8 Deakin Study APSCHE

A Study of the Best Practices of the
Intel® Teach Pre-Service Program in India

April 2008

A Study of the Best Practices of the
By
DrM A Siddiqui
Dean, Faculty of Education
Jamia Millia Islamia
New Delhi

A Study of the Best Practices of the 3

Section 2

Andhra Pradesh State Council of Higher Education

Section 2

Andhra Pradesh State
Council of Higher Education
(APSCHE)
The present study has examined in-depth the process of implementation and impact
of the Intel® Teach Pre-Service Program in teacher education institutions in the state
of Andhra Pradesh, which ultimately impacts the quality of education imparted in
school and higher education and, in turn, imapcts the economic and social
development of the people in the state. During the last one decade or so, Andhra
Pradesh has emerged as one of the major players in the IT industry and has registered
a very high rate of growth in this sector as compared to the rest of the country. The
state, therefore, offers a congenial environment and technology friendly administration
which is open to all such proposals and plans that may directly or indirectly influence
the progress of the state and its economy in the field of technology.

1. Development of Key Relationships:

Realizing the technology needs of the schools and teachers of the state, the Intel
Teach team in Andhra Pradesh developed healthy relationships with institutions in the
state that are involved with teacher education. Their first interaction was with the
Osmania University in 2001. Prior to the MoU with APSCHE in 2004, the Intel team
had signed a previous agreement with APSCHE in August 2002 to organize training
programs for teacher trainees and educators in six state governed universities to
help them integrate technology in the teaching/learning process. This relationship
proved very useful and prepared the base for a larger relationship that culminated
with the MOU signed with APSCHE in 2004.

Intel’s sustained efforts helped in getting technology content, skills and resources
successfully integrated into pre-service teacher education programs across the state.
This was clear during the present study conducted in Andhra Pradesh. In the course of
the study, several practices followed in implementing the Intel Teach curriculum in
pre-service teacher education institutions came to ligh which are worthy of being
emulated by similar institutions in other places.

The Andhra Pradesh State Council of Higher Education (APSCHE), a statutory body
created by state legislation, grants recognition to all colleges and institutions of
higher education and issues norms and guidelines for the organization of academic
programs and courses in them. APSCHE, therefore, also regulates and recognizes
teacher training institutions in the state. It has powers to recommend curricula for
different programs offered in these institutions. There are eight universities in the
state, namely,


Section 2


• Osmania University

• Kakatiya University

• Andhra University

• Sri Venkateswara University

• Sri Padmavati Mahila University

• Sri Krishnadevaraya University

• Acharya Nagarjuna University

• Dravidian University.

Colleges in the state have to be affiliated with one of these universities. Universities
formulate their own curricula through their Academic Councils within the ambit of
guidelines or curricular framework recommended by APSCHE. So, in order to affect
any modification in the curricula of any undergraduate or postgraduate program in
the state, APSCHE is the apex body within the state that is responsible .

2. Integration of Intel Teach Curriculum:

Three years ago, when APSCHE decided to integrate ICT curriculum into the pre-
service teacher education curriculum in the state, Andhra Pradesh became the first
state in the country to have made technology integration a mandatory component of
the B. Ed. course. In 2004, APSCHE directed all the eight state universities to adopt
and integrate the Intel Teach curriculum in the B. Ed. program in all their Education
Departments and affiliated colleges of education. In order to reach out effectively to
the student teachers whose medium of instruction is the local vernacular language
Telugu, the Intel Teach curriculum was translated into the Telugu with the help of the
Telugu Akademi. APSCHE has prescribed this book as a textbook for the B. Ed. course.

This kind of state-wide policy initiative helped in the uniform implementation of the
Intel Teach Pre Service curriculum simultaneously in the entire state. This initiative
inspired the private colleges located in the mofussil areas, which were otherwise
reluctant to change in their B. Ed. curriculum, to adopt the program. To make this
policy decision effective, APSCHE immediately appointed a Curriculum Reform
Committee to formulate a revised B. Ed. curriculum with the ICT component
incorporated into it. The Committee in the course of its curriculum revision
introduced a compulsory paper on computer education and adopted the Intel Teach
Pre-Service curriculum without any changes. As a result, all the universities in the
state and their affiliated colleges have integrated technology into their B. Ed.
curriculum and have also accordingly strengthened their teaching / learning
processes and resources.

