gandhian
values in troubled times! So has not the time come for a
resuscitation of Gandhian values? Won’t
an awareness rousing campaign preferably through the Social Media, draw the attention of the youth in
our country?
The author in this
paper dwells on certain developmental
issues in the country and goes on to expresses his conviction and faith in the Gandhian vision. Next, an innovative
strategy is proposed to address the
problems that have risen
from a materialistic outlook-
viz; the
use of tools of Social Media to
which, the youth of today are addicted to promote Gandhian values.
Key words: Consumerism, Gandhism,
Metamaterialsim, Social Media
B. 32. Paper entitled The Swami mourned and the Guru reformed- Can either help renovate education in Kerala? at the UGC sponsored National Seminar on Renovating Higher
Education: Vision of Swami Vivekananda organized by Sri Sarada College of Education, Salem and Tamilnadu Teacher Education University,
Chennai on April 2013
Abstract
Over 100 years ago, Swami Vivekananda toured the princely states
of Kerala. Having witnessed the horrors of the caste system, then being practiced, Swami Vivekananda, concluded: ‘I have wandered into
a lunatic asylum!' Then came the social
reformer Sri Narayana Guru on the scene.
His untiring efforts led to the emancipation of the helpless and depressed
sections of society.
What Swami Vivekananda saw a century ago has
drastically changed. Perhaps at this moment in history- the 150th Birth Anniversary of Swami
Vivekananda, it is indeed
appropriate to recall his contributions which have a relevance to educational reform in Kerala. But any
educational reform cannot afford to ignore the socio-cultural background of the
target community.
The Ezhava community, once severely discriminated by the upper castes in
Kerala, now forms fifty percent of the Hindu population of Kerala (3.20 Crore). The Ezhavas, today, are
an empowered lot, thanks to the
philosophical and spiritual teachings of the
Saint-Philosopher Sri Narayana
Guru who hailed from the same community. So, any talk of educational renovation in Kerala have
to take into consideration, the contributions of Sri Narayana Guru. Incidentally,
the recent move by the Government of Kerala to introduce the Guru’s
teachings into the school and
college curriculum, is one
significant milestone with regards to educational reform in Kerala.
The author however
has identified quite a few similarities in the teachings of Swami Vivekananda
and Sri Narayana Guru. And in this
paper, the author presents a brief
review of the current
socio-cultural scenario in Kerala and
concludes with the impression that several factors have to be looked into before either
the Swami’s or the Guru’s views on education
is to create any impact at
all with regards to educational renovation in
Kerala.
Key words: Kerala,
Education, Swami Vivekananda, Sri Narayana Guru
B 33. Paper entitled Emerging
Literacies and Yawning Gaps in Teacher Education- A Case Study at
the Two-day Regional Workshop on Scientific Research Skills for the 21st
Century organized by AIRIO, Kerala
Chapter in collaboration with Pazhssi Raja College, Pulpally & Council for
Teacher Education, Kerala State Centre, Pulpally, Wayanad on 26 and 27
April 2013
Abstract
As
part of Course Work, BEd trainees were
assigned the task of designing and producing
multimodal instructional material for teaching English. The study
conducted in six consecutive years
involved student teachers of two government-run teacher education
institutions in Kerala. Findings indicated signs of students’ emergent
multimodal awareness with a growing sensitivity to semiotic codes. The investigation has however identified widely different
levels in student capability :
Those
at the base level comprised students
who could barely list the descriptive attributes of multimodal
resources. The second level comprised students who could expand the
value of semiotic resources and also show an awareness of the functional
use of semiotic resources to synthesize idea.
But an advanced level which
displays an ability to rationalize and
explain the selective and adaptive use of resources and employ such knowledge for digital
material production was very rare.
Data
sources which comprised classroom observation, informal interviews, multimodal
response tasks and evaluation led to the identification of a yawning gap in student teacher performance. The findings
call for a classroom pedagogy responsive to technological developments and the
associated changes in new literacies.
The
implication of the study for teacher education includes an urgent need to develop instructional practices that actively
work with multimodality to enhance students’ learning. As pointed out by
Cope and Kalantzis (2000), teachers should not be merely executors of
language lessons but be ‘designer’s of meaning toward a more involved,
collaborative participatory “design” culture.
Key words:
Multimodal design, New literacies, Semiotic codes, Pedagogic strategies
B 34. Paper entitled New
Directions Through Assessment- An Extension Work at the NAAC sponsored National Seminar on People Management for
Quality Enhancement in Higher Education, organized by IQAC of Bharathiar
University, Coimbatore July 2013
Abstract
One way of improving
teacher performance is to provide
in-service training and provide avenues for professional development of teachers. But a
scientific approach to such a programme should begin by identifying
the performance of
individual teachers in the context of the educational institution in which they teach. This should be followed
by offering guidance for improving performance in those areas in which a lacuna is felt by those assessing the
teachers. The practice becomes complete when proper
training in areas which deserve attention is provided to individual teachers.
This paper reports on an
unique extension work carried out to
assess and provide need based training for teachers of a local school.
B 35. Paper
entitled ‘KISS & Smile’- A Formula
for Digital Knowledge Packaging
at the UGC Sponsored National
Workshop on Knowledge Management &
Instructional Technology-The Praxis of Teaching and Learning organized by Sree Narayana Training
College, Nedunganda 23- 24 August 2013
Abstract
Recently
the National Mission on Education
outlined a plan of action to make
available personalized and interactive modules for Higher
Education Institutions in an any time any where mode. The proposed strategy is
to leverage the potential of ICT to provide high quality, personalized and
interactive knowledge modules over the internet/intranet for all the learners.
Reputed
Universities and Institutions
of Higher Learning like the IIT’s
have joined the bandwagon to
package knowledge. True,
most Universities and IIT’s have
talented faculty capable of
producing knowledge modules. Some have already uploaded
their content for free download in
portals like the National Programme on Technology Enhanced Learning
(NPTEL). But are the materials
really suitable for learners ? Do they have
the ingredients essential for sustaining
the interest of learners?
The author of this paper critiques a few
packaged materials now available
for free download and comes up with a,
‘KISS and Smile formula’. The
rationale for developing the
formula and the nature of the formula
will be presented in this paper.
The author hopes that employing this formula can help ensure the production of instructional materials that evoke interest-
something essential for knowledge modules.
Key Words: ICT, Knowledge modules, Knowledge Packaging
B 36. Paper
entitled Recasting Vivekananda’s
sine-qua-non for Bliss-The Sexual Abstinence Index at the International
Seminar on Revisiting Swami Vivekananda’s Vision for Facing the New Educational Challenges organized by Kerala Gandhi Smarak Nidhi and SPFERD in collaboration with several
organizations at Gandhi Bhavan, Thycaud, Thiruvananthapuram from 5 to 7
September 2013
Abstract
Swami
Vivikenanda considered ‘akhand brahmacharya’ (unbroken celibacy) for a minimum
12 years at-a-stretch an absolute must for realizing self-bliss. Obedience to the
Guru without questioning and strict observance of Brahmacharya was to the Swami
the secret of success.
The
student of today grows up in an environment bombarded by lust-exciting glossy
magazines, television and films. Studies have shown that concomitant with the rise in the use of
Internet for academic purposes, there is a rise in the popularity of sexually explicit materials.
From an analysis of 400 million web
searches, researchers have concluded that 1 in 8 of all searches online are for
erotic content. Studies have also shown
that there is a relatively high-level of acceptance of pornographic materials
among traditional-aged college students.
Such
findings are a cause for concern. How pervasive is the problem? Does it affect
students and teachers? How can we
address the issue by recasting
Swami Vivekananda’s observation
that the ideal of all education, and all training, should be man-making? This paper attempts to find answers to
these questions. The author also proposes the introduction of a ‘Sexual Abstinence Index’ for the realization of
Swami Vivekananda’s vision.
Key words:
Brahmacharya, Pornography, Sexual Abstinence Index
B 37. Paper entitled When Unlike Poles Repel-The Teacher
Education Colleges X SCERT Case at the UGC Sponsored National Seminar on Inclusion
and Quality in Higher Education: Challenges and Prospects organized by Sri
Sarada College of Education, Salem and Tamilnadu Teachers Education University,
Chennai 20 and 21 September 2013
Abstract
Fostering
quality in Higher Education is no doubt a challenge. We also know that the complexity of Higher Education institutions
normally make interaction between institutions
difficult. But it is natural to
assume that when there is a similarity in institutional goals, there would
be greater scope for cooperation and collaboration. Is
it always so? The author of this paper
attempts a comparison of
educational practices in Teacher Training Colleges in Kerala and the State
Council for Educational Research and Training (SCERT). The study
identifies a widening gulf in areas
that deserve high levels of cooperation and collaboration
which is essential for high quality
instruction in the State. The study is
based on personal interaction with the faculty of both Teacher Training Colleges and the SCERT.
Key words: Collaborative
Practices, Higher Education, Quality
B 38. Paper
entitled Philosophical Ideals and
the Reality of the Kerala School Curriculum at the International Seminar on Impact
of Philosophy on
Education in the
Present Curriculum
Organized by Peniel Rural College of Education,
Vemparalil, Dindigul, Tamilnaduin September 2013
Abstract
After the formation of
NCERT in 1961, Kerala avidly followed
all the curriculum reform efforts initiated at the national level. The most recent curriculum revision programme
was initiated in Kerala in 1996. The State’s curriculum
reform effort gained impetus with the
formulation of the National Curriculum Framework (NCF 2005). This along with the Position Papers provided grounds for
introspection and formulation of the Kerala Curriculum Framework (KCF 2007).
Education we know is
a tool to achieve efficiency in all walks of human
life whether social, political, religious or philosophical. Education always
evolves out of historical and cultural contexts. How did
the society in Kerala, including parents, teachers and learners receive
the new curriculum?
This paper attempts a review of the Kerala School Curriculum
with a focus on its philosophical
ideals. It also includes references to
some studies done about education in Kerala.
Key words: Curriculum, Philosophy, School
Education
B 39. Paper entitled Value Sensitization Through Internet
Resources: An Experimental Study on Teacher Trainees at the International
Conference on Values or Virtues?
Redefining Moral Education organized
by Bethany Navajeevan College of
Education, Marthandom, Kanyakumari District, Tamilnadu, January 2014
Abstract
We have seen that there is too much violence and dishonesty in
society. And educators and parents have often expressed fear about the fact
that values are falling and nobody is
respecting them. Yet, during discussions
of Curriculum, issues that invariably
find a place at the top of the agenda are identification of strategies for
teaching subjects like Science, Social
Studies, Mathematics and Language. Moral Education or strategies
to teach moral values, seldom
gets any attention.
Common sense tells us
that moral values need to be taught, because, it will prepare students for
future roles in society. More importantly one might forget the Science and
Mathematics one learns in school or college, but the values one learns in all probability is
likely to stick with one for life. Narration of anecdotes, engaging students in open discussion etc. have all been tried as strategies
for Moral Education. But the present generation of today are addicted to
technology. Working on the assumption that changing times require
a changing pedagogy, the
investigator attempted to sensitize
select values in teacher trainees using Internet
resources. This paper is a report of the
innovative experiment.
Key
words: Internet, Values, Videos
B 40. Paper entitled Sensitizing
Pedagogic Perspective Through Short Films-A Study at the International Conference [ICBDM-2014] organized by the
Department of Human Resource Management, Noorul Islam University, Kumaracoil,
Kanyakumari, Tamilnadu on 28 February 2014.
Abstract
It is common knowledge, that the best way to help teacher trainees grasp pedagogy-related concepts, is to expose them
to actual teaching encounters. But teacher training programmes
in Kannur University invariably follow a
schedule where Practice Teaching
sessions are conducted only during the Second Semester. The First
Semester is set aside for familiarizing novice trainees with teaching
strategies through criticism of Peer
Teaching.
A perceived aim of the BEd programme is to sensitize trainees to pedagogy and appropriate
teacher qualities. Studies
have shown that film materials are easy to integrate
into curriculum and that they allow
flexibility of teaching techniques (Aiex,1999). The investigator-cum-teacher
educator found in Short Films,
an useful medium to achieve the
perceived aim of the BEd programme during the period when trainees
receive only a limited exposure
to actual teaching encounters.
This paper is a brief report of the study conducted to identify the scope of select acclaimed Short Films to sensitize pedagogic perspective in teacher trainees.
Key terms: Pedagogy, Short Film, Teacher behaviour
B 41. Paper entitled Human Rights Issues vis-à-vis 12 Years A Slave at the National Seminar on Human Rights for
Sustainable Future at Thalassery,
Kerala, organized by Government Brennen College of Teacher Education,
Thalassery in association with the Institute of Parliamentary Affairs,
Thiruvananthapuram on 05 and 06 March 2014.
