eContent in Teacher-Education
Department of Educational Technology
SNDT Women's University
National Mission on Education through ICT (NMEICT), MOE, India
There is an ever increasing demand of teacher training, which is one of the most crucial fields of education. The number of teacher training institutes is increasing day by day yet it is proving difficult to assure quality of teacher training in the country. The best possible solution to maintain quality of teacher-training is to directly reach to the teacher-trainees all over the Nation through ICTs.
Need of standardized authentic content, effective explanation of the concepts & theories related to the field of education and appropriate instructional strategies to develop professional cognitive skills in teacher educators is the need of today’s teacher education.
The e-content presented here caters to these needs for the following three subjects:
Educational Technology (3 courses: 120 hours)
It is the discipline which caters to all major changes and innovations in pedagogy. These innovations can be in software domain, i.e. teaching-learning strategies or hardware, i.e. media available for learning interactions and communication systems existing in the teaching-training fields.
Educational Psychology: Process of Learning (3 courses: 120 hours)
Psychology of learning is another crucial area which demands expert teachers, conceptual clarity and most importantly professional instructional strategies to develop application of Psychological theories & findings to the practical / classroom situation. Thorough understanding of these psychological theories & findings leads to development of sound pedagogical bases of the teacher.
Research Methodology in Education (3 courses: 120 hours)
Research Methodology in itself is a vast area. The e-content presented here helps you gain thorough knowledge, clear theoretical and conceptual understanding of the content.
These courses are developed in the form of instruction by applying constructivist and cognitive Instructional Design principles. The instruction is in the form of Reusable Learning Objects (RLOs) considering varied syllabi all over the Nation. The major aim of all RLOs is cognitive-skill development in all three subjects.
These RLOs provide guidelines for teachers to function as facilitators by using the in-built strategies of LOs. These RLOs also enable participants to achieve instructional objectives towards their professional development as a future teacher, as an educational technologist and as a researcher in education.