As per the direction given by APSCHE, all the universities in the State have
introduced one compulsory paper of 100 marks on “Educational Technology and
Computer Education” in their B. Ed. curriculum and two computer education projects
to be completed in two phases during the course of the B. Ed. curriculum. Justifying

26 A Study of the Best Practices of the

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the decision of the Curriculum Reform Committee, the Chairman of APSCHE says,
“Intel has already developed an ICT curriculum for pre-service teacher educators,
which successfully synthesizes latest technological developments with educational
methodologies. It is globally tried and tested by them and is in line with the global
technological trends. Therefore, while updating our teacher education curriculum we
found this curriculum to be the most suitable model to be adopted for our purposes,
as it would help our trainee teachers and through them the school students can take
full advantage of the global technological experience and exposure provided by Intel.
For us, and for any university, it was just not possible to devote the kind and degree
of resources, or gain exposure in technology, as has been incorpoated by Intel into
the Intel Teach Curriculum. The Intel Teach curriculum offers globally appropriate
teaching methodology that is relevant, in tune with the changing times and helps in
quality training of future teachers. Hence, its adoption is highly beneficial for our
teachers and students.”

APSCHE is working in three crucial areas viz. (i) improving access, (ii) making
education relevant with changing times and (iii) imparting quality education. The
Chairman feels that ICT makes teacher education relevant and improves the quality
of teaching and training. To improve access, ICT can be used in the distance learning
mode. As part of this exercise, in May 2004, APSCHE signed an MOU with Intel, and
to take full advantage of this partnership, and has recently renewed it .

During interactions with teacher educators in the APMS College of Education, they
unanimously appreciated the state policy decision to integrate ICT in the B. Ed.
curriculum as a compulsory component, which made them accept this change and
could therefore reap its benefits. Initially, the student teachers faced a language
barrier, as their medium of instruction had been Telugu, and the language used in
computers and the Internet is English. To handle this issue, the college has
developed an innovative practice. It has introduced an 80-hour English Proficiency
Course that is imparted to all student teachers. This course helps student teachers
learn ICT effectively. The principal of the college feels that this course provides an
edge to the student teachers over the rest and equips them for faster and better
self learning across subjects.

The success of the policy decision of integrating ICT into the pre-service teacher
education curriculum by adopting the Intel Teach curriculum is amply reflected in the
annual calendar of activities, almanac and weekly time table of the colleges of
education. Most of the colleges have raised the necessary resources and developed
the infrastructure. Also, teacher educators have been systematically trained to
transact the Intel Teach pre-service curriculum.

In Andhra Pradesh, each state university has prescribed at least three hours per
week for computer education in the time table, besides the additional time for
practical work or project work in Computer Education. The Educational Technology
and Computer Education compulsory papers are given 80 hours (40+40) in the time
table. Two Computer Education Projects in Phase I and Phase II are assigned 5 days
each for practical work. The Osmania University issues the annual almanac – an


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annual calendar for B. Ed. that specifies the time and duration of Computer Education
projects, besides other activities during the session. As per the latest Almanac for
2006-2007, five days would be devoted in June (26th -30th) and five in October
(23rd-28th) to computer education projects. Adherence to this calendar is essential.
Any deviation, as warned by the University, will lead to the disaffiliation of the
College of Education. Besides allocating one hour for computer education and five
days each for two phases of computer education projects, the last period in every
day’s time table is assigned to computer lab activity and A V education, in a manner
that during the first three days of the week, half the class works in computer lab and
in last three days the other half works on computers in the laboratory. In addition,
two hours outside of college time are provided for remedial teaching and guidance
in computer education on all days of the week.

All colleges compulsorily offer teaching in theory of computer education and
conduct practical classes for a minimum of 80 hours during the academic session.
The college calendar also provides for two computer education projects to be
completed by every student teacher during the year. Some teacher educators feel
that in some remote colleges of education, greater attention is being paid to the
completion of computer education projects than on developing computer skills
prescribed in their curriculum among the student teachers. This needs to be better
monitored by a team from APSCHE for complete and effective integration of
technology into the teacher education curriculum. The Chairman of APSCHE says that
monitoring is on their agenda and they will start it from early next year (2009) with
support from Intel.

The professional development of teacher educators by training them in technology
skills was another essential requirement for the successful launch of the ICT
curriculum in colleges of education, which was taken care of by the Intel team. They
provided intensive training to two teacher educators from each college as Master
Trainers, who in turn trained the rest of the teacher educators in their respective
colleges. All the teacher educators in these colleges were trained in using ICT skills in
planning, teaching, research, note making, giving web based assignments, project
work and evaluation, and in e-material writings. Teacher empowerment was not limited
to computer instructors or subject masters; rather all the teacher educators
eventually received this training and developed the relevant skills. The principal of
AMS College of Education feels that ICT training of the teacher educators has
improved the quality of their inputs and made them more curious and motivated. They
take more interest in their day to day activities as well as in their long term goals.
Their interpersonal skills have also been enhanced. Earlier they were all competing
with each other, working in a closed and isolated manner. Now, their cooperative spirit
has surfaced and they work in cooperation and consultation with each other and
develop projects jointly. Their dependence on the office for their computer work has
been replaced by total independence. They are now self dependent and self learners.

A good practice followed in this college is the organization of a bi-monthly meet of
all teacher educators in the college on the first and third wednesday of every
month, in which two faculty members make a PowerPoint presentation on topics of
educational interest. This has helped to keep teacher educators professionally

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growing and thus becoming more effective in implementing their technology skills in
teaching and training their student teachers.

This policy of compulsory integration of technology in teacher education curriculum
was widely welcomed by the vice chancellors of all the universities in the state, who
felt it was a necessity. Introducing technology through a state policy was a good move,
feels a senior principal of a college of education. Despite this being a policy decision,
faculty in colleges, especially in remote areas, initially resisted this change, which,
perhaps, is most often the case when any progressive change is introduced. The
chairman of APSCHE says that through the universities, their deans and other university
authorities, they have tried to convince the college teachers that this is the need of the
time and they should accept it. The senior faculty in the universities, he says, is fully
convinced that this policy, as well as the MoU with Intel, is good for teacher education.

Another issue to be addressed relates to the management bodies of the private
colleges. Working with eight departments or faculties of education in universities is
not enough. If APSCHE wants to succeed in this program, all the 500 plus colleges of
education affiliated to these universities have to be persuaded. If the ICT policy does
not get positioned properly in these institutions, APSCHE will not be able to
contribute significantly towards the improvement of teacher education. The fast
expansion of teacher education in the state also poses another challenge for quality
of teacher education. There is a serious dearth of qualified faculty for these private
colleges, particularly those possessing ICT based curriculum transaction skills. The
chairman of APSCHE feels that it will take 3 to 4 years to overcome this issue
completely when the total impact of the policy change will be manifested in colleges
of education all over the state.

Some senior teacher educators in the universities, however, feel that the ICT
curriculum recommended by APSCHE now needs revision for a better theoretical and
conceptual orientation of student teachers. They feel that the Intel curriculum
manual needs no change as it relates to the practical aspect of technology curriculum
and is quite comprehensive and complete for this purpose.

University departments and more progressive colleges of teacher education in the
state are convinced that the technology integration curriculum proposed by Intel is
quite comprehensive to develop the desired ICT skills in student teachers. According
to them, it leads to increased curiosity and interest of teacher educators and student
teachers; develops their interpersonal skills and cooperative spirit; develops them
professionally; and makes them more independent and better self learners and co -
learners. As a result of the effective use of this curriculum, student teachers have
developed a better understanding of planning for teaching, enquiry and heuristic
approaches, and project based learning. Many of them have even entered into new
areas like digital content writing. Some of them are now writing “enquiry based
material” for Class 8 and above. As an incidental effect of technology integration in
teacher education, student teachers’ interest in learning english language has
increased. APSCHE has therefore also revised the english language curriculum for all
the undergraduate programs. Some autonomous colleges of education in the state,
like APM Samiti College, have also introduced an English Language Proficiency Course


Section 2


of 80 hours in the B. Ed. course which substantially helps in learning ICT skills. The
placement of student teachers has improved after the policy driven technology
integration in their training. Earlier B. Ed. students would only appear in the DSE exams
to become teachers in government schools, but now they compete for employment in
corporate/private schools which prefer teachers who are equipped with ICT skills.

Student teachers in many colleges said that they were satisfied with the Intel Teach
curriculum manual. They say that it is quite handy and is a unique learning material.
They can learn computer skills easily with its help as it provides step by step
instructions, is self explanatory and a good source of self learning.

3. Relationship with Telugu Akademi:

In most of the colleges of education affiliated to universities in AP, a large number of
student teachers have a vernacular background though they have learnt english
language at the school level. To enable them to take full advantage of the technology
curriculum and develop technology skills, Intel decided to get the Intel Teach
curriculum translated into Telugu with the help of the Telugu Akademi. Consequently,
the Intel Teach curriculum manual was translated by the Telugu Akademi with the help
of experts drawn from Osmania University. Again, as a matter of policy it was decided
that while translating this curriculum, an attempt will be made to communicate the
essence and spirit of the material and mere transliteration of the material will be
avoided. Also, in the process of its translation, the curriculum would be localized to
make it more learner friendly. The Telugu translation of the ICT curriculum has
retained important technical terms in english, for example terms like mouse, key
board, save, edit, folder, etc. have not been transliterated into Telugu. The senior
professor of education and expert Telugu translator who was involved in the
translation work defended this policy by saying that in the real world our student
teachers and, in turn, their students will be using computer technology on a wider
scale beyond the confines of their local area where everyone will be using these
technical terms. So to help them become fully conversant with these universally
accepted English terms, their regional language equivalents have been avoided.
Endorsing this view, the chairman of APSCHE said “For our student teachers and
school students to be globally relevant and successful in the race, it is necessary that
they are fully conversant with ICT terminology in English. Translation is just to help
them understand the processes and concepts better.”

4. Localization of Intel Curriculum

The english version of the Intel Teach Pre-Service curriculum manual is the standard
version which is used in teacher education institutions across the country. The
manual contains several examples that have been incorporated to enable users
understand the text clearly. The examples have been localized with Indian examples
being used. Senior teacher educators from universities in the state feel that there
does not seem to be any need to localize these examples further in the state context
as they are easily understood by graduate students. The same argument was used


Section 2


while translating this material. Therefore, in the translation these examples have not
been changed. In translation, replacement of technical words by their Telugu
equivalents has been discouraged as this would have made the translated version
more difficult for students to understand and would not have been acceptable in
general. In the feedback received on the translation, most people have appreciated its
quality and approach. Teacher educators have found that it facilitates learning and
therefore the present translation serves its purpose very well. However, some
educators do feel that rubrics need to be localized, with a few institutions making
attempts in this direction. They also feel that changing names and the terminology
into the local language, without changing the basic structure, will make the material
more comfortable for students and teacher educators.

5. Taking Forward the Relationship with APSCHE

Intel has a good relationship with APSCHE, with the authorities in APSCHE fully
convinced of Intel’s objective of aiding teachers and teacher educators to be up to
date with current global trends in ICT, which is also reflected at the local level. Senior
office bearers at APSCHE acknowledge that they have entered into an MoU with Intel
for integrating technology curriculum into the pre-service teacher education program
in the state because they are genuinely assisting teachers acquire technology based
teaching and learning methodologies which are the outcome of their global exposure
and experience, and which have been successfully implemented in many parts of the
world. They also reiterate that Intel is helping their teachers acquire quality training
and achieve improved teaching competencies.

APSCHE is keen to take this healthy and fruitful relationship forward. The chairman of
APSCHE wants to organise a series of joint workshops for teacher educators by
combining two or three universities, where trainers will be trained on the latest ICT
teaching methodologies. APSCHE has also launched a new one year program called
‘21st Century Gurukulum’ which is different from teacher education. This is an IT
education program which aims at training rural youth for employment in the IT sector.
APSCHE seeks Intel’s support in this initiative as well. Some former deans have also
suggested that technology integration should also be considered at a higher level i.e.
in Master of Education (M. Ed.) programs. There is also a need to monitor the
functioning of the colleges of education and evaluate the extent and level to which
ICT is being integrated in their institutions.

6. Intel’s Role in State Advisory Committee

APSCHE has formed an Advisory Committee in which deans of all education faculties in
the state universities and their heads of the departments of education are members.
To date, this committee has met only once. Intel is not a member of this committee
but was invited as a special invitee at the previous Advisory Committee meeting. The
committee plans to take the responsibility of getting feedback from the colleges of
education on the implementation of the MoU, and then take appropriate action. The
committee feels that it would be beneficial if Intel is involved in this process as well.


cONCLUSION

Conclusion
The present in-depth study has revealed that the Intel Teach Pre-Service curriculum
has very effectively been integrated into the pre-service teacher education courses
offered in India, as illustrated by the Navrachna College of Education. Teacher training
institutions are following several best practices in the integration of technology by
emulating others. Technology has, in fact, completely transformed these institutions
in all aspects of their working including teaching, learning, training, research,
extension, community development, finance and administration despite the many
challenges they face. Professional development of teacher educators as a result of
technology integration has brought a refreshing convergence between pre-service
and in-service teacher education. Students passing outs of institutions that have
integrated the Intel teach curriculum are now considered as Teacher Plus, and are
quickly absorbed by schools for their ability to create distinctively better learning
environments and enhance student learning. The dynamic and interactive college
website has enhanced their connectivity with the outer world as well as with their
own fraternity quite fruitfully. In the entire process of technology driven
development of institutions, equality of access to technology to all student teachers
has been consciously addressed and ensured.

APSCHE’s decision and its renewed commitment to integrate the Intel Teach
curriculum in pre-service teacher education in the entire state, owing to the fruitful
partnership with Intel, emerges as a very encouraging and bold policy initiative. It
carries its impact across the state steadily.

State authorities, universities, colleges of education and teacher educators have
generally expressed the wish to take technology integration forward to other levels
of teacher education in close cooperation with the Intel Teach Pre-Sevice program to
achieve a significant improvement in the quality of school and higher education on a
much larger scale.


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