Abstract
The 2014
winner of the prestigious Oscar
Award, 12 Years A Slave which
narrates a slavery drama lays
bare the cruel and dehumanizing
system that twisted the morality and psychology of a
dark period in US history. It is true that in the 21st
century, Black Americans are no longer
slaves. But a sense that human rights for Black Americans and more particularly other people of colour,
like Asians, are still contingent and at risk is very real and alive!
This paper
turns the critical search lights
on Human Rights issues and goes on to
argue that such depiction will turn out to be a timely reminder to oppressors
and a
plea to those in power to take constructive steps for addressing such issues.
B 42. Paper entitled Soft and Hard Part of Communication
Skills-A Qualitative Approach at the National Seminar on Quality Assessment
and Accreditation of Higher Education Institutions- Criteria, Techniques and
Issues organized by the school of Education, Pondicherry University, Puducherry
on 21 and 22 March 2014.
Abstract
Employers and educators alike
are of the opinion that if
students have to make a successful entry into the workforce they should
possess the right kind of Soft Skills.
Beyond academic or technical knowledge, the one skill that most employers
look for in their employees is the ability to
communicate effectively.
On finding that the traditional type
of education is inappropriate for
developing the required Soft Skills, many institutions of Higher
Education have started implementing training programmes in Soft Skills.
Activity-based classes for developing Communication skills, ask students to present information in front of the class
and also focus heavily on delivering speeches. Such programmes also have a
writing component aimed at developing
clear writing ability.
But would such a focus on Communication Skills
suffice? According to the author of this
paper, Communication Skills which forms
the hallmark of an
individual, has an even wider scope. And in this paper, an attempt is made to illustrate a wider perspective of Communication Skills.
The author also suggests that if this
aspect is ignored, students passing out of our educational institutions are
likely to trail far behind in today’s
job market which in many fields are becoming ever increasingly competitive.
Key Words: Communication
Skills, Soft Skills
B 43. Paper entitled Experiment on an ICT-based Learning Project in the
Connectionism mode-A Critique at the
International Seminar on
Institutional Interventions to bridge
Competency Gulf in an e-World (IIBCGeW 2014) and 12th State Convention of Council for Teacher Education (CTE), Kerala
State Centre and hosted by N.S.S Training College, Pandalam, Kerala, 24 to 26
March 2014.
Abstract
Teenagers of today are
getting addicted to one social
networking site or other at a rapid pace.
In an attempt to match
student-favoured learning strategies, several institutions of Higher Education are exploring the
possibility of employing networked information and communications technology
for teaching and learning.
Learning Projects following the Connectionist mode is one such venture.
This paper is a critique
of an experiment on an ICT-based Learning Project in the Connectionist
mode which the researcher-cum-teacher
educator gave his trainees. The venture being new, during the learning
project, the investigator observed trainees experiencing several snags in communication. The paper in addition to critiquing the experiment, attempts to
identify the possible causes for the snag.
It is hoped that the impressions
drawn through hindsight will
be useful for
teachers attempting to employ
ICT-based learning projects in
the Connectivist mode for teaching and learning.
Key words: Connectionism,
learning, social network, teaching
B 44. Paper entitled Social
Media and Eating Disorder– A Toxic Combination at the UGC sponsored two-day National Seminar
on Sports Culture and Society: Trends and Challenges organized by Govt. Brennen College of Teacher Education,
Thalassery on 17 and 18 December 2014.
Abstract
Consumption
of food, since historical times have had
a social meaning. Even today, to get a comprehensive picture of the
food eating patterns of school children,
one has to conduct a thorough
study of the social life of the population. And given the fact that with the birth of social media,
social habits and economies are
undergoing dramatic changes, one cannot afford to ignore the effect social
media creates on individuals, particularly
students.
But does social
media impact eating habits? A
study conducted by the Rochester Institute of Technology a couple of
years ago found that it does indeed affect. This roused the curiosity of the
teacher educator-cum- researcher of this paper. Data collection on
the eating habits of school children and food consumption pattern
of adolescents hanging out in food joints was undertaken.
When a pattern was found to emerge from the data, additional data
was collected from families on the
expressed interest of children and adolescents while at the dining table and during tea time. An analysis of the data revealed
that children and adolescents and a small percentage of adults too have little
or limited interest in family style
traditional meals. And for a vast majority, the time chosen for food
consumption or the preference for a particular food is
dictated by the impressions of friends and peers to whom they get into
contact through the social media to
which they plug in!
The findings of the study according to the author is a cause for concern. In this
presentation, the author hopes to
sensitize participants of the
seminar to the toxic combination
that social media and eating disorder creates.
Key words: Adolescents, Eating disorder, School children, Social Media
B 45. Paper entitled Aids
or toys ?-A critique of popular apps for autism at the UGC Sponsored National Seminar on Autism Spectrum Disorders- Challenges and
Perspectives organized by Govt. Brennen College of Teacher Education,
Thalassery on 30 and 31 January 2015.
Abstract
Ever
since Apple Inc. released the first iPad, developers have dived to create Enabling
Devices or Autism Apps. Now, a search
for "autism" in Apple's App Store brings up no less than a thousand
apps for iPad, and iPhone. And Apple has even created a "Special
Education" section of the App Store.
Several apps of
different companies too are available for people with autism. Their
manufacturers claim that individuals will benefit from apps for different
reasons. Apps have even classified
into categories such as General,
Assessment, Behaviour Management, Communication, Language/Writing/Maths,
Schedulers/Organizers, Sensory/Relaxation and Social Skills. In fact, apps have
become quite varied and diversified.
But how effective
are apps for autism? Does the different
range of apps help people with autism
communicate and improve social skills? Can teachers deliver basic educational
lessons in a format that is better suited to autistic learners? Or are apps for
autism just ‘toys that engage’ with a ‘semblance of aids’ for learning?
This
paper begins by looking at the nature of the
neurodevelopmental disorder known as autism. Then it briefly reviews the
growth in autism apps and identifies the possible reasons for its growing
popularity. Next, an attempt is made to list down the skills associated with
the strategies commonly employed for developing reading comprehension among children.
These skills are then matched with the
ways in which popular apps for autism work
to arrive at a critique of their
real potential. It is hoped that
the presentation in addition to familiarizing participants of the
seminar with a range of autism apps,
will also help them look critically at
the autism apps market.
Key words: Autism, Apps,
Enabling Devices
B 46. Paper entitled Media
Literacy Skills in BEd Trainees: A Minor
Study
at the UGC Sponsored
National Seminar on infusing quality in teacher education: Issues and
perspectives in purview of new psychological paradigms organized by Govt. Brennen College of Teacher Education,
Thalassery on 18 and 19 March 2015.
Abstract
The last two decades
have witnessed the profuse use of new technologies for teaching and learning. The learners of today receive most of their information through
a complex combination of text, images and sounds. In
fact, many of them are constantly
bombarded everyday with messages
and they themselves use a
variety of media tools and technologies. This has
necessitated the possession
of an ability to navigate through the
complex media environment an absolute necessity. But do
teacher trainees possess
appropriate Media Literacy Skills? Do they have the ability to access, analyze, evaluate media messages of different kinds? This paper is the report of a minor study
conducted to identify the Media Literary Skills of BEd trainees.
At
the commencement of the study impressions about media and media messages were collected from the
participants. Next, a selection of
visual documents and audio-visual media clips were shown to
the trainees and the message which each trainee received was collected. Finally a Checklist
comprising questions employed by those skilled in Media Literacy Skills was
distributed and impressions/ responses for a
sensational audio-visual media clip was collected.
The
responses recorded by the trainees were compared and analyzed. It showed
that a majority of the participants who
took part in the study are ignorant
of strategies to be employed for critiquing media texts and
are fairly unaware of the various components of Media Literacy
Skills though they are
vigorous consumers of media
messages.
It
is hoped that the findings of the study
would prompt those engaged in
designing curriculum for teacher
training programmes to include topics
and activities aimed at developing Media Literacy Skills in
prospective teachers.
Key words:
BEd trainees, ICT, Media Literacy Skills
B 47. Paper entitled
Film-based Research- Deficient or Defunct Practices?-An
Explorative Study at the All India
Association for Educational Research’s (AIAER) Annual-Cum-International
Conference on Standards and Benchmarks for Excellence In Learning, Teaching and
Research Organized by the Department of Education, University of Kerala in
collaboration with the Govt. College of Teacher Education, Thiruvananthapuram
26 to 28 November 2015.
Abstract
A good book is the precious lifeblood of a master spirit
embalmed and treasured upon purpose to a life beyond life, observed John Milton
many centuries ago. In earlier
days, research in Literature, usually involved a critical study of major works
of an author. With the onset of Modernism, close on the heels of theories like ‘Death of the author’ and ‘Reader Response’,
literary research began to
fall back liberally on
studies in Deconstruction and
Inter-textuality. This is fact lend a
solid theoretical base to such
studies. But the scenario in literary
research has begun to show a
perceivable change in recent times.
This change, commenced with the trend in
University departments to include
Film and Culture Studies as one of the
papers for study at the Post Graduate level in
Arts and Humanities.
Feature
Film as an entertainment medium evolved hardly a century ago
and is perceived as the creative
output of hundreds of people including behind the screen experts from cinematographers, script writers and
film directors to those in the lime light- the
glamorous actors and actresses.
Studies in film by students of Literature at a lower level can focus on
the one hand on thematic study of plot and on the other hand on the
study of adaptations of novels
and short stories into films.
But the moment Film Studies begin to
focus on the
medium per se it would
necessitate a knowledge of
film grammar and film aesthetics on
the part of the teacher who teaches the subject and of course
the scholar who
pursues research in films.
Incidentally, such professional
knowledge can be gained only by
associating oneself with film
production- a field
widely different from mere composition of a literary work or
the acquiring of
pedagogical knowledge for becoming
a teacher of Literature. Yet,
pursuing research in films has
become a fad among research scholars
across India. Does this augur a genuine
creation of knowledge or does research
in films reduce itself to a
redundant exercise? This
paper is the report of a study on
film-based research in Universities in Kerala State. The data was
drawn from write ups on
film criticism and through interviews
with research supervisors, research scholars, librarians,
film critics and film directors.
This study
can prompt those
already engaged in film-based
research to attempt a serious
reflection of their current practices.
It is also hoped that a dissemination of the findings of the study
would prompt those
at the helm of affairs in
academic bodies in Universities to
set up standards and
benchmarks both for courses in
Film Studies and also for film-based research.
Key words: Film Studies,
Film-based research, Standards, Benchmarks
B 48. Paper entitled Our march
towards Virtual Schools- A reality check at the National Multi-disciplinary Annual Research Conference
(MARC) organized by University of Kerala 15 to 18 December 2015.
Abstract
Setting up of Computer
Laboratories, introduction of a
paper on Information and Communication
Technology and the opening
of Smart Classrooms in schools
are distinct strides made by the General Education Department in Kerala
State. Recently the state
government proposed the supply of free Tablets and introduction of digitized textbooks in schools. But do
such path breaking leaps in the
construction of a Kerala Model IT Education which is truly modern, actually make
school children in Kerala and
their teachers gear up for Virtual
Schools? Have we polished certain essential skills and pruned our practices that prepares for the smooth functioning of
Virtual Schools? This paper is the report of a critical study of the multiple trajectories of the
school-based IT programmes, to gain a clear picture of the real status of IT instruction in schools
in Kerala.
Primary data for the study was collected through surveys, and
informal interviews with school teachers, students, administrators and parents.
Research conducted by students of
Education and reports published by the
government served as sources of secondary data.
An analysis of the data revealed that though IT education in schools
in Kerala has a solid foundation, with regard to pedagogy and use of IT resources, there is much more to be
done/achieved. In fact a passion for online learning, independent
study, networking, the introduction of
‘connectivist practices’ and the
evolution of a ‘community of learners’ are
conspicuously absent in the
IT-related education. It is hoped that the findings of this study would prompt
those engaged in IT-education in schools in Kerala to seriously reflect on
their practices and plug loopholes in their current pedagogy.
Key words: IT education, Internet-based learning, Virtual Schools
B 49. Paper entitled Whatsapp Unplugged for Content Revision- A Minor Study
at the International Conference on Educational Management and Administration (INCEMA 2015) organized by
SIEMAT-Kerala, Department of General Education, Govt. of Kerala on 17th
and 18th December 2015.
Abstract
Whatsapp has in
recent times emerged as an
extremely popular social media among college students in Kerala
State. Unlike Facebook, sharing text, audio and
video messages via cell phones are comparatively easy using Whatsapp. This
scope for multimodal message
transmission, prompted the investigator to conduct a minor study
to explore the possibility of revising content knowledge using Whatsapp. This paper is a
report of the study conducted during a mid-course vacation of an Under Graduate teacher education
programme in a college affiliated to
Kannur University.
