89297 TableofContents 1. Background.......................................................................................................................................................5  TheCaseofBihar............................................................................................................................................5 2. ObjectivesoftheWorkshop.......................................................................................................................6 3. StructureoftheProceedings.....................................................................................................................6 4. Summary of the Workshop Conclusions ......................................................................7 Defining Teaching Standards .......................................................................................7 Strengthening Institutional Capacity ............................................................................8 ICT Architecture for Teacher Education ......................................................................8 Roles and Responsibilities ............................................................................................9 Key Challenges .............................................................................................................9 Policy and regulatory issues .......................................................................................10 Valediction Session ....................................................................................................10 Annex 1: Workshop Agenda ......................................................................................................11 Day One: ICT, Leadership, and Policy.......................................................................11 Day Two: Exploring Appropriate Technology Models ..............................................13 Day Three: Defining the Way Forward ......................................................................15 Annex 2: Participants .................................................................................................................17 Annex 3: Day One and Two Reports .........................................................................................18 Day One Report ..........................................................................................................18 Outcomes of day one sessions ............................................................................19 Day Two Report (Includes Summary Session on Day Three) ...................................21 Annex 4: Evaluation Feedback...................................................................................................25 Annex 5: Photos .........................................................................................................................28 3| Acronyms BBOSE: Bihar Board of Open Schooling and Examination BCF: Bihar Curriculum Framework BRC: Block Resource Centre CIET: Central Institute of Education Technology DE: Distance Education DIET: District Institutes of Education and Training DPE: Diploma in Pre-school Education NCERT: National Council of Educational Research and Training ICT: Information Communications Technology IGNOU: Indira Gandhi National Open University MHRD: Ministry of Human Resource Development NCF: National Curriculum Framework NCTE: National Council for Teacher Education NIOS: National Institute of Open Schooling ODL: Open Distance Learning OER: Open Educational Resource PTEC: Primary Teacher Education Centre RTE: The Right to Education SCERT: The State Council Educational Research and Training SITE: Satellite Instructional Television Experiments SSA: Sarva Shiksha Abhiyan TE: Teacher Education TEI: Teacher Education Institutions TESSA: The Teacher Education in Sub Saharan Africa  4| WorkshopReport 1. Background With Sarva Shiksha Abhiyan (SSA) transitioning towards the Right To Education (RTE), teacher education institutions and systems need to be fully geared up to meet the demands of pre-service and in- service teacher education and their professional development. Most states do not have a systemic provision of a cadre of elementary level school teachers. It is important at this juncture to facilitate the enhancement of the roles and capacities of teacher education institutes in India to make them globally competitive, professionally managed and futuristically progressive to cater to the needs of huge back logs of untrained teachers, whose training is crucial for ensuring that children at the elementary levels get quality education that is in accordance with the National Curriculum Framework (NCF) 2005 and its basic tenets of child centred pedagogy. Recent analysis by the Department of Education shows that at present there are 523,000 vacancies of school teachers at the elementary level, and the provisions of Pupil Teacher Ratio specified in the Schedule of the RTE Act will lead to additional requirement of around 510,000 teachers. Moreover, around 774,000 teachers are untrained, that is, they do not possess the prescribed qualifications. Further, there are large inter-state variations in terms of percentage of untrained teachers, vacancy of teacher posts, and additional requirements of teachers under the RTE and the capacity of the institutions to prepare professionally trained teachers. Assam, Bihar, Chhattisgarh, Jammu