ELTAI
Membership No. 30009295
30009295
|
For ELTAI - Hornby Trust Funded
Project
|
Table
of Contents
Report on the Integration of Technology
Prof.
and Head, Department of English
Maharaja
Krishnakumarsinhji Bhavnagar University, Bhavnagar (364001) , Gujarat, India.
Phone:
09898272313 / 9427733691
ELTAI
Membership No. 30009295; IATEFL Member ID:19674
It is
a truth universally acknowledged, that teaching – learning is incomplete in the
21st century without integration of Information and Communication
Technology. No education institute can afford to neglect integration of
technology. Yes, you have read it correctly. It is ‘integration’ and not merely
‘use’ of technology. The below given figure (1) makes the difference between
the two quite clear. This brief
Figure 1: Use and
Integration of Technology
report
is all about integration of technology. All of the twelve points mentioned
under ‘Technology Integration’ is fulfilled in the practice reported here.
- Higher Goals of Education
- It’s
a university’s job to produce
citizens who learn to think for themselves, not just humans who can be programmed to follow
someone else’s code.
- Holly Clark
- It is imperative that in 2015, students be able to curate, archive and expand on
the work they are producing in class.
- Today’s
education must help students authentically learn important
digital citizenship lessons.
- Education
must help students to internalize the core subject as well as vital digital literacy skills such as
creating their own digital web presence and learning to effectively and
purposefully share their learning with the world.
- Classify and Reclassify Information
-
"The new education must teach the individual
how to classify and reclassify information,
how to evaluate its veracity, how to change categories when necessary,
how to move from the concrete to the abstract and back, how to look at problems from
a new direction — how to teach himself."
(Herbert Gerjuoy)
·
UNESCO:
Figure 2: UNESCO -
Stages of ICT Integration
This
report is about the integration of technology at Post Graduate Department of
English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat.
This is State University established in 1969.
The students of post
graduate programme of English literature are involved in this project.
·
To
fulfill the objectives mentioned in ‘Objectives’.
·
Using
technology like blog, Google group, slideshare.net, Google sites, digital
portfolio, flipped learning is part and parcel of
learning at Dept. of English, M K Bhavnagar University
·
All students have to
publish their assignments on blog and presentations on slideshare.net Why? So
that peer learning happens on its own. Slow learners learn from assignments and
presentations of fast learners.
·
Students prepare
Digital Portfolio: Why? The Students are strongly encouraged to build digital
portfolio to document the four habits of mind:
·
The
use of audio-visual materials in literature classroom is very helpful. An
appropriate use must be though-out, otherwise it would fail to fulfill desired
objectives. Pedagogically speaking, screening of the films should be followed
by student-activities on teacher-worksheet. We used blogs for this purpose.
Click here to view some of the teacher worksheet on film screening and read
students’ responses / engagement / reactions in the comment section below the
post:
·
To
engage learners with learning, the teacher used blog worksheet to teach
literary texts and critical theories. The students were asked to respond on the
blog rather than in pen-paper mode. This helps in building an environment of
trust among all learners. This also helps in peer learning as works produced by
classmates is visible to all. It also leads to conceptual clarity of literary
theories:
·
Here
are some of the sample blogs of students reflection on their learning
·
Here
are some of the sample blogs on students assignments on their learning
·
We have used Google Site to
share additional resources, question banks, core content with students
·
Quite often Hotpotatoes suit is
used to develop interactive quiz.
·
We experimented with this
software and used it effectively for Listening and Speaking skills.
·
We used to use wikieducator for
collaboration and content sharing
·
For unit end online quiz, we
use Google Form. To auto-generate result, we run Flubaroo script. It also helps
in sending emails to students with their grades and correct/incorrect itemized
analyses.
·
Here
are some of the sample presentations by students:
·
All
these short videos are going to be on ed.ted.com
·
It
is usual practice that teaching is followed by Online Tests to check the
progress of the learners.
·
Google
Form, Hotpotatoes and Flubaroo script are used for the test and autograding.
·
Here
are some of the links of such online tests:
·
Online
Rubric for the evaluation of Oral Presentaiton:
·
Online
Rubric for the evaluation of Written Assignments:
·
Online
Rubric for the Review of Language Lab software (Language Lab is one module in
the course of ELT and Technology)
·
Online
Rubric for the evaluation of Digital Portfolio
·
The
real mark of integration of technology in education system is not measured on
the grounds of what and how of technology used by ‘teacher’. Rather, it is ‘what students do with technology’ that
matters more. The involvement of students in the use of technology in their
learning process is very vital. Here, we can see what and how students of last
five batches (from 2010 to 2016) have used technology: http://dilipbarad.blogspot.in/2012/04/project-blended-learning-2012.html
·
Many
of the above given links also stand in support of involvement of student in the
integration of technology. As it is well said that – Until and unless, students do not respond through technology, it is not
integration of technology in learning process. It may be ‘use’ of technology by
teacher, but cannot be considered as ‘integration’ of technology.’ All the
above given links stand in support of how technology is integral part of
learning process at Department of English, M.K. Bhavnagar University.
·
One
of the best way to evaluate reaction of students is to compare their
performance in ‘real-life’ examinations conducted by University. I mean, rather
than going for traditional ‘pre-test, post-test’ analyses of target groups, if
we compare their performance in real examinations conducted by University as
independent body, we can get real picture of students performance. Well, the
students never or rarely used technology at Under Graduate (B.A.) level. They
extensively integrated technology at Post Graduate (M.A.) level. These charts
displays that almost all students improved their performance in terms of
percentage in University exam.
·
Figure
3: Batch 2010-12 Comparative Chart
·
·
·
Figure 4: Batch 2012-14: Comparative Chart
·
By
and large, students have responded positively.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive
load in the flipped classroom:definition, rationale and a call for research. Higher Education Research &
Development, 1-14.
Bharati,
Prasanna. Retrieved
from http://edtechreview.in/trends-insights/insights/1537-how-do-digital-portfolios-help-students
Chikering, A. W., & Gamson, Z. F. (1987). Seven Principles for
Good Practice in Undergraduate Education. AAHE
Bulletin, pp. 3-7.
Educause. (2012, Feb). 7
Things You Should Know About Flipped Classrooms. Retrieved Jan 23, 2016, from
Educause.edu: https://net.educause.edu/ir/library/pdf/ELI7081.pdf
Flipped Learning Network (FLN). (n.d.). The Four Pillars of F-L-I-P™. Retrieved January 23, 2016, from
Flipped Learning Network: www.flippedlearning.org/definition.
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C. (2007). "The Power of ‘e’: Using e- Portfolios to Build Online Presentation
Skills". Innovate 3 (3): 5.
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