The
study involved ensuring the availability
of connection via Whatsapp with local
cell phone networks. A check on clarity
in reception of messages transmitted
using text, audio and video was also
attempted. When this appeared OK, the
investigator adapted interesting
digital resources and
identified tasks for
revising content learned during the
course. Tasks were periodically
posted for the specially created Whatsapp group comprising teacher trainees and
the investigator-cum-teacher educator. Time bound completion of tasks by the learners followed by feedback on
individual and group responses continued during the mid-course-vacation.
The
study revealed that Whatsapp
has great potential not only for
establishing connectivity,
but also
making learning a
pleasurable experience by exploiting
the possibilities of multimodal
instruction in a blended learning
environment.
It
is hoped
that a dissemination of findings
of the study would
prompt educationists to
critically review the current rule
banning the use of cell phones in campuses and motivate teachers not only to
adapt and incorporate freely
available multimodal digital resources for instructional purpose
but also make possible connectivity 24x7
with their students.
Key words: Content revision, Multimodal
instruction, Social Media, Whatsapp
B 50. Paper entitled Identity
self-check: An innovative film-based
strategy for adolescent education at the National Conference on Prospects,
Practices and Trends in Adolescence
Education organized by Regional Institute of Education (NCERT), Mysore from 24 to 26th February 2016.
Abstract
Several strategies have
hither to been explored in India for Adolescent Education. But film as a
pedagogic strategy has rarely been attempted. This paper is the report of a
curricular innovation attempted to
foster identity self-check in
students using film.
During a regular film
appreciation session organized as part of
the Film Club activity, the Club Coordinator and author in a teacher
training college, screened Identity, an award-winning short film by KJ Adames
which criticizes the
dominant cultural norms of identity and the self. Going beyond the usual
passive viewing session, the author through an informed discussion and
Questionnaire-cum-Checklist initiated self-reflection. A week following
the screening, the
Questionnaire-cum-Checklist was collected and in an informal chat, the author
elicited impressions of respondents on
how the viewing of the film and the answering of the questions actually helped
them.
An analysis of the
responses given showed how screening,
discussion and self-reflection helped the participants to prune their own
perspective and impressions of both
their friends and acquaintances. The innovative curricular practice highlights
the potential of film as a pedagogic strategy for Adolescent Education
programmes. A dissemination of the findings of the study and a replication of
the film viewing sessions with
adolescents can help refine the
personality of present–day adolescents
who are saturated by media images and messages.
Key words:
Adolescents, Identity, Mask, Media images, Self awareness
B 51. Paper entitled Social Dynamics in a Cross Border Online
Course–A Study
at the International Seminar of Swami Vivekananda
Association of Science and Humanities(SVASH) on Multidisciplinary Approach:
Education and Development held at Kerala Hindi Prachar Sabha,
Thiruvananthapuram on 13 August 2016.
Abstract
Online learning is gaining popularity in India where
formal education is increasingly becoming expensive for the common man. Thanks to the
birth of Massive Open Online Course
(MOOC), acquiring knowledge
today, is not a
privilege of the elite.
But how exactly
do Indian learners and teachers perceive
courses offered exclusively
through an Online mode? How do
they perform when almost fifty
percent of the participants happen to be from a country projected by the media as hostile? Does it affect
learning? In an attempt to find answers
to such questions, the author of this paper attempts a case study of an
Online course with special focus on its social dynamics.
The acclaimed ten week
course entitled ‘Critical Thinking in
the Language Learning Classroom’
offered by the
University of Oregon, USA is chosen for the study. The
course with a one month winter
break was offered between November 2015
and February 2016. Unlike other Online courses, where learners from all over the world join,
this course was meant only for those who had
won a scholarship from the
Regional Language Office of the US embassies in India and Pakistan.
As a
participant observer, the author had the
rare opportunity to study
social dynamics of both Indians and
Pakistanis pursuing the Online course.
Close analysis of responses of
participants in three specially
created threads to foster social
interaction during the course was done.
The study
reveals how the entire
programme brought together mindsets willing
to share, learn and care for each other even though at the political level both countries had
fought one major war and several minor battles.
The author hopes
that the impressions drawn
related to social dynamics of Online learning would add to the limited research data now available on Online learning
in India. Further, the findings of the study can be made use of by those
engaged in designing Online courses in India.
Key words: Online learning Courses ,
Discussion, Social dynamics
B 52. Paper entitled Morality
at the Crossroads: The necessity of addressing changing cultural equations through teacher education
at the International Seminar on Education at the Crossroads : Tilting
Social Equations (edu@tse-17) and XV
annual convention of CTE, Kerala
Centre organized by St. Thomas Training
College, Thiruvananthapuram in collaboration with agencies the
SRC, CCEAM, AIRIO and VIFE from 02 to 04 February 2017.
Abstract
The Cultivation Theory developed by Gerbner and his colleagues
treat the mass media as one of the standard agencies of socialization. Exposure
to media messages are thought to be capable of influencing moral standards,
including attitudes towards the family, marriage and divorce, orientations
towards sex roles, support for gender equality, and tolerance of sexual
diversity. Significantly enough, recent studies have shown that the moral values currently
being held by modern women, particularly in metropolitan
cities has systematically begun to tilt cultural equations across nations.
Concomitant with changing
moral values, the percentage of female teachers keep growing in many countries as per an interesting UNESCO data available online. That is to say, the number of men who opt for teaching as a
career is fast dwindling. Popular slogans of Women’s Right
such as: “Women also have a choice”;
“Women can do everything” and the
growing sexual liberation of city dwelling women, prompts the author to believe that
a ripple of sorts is likely to be created on the education of the girl child left under the
care of such ‘liberated’ teachers.
This paper investigates such issues and poses the question whether we can really
afford to turn a blind eye to the
current approach to teacher training
which rarely focuses on transforming the
moral outlook of women trainees. The
paper concludes with the
observation that the time has come for
us to introduce programmes that address the
growing aspiration of women trainees to
become the ‘liberated woman’.
Key words: Sexual liberation, Girl’s education, Teacher education
B 53. Paper entitled
Quality Concerns in Pedagogic Practice during Internship in
the Two Year MEd Programme-A Brief Review at the UGC sponsored-ICSSR supported Three day
International Conference on Emerging Knowledge
Society- Curricular and Technological Innovations and Practices (EKSCTIP
2017) Organized by Mar Theophilus Training College, Thiruvananthapuram from 1st to 3rd March 2017.
Abstract
Quality
has become the watchword of current
educational thought. A post in an
UNESCO website reads: “The quality of teachers and their continuing
professional education and training remain central to the achievement of
quality education. Yet today, the
number and quality of teachers, teaching practice and teacher education are
facing serious systemic challenges across the world”.
Yadav
(2013) makes mention of the scope
and range of work to be
undertaken regarding teacher education institutions in India . The study points out that only teachers with quality
can enhance the learning among
children in schools and the quality of
teachers depends on the teacher educators who are prepared through Master
Degree of Education (M.Ed) programme of teacher education run in 400
Universities and 909 teacher education institution including 72 government and
837 private institutions in the country.
In India, quality
and excellence in the education sector had been a major initiative of the Five Year Plans of the
government. Recently the National
Council for Teacher Education (NCTE) made several provisions for improving
the quality of teacher education programmes in the
country. As per the NCTE Regulations 2014 the duration of three
programmes – B.Ed., B.P.Ed., M.Ed. –
was increased to two years,
with the “objective of providing more professional rigour and at par
with best international standards”. Taking this cue, universities across India commenced
a re-designing of their MEd curriculum to prepare teacher educators for the 21st
century.
Among
the several additions and changes
made in the MEd programme, the
internship had a definite
novelty. Instead of merely
observing BEd classes using the Flanders
Interaction Analysis System (FIACS), as
it was thither to done, the MEd students
began engaging classes in Core
Papers-Philosophy, Sociology, Psychology
and Educational Technology in addition
to the Optional subjects,
for the BEd trainees.
Several
researchers have pointed out that during internship, the
student intern engages in service
activities primarily for the purpose of providing them with hands-on experience
that enhances their learning or understanding of issues relevant to a
particular area of study. They assist the internee to bridge the gap between
the academic learning process and the practical reality (Furco, 1996; Lam and
Ching, 2007) .
How
exactly did the novel venture of actual teaching by the MEd intern in the university of Kerala work out? Did it really give the prospective teacher
educators an opportunity within diverse classroom settings
to refine their knowledge, skills and dispositions they have developed in their
teacher education programme? To find
answers to these questions and other
related questions, the investigator
undertook a minor research which is
both quantitative and
qualitative. The population consisted of MEd students of select colleges of
Teacher Education affiliated to the University of Kerala, teacher educators and
supervising teachers in teacher education institutions. 30 MEd students and 06
supervising teacher educators of the collaborative teacher education
institutions were selected as sample. Data was collected through actual observation of classes engaged by interns, self prepared
Questionnaire-cum- Rating Scale and both formal and informal interviews.
The
study found that in the pedagogic practice in the internship programme for the recently introduced two year MEd programme,
NCTE guidelines were found to be weakly
applied and there was an absence of
confidence in the interns among teacher educators particularly in
collaborating institutions. There
was clear evidence of poor practice,
lack of preparedness, inadequate application of professional standards and
an improper integration to the Under Graduate teacher education
programme. This brief review concludes with recommendations for proper
preparation and planning for teaching
during the internship programme to raise
the confidence level of
supervising teacher educators in collaborating institutions and to
improve the quality and impact of the internship programme.
Key words:
Internship, Quality, Teacher Education
B 54. Paper entitled Virginity
is no more a virtue- A Minor study on changing attitude to sex among college
students in India at the Directorate of Collegiate Education sponsored National
Seminar on Higher Education: Issues and Challenges Organized by Govt. Brennen CTE, Thalassery 04
March 2017.
Abstract
The
digital natives of the present era have to a large extent been influenced by
the media. Studies have shown that regular exposure to
messages conveyed by mass communications is believed to have a cumulative
effect upon moral values and behaviour, with a particularly influential role
upon impressionable young children and adolescents during their formative years
as they transition to adulthood. (Buerkel‐Rothfuss
and S. Mayes, 1981)
The
high standards in values once held by
students in India is fast disappearing. Students particularly in cities have
begun to modify and apply values
according to their suitability and
convenience. The firm waves of modernization, westernization and
urbanization along with the growth in
technology and the unbridled use of
social media seem to have impacted the lives of college going students.
The
genesis of this study was a search for perceptions of Indian youth towards sex
available in Online Forums. Though it presented a grim picture, to what extent this change in attitude has begun to reflect in college campuses is
not known. To find answers to this question, the investigator conducted a survey among college teachers attending a
special summer school programme in the UGC Academic Staff College of the
University of Kerala which is rated as one of the best in the country. This was
followed by informal interviews with both teachers and students. The
survey revealed that many teachers had
observed a laxness with regard to attitudes towards sex among college students.
In this study, vignettes have also been extracted from magazines.
The
study revealed that there is a definite
change in attitude towards sex. More significantly, virginity is beginning to
be perceived as an obsolete idea in a land where Brahmacharya- celibacy and
abstinence from sex was strictly practised by students. The paper lists down several solutions to this problem and concludes with the
observation that a failure to immediately address the problem is likely to
result in students in our college
campuses faking western lives, casting a
shadow on the prosperity of our country.
Key Words: Values, College
students, Attitude to sex
B 55. Paper entitled entitled Amma,
Mata and Kudumbasree Programmes -A Brief
Review at the Three-day
International Seminar on Catalyzing Women Empowerment For An Egalitarian
Society and XVI Annual Convention of CTE, Kerala State Centre, organized by
Titus II Teachers College, Tiruvalla from 25 to 27 October 2017.
Abstract
Freebies are
synonymous with populist politics in Tamilnadu State in India. The scores of
schemes and programmes for
the populace, particularly
women during the reign of
Jayalalitha (Amma) are still fresh in our minds. On a lower key, the Mata Amritanandamayi Mutt in Kerala have also undertaken women empowerment programmes. But neither schemes initiated
by both the Amma’s could match the accolades
and success of the
Kudumbasree programme of Kerala. Why is it so? What ingredient did the women empowerment programmes initiated by both the Amma’s which apparently emanated from a concern and
love for the weaker sex lack, compared to the Kudumbasree programmes?
What were the thrust areas of the
Kudumbasree programme which led to its
success? This paper attempts a brief review of the women empowerment programmes initiated
by Jaylalitha, the late Chief Minister
of Tamilnadu, Mata
Amritanandamayi Mutt
in Kerala and the Kudumbasree programme
of Kerala State to find
answers to these questions.
The paper begins
with a brief review of the concept
of women empowerment and the ways
in which it is perceived by the
United Nations. Common areas of focus
of popular women empowerment
programmes both in India and
abroad are identified. This is followed by
a brief critique of the
programmes of Jayalalitha, Mata
Amritanandamayi Mutt
and Kudumbasree. It is hoped that such a
review would help arrive at a workable
model of women empowerment which could be successfully implemented by the states.
Key words: Women empowerment, Kudumbasree, Amma programmes, Mata Amritanandamayi
Mutt
B 56. Paper entitled Tackling Emotional Distress With Positive
Intelligence- Case Study of A Two Year MEd Programme at the International Conference on Wellbeing (Web2017) organized by MS University, Tirunelveli on 06
and 07 November 2017.
Abstract
A majority of students who joined the newly introduced two-year MEd programme in
2015 in a leading government-run College
of Teacher Education in Kerala state were women in the age group of 24 and
32, married with children aged 2
and 8 years. During the course, the
unmarried ones were receiving proposals, some got engaged and a few who got married, started entering the
family way. Issues related to upbringing of children by student- parents, abortion, sudden illness,
financial crunch, changing life style through marriage etc. used to regularly
crop up resulting in a high level of emotional
distress among students. And this necessitated interspersing
academic sessions with motivation sessions. So, drawing on strategies
for developing Positive Intelligence
proposed by Shirzad Chamine, the
investigator regularly introduced exercises
aimed at developing the emotional
wellbeing of the MEd students for
two years. This paper is a brief report of the case study.
Key Words: Emotional distress, Positive
Intelligence, Intervention, Two-year
MEd programme, Teacher Education
B 57. Paper entitled
Transaction Of Language
Across The Curriculum- A Study Of Success And Failure In Two Universities at the
Two- Days International Seminar on Teacher Education-Challenges and
Opportunities organized by the
Department of Education, University of Calicut, 27 and 28 February 2018.
Abstract
The
National Council for Teacher Education
(NCTE) syllabus for ‘Language Across The
Curriculum’ (LAC) for the recently
launched two-year BEd programme states:
The expected focus is to 1. Create
sensitivity to the language diversity that exists in the classrooms. 2.
Understand the nature of classroom discourse and develop strategies for using
oral language in the classroom. 3.
Understand the nature of reading comprehension in the content areas. The
NCTE website stipulated that the new
course was to have practical inputs including seminars, reflective reading from
library, text book analysis of different school subjects including language,
classroom observation in TEI’s and
Schools, communication skills, etc.
Following
the guidelines of the NCTE, two
Universities in Kerala State- University of Calicut and Kannur University introduced LAC as
a Core Paper for the
two-year BEd programme launched
in 2015. The paper was transacted in over five dozen colleges affiliated to the University of Calicut and just twelve colleges affiliated to Kannur University. But within
two years, based on the recommendation
of the Board of Studies of the
University of Calicut, the paper was
abruptly withdrawn while in Kannur
University, the paper continues to be taught. This prompted the teacher educator-cum-investigator to study
the reason for failure and success in
the two neighbouring Universities.
Data
was collected through informal interviews with teacher educators of select colleges affiliated to both the
universities where the paper was taught. An analysis of the data
revealed differences in the choice of content of LAC, an absence of consensus
on strategies to be employed for
transaction of the syllabus and a
failure on the part of the universities
to provide proper
orientation for teacher
educators who handled
the paper. Possible reasons
for withdrawal of LAC in the University
of Calicut and the likely reason for the
continued success in Kannur University
was identified.
It is hoped that the findings of the study
would aid curriculum developers and
practising teacher educators to address
pitfalls in curriculum design and in the
process refine their own
teaching for achieving the original
objectives identified by the NCTE
in launching LAC for the teacher
education programme.
Key words:
Assessment, BEd trainees, Syllabus, Transactional strategy
B 58. Paper entitled Sensitizing
Human Rights Through BAHUBALI –An
Innovative Approach at the Two-day
National Seminar on Human Rights and
Gender Issue: In Teacher Education, organized by School of Pedagogical
Sciences, Kannur University on 5 and 6 March 2018.
Abstract
Studies have shown that
college students have a special preference for movies. (Sun etal.,2011);
Choudhary (2016). Cinema, according to Persson (2003) can create not only temporary phenomenal
experiences but also change the cultural climate. Using movies in teaching is an effective way to reach people’s affective domain, promote
reflective attitudes (Blasco, 2005). This paper proposes the introduction to
and sensitization of basic human rights and the Universal Declaration of Human
Rights through the viewing of select film clips and visuals of an extremely
popular Indian film, BAHUBALI.
The blockbuster film BAHUBALI in addition to its compelling
visual effects has themes closely related to human rights which include female
molestation, a queen’s order to bring a
citizen to court in chains, the
hero’s struggle to uphold dharma, the incarceration of the heroine for over two decades and the rule by a tyrant, Bhalla Deva. These can be tapped for discussion of and
sensitization to human rights.
The paper begins by
stating the rationale for choosing the film, BAHUBALI and briefly attempts a review of studies
related to use of film for teaching and Human
Rights Education. A specimen lesson illustrating the kind of activities that
can follow the viewing of film clips and
visuals from the film BAHUBALI follows.
Each activity is aimed at familiarizing
students to major articles of the Universal Declaration of Human Rights. It is
hoped that this presentation would
sensitize teacher educators with an innovative approach to Human Rights
Education.
Key words: Activity, Articles of UDHR, Film,
Human Rights, Innovative
B59. Paper entitled Fostering ‘Can-do’ Attitude By Nurturing
Growth Mindset – An Experiment
at the Two-day National Seminar on Quest for Effective Paradigms in Teacher
Education organized by Govt. College of Teacher Education, Kozhikkode on 29th
and 30th November 2018
Abstract
Studies have shown the existence of a significant relationship
between family socio-economic status(SES) and academic achievement of students
(Sirin,2005). Researchers have also found that the affective side of
learners have an influence on language
learning success (Oxford,1990). The investigator noted the existence of high anxiety
among trainees of the English Optional
with low SES despite possessing high
cognitive ability. The decade long experience as a teacher educator, made the
investigator realize that such trainees become low achievers.
On identifying problems
related to achievement among
trainees from a low SES, the
investigator employed an idea drawn from
the findings of the renowned
Stanford University psychologist Carol S.
Dweck, who discovered the power of
mindset. Dweck (2007) had found that success in school, work, sports, the arts,
and almost every area of human endeavour can be dramatically influenced by how
we think about our talents and abilities.
This paper reports on an experiment undertaken to improve English Optional BEd
trainee performance in
two government-run teacher training colleges in Kerala state by employing strategies proposed by Dweck. The
investigator attempted to make trainees with low SES possessing a
fixed mindset to abandon it and adopt a growth mindset through
tasks, regular communication and
effort-based praise to bring
about a change in trainee performance.
The strategy employed by the investigator turned out to be fairly successful resulting
in improved performance of trainees with low SES who at the beginning of the course showed signs of stress and was
keen on withdrawing. The study
underscores the fact that conscious
intervention strategies such as the ones suggested by Carol Dweck if employed in government-run teacher training colleges in
Kerala where there exists wide variations in SES among
trainees, it is possible to reduce inequality, develop a ‘can-do’ attitude and
help improve trainee performance.
Key terms: Mindset, Growth
Mindset, Fixed Mindset, Achievement, Equality
B60. Paper entitled Transactional strategy of
select SWAYAM courses-A Critique at the Three-day National Seminar
on New Technologies and Innovative Practices in Educational Research organized
by the School of Pedagogical Sciences,
Kannur University 5 to 7 February 2019
Abstract
SWAYAM courses when
launched were looked upon as
trendsetters in reducing the digital
divide in India. The very idea of getting the best
teachers to offer courses on
SWAYAM was perceived by
aspiring students as a springboard to education of a superior
quality. Did SWAYAM courses fulfil the
expectations of those who registered for the courses? To answer
this question, the author a teacher educator by profession
registered as a student for a MOOC course offered through SWAYAM by a
leading institution in the country. In addition, the
author cum investigator also associated with another frontline educational
institution for developing an
online course which was offered on
SWAYAM.
A comparison of the transactional strategy employed by front
rank providers of
online courses such as Future
Learn, Coursera and Canvas with that
of SWAYAM is
attempted in this paper. The picture
which emerges is not very encouraging.
It was found that the framework for the
MOOC course offered by
SWAYAM diligently follows the 4 Quadrant
approach. But inquiries made by the investigator
revealed that the material developed for
the course had not been tested for effectiveness through a
pilot study. An intensive critique of
two courses offered
through SWAYAM revealed that the element of interest in the content
compiled for study was conspicuously low
and teaching-learning strategies
that had to be meticulously addressed in online learning such as Discussion
Forum and immediate student feedback had
been completely ignored. It was also noted that in certain instances the presenters lacked
the skills essential to transact the content through the online mode through video lectures. In short, as in the case of digital materials
prepared by several institutions
for telecast during the initial
phase of the launch of programmes
through Edusat at the turn of the century, the
emphasis appears to be on
quantity rather than quality!
It is hoped that the findings of the study will prompt
developers of e-content to take
note of the drawbacks of the courses
currently being offered on SWAYAM
and address the lacuna pointed
out.
Key terms: MOOC, e-content, 4 Quadrant
Approach
B61.
Paper entitled Reinventing
Swadesi Movement To Fulfil NEP
2019 Aspirations-A Proposal at the
National Seminar on National Education Policy 2019 organized by the Chair for
Gandhian Studies & Research, University of Calicut in Collaboration with
the Chamber of Education, New Delhi and the academic support of Dept. of
Education, University of Calicut 25 July 2019
Abstract
While discussing the urge for Higher
Education in the context of the freedom struggle, Gandhiji observed: “…seeing that the aspiration after Higher Education is
a laudable end, we shall find out a way of fulfilling it more in accord with
our surroundings…”(Young India,24-6-’26).
Interestingly enough, the Draft of NEP
echoes Gandhian ideals by mentioning in its vision an ‘India-centred
education’. In fact Gandhiji’s own definition reads: “Swadeshi is that spirit in us which restricts
us to the use and service of our immediate surroundings to the exclusion of the
more remote”.
(1947)
To help realize the goal of an
‘India-centred Education’, drawing
on Gandhiji’s ideal of Swadesi, the author- cum-researcher proposes that the time
has come to introduce translations
of Sanskrit literary gems along with
English literary texts in the teaching of English Literature. The author draws on historical documents and present research
findings to substantiate the argument.
Specimen tasks using a comparative study of an ancient literary text in translation and modern literary texts is
also included.
The author hopes that the idea proposed would light the way for curriculum
developers keen on re-designing curriculum for an India-centred Education.
Key words: Ancient Sanskrit literature, English
Literature, NEP 2019,Swadesi
B62. Paper entitled The Proposal for Multidisciplinary study
in NEP 2019-A Critique at the Two Day International Seminar on Emerging
Trends in Education organized by Mar Baselios College of Education, Sulthan
Bathery
In association with AIRIO and CTE, Kerala Chapter on
02 and 03 August 2019
Abstract
The chapter on Teacher Education in the
Draft of NEP 2019 reads: “Teacher
preparation is an activity that requires multi-disciplinary perspectives and knowledge...”(283)
With regard to Higher Education, there is a novel proposal for a Liberal Arts Approach: Liberal Education through an array of different disciplines that
include the Arts, Humanities Mathematics and Sciences suitably integrated
with a deeper study of a special area of
interest”.(P29)
It is a fact that for decades, the knowledge base of subjects such
as Philosophy, Psychology and Sociology
were liberally utilized in designing the curriculum for courses in Education. This
prompted the author-cum-researcher to critique the NEP proposal for ‘multidisciplinary study’ particularly with
reference to Teacher Education.
The paper begins by distinguishing the
term ‘multidisciplinary’ from related terms such as Inter-disciplinary and Trans-disciplinary.
This is followed by a brief review of the pedagogic implication of the term
‘multidisciplinary’. It also attempts a comparison of current knowledge
transaction practice in teacher
education institutions and those in Literature
courses offered in the Arts
stream in University departments.
The critique reveals the fuzzy nature of
the term ‘multidisciplinary’ and makes
one suspect whether the policy makers have failed to assess the reality of the
situation. The critique concludes by affirming that the proposal for a focus
on multidisciplinary study for Teacher Education programmes and Liberal
Arts in one breath is simply
radical and ignores reality.
Key words: Liberal Arts; Multidisciplinary; NEP
2019; Teacher Education
B63. Paper entitled Reprogramming Fixed Mindset Using Energy
Psychology-A Proposal at the International Conference on Life Skills
Education (ICLSE 2019) organized by IALSE and S-Vyasa Deemed University on Life
Skills and Yoga as Cutting-edge
Mechanisms for Transformative Competencies at S-Vyasa , Bangalore 1 to 3 November 2019.
Abstract
In 2007, the renowned
Stanford University psychologist Carol S.
Dweck, discovered the power of mindset
and found that success in school, work, sports, the arts,
and almost every area of human endeavour can be dramatically influenced by how
we think about our talents and abilities.
The author and investigator-cum-teacher educator had recently attempted to transform the Fixed Mindset of his
teacher trainees using strategies proposed by Carl S. Dweck to nurture a Growth Mindset (Praveen,2018).
Simultaneously, the investigator explored the possibility of transforming Fixed Mindset of old generation
teacher educators using the same strategies proposed by Dweck. But this did
not produce any significant change in
the educators.
In The Biology of Disbelief (2005), Dr. Bruce
Lipton, a former researcher of Stanford University and medical school professor
proposed more than twenty belief
changing strategies called Energy Psychology. Drawing on select strategies
proposed by Lipton, the author of this paper suggests a specialized ICT
training to transform the fixed mindset of old generation teacher educators.
The twin objectives of
the paper includes 1.Introducing
participants of the Conference to an
evolving area of study and 2. Open up
new avenues for conducting research by
systematically introducing select strategies of Energy Psychology
proposed by Dr. Bruce Lipton to reprogramme fixed mind sets of old generation
teachers. The author believes that the ‘Energy Psychology’-based specialized ICT
training is the right recipe for
transforming the Fixed Mindset of old
generation teacher educators and nurture a
Positive Mindset.
Key terms: Energy Psychology,
Fixed Mindset, Positive Mindset, Sub conscious
B64.Paper
entitled Neuroscience
influenced MOOC content integration in a pre-service course- A case study
at the National Seminar on Education, Neuroscience, Technology and
Pedagogy: Neuro-systemic Influence on learning
organized by the Centre for Education Beyond Curriculum , Christ (Deemed
to be University), Bangalore 12 to 14 November 2019.
Abstract
Recently, the National Policy on Education proposed the leverage of technology and use
of Online courses for enhancing quality (NEP 2019 Draft p.339). Taking the cue
from NEP 2019, the author a teacher educator, attempted the utilization of MOOC
content in a blended mode by drawing on research in Neuroscience which included
creating an environment for discovery and allowing individualized paths to
learning (Zull, 2011). This paper reports on the experiment, which not only
benefitted teacher trainees but addressed
problems faced by learners using MOOCs.
The author hopes that the report will pique the interest of both teacher educators and teacher trainees.
Key
words: MOOC, Neuroscience, NEP 2019, Quality,
Teacher Education
B65.Paper entitled Covid-19
compelled RASE Model curriculum transaction for teacher education -A
study at
the International Conference on English Learning & Teaching
Skills-ICELTS 2020 from Dec. 8 to 12,
2020
Abstract
The unprecedented shut
down of educational institutions owing to the Covid pandemic had prompted many institutions to shift to an
Online mode of instruction. The
investigator, a teacher educator by
profession found the abrupt shift
from face-to-face instruction to an online only pedagogy for teacher education a major
challenge. This necessitated the exploration of appropriate
instructional strategies to substitute the existing time-tested
pedagogical practices followed in teacher training colleges.
The target audience specific data collected through surveys and interviews revealed that
the needs, resources available and
internet connectivity of main stake holders namely teachers and learners
vary in several ways. This posed several challenges and
the investigator found a solution in the RASE Model which is increasingly being perceived as a practical, evidence
based design model with applications of technology to improve student learning
outcomes and student satisfaction (Churchill, King, & Fox, 2013).
When a batch of English optional teacher trainees of the Bachelor of Education (BEd) programme, was assigned to the investigator-cum-teacher
educator, the RASE model which basically addresses Resources, Activity, Support
and Evaluation was utilized for curriculum transaction. This paper lists down
the strategy employed to transact the
BEd curriculum using the RASE model. It is hoped that the
report of the study will help
colleges of teacher education and English language teacher educators to gain
a sense of direction to commence
delivery of instruction which has
already been delayed owing to the pandemic.
Key words: Activity, Evaluation,
Teacher Education, Resources, Support
B66. Paper entitled CPD During Pandemic- Endeavour of a Voluntary Teachers’
Organization at the National
Web Conference on Navigating The Implications of the Pandemic Through Effective
Leadership and Organizational Structure Dept.
of Advertising & Marketing Management, Patna Women’s College
(Autonomous) Patna on Jan29 and 30,2021.
Abstract
Since the
turn of the century, Continuing
Professional Development (CPD) has become a buzz word in education. But the
COVID pandemic brought in its wake social distancing, setting
limits on gathering. An immediate
effect was cancellation and postponement of training sessions and conferences which aid
in professional development. Major
organizations which offer CPD
immediately switched the training mode to virtual webinars and
e-learning. But as per the
National Sample Survey report on education (2017-18) only 24% of
Indian households have an internet facility. While 66% of India’s population
lives in villages, only a little over 15% of rural households have access to
internet services. That is to say, accessibility and affordability became
significant aspects to be
considered during CPD of
teachers in the time of
pandemic.
The
English Language Teachers’ Interaction Forum (ELTIF), is a voluntary
organization of teachers, academicians
and education consultants who have been relentlessly working in the education
sector of rural India for the past 15 years.
When the Covid Pandemic struck,
all training sessions, workshops and empowerment programmes came to a complete stand still. Being a non profit organization,
there was a scarcity of funds. To overcome the
crisis and ensure
that learners, teachers and
interested public do not feel
left out, ELTIF attempted a study of the felt need
of teachers and came up with strategies to
ensure that an essential educational service such as CPD for teachers are
made available. This paper reports on the challenges, preparations and efforts of a few academic leaders of
ELTIF to offer
affordable and accessible online
input to ensure that
CPD of teachers
who are major players
in the education sector do
not get affected
owing to the crisis brought about by the Covid pandemic.
Key words:
Covid Pandemic, CPD, e-learning, Online, Teachers
B66.
Paper entitled Sustainability + Support = Pedagogy: An
Emerging formula from Covid-19 Compelled
Teacher Education at the Three
day International Online Conference on Crisis Management Through Life Skills
jointly organized by Ajmal Foundation and Indian Association of Life Skills
Education (IALSE) Feb. 18-20,2021.
Abstract
Many of us are yet to
overcome the shock that came from the
impact of COVID-19 on teaching and
learning in general and teacher education in particular. For
professional educators associated with Life Skills
Education this is an
immediate challenge to be addressed.
The pandemic caused
unprecedented disruptions for teacher education. The
strict lockdown measures implemented in India led to a complete closure of academic
activities. Endeavours to minimize
Covid-induced disruptions without compromising the safety of students by switching
on to distance mode through online pedagogy it was assumed, will be the
much sought after pedagogical panacea.
But a common problem
noticed by the
teacher educator cum investigator
during curriculum transaction in
the online mode for a teacher education
programme was a
lowering of optimum levels
of performance among
teacher trainees. This coupled with accessibility and affordability
issues for online learning during the peak of the COVID-19 pandemic revealed
a protracted rise
of unprecedented problems
among teacher trainees mostly arising from a deterioration of their
mental health.
Drawing on own experience as a Life Skills
Education practitioner, the investigator
evolved a formula
for teacher education
viz; Sustainability + Support
=Pedagogy and implemented the same. For the
participant observer study, the investigator drew on both qualitative and quantitative data to
address the issues
that cropped up during the curriculum transaction of a teacher education programme. It is hoped that the lessons learned from hindsight
shared in this paper can be fruitfully employed for
Life Skills education in India.
Key words: Covid 19, Life Skills, Teacher educators, Teacher Trainees,
Online Pedagogy
B67. Paper entitled Gearing
up for Post Covid Teacher Education at the International Virtual Conference on Share an Experience: Lessons
From Covid 19 Pandemic organized by ELTAI Tirupati Chapter. March 24-25,2021.
Abstract
The shutdown of schools
following the Covid-19
pandemic has brought in its wake new challenges for teacher education. The thither to
practice in teacher training programes
was to send the teacher trainees to neighbouring schools where under the supervision of local teachers they engage
classes. With schools remaining
closed, it became imperative
to change established practices. The
teacher educators were expected to
show pedagogic agility by relocating
Practice Teaching to new
online spaces. How exactly
did this workout? What kind of problems
did teacher trainees face? How can such
problems be addressed in Post Covid
teacher education programmes?
To answer these questions, the author,
a practicing teacher educator
assigned to teach trainees online, collected
data from the teacher
trainees, fellow teacher educators and
the management of colleges
of teacher education. It is hoped that the findings of this study shared in
this paper will inform
educators on the nature of the
challenges brought about by the
paradigm shift. The suggestions
provided to address the challenges will also give a sense
of direction to
teacher educators and administrators caught up in the imbroglio of
having to utilize online pedagogy for post Covid teacher education.
Key words: BEd, Online pedagogy,
Practice Teaching, Teacher educator,
Trainee
B68. Oral and technical
presentation entitled Sustainable Solutions
for Post Covid
Pedagogy: WhatsApp and RAISE Model
at the Virtual 4th International
Conference on Covd -19 studies, Istanbul, Turkey organized by Institute of Economic
Development and Social Research April
17-19,2021.
Abstract
A New
Education Policy (NEP 2020) was launched
in India at a time when the Covid-19 pandemic was raging
and educational institutions shifted to online
pedagogy. Though the need to
address the effect of the
pandemic is mentioned in the
policy document, it did not
chalk out a road map for addressing the
issues and went on to state its proposed aim
to have an education system by 2040 with equitable access to highest
quality education for all learners
regardless of social or economic background.
Following
the paradigm shift to online
pedagogy, the investigator found that
even in educational
institutions in the suburbs of cities, students
had to cope with issues related
to Quality, Equity, Accessibility and
Affordability. When teachers were
directed to deliver synchronous online instruction without any
prior training, ‘quality’
was severely affected. With
the pandemic, unemployment
began to rise among parents and in
some families basic
sustenance rather than education for
empowerment became the
priority. The rich
could however manage job
loss and naturally
‘equity’ issues particularly
among the rich and the poor
widened. Prior to the pandemic,
many educational institutions
provided free internet facility
for learning in the campus. But
when the schools were shut down
following the pandemic,
students who did not have
own computer or internet
facility at home were
affected by ‘accessibility’ issues. Before the
pandemic, students used to
buy data cards
to connect with peers
through smart phones
using social media.
But when online
classes commenced, in
many families with more than one
sibling, either non availability
or forced sharing of
computer or smart phone for education
brought ‘affordability’ issues
to the fore. This paper suggests sustainable solutions for Post Covid
pedagogy using WhatsApp and an
innovative model, ‘RAISE’, an acronym for
Resources, Activity, Initiation, Support
and Evaluation.
Key words: Accessibility,
Affordability, Equity, Sustainability,
Quality, WhatsApp
B69. Paper entitled Negotiating Pitfalls in Course Design vis-à-vis NEP 2020 Proposal
for Multidisciplinary Education at the International Conference on Research and
Practices in Humanities Social Sciences, Education, Commerce & Business
Management (ICHSECM-VIRTUAL 2021) APRIL 29-30, 2021.
Abstract
With regard to Higher Education, the National
Education Policy (2020) put forward a
novel proposal for a holistic
multidisciplinary education “to lead the
country into the 21st century and the fourth industrial revolution”(P37). The
notion of a ‘knowledge of many arts’ or what in modern times is often called
the ‘liberal arts’ prevalent in ancient India
is proposed to be brought back to Indian education (P36).
More than a
decade ago the University Grants
Commission floated the idea of
autonomous institutions
with the liberty to design Courses. Then, teaching departments in
autonomous institutions undertook
hectic efforts to
transform the existing Curriculum. Now with
multidisciplinary education and
Liberal Arts approach being
proposed in NEP 2020,
new courses are
likely to be launched soon.
Educationists know that
curriculum design is
a professional enterprise
and designing a
multidisciplinary curriculum
is quite complex.
Practitioners know that
the term Multidisciplinary is
a bit fuzzy in
nature with closely related terms
such as Inter-disciplinary and Trans-disciplinary. So when NEP
2020 proposes
teaching subjects in Humanities, Arts, Sciences and Mathematics from a Liberal Education perspective multidisciplinary curriculum design may lead to many pitfalls.
What exactly should
curriculum developers do to avoid the pitfalls
in multidisciplinary curriculum design? How
can curriculum designers address
Post Modern perspectives while designing
syllabuses, following student-centred practices and
computer assisted teaching and
learning? These are some of the
questions this paper tries to answer.
The paper commences
by referring to the introduction of ‘Multidisciplinary’ perspective
in NEP 2020 followed by pedagogy
of Multidisciplinary study. After
mentioning the current
trend in the
arts stream, Post
Modern perspectives in education
is highlighted. This is followed by a reference to earlier pitfalls in curriculum
design and the steps
to be followed in curriculum design focusing
on student- centred
practices and the use of technology. The paper concludes by
listing down certain aspects
curriculum developers need to
look into in the context of
NEP 2020 in the time
Industrial Revolution 4.0.
Key words: Curriculum, Design,
Liberal Arts, Multidisciplinary, NEP 2020,
Post Modernism
B70. Paper entitled Rejuvenating
Student Well being- Ancient
Indian and Modern Strategies at
the World Conference on Pandemic
Studies-I organized by IKSAD-Institute of Economic
Development and Social Research, Ankara, Online, May
1, 2021.
Abstract
With
the onslaught of the
Covid-19 pandemic,
educational institutions were shut down.
Social distancing coupled with
increased internet usage began to
affect the mental health of students and
soon it began to dominate
the media. Studies have found that
frequent unsupervised internet usage results in self-harm
leading at times
to suicidal behaviour among adolescents. Home confinement, little physical activity, lack
of contact with peers or teachers,
it has been reported, resulted
in acute chronic stress particularly among adolescents. Developing
resilience and reducing risk behaviours has
suddenly become a matter
that requires urgent
attention of parents, teachers and
health workers.
While protective
family life, peer support and
psychological support of
teachers were found to be
lacking, during the
Covid pandemic, the
investigator cum teacher educator
was assigned a batch of
teacher trainees undergoing
the Bachelor of Education
programme. Then drawing on own experience of
utilizing both ancient
Indian and popular modern
strategies aimed at student wellbeing,
the investigator attempted
to tackle the signs
of mental distress among own teacher trainees. This became
imperative because the
trainees themselves were
expected to engage in teaching
practice with adolescent
learners in neighbouring
schools shortly and were
expected to be familiar with strategies to
address adolescent mental health
issues particularly during the
Covid pandemic.
This paper
presents the ancient Indian and
modern strategies regularly
employed by the investigator-cum-
teacher educator for over a decade
for developing the
mental wellbeing of teacher trainees. These include among others
‘Pranayama’ (deep breathing), Satvic way of life and modern strategies such as
fostering a ‘Can-do attitude’,
nurturing a Growth Mindset and developing Positive intelligence. It is hoped that the
strategies shared in this paper will benefit the teaching fraternity in general and student community in
particular.
Key
words: Adolescents, Covid
pandemic, Mental health,
Resilience, Strategies
B71. Paper entitled Post Covid Technology Integration in Teacher
Education Using RAISE-A Pragmatic Model at
the International Conference on New Directions in English Language Teaching: Issues,
Practices, Challenges” organized by
Swami Keshvanand Institute of Technology, Management and Gramothan,
Jaipur May 3-5,2021.
Abstract
The
National Curriculum Framework for Teacher Education (2009) while proposing
reforms suggested the need to orient and sensitize the teacher to
distinguish between critically useful, developmentally appropriate and the
detrimental use of ICT.(P14) Taking the cue,
intensive practice in the use of
technological tools for
teaching and learning became the norm, in several universities. While serving as a
member of the BEd curriculum revision committee the investigator cum teacher
educator took a lead role in introducing Techno Pedagogic Content Knowledge
Analysis (TPACK) in the prescribed BEd
syllabus. But the introduction of TPACK
led to stiff opposition by old
generation teacher educators. Then, utilizing a five phase model of Computer Technology Integration in teacher
education, the researcher along
with a
team of tech-savvy teacher educators of the
Net Generation, effectively
addressed the issue related to ICT-based curriculum transaction through networking and workshops for older generation teacher
educators. But when the Covid Pandemic stuck, in spite of the
training received, teacher
educators began to fumble and falter with the
abrupt shift to online mode of
instruction.
The
investigator caught up in the imbroglio of
online teacher education, attempted
a comparison of past
experience of training
teacher educators with
certain innovative strategies
explored by educators across the
globe and attempted teaching the BEd trainees. This paper
presents a refined
model for technology
integration in teacher education
namely RAISE- an acronym for Resources, Activity, Initiation, Support,
Evaluation. It is pragmatic in the sense that it addresses the immediate issue of
offering training online. More significantly, the refined model evolved through the investigator’s
field based experiences. It is hoped
that the five strand model
proposed will be useful for both curriculum developers and
teacher educators on the
quest for an appropriate model for integrating
technology for post-Covid
teacher education.
Key words: BEd
course, ICT, Integration, Teacher Education, TPACK
B 72. Paper entitled
MOOC Integrated Teacher Education: A Pragmatic Solution For
Post-Covid Virtual Training at
the Virtual International Conference on Leading Education in Times of
Crisis and Beyond organized by Faculty of Education, The British University in Dubai, May 29,2021.
Abstract
Higher levels of
performance with clear
vision of teaching are
expected learning outcomes
of teacher training
programmes aimed at
delivering quality instruction. Educators have often seen how mounting
work load and unavailability of
sufficient time affect the smooth transaction of curriculum
and the realization of instructional goals. When the Covid
pandemic struck, it not only upset
normal classroom instruction
but also hindered
the possibility of reaching out
to student teachers to
provide relevant knowledge,
attitudes and skills to function effectively in their teaching profession. Such scenarios
necessitate teacher-leaders to
show initiative and introduce innovative practices to foster
student acquisition of desired
cognitive skills, bodies of knowledge and their
affect. This paper presents a
teacher educator’s innovative attempt to integrate MOOC
content to a traditional teacher
training programme. It
presents the strategy
employed and highlights how the
innovative approach benefitted
the teacher trainees during the Covid pandemic. The strategy
lends scope for emulation and
adaptation during post-covid teacher
education programmes which are
fast shifting to virtual
training.
Key words: Covid,
Curriculum, Leader , MOOC, Teacher
Education
B
73. Paper entitled
Leveraging Yogic Exercises To
Rejuvenate Student
Wellbeing For Post
Covid Pedagogy at the International Modern Scientific
Research Congress organized by the Institute
of Economic Development and Social Research, Istanbul, Turkey, 4 - 5
June 2021.
Abstract
The Covid compelled quarantine, social distancing, and
abrupt shift to online
education has affected
student wellbeing. Studies
have shown that stress and anxiety level of
students have considerably
risen during the Covid pandemic. Then,
psychologists were quick to
suggest remedies which included counseling
and adoption of a
caring attitude by
teachers and parents. But
data collected by the
investigator cum teacher educator revealed
that both parents
and teachers themselves
were confused and
an element of fear, worry and
concern was noticeable.
In India, since time
immemorial, Yoga has
been seen as a
panacea for illness
that affects the
body and mind. Regular
practice of yoga
has been found to create a sense of spaciousness which dissolves
stress. The investigator cum author
had for years been making own
students practice simple
yogic exercises. Informal
inquiries by the investigator during the Covid-19 pandemic revealed that those
students who regularly practiced
the yogic exercises had
acquired a sense
of balance and were
better prepared to face the
onslaught of the Covid-19
pandemic.
The author in this
presentation aims at
sensitizing participants to
simple yogic exercises
which helps create
a healthy body
and mind capable of rejuvenating the mental
wellbeing of students
gearing up for
Post Covid pedagogy.
Key words: Covid, Rejuvenate, Students,
Wellbeing, Yoga
B 74. Paper entitled
Lacuna in Teacher Skill Set: A
study of Teacher Education Courses
during the Covid Pandemic
in Kerala State at the International Conference
on Innovations and Sustainable
Practices in Commerce Management
and Social Sciences:
Future Prospects and
Challenges (ICCMSS
Virtual-2021) organized by Maniben, Nanavati Women’s College, Mumbai and
INSPIRA Research Association, Jaipur on
June 04-05,2021.
Abstract
When the Covid
pandemic struck, educational institutions were
shut down, and there was an
abrupt shift to online education. The data collected from teacher educators and student
teachers regarding problems
faced owing to the shift to
distant online training, revealed
that teaching effectively
online requires certain
skill sets. Carrilo and Flores (2020) in
the literature review of Online
teaching and learning affirmed that addressing the exceptional
changes teachers and students are
experiencing in these unprecedented times are necessary. So it becomes
imperative to identify the new
skill sets and integrate it into
the teacher training programme to enable prospective teachers
to function effectively
when they take up the teaching
profession which is likely to follow the hybrid mode of instruction in the
coming years.
The study aims to identify
missing skill sets in teacher
educators which affected
effective transaction of the
syllabus of the Bachelor of Education
course during the
Covid pandemic compelled
distance online pedagogy in Kerala. It
also reviews the skills required
for virtual training
and suggests ways of
integrating new skills required
for effecting online
instruction and training into the
traditional teacher education
syllabus.
The data for the study
was collected through surveys and
informal interviews with the
stake holders namely student teachers, teacher educators
and institutional leaders. The
problems experienced by
student teachers compelled to
study online were
found out through a participant observer
study mode where the
investigator-cum-teacher educator attempted online
teaching of BEd trainees.
The survey and informal
interviews found that teacher educators require
new skill sets which include
among others Online resource hunting and
adaptation skills, Grounding skills
which help stop the cycle of worry and
anxiety and student mental health
advising skills.
The author hopes
that the skills found to be absent and identified in the study will help those at the helm
of affairs to provide necessary In-service training
to enable teacher educators to acquire the skills. It
will also help curriculum developers to
identify ways of integrating the
new skill sets to the traditional teacher education programme.
Keywords:
BEd Course, Covid Pandemic, Curriculum, Skill set, Teacher
Education
B75. Paper entitled Lessons
from Covid-19 compelled Teacher Education- Pragmatic Solutions for
Disruption in Acquisition of
Procedural Knowledge at
the
Two-day online International Conference on English Language Teaching
during Pandemic Times: Grappling with the New Normal organized jointly by
Regional Institute of English, South India (RIESI), Bengaluru and IT for
Change, Bengaluru June 25 to 26,2021.
Abstract
While listing
strategies related to technology
use and integration, the National Education Policy 2020 pointed out that though
computers have largely surpassed humans in leveraging factual and
procedural knowledge, at all levels
our education excessively burden
students with such knowledge . This in turn affects the development of higher-order competencies (23.7,p.57 ).
During
the Covid-19 pandemic, data collected
by the investigator-cum-teacher educator revealed that inexperience in
Online pedagogy by teacher educators
affected student teacher
acquisition of essential factual and
procedural knowledge. An analysis
of data
collected from student teachers found that the
failure to address digital divide and
issues related to accessibility
and affordability affected student
teacher mental health. In extreme cases
atendency to withdraw or actively
participate in the training programme became evident. Hence, enabling student teachers to acquire
essential factual and procedural knowledgerequires our immediate
attention. Our failure to address the issue is likely to affect the general performance of student teachers when they
take up the teaching profession.
Assigned to
teach a batch of
English Optional teacher trainees,
during the Covid-19 pandemic, the
investigator drawing on previous experience of
use of affordable digital tools and resources focussing on factual and procedural knowledge, transacted the curriculum.The suitability of the
pedagogic strategy was
found through informal interviews
and course-end academic performance of student
teachers.
The
paper begins by
highlighting the difficulties
experienced by teacher educators
and student teachers during the Covid
pandemic. It then goes
on to list down the strategies
employed by the investigator in adopting technology based instruction
which basically meant adapting
the content for transacting both factual
knowledge and procedural knowledge using
affordable digital tools. The
procedure followed for
delivery of content which among others involved breaking content into
digestible chunks and utilizing
collaborative tasks are
also mentioned with illustrative
examples.
The
author proposes pragmatic pedagogic solutions to enable student teachers
to acquire factual and procedural knowledge during online pedagogy. This in fact is a
pre-requisite for developing higher order competencies
mentioned in the National Education
Policy. It isalso hoped that the
presentation would provide a roadmap for
teacher educators gearing up
for online Post-Covid teacher
education.
Key words: Digital tools, MOOC, NEP 2020, Teacher Education,
Technology
B.76. Paper entitled Sustainable
Ancient Indian Wisdom for Student Well-being in a Post Covid World at the
International Conference on Ancient Indian Wisdom -Panacea for
Sustainable Wellbeing organized by SMS
Varanasi 24 and 25 April 2021 and
rescheduled 26 and 27 June 2021.
Abstract
Following
the onslaught of the Covid Pandemic, educational practices all over the world was forced to
shift to distance online learning. While Quality Education for
Sustainable Development was perceived
as one of the goals (SDG 4) by UNESCO,
more than ever before it is the
abrupt shift to
technology based instruction
which prompted educationists
to look deeply into the nuances of the goal. Educationists
across the world were quick to admit that the
immediate issue to be
addressed is equitable
education coupled with SDG 3 which focuses on
good health and well being of
students.
The 2017-8 National Sample Survey reported only 23.8 percent of Indian households have
internet access. In the changed
educational scenario, this material aspect can be
addressed through proactive strategies
such as supply of free laptops and
internet facility. But addressing
student well being, given the fact that it is psychological in nature, is
comparatively difficult. In
universities in the West, student well being in the campus is commonly
perceived as the creation of a
proper ambience for students
to participate in interactive
group activities outside the
classroom and in building bonds of friendship. But in ancient India,
the nature of student life that
nurtures student well being were clearly charted out. These included
among others leading a life of celibacy
which incidentally is something
quite alien for Generation Z.
This paper attempts
to present an
assortment of ancient
Indian wisdom culled out from
popular Indian texts for
fostering student well being. It
is hoped that teachers, educationists,
parents and students
will benefit from
grasping the prescription for
student life found
in ancient Indian texts. Adopting
them can help students
transform themselves and develop to their full potential at a time
when they are separated by distance
from their own gurus and when Online pedagogy is
fast becoming the norm.
Key words:
Education, Learner, Sustainability, Teacher,
Well- being
B.77. Paper entitled Missing
Teacher Skill sets Affecting Effective
Online Pedagogy- A Covid Period
Study at the Online AIAER - IFORE International
Conference on Challenges and Opportunities of Online
Teaching-Learning during COVID-19 Pandemic
organized by the Institute of Professional Studies, Gwalior, Madhya
Pradesh July 16-18, 2021.
Abstract
When the Covid pandemic
struck, there was an immediate
shift to online instruction. Leading newspapers within days
of the commencement of online pedagogy, identified
several flaws.This studyattempts to identify the problems faced
by teachers teaching
at the secondary
level in Kerala state during the pandemic.
Primary data for the study was collected
through surveys and informal interviews with teachers,
students and institutional leaders in
rural, urban, government and private institutions. Secondary
data was collected from
journals, newspaper articles and
websites which published
studies on problems
faced by teachers and
students during the Covid pandemic.
The data revealed
that a majority of teachers
in the State of
Kerala, like their counterparts
in India, had received no
prior training in
teaching online, secondary level learners.In several cases the
existing digital divide, accessibility
and affordability issues affected teachers too. The study found that most teachers were
transacting the textual content
by teaching before the camera
of their mobile
phone, not knowing
that teaching Online
requires a different set of
skillsets. The missing skill sets
identified include digital resource mining and adapting
skills and the skill of dealing
with student well-being.
The investigator cum practising teacher educator drawing on
own experience of teaching online
during the last few years,
proposes strategies for online
training in transaction of
factual and conceptual
knowledge using affordable
digital tools. It is hoped
that the presentation would provide
guidelines and a roadmap for teachers
struggling to cope with
online instruction.
Key words: Learning, Online teaching, Skill sets,
Teachers, Wellbeing
B78. Paper entitled “Let the entire world be happy”: Kerala’s
Welfare Measures for Migrant Labourers- Worthy of Emulation at the 4th International Conference on Globalization and
International Relations Organized by the
Institute of Economic Development and Social Research Turkey, Ankara,
August 1-2, 2021.
Abstract
One
of the indicators of progress of a nation is economic growth and prosperity. In
2020, the Corona virus pandemic became the Black swan. When economies struggle,
the primary concern of governments will
be to address the welfare of own
citizens. Job loss, pay cuts and lock down of industries and
business establishments, have made the lives of people depressing during the pandemic. In
such dire circumstances, will governments show the inclination and concern for
the welfare of migrant labourers?
The
south Indian state of Kerala, India, is popularly known among tourists as
‘God’s Own Country’. It has an enviable HDI similar to leading countries like Switzerland and is the
most literate state in a developing country like India. Migrant labourers, ‘Bengalees’ as they are popularly
known,for almost a decade have become the backbone of the economy of the Sta e. They hail from the
North-East part of India and some of them
are illegal migrants from the neighbouring country, Bangladesh.
The
welfare measures for the
‘Bengalees’ undertaken by the
Government of Kerala and local
NGO’s to improve their lives and the education of their children during
the last few years have received high acclaim in the
local media. But with the continuation of the spread of
the novel Corona virus, a trail of return of migrant labourers commenced. Some reported that they were not welcome in their own
native place. But when they changed
their minds and tried to return, the
second wave of the Corona pandemic
afflicted Kerala State. This led to
lockdown of many establishments, quarantine and
restriction in movement, making
the lives of the migrant
labourers miserable, and upset
completely the education of their children.
This
paper, traces the welfare measures for
the migrant labourers undertaken by
different agencies, both pre-Covid, and
during the pandemic. It underscores the guiding principle of the welfare
measures undertaken, which is
drawn from a traditional Indian value:
‘Lokāḥ Samastāḥ Sukhino Bhavantu’. It
translates: “Let the entire world be happy”
and is worth emulating
by nations struggling
to cope with issues related to migration.
Key words:
Bengalees, Children, Education, Migrant Labourers, Welfare measures
B79. Paper entitled Pragmatic
Solutions For Post Covid Teacher Education -
Lessons From The Use of Sustainable Tools and Strategies at the 8th
London School of Management
Education (LSME) International Research Conference on Sustainable Development and Education 26-27 August 2021.
Abstract
The National Curriculum Framework for Teacher
Education (2010, India) proposed
to prepare humanistic and reflective teachers with the potential to develop
more professional teachers and improve the quality of education. A
decade later, when
the Covid pandemic struck, teaching was shifted to online mode and
social distancing resulted
in an abrupt end of
face to face
instruction. Untrained teacher
educators were directed to engage classes online for student teachers who had no prior
experience of learning online. The
existing digital divide
in India and
issues related to accessibility
and affordability affected
seamless delivery of instruction
resulting not only in
lowering of quality of instruction but
also affecting negatively,
student mental health. Then, finding
ways to address
student needs, suddenly became imperative.
As early
as 1943, Abraham Maslow
proposed that individuals
must satisfy lower level
deficit needs before
progressing to higher level
growth needs. With the Covid
pandemic raging in
2020, many parents
of students lost
their jobs and
the resulting financial crunch affected the family budget
set aside for
education. This meant
that investing in
laptops and acquiring
a broad band connection
with high internet
speed not only
became a luxury
but an elusive
dream resulting in
widening the gap between the have
and the have not’s.
The investigator
cum teacher educator, a former faculty of a government
run teacher training college, where meritorious
students mostly from low
socio-economic backgrounds study,
explored affordable tools and quality content for delivering online instruction. In order
to raise the quality of instruction,
the investigator for half a decade, attempted a
resource mining of Massive
Open Online Courses (MOOCs). Then by
utilizing an affordable and sustainable tool like WhatsApp, the investigator
transacted the teacher education syllabus in a blended mode by
integrating it with the high
quality content acquired for own CPD from MOOCs offered
by leading universities. Such a strategy opened up the
possibility of student teachers to
continue education even in times
of crisis and acquire to an optimum level the
instructional goals of the
teacher education programme.
This paper
presents the strategy
employed which basically attempted to match Maslow’s hierarchy of needs with the needs of student teachers to ensure
quality instruction. Now it is becoming
increasingly clear, that the
Covid pandemic and
online instruction is likely to continue in the coming years. In such a scenario, the author hopes that the sustainable strategies and
tools employed in own academic
setting can provide
pragmatic solutions for
teachers struggling to
cope with online Post Covid teacher education.
Key words:
Covid, MOOC, Needs, Sustainable, Teacher Education, WhatsApp
B80. Paper entitled Teacher
Trainee Cognition and Curriculum Transaction during
Covid-19 compelled Online Pedagogy- A Review at the International Conference on Covid-19
Studies in Social Sciences organized by
Fenerbahce University and the Institute of Economic Development and Social
Researches Istanbul, Turkey September 30,2021.
Abstract
The unprecedented closure of
educational institutions, following
the onslaught of
the Covid-19 pandemic, brought normal functioning in
colleges of teacher education to
a standstill. When
assistance and support
from authorities were
comparatively low,
addressing specific teacher trainee needs
became a top priority for teacher
educators. But the Covid-19 compelled shift to online pedagogy brought
in its wake problems
never perceived before.
Teacher educators with no prior
training were directed to
engage online classes in lieu of
face to face instruction. Naturally it
led to a profuse
use of technological tools which were
inappropriate vis-a-vis the content transacted. This invariably resulted in a hike in
cognitive load among teacher
trainees.
Educators have
often acknowledged that
web technologies can immensely aid
students’ learning experiences.
But practitioners know
that in technology-based instruction,
success depends on the meticulous
accommodation of technology into
the realm of learning and teaching.
What can be done
for seamless online
instruction in teacher
education programmes particularly in the transaction of factual knowledge, conceptual
knowledge, procedural
knowledge and metacognitive knowledge? How
can computer-based tools help not only in transaction of such
knowledge but ensure that teacher trainees are
not overburdened by cognitive load?
To answer
these questions, the investigator attempted a
review of the strategies employed
among own teacher trainees
for transaction of different
types of knowledge using technology.
The feedback from trainees
were then analyzed to find out whether
the use of any
particular digital tool
vis-a-vis the content transacted,
resulted in cognitive load.
The study helped
identify appropriate ICT-based tools and strategies that
can help reduce cognitive
load among trainees
in the transaction of the Bachelor of
Education curriculum. It is hoped
that the findings of the study will
provide guidelines for
teacher educators who are yet to
come to terms with
the paradigm shift to
virtual teacher education.
Keywords
Cognitive load, Digital tools,
Online learning, Pedagogy, Teacher education
B81. Paper entitled An
Appreciation of Bernard Rose’s Adaptation of ANNA KARENINA at the 3rd International Culture, Art and
Literature Congress, organized
by UKSEK Ankara, Turkey on October 8, 2021.
Abstract
Adapting
the story of one of the greatest
heroine’s in Literature can be a challenge
even for the smartest film
director. Yet many film makers
have willingly accepted the challenge and have created
visual narratives of
Leo Tolstoy’s master piece, ANNA KARENINA
which continues to be
perceived as one of the finest love stories
ever written.
This
paper attempts an appreciation of the 1997 US film directed by Bernard Rose with Sophie Marceau in the role of Anna Karenina. In appreciating the film, the investigator examines how Bernard Rose has exploited mise-en-scene viz; actors, lighting, décor, props, costume, music etc. and
used film techniques
like montage to create symbolism
and evoke impressions which helps transform
a film into a work of art.
Key Words: Adaptation, Director, Mise-en-scene,
Montage, Visualization
B82.Paper entitled Activities in
Schools 100 Years
Ago-A Historical Study Through
Photographs at the International SIIRT Conference on
Scientific Research Congress organized by SIIRT University and IKSAD November 5-7, 2021.
Abstract
Many children in India, during the last one year have not seen
their school, their classroom, their friends
or teachers and have never taken part in face to face
group activities. For all of them,
the school experience in the
online mode has
reduced itself to
transmission of knowledge tested
using Multiple Choice Type questions.
“Are our school children missing
out on anything since
the Covid-19 compelled online
pedagogy?”, is one question that keeps popping up during
conversations with parents.
A deep dissatisfaction
with the current Covid-19 compelled online
pedagogy, prompted the investigator, a
teacher educator by
profession to attempt a historical study of the school
curriculum one hundred years old. The
data for the study was collected
from photographs in journals and books on education, one hundred
years ago. A review of related
write ups were also attempted to
identify the proposed objective
of the activities given for children in schools, a century ago.
Many educationists assume
that the curriculum of
schools, one hundred years
ago is outdated. But
the findings of
the study reveals
that a number of activities given for children in schools a
century ago, are not only
relevant but can even provide guidelines for
educationists and curriculum
developers now engaged
in re-designing the current school curriculum to match
teaching and learning through the virtual mode.
Key words:
Activities, Children, Curriculum,
Online learning, School
B83.
Paper entitled An
Interpretation of Culture and History
From Images in Antique Books at the International
Archaeology, Art History And Cultural Heritage Congress Adana, Turkey,
November, 13-14, 2021.
Abstract
A popular
website specialized in
selling rare books
entices readers by
affirming the advantage of nonfiction books which are
“a powerful source of
learning”, allowing one to
“discover and learn new things”.
(World of Books). But can
photographs and drawings
in books illustrate the past and provide an accepted mode of communication for the present? This question
continuously persisted in
the mind of the investigator- cum- teacher educator who chanced
upon a collection of antique
books in the library of a
college of teacher education,
which recently celebrated its centenary. A casual
glance at the
photographs and illustrations in
the antique books gave the impression that they
are not mere decorative pieces, but
are an excellent primary source
for social and physical landscape
of a bygone era. This led the
investigator to attempt an
interpretation of culture and
history through the images
found in the antique book
collection.
The
assortment of images compiled
for interpretation include
ones related to politics,
history and culture. In attempting
to interpret the images, the
investigator employed the
set of techniques normally employed by
historians and photography experts viz;
‘Observe, Reflect, Query’. The very composition, setting and the likely intention of the photographer and the illustrator
have also been taken into consideration in drawing conclusions about the images. It is hoped
that the small compilation of images
and its interpretation
would provide historical
information which has
accidently eluded us
or have deliberately
been suppressed for
one reason or the other.
Key words: Culture, History, Images, Information, Politics
B.84.Paper
entitled Leveraging Ancient Indian Aesthetic Theory of Rasa for
Film Appreciation-A Minor Study at
the
TARAS SHEVCHENKO 7th International Congress on Social Sciences, Ankara,
November 24-25,2021.
Abstract
In the
preface to Arnheim’s ‘Film as
Art’, Ann Arbor found a common medium of storytelling
and entertainment in
film and theatre. A
peripheral analysis of films
will reveal that they capture
human emotions, employing action and
speech.
A concept
in the arts,
related to aesthetic flavour of
any visual or literary
work that evoke
emotions in the reader or spectator
in ancient Indian aesthetics is
known as ‘Rasa’. But centuries
of colonial rule in India led to
the neglect of
traditional Indian aesthetics
as a subject of
study. But of late,
the National Education Policy (2020) in
India is earnestly attempting
to revive the great
Indian tradition.
In the 1970’s the British film theorist Laura Mulvey
argued, that films objectify
women and film viewing is similar to voyeurism.
This was
further accentuated by
psychological theories
which suggested that cinema
satisfies the primordial
wish of human beings for pleasurable
looking. Employing a
different perspective, the investigator
of this study argues that it is
possible to appreciate film from an
artistic perspective provided the
spectator rises to the level of a
‘sahridaya’ (a person able to
identify with the subject matter) and consciously attempts
to appreciate performance in film
by focusing on the nine basic
‘Rasas’ or essential emotions.
To demonstrate
the scope of employing
‘Rasa Theory’ in film
appreciation, the investigator chooses
select scenes from two films
from two different languages
and culture. After matching the
similarity in emotions via-a-vis
the respective plots,
the actor’s performance
is the chosen film clips are
assessed for the histrionic
skill to encapsulate the components of the
emotion (Rasa) under study. Such an approach the investigator
argues makes possible
a better appreciation of films
and raises the level of film
to an art form
thereby providing a
richer aesthetic experience
to the spectator.
Key
words: Appreciation,
Film, Rasa, Sahridaya, Spectator
B.85.Paper entitled Integrating
AI in Teacher Education –An Explorative Study at the Three Days Multi-disciplinary International Seminar
(Virtual) on Education, Human
Development and Sustainable Growth organized by the Department of Education,
Rabindranath Tagore University, Assam November 29 to 30, 2021.
Abstract
The National Curriculum Framework for Teacher Education
(NCFTE,2009) had affirmed the need
for orienting and sensitizing teachers
to “critically useful” and “developmentally appropriate” use of ICT (p14).
Though the subtitle
of NCFTE,2009 is
‘Towards Preparing Professional and Humane Teacher’, a
general complaint that prevailed
during the introduction of
computers in Education,
was the absence of the human touch. But,
during the spread of the Corona virus pandemic, everyone realized that continuation of education
became possible only
through the profuse use of technology!
For almost one year, during
the Covid-19 pandemic, colleges of
Teacher Education across the
country transacted the curriculum
exclusively through the virtual mode. During that time, the National
Education Policy (2020) was launched and the Union Minister for Education
informed the intention to recognize
teachers for “novel approaches to teaching”. Such an announcement came
when rapid advances in
technology particularly, the use of
Artificial Intelligence (AI) had begun to transform education across the globe.
The investigator, a teacher
educator by profession,
drawing on own decade long experience of
using technology for teaching,
attempted an explorative
study of the possibilities
of integrating AI
in Teacher Education. In the empirical, analytical
and qualitative study, the prime
focus was on the strategies
commonly employed for transacting
conceptual knowledge, factual
knowledge and procedural knowledge of select content of the BEd curriculum. An
attempt was made to identify
difficulties that are likely to arise when
AI based tools are employed
for exchange of ideas and for
providing need based feedback. The scope for
assessing transformation of
the teacher trainee- a stipulated
objective of teacher training programmes,
through the use of AI was also explored.
The findings of
the study reveals
that for attuning teacher
trainees to the ever changing
educational environment, the integration
of AI-based tools
for teacher education becomes a necessity. AI can
take up tasks of a repetitive nature freeing up
the teacher educators’ and the teacher trainees’ time.
But though AI-based tools can be
used for assessment, creative
responses from teacher
trainees which involve
application of both conceptual
and procedural knowledge
cannot be effectively
assessed. More significantly,
the absence of the
ingenuity of humans in AI-based instructional tools become
pronounced when employed for providing solutions
for questions and
situations that involve a
moral question or are
psychological in nature. Hence it
becomes imperative to
incorporate AI based
tools for Teacher Education with
discretion.
Key
words: Artificial Intelligence, Curriculum, Teacher Education, Teacher Trainee, Technology
B86. Paper entitled Colour Prejudice 100 years
Ago and Now- A
Study 7th International
Mardin Artuklu Scientific Research
Conference organized by IKSAD Institute, Turkey, December 10-12, 2021.
Abstract
Motivation for Research Skin
colour related prejudices
have existed in various
societies for centuries.
Though ideals of
equality of man
was popular in
Europe in the 19th century,
even in the 1900’s
colour prejudice existed
in veiled forms.
With globalization one
would have expected
discrimination based on colour
to disappear. But on the contrary,
it continued to be a
sensitive issue in
several countries. The widespread protest
in recent times in the
United States following the
death of two Afro-Americans have
brought the issue,
‘colour prejudice’ to the
forefront of public
discussion.
Statement of the Problem: The
policy of withdrawing
from colonies and granting
Independence followed by
the British in the
twentieth century was perceived
by many as a sign
of ‘enlightened rule’.
So it was not
surprising to find many
Asians and Africans migrating to Britain. But
a 2018 survey
found that ‘unconscious bias’ negatively
affects the lives of 8.5 million
people from minority backgrounds
in Great Britain.
In
Pre-independent India, even
though there were fair
skinned Indians, the
British treated them
only as ‘brown’
or ‘dark’. So in
Independent India, one would
have expected Indians
to find pride
in their liberty holding
their heads high and
obliterate from their minds
discrimination in terms of
colour. But a post in the
British Council website in 2020,
dealt with the
growing pressure among Indians
for a ‘fair’ and
‘lovely’ skin. In fact,
sociologists have found that
colour is increasingly becoming
a parameter for judging people in
India.
The protagonist
who sowed the seeds of
‘inferiority’ related to skin colour, the white
man in Britain is now
deemed less powerful
and ideals of equality
are openly propagated both in
Britain and India. So, the existence of
colour prejudice or
concern for skin tone is a
great puzzle.
Objective :
The main objective of the study is
to find out
the possible reason for the existence
of colour prejudice in Britain and Post independent India
and suggest solutions for eradicating
it.
Methodology:
The study commences with
a critical review
of an article
on colour prejudice published
one hundred years ago.
Then a comparative
study of write-ups on
current perceptions of
skin colour and prejudice
available in websites is
attempted to identify
possible reasons for
the existence of
colour prejudice. Based on
the study, solutions for
eliminating the malice of colour
prejudice is proposed.
Author’s
contribution towards creation of new knowledge: The
review of perceptions of
colour prejudice that
existed one hundred years ago
which has long
been forgotten will see light
through the descriptive
study undertaken by the
investigator. It is hoped that
the suggestion made
for curbing colour
prejudice will prompt
individuals to ponder on and refine it
if necessary for
the benefit of society.
Key words:
British, Colour, Indian, Prejudice, Skin
B.87.Paper entitled Feasibility
and Constraints of Integrating AI
for Teacher Education- A Study 6th
Asia-Pacific International Modern
Sciences Congress organized by IKSAD and Mata Sundri College for Women,
University of Delhi December 15-16,2021.
Abstract
Motivation for Research:
When the Covid-19 compelled Online
pedagogy was implemented across India,
one of the most affected was
Teacher Education programmes. The obvious reason being that more than
transmission and transaction of knowledge, teacher educators
give prime importance to the transformation of the teacher trainee which
was difficult to be realized in the
virtual classroom. When Online pedagogy became
the norm, teacher educators explored
the use of technological tools. But of late, many
across the globe are exploring possibilities of Virtual
Teacher Education. So the investigator,
a teacher educator by profession, drawing on own
experience of transacting the Bachelor of Education (BEd) curriculum in
the face to face and
online mode, attempted a study of the feasibility and constraints
of integrating AI
for Teacher Education.
Statement of the Problem:
For almost a decade,
many have been exploring the possibilities
of using AI-based tools for education. But most
such tools are invariably
used for content
transaction, learner interaction and assessment. But in teacher
training programmes, teacher
educators and supervisors check the trainee’s ability to transact procedural knowledge both during
training sessions and Teaching Practice. Further, after observing
classes engaged by
the teacher trainee,
they provide individual feedback based on
performance, and attempts to refine
and prune trainee performance with
demonstration if necessary. This
process being complex, adoption of
AI-based tools in teacher education, is
particularly difficult.
Objectives :
The main objective is to find out ways of
employing AI-based tools for Teacher Education programmes. The
specific objectives include: (1) Preparation of a check list
for the transmission, transaction and
assessment phases of the teacher
education curriculum for
integrating AI-based tools. (2)Identification of strategies for assessment of
the Practice Teaching phase using
AI-based tools.
Methodology:
This empirical, analytical and descriptive study commences with an
identification of the content which falls under factual, conceptual and procedural
knowledge of the teacher education curriculum.
Then, drawing on experience
gained from transacting
content of teacher education programmes, in the online mode, a
four phase plan of action
with appropriate check list
for incorporating AI-based tools for
each phase are suggested with specific mention of likely
constraints.
Author’s contribution towards
creation of new knowledge: It is hoped that the plan of action for integrating
AI-based tools suggested in this paper will provide guidelines for curriculum developers for
redesigning existing curriculum
for virtual teacher education. It can also help
sensitize technocrats of the
complexity of developing algorithms
and the likely pitfalls
in developing effective
AI-based tools for
teacher education.
Key
words: Artificial Intelligence, BEd,
Online teaching, Teacher Educator,
Teacher Trainee
B.88.Paper
entitled “It all begins at home”- A re-look at
Indian Independence at the
International Cappadocia Scientific Research Conference by IKSAD Institute,
Turkey, December 15-17, 2021.
Abstract
The
imperialist ambitions of Britain received a complete setback during the First World
War. British economy was badly
hit, the society was ruptured and
Britain’s authority as a
leading power was challenged.
The
urge to hold on to sway over
colonies, particularly India, seen as
‘the jewel in the crown’ was dominant prior to the First World War. But once
Britain was sucked into the war,
to continue ruling India became increasingly difficult.
The defiant stance of
educated Indians both in India and abroad to
openly demand the British to ‘Quit India’ was a real
headache for the
British government. So ultimately
India along with
several other colonies gained
Independence from British rule in the 20th century.
Some
attribute the ‘generous gesture’ of the
British to grant
independence to former colonies as a
direct outcome of the influence of values such as
liberty and equality of man
popular among the intelligentsia in Europe being imbibed
and adopted by the British administration. But the investigator of this study,
drawing on data from magazines
published in Britain one hundred years
ago, argues that the real reason for granting independence
sprung from the
repercussions and the pitiful state of affairs in
Britain during the war years. A
review of select articles
show how homes and families in Britain were devastated and
everything in British homes
were in shambles
and many were yearning for
peace. So when one’s
own home is in disarray
“what colony, what
jewel, what crown”, became the
natural question that began to
crop up in the minds of the common man
in British streets.
Key words:
Britain, Family, First World War, Independence, India
B.89.Paper entitled Women Teacher Trainees and the
Predilection for Fashion and Glamour -A Study Istanbul
International Modern Scientific Research Conference organized by IKSAD, Turkey,
December 23-25, 2021.
Abstract
The attitude of women
trainees towards fashion and glamour seldom
receives any attention in academic forums. Though the topic
may appear trivial, the fact remains that the environment in which trainees
attend colleges of Education, particularly in metropolitan cities in
India is one in which many uphold
high ideals of
attractiveness. The growth
and popularity of Fashion and Women’s
magazine and the image of
the woman with the perfect body
which the Television
channels telecast everyday have
added fuel to a raging passion among teacher trainees. How pervasive is this trend? Does it
affect the attitude of women trainees?
The investigator, a
teacher educator by profession attempted
a study of demeanor and attire of women
trainees in teacher training colleges in
select colleges. These were then corroborated
with findings of studies of
perceptions of youth in college
campuses and comes up with a few
interesting findings. The paper goes on to affirm that the
perceived urge in women teacher
trainees for perfection of the body
instead of perfection of the mind can soon
become a matter of concern. This is especially so because in ancient India,
simple living and high thinking was the life style prescribed,
particularly for teachers. But what we now perceive is something in sharp contrast. The investigator
affirms that this is
a matter of concern because
the male sex is fast
becoming a rare species taking up the teaching profession in colleges
in general and Teacher Training
colleges in particular.
Key words: Beauty, Body consciousness,
Fashion, teacher training, Women
trainees