and Kashmir, Jharkhand, Orissa, Uttar Pradesh and West Bengal together account for 606,000 untrained teachers and 973,000 teacher requirement. The problem is compounded due to the paucity of appropriate Teacher Education Institutions (TEIs). TheCaseofBihar The State of Bihar has a huge shortage of teachers and student-teacher ratio is below the national average; most of the schools are single or two teacher schools, and the schools used to open for less than 100 days in a year. Bihar adopted a policy of decentralized recruitment of teachers, as a result of which 214,000 teachers were recruited. As a sufficient number of trained people were not available, most of the recruited teachers were untrained. These untrained teachers numbering about 150,000 are now being trained through a distance mode by IGNOU in two-year training courses. This was the first time that IGNOU conducted training at such a large scale. Though IGNOU was able to provide printed course materials and academic support through academic councillors, multimedia and other technologies could not be optimally used. To meet the requirements of RTE, Bihar has to deploy another 300,000 teachers. According to estimates, 250,000 of these will again be untrained. It will be a gigantic task to provide two- year training courses to such a large number of teachers. Though the state is preparing its Nalanda Open University, the State Open School, Primary Teacher Education Centre (PTEC) and some of the constituent degree colleges for providing various training courses, the target to be met is steep. To meet such diverse and pressing needs, it is important to explore alternative mechanisms of providing teacher education that are professionally managed, address the issue of distance between teachers and the taught, and generate enhanced and innovative delivery mechanisms. Use of Information and Communication Technology (ICT) and Open and Distance Learning (ODL) in teacher education, especially for meeting the needs of pre-service teacher education is a viable and effective option. As is the case for other sectors of the wider economy and society, education will need to come to terms with the new technologies. This could require substantial public and private sector investments in software research and development, purchase of hardware, and refurbishment of schools. With the advent of media 5| and community empowerment, there is a growing demand for quality education, which requires better trained teachers. The World Bank has been requested by the state of Bihar to provide support in development of distance education curriculum, related syllabi, content, effective delivery mechanisms, appropriate student support systems, and assessment strategies to meet the needs of the large group of untrained teachers. Many other states are facing similar problem, and will need to prepare comprehensive time-bound plans for the untrained teachers to acquire the prescribed qualifications (both academic and professional). Thus, the Bihar experience might become a model for developing an ICT based TE system that could be used as a useful reference point by other states faced with similar problems. 2. ObjectivesoftheWorkshop The objectives of the workshop were to: • Participants are familiar and confident with a new pedagogy of teacher training using a wide range of ICT devices, understanding the benefits and potential impact of using ICT to deliver teacher training. • Development of a suitable ICT-based model for delivering initial teacher training via distance education to uncertified practicing teachers in Bihar • Identification of issues and concerns for a new training delivery mechanism and contents and ideas on the use of low-cost, mobile ICT devices • Exploration of policy, regulation and administrative process changes needed to implement a new approach to teacher training in Bihar • Understanding of the leadership/management challenges associated with implementing an ICT-based, teacher education model • Explore roles and responsibilities of teacher education institutions and resource centres, based on an agreed ICT-based delivery model. 3. StructureoftheProceedings The workshop followed a distinct structure on each day: 1) Day One focused on ICT, Leadership, and Policy, and was facilitated by the National College for School Leadership from the United Kingdom. The objectives of the day were to: a) Explore how an ICT-led teacher training model can achieve a consistent high quality learning experience at scale, enabling participants to acquire the essential knowledge, skills and understanding so that they can become highly effective 21st Century Bihar teachers and achieve qualified teacher status. b) Explore and experience examples of effective adult e-learning and blended learning and discuss how these approaches might be applied in the Bihar programme. c) Identify the capacity that needs to be built at state and district level to enable the programme to be self-supporting. d) Examine the implications of the use of new technology as a tool for teaching and learning might impact on the skills and competencies required by teachers and leaders and to identify the policy and implementation issues for the Bihar programme. 2) Day Two focused on Exploring Appropriate Technology Models, and was facilitated by the Teacher Foundation, which is based in Bangalore. The objectives of the day were to: a) ExperienceandexplorethebenefitsandpotentialimpactofusingICTtoolsfortraining,onbothpersonalco mputersandhandhelddevices. b) ExplorethemeritsanddemeritsofvariousarchetypesofIndividualizedLearningFacilityModelandCent ralizedLearningFacilityModel. 6| 3) Day Three focused on Defining the Way Forward, and was facilitated by the World Bank (with the first session facilitated by the Teacher Foundation). The objectives of the day were to: a) Define a suitable ICT-based model for delivering initial teacher training via distance education to uncertified practicing teachers in Bihar. b) Understand the leadership/management challenges associated with implementing an ICT-based, teacher education model. Detailed reports of the first two days are contained in Annex Three, while the summary of the workshop – developed on Day Three and presented in the Valediction Session to the Honourable Minister of Human Resource Development (HRD) and the Principal Secretary HRD is presented below. 4. SummaryoftheWorkshopConclusions DefiningTeachingStandards Participants agreed that the immediate priority in considering a suitable teacher education system for Bihar is to begin by defining clear Teacher Standards. The following ideas were brainstormed and refined by participants to contribute to the development of these Standards: • What Kind of Teacher Do We Want to Create? � Subject matter expert � Understands needs of each child � Understands the learning process � Understanding of the child’s context (social background, surroundings and social issues) � Comfortable with e-learning, and knows what resources are available � Understanding and appreciation of the aptitudes of the child � Ability to construct new knowledge • Key Skills Required � Excellent communication abilities � Child centric approach � Able to manage two-way conversation � Experience of working beyond classroom. � Different approaches to learning styles � Good leadership (of children and the remainder of the school) � Good at observing learning and making judgements based on this � Secure in monitoring and, explaining, response management and questioning techniques • Key Attributes � Good listener � Highly motivated � Friendly, humorous � Speech clarity - “speak in a sweet way as if talking to their own children” � Approachable � Self confidence � Learns through peer group learning � Honest � Disciplined � Good role model � Positive thinking � Thirst for knowledge 7| It was agreed that the State should lead a process to create explicit Teaching Standards for Bihar that capture the key knowledge, skills and understanding required of practising teachers. Simultaneously, such a process should define key leadership roles for state/district institutions, as well as school principals,in driving school improvement and improving teaching quality. This would include a particular focus on the role of teacher educators and principals in coaching, mentoring, and challenging teachers to improve their practice. Linked to the Teaching Standards, it will be essential to introduce systematic approaches to performance management focused on improving teaching, based on the Teaching Standards. Having done this, the final step would be to align pre-service teacher education and Continuing Professional Development in Bihar with the Teaching Standards and an agreed performance management system (which would be integrated with the Teacher Education Management Information System – TEMIS). StrengtheningInstitutionalCapacity Developing Teaching Standards and a Performance Management System is critical for effective teacher education in Bihar, but is only a starting point. The next priority is then to strengthen institutional capacity within the State to be able to deliver and support effective teacher education, both pre-service and in-service. In this regard, the following key points were noted: 1) It is critical to assess teacher performance on an ongoing basis (using the Teaching Standards and performance management system) and to incentivize good performance. Support and development will be needed to equip teacher educators and principals with the skills and techniques to monitor and evaluate teaching in order to identify strengths and weaknesses and then to lead and manage appropriate action to improve practice. This will include coaching, mentoring and training on specific pedagogical techniques, as well as improving teachers’ subject knowledge through training. Identification of suitable incentives is also critical. 2) Curriculum reform is essential: in this regard, ICT is a key enabler, but it is only one mechanism amongst many. Most important is to ensure that the design of programmes aligns to the Teaching Standards, is truly innovative in improving classroom practice, and leads to measurable improvements in quality and student attainment. 3) Strong emphasis is needed on institutional strengthening to deliver both pre-service teacher education and continuing professional development, with an explicit focus on improving pedagogy. Of particular importance is to strengthen academic/educational support capacity at both the DIET/PTEC and CRC/BRC levels, with heavy emphasis on developing capacity and infrastructure for BRCs and CRCs to be able to function effectively as local learning centres. ICTArchitectureforTeacherEducation Having set a clear policy and institutional context for teacher education in Bihar, participants turned to discussion of a suitable ICT architecture to support teacher education delivery in the State, based on a shared understanding that effective use of ICT and distance education methods is needed to deliver education on scale required in the State, within acceptable timeframes. The following four key features of ICT architecture were defined: 1) All content and interactive facilities should be made accessible online from the centre via online, cloud-based applications and systems, managed by the SCERT. 2) PTECs, DIETs, BRCs, and CRCs should all be equipped with: a) Thin-client networks, with the capacity to store content and systems locally when Internet services are disrupted; b) Enough workstations to meet needs of teachers who access these facilities (fewest required at CRC level and most at PTEC/DIET level); c) Data projector/s to enable group engagement with materials, watching videos, lecture presentations, and remote teaching sessions; 8| d) Alternative energy solutions (solar, bio-mass, generator, etc) to ensure reliable energy supply where there is no electricity. 3) Every teacher educator (approx 10,000) should be provided a netbook-type device to facilitate mobile support, ongoing access to content and facilities, communication up and down hierarchy, peersupport, and networking. 4) Options should be developed and made available to teachers to procure their own devices (at their own cost) through preferential (bulk) purchasing arrangements arranged by the State, in order to develop a culture of ownership and access to ICT amongst teachers. RolesandResponsibilities Key roles and responsibilities were identified for all players. These are summarized below: 1) SCERT is the nodal agency for teacher education, responsible for coordinating and managing the activities of the expected 10,000 teacher educators operating at different levels across the State: a) Undertake ongoing needs assessment to determine priorities, integrated into TEMIS; b) Provide academic support across system; c) Continuous development of teacher training programme and materials, linked to National and Bihar Curriculum Frameworks d) Develop capacity of local content developers across state to contribute content; e) Manage cloud-based content repository and virtual learning environment; f) Coordinate deployment of ICT infrastructure for teacher education, as well as ongoing monitoring of extent and quality of use; g) Prioritization and sequencing of annual TE targets, followed up by monitoring through Results Frameworks. 2) PTECs and DIETs manage teacher education across the districts: a) Empowered as model ICT centres; b) Focus work according to district need, based on needs assessment; c) Manage monitoring and evaluation at district level; d) Develop model lesson plans and other materials (including subject-based materials for classroom teaching); e) PTECs focus on pre-service teacher education, while DIETs focus on pre-service and CPD. 3) BRCs and CRCs are local learning centres offering a full range of TE activities: a) Sites for local group discussions, tutorials, remote teaching sessions, and other contact sessions; b) Access to ICT for teachers to work through materials, participate in online activities, etc; c) BRCs to focus on larger-scale, intensive face-to-face support activities where required, while CRCs provide day-to-day support and facilitation close to school sites; d) CRCs work to develop common leadership vision with school principals on teacher support; e) Identify and share innovative best practices in schools. KeyChallenges Three broad sets of challenges were identified by participants to development of an effective teacher education system. These can be summarized as follows: • Capacity challenges: need to focus main energy on strengthening skills and competences of teacher educators across all levels of the State, as well as content developers, and technical experts (especially at district level). • Infrastructural challenges: connectivity, electricity, etc. • Maintenance challenges: ensure support infrastructure across state is functional as needed. 9| Policyandregulatoryissues Finally, drawing from the above, the following key policy and regulatory priorities were identified: 1) Develop a set of State Teaching Standards and accompanying performance management system. 2) Develop a teacher education results framework with annual targets, put in place systems for monitoring progress against the targets, and link this to performance management and outcome results 3) Define clear incentives for teacher professional development: these might include financial, promotions, awards/ recognition, and other incentives. 4) Need to ensure effective networking between SCERT, DIETS, PTECs, BRCs, CRCs, and schools and establish clear communications protocols, underpinned by ongoing electronic communication across the system. 5) Create and finance additional posts to recruit technical expertise to support system implementation, especially at the district, block, and cluster levels. 6) Develop a suitable ICT policy for teacher education in Bihar ValedictionSession The valediction session was facilitated by Dr Shabnam Sinha, Senior Education and Institutional Development Specialist, Task Team Leader at the World Bank. Its primary purpose was to present to a summary of the deliberations to Shri. P.K. Shahi (Honourable Minister of Human Resource Development, Government of Bihar) who chaired the Valedictory session , Dr Amarjeet Sinha (Principal Secretary, Department of Human Resource Development, Government of Bihar), and Sanjeevan Sinha, MD Bihar State Infrastructure Development Corporation. Dr Sinha provided a summary of the structure and proceedings of the workshop, following which two workshop participants, DIET principals S.C.Jha and Abha Rani provided their perspectives on the workshop activities and deliberations. Mr A K Pandeya presented the perspective of the GOB and the feedback of the Department of HRD on the proposed model, while Mr Neil Butcher (World Bank Consultant) presented a summary of the workshop outcomes. In his closing remarks, Dr Amarjeet Sinha thanked the World Bank and all workshop participants for the work they had done during the preceding three days. He re-emphasized the challenges facing teacher education in Bihar, and indicated that he felt that the outcomes of the workshop represented very good progress in designing both a suitable institutional capacity within the State for teacher education and a strategy for implementing a certification programme for untrained elementary teachers. He expressed his satisfaction that the emerging model provides significant emphasis on the 10,000 teacher educators who need empowerment and institutional strengthening for not only pre-service teacher education but also continuous professional development of teachers to improve their performance in classroom teaching. He informed the workshop that teacher assessment would become a key area of reform and institutional collaboration with various bodies was being considered. In closing the workshop the Honourable Minister of HRD emphasized the importance of education and teacher education in the development of Bihar, re-emphasizing his firm belief that the next five years will see significant progress in education in the State. He also reflected on the workshop outcomes, noting his satisfaction with the outcomes presented and his belief that workshop participants had made a significant contribution to taking teacher education forward. He thanked the World Bank for its ongoing support in the State, and noted the urgency to move forward with project implementation in order to respond to the many challenges facing Bihar. 10 | Session Time Focus Activities and Content The e-confident Annex1:Workshop Agenda Teacher,  leader and learner • Tony to present on the e-confident teacher and learner • Given the technology rich future, how will • In table groups, discuss and define what you think this means for Session Time pedagogy change? What are the Focus Activities Content leaders at State, District and levels and School (provide a template competencies needed by teachers and DayOne:ICT,Leadership, and handout Policy for  recording on each group) leaders? How will this impact on the Objectives: Day 1 16:00 – • Each group to feed back on 1 key attribute, skill or characteristic learners’ experience and what skills will 1) Explore Session how an ICT-led teacher training model can achieve a consistent 5 17:30 needed quality high for the e-learning confident experience leader at scale, enabling participants to they need? acquire the essential knowledge, skills and understanding so that they • can become Jonathan highly to bring effective the session 21 to st close by Bihar a Century teachers summarising theand day achieve and • Summarising the day and linking with day qualified teacher status. briefly presenting back to delegates what we have learned together 2 2) Explore and experience examples of effective adult e-learning and blended learning ( key and discuss preliminary how these approaches might be applied in the conclusions) Bihar programme. • Link to day 2 3) Identify the capacity that needs to be built at state and district level to enable the programme to be self-supporting. 4) Examine the implications of the use of new Day Two:Exploring technology Appropriate as a tool Technology for teaching and Models learning might  on the skills and competencies required impact by teachers and leaders and to identify the policy and implementation issues for the Bihar programme. Objectives: Welcome and Introduction 1) Experience and explore the benefits and • Introduction potential impact of using ICT to workshop • tools for training, Opening Addresson both personal by Minister ofcomputers Educationand hand held devices. of Bihar 2) Explore Day 1 the merits and demerits of 09:00 – • Overview of agenda various archetypes of Individualized• Learning Facility Model and Centralized Learning Introduction to Bihar Teacher Upgrading Project,Facility presentedModel. by Session 1 10:00 Review of progress on • Agree workshop parameters day one • Plenary presentation Shabnam Sinha by Neil Butcher Day 2 09:00 – • Introduce • Review progress on day participants to one each other and to • • Plenary Q&A Introduction to workshop and facilitators, presented by Neil Butcher Session 1 09:15 • Provide overview facilitators of day two activities and The discuss mutual expectations Bihar Teacher for the 21st Century • Jonathan Dale to outline the key objectives for the session Exploring Appropriate • Presentation on the Technology Models characteristics of the Focus • of parallel Tony Richardsonsessions: to present briefly on the characteristics of the most Define the • effective two education technology teacher, including e-confidence • Small Groups, effective teachers;Whole alsoGroup – Use to outline theK-W-L worksheet learning model for list group to deep, active integration models under consideration • Discussion leading to consensus on the – assumptions and learning goals. Pairs to use and personalised learning (including Bloom’s taxonomy) the sheet through the Day 1 10:00 – Individualized Learning Facility Model parallel well. Day 2 09:15 – knowledge, skills and understanding • our vision What issessions as for the 21st Century Bihar Teacher? Session 2 11:00 and Centralized st Learning Facility Model. • Whole Group and Small Groups concept definition Session 2 10:00 needed for the 21 Century Bihar teacher • Delegates work in groups – usetable (café style arrangement groups 8map to of 6) • Outline scope of activities for remainder of define the two learning facility models to discuss and record on flip charts the knowledge, skills and day. • Pairs, Small Groups, understanding needed Whole for theGroup Bihar– useVenn teacher of diagram to list the now and thethe future difference st between the two learning facility models. Discuss the in the 21 century. (Here we want our delegates to be “aspirational”) 11:00 – differences between the two learning facility models in whole group Break for Refreshments 11:30 13 11 | Session Time Focus Activities and Content The Bihar Teacher for the 21st Century • Plenary session: each of the 8 groups to feed back their top 3 (continued) characteristics required (knowledge, skills and understanding). • Plenary seeking consensus on the Recorded live using data projector characteristics required • Jonathan to present a “walk through” on the NCSL approach to online Day 1 11:30 – • ICT enabled and supported teacher training and blended learning Session 3 13:00 • Discussion leading an ICT led model of • Jonathan to demo mobile phone learning module teacher training • Table discussion identifying the policy and practice issues in developing an ICT led teacher training model • Plenary – top 3 issues from each group, recorded live 13:00 – Break for Lunch 14:00 Building Capacity and Capability to support • Following from the session before lunch, Tony and Jonathan to the programme manage table discussion session. • Agree current status, define where the • Take as read that we are implementing an ICT led programme of middle tier needs to move to and map out teacher training, based on the models that we have presented earlier, steps need to secure increased capacity and and that State and District officers need to drive, support and evaluate Day 1 14:00 – capability the impact of the programme. Discuss what training and development Session 4 15:40 • Define roles, responsibilities at State, is needed for middle tier officials, to enable them to support the District and School leadership level programme. Discuss the potential role of leading HMs and Principals in leading and managing the programme at school level and define the support and training needs that they might have to be effective in ensuring the success of the programme. • Plenary recorded live 15:40 – Break for Refreshments 16:00 12 | Session Time Focus Activities and Content The e-confident Teacher, leader and learner • Tony to present on the e-confident teacher and learner • Given the technology rich future, how will • In table groups, discuss and define what you think this means for pedagogy change? What are the leaders at State, District and School levels (provide a template competencies needed by teachers and handout for recording on each group) leaders? How will this impact on the Day 1 16:00 – • Each group to feed back on 1 key attribute, skill or characteristic learners’ experience and what skills will Session 5 17:30 needed for the e- confident leader they need? • Jonathan to bring the session to a close by summarising the day and • Summarising the day and linking with day briefly presenting back to delegates what we have learned together 2 ( key preliminary conclusions) • Link to day 2 DayTwo:ExploringAppropriateTechnologyModels Objectives: 1) Experience and explore the benefits and potential impact of using ICT tools for training, on both personal computers and hand held devices. 2) Explore the merits and demerits of various archetypes of Individualized Learning Facility Model and Centralized Learning Facility Model. Review of progress on day one • Plenary presentation by Neil Butcher Day 2 09:00 – • Review progress on day one • Plenary Q&A Session 1 09:15 • Provide overview of day two activities and discuss mutual expectations Exploring Appropriate Technology Models Focus of parallel sessions: • Define the two education technology • Small Groups, Whole Group – Use K-W-L worksheet to list group integration models under consideration – assumptions and learning goals. Pairs to use the sheet through the Individualized Learning Facility Model parallel sessions as well. Day 2 09:15 – and Centralized Learning Facility Model. • Whole Group and Small Groups – use concept definition map to Session 2 10:00 • Outline scope of activities for remainder of define the two learning facility models day. • Pairs, Small Groups, Whole Group – useVenn diagram to list the difference between the two learning facility models. Discuss the differences between the two learning facility models in whole group 13 | Session Time Focus Activities and Content Exploring the Archetypes: Session 1 Set up 4 sessions, each of which is experienced in turn by each group: Each parallel session has two segments: • Community of Practice (6 Smart Phones at the Booth) • Participants experience as imulated or real- – Create a community of practice, tied to a face-to-face session, life example of learning in a technology using Edmodo on smartphones and experience ways in which a context. (30 Minutes) synchronous learning can be collaborative and participatory. • Participants explore the benefits, potential – Define the concept of community of practice and discuss its impact, possibilities and demerits of the benefits, impact, possibilities and demerits. archetype (30 Minutes) • Personal Learning Networks (6 tablets at the booth) • Have each participant write down one – Experience creating a Personal Learning Network on an android- Day 2 10:00 – example or one new application of the based tablet, using Flip board, and Twitter Session 2 11:00 education technology archetype. – Define Personal Learning Networks and discuss its possibilities, Individuals move around the room and benefits, impact and demerits. share their example with others. As they • Emporium Model (13 Laptops at the Booth) move, participants collect as many items – Simulate the use of an e-learning resource centre using Odijoo to as possible to add to their list. Group enable the participants to go through a quick e-course and answer discussions can then be used to build the an online test with minimum or no inputs from the facilitator. lists further and generate strong – Define Emporium Model and discuss its possibilities, benefits, knowledge. impact and demerits. • OLPC demo (to be arranged by OLPC group) 11:00 – Break for Refreshments 11:30 Day 2 11:30 – Exploring the Archetypes: Session 2 • As above Session 4 12:30 • Continue parallel sessions 12:30 – Break for Lunch 13:30 Day 2 13:30 – Exploring the Archetypes: Session 3 • As above Session 5 14:30 • Continue parallel sessions Day 2 14:30 – Exploring the Archetypes: Session 4 • As above Session 6 15:45 • Continue parallel sessions 15:45 – Break for Refreshments 16:15 14 | Session Time Focus Activities and Content Exploring the Archetypes: Session 5 • Blended Learning (1 Laptop + LCD at the booth) • Plenary session - Experience a remote intervention learning session on Classroom Language using a cloud-based platform called Elucido. Day 2 16:15 – - Discuss the possibilities, benefits, impact and demerits of Blended Session 7 17:30 Learning. - Live demonstration of use of Social Networking (Facebook) as a platform for CPD. DayThree:DefiningtheWayForward Objectives: 1) Define a suitable ICT-based model for delivering initial teacher training via distance education to uncertified practicing teachers in Bihar 2) Understand the leadership/management challenges associated with implementing an ICT-based, teacher education model Reflecting on the Archetypes • Facilitated by the Teacher Foundation • Participants share their reflections about 5 • Review the K-W-L worksheet that participants used. archetypes they experienced during the • Discuss the outcomes from the parallel sessions. Day 3 09:00 – parallel sessions • Discuss what participants have learned about each archetype, their Session 1 11:00 • Draw out from inputs a statement of a benefits and demerits suitable ICT Delivery model for Bihar • Closing summary by Neil Butcher of emerging consensus on suitable Teacher Programme ICT Delivery Model 11:00 – Break for Refreshments 11:30 Defining the Key Challenges • Group discussions • Table groups consider the following key • Plenary report-backs questions: • Plenary discussion and summarization of key challenges - What are the key challenges – logistical, technical, management – that need to be overcome in using ICT to deliver teacher certification Day 3 11:30 – programmes in Bihar? Session 2 13:00 - What policy and/or regulatory changes need to be made to ensure successful implementation of the programme? - What should the roles and responsibilities of teacher education institutions and resource centres be? • Groups report back to plenary 15 | Session Time Focus Activities and Content 13:00 – Break for Lunch 14:00 Summarizing the Approach • Present and refine proposed approach to • Plenary presentation by Neil Butcher Day 3 14:00 – implementation of teacher certification • Plenary discussion and inputs to refine model and finalize agreement Session 4 15:30 programme in Bihar, summarizing outputs on way forward from previous three days of discussion • Agree next steps in implementation 15:30 – Break for Refreshments 16:00 Closing session • Summary presentation by Shabnam Sinha on workshop deliberations • Present workshop outcomes to Minister of • Present proposed model for programme (Neil Butcher) Day 3 16:00 – Education of Bihar • Response by Minister of Education of Bihar Session 5 17:30 • Receive feedback • Workshop closing ceremony • Agree next steps • Workshop closure 16 | • What will this mean for the role of 21st century teacher in Bihar and the training and development they will Annex 2: need? Participants The day closed with a summation of the key outcomes, including a consideration of the draft delivery No Name Organization model for the teacher training programme. 1 Harish Chandra Chaudhury DIET Dumra Sitamarh 2 Prem Ranjan Kumar BRP Bihar Sharif (Nalanda) Outcomes 3  Dr dayone ofDeepa Ravisessions Sahoo  Principