Annual Report - National Council Of Educational Research And ...

NCERT
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role in capacity building of teachers and educators and those involved in
production of software for them. In addition, the institute has the responsibility
of coordinating the activities and undertaking capacity building of the personnel
of six State Institutes of Educational Technology (SIETs) across the country. The
institute carries out dissemination of its products through telecast/broadcast
and simulcast (through various channels) of its programmes on Doordarshan,
DD Bharati, Gyan Darshan and Gyan Vani Channels and through distribution
of CDs, organisation and participation in festivals of media programmes,
exhibitions etc. It utilises the EDUSAT network of 100 Satellite Interactive
Terminals (SITs) with independent Hub for training, conferencing and live telecast
to extend its reach to large number of functionaries and children. Moreover, it
collaborates with several national and international organisations to share
experiences, products and expertise to promote usage of educational
technologies.
Major Activities
RESEARCH
Comparative Study of Various Mode of Training of Teachers/Educators
on Action Research in Educational Technology
The study was undertaken to measure the effect of different mode of training of
teacher-educators. The purpose of this study was to provide teacher educators
with the knowledge and skills to integrate Action Research as a teaching and
problem solving methodology. Under the study three modes of training viz., faceto-face,
videoconferencing and online course were used. A face-to-face training
programme was organised from 26 to 29 July 2010 at NIE, New Delhi. In all,
24 participants from different SCERTs attended the training.
The second mode of training viz. an online course of six-week duration and
of two credits was also launched. Twenty two teacher educators from various
states participated in the programme. The primary goal of the programme was
to present a conceptual framework within which participants may define
operationally, acquire the knowledge and skills to successfully use action research
in the classroom. Each participant planned an action research project and
submitted the report. Each module was designed for one week (about 2 hours
per week). A new module was uploaded every week. There was one hour
synchronous communication as well. Two virtual meetings were organised during
this period. First virtual meeting was held on 11 December 2010 from
7 to 8 p.m. Professor Vasudha Kamat, JD, CIET, interacted with the participants
on Educational Technology. The second virtual meeting was organised with
Professor Robert Dick, University of Brisbane, Australia, on 18 December 2010
from 10 a.m. to 12.30 p.m. In both the virtual meetings the trainees participated
in synchronous communication mode.
The third mode was a workshop-cum-orientation programme through
videoconferencing organised at CIET from 27 to 30 January 2011. Two hundred
teacher-educators attended the programme at 12 EDUSAT centres located in
10 states across India. These centres were at nine SCERTs – Madhya Pradesh,
Bihar, Chhattisgarh, Delhi, Haryana, Maharashtra, Punjab Uttarakhand,
Rajasthan, CBSE — Allahabad, Kendriya Vidyalaya at Lucknow and Jabalpur.
In all the modes the participants prepared the proposals on various areas of
Action Research in Educational Technology.
Annual Report 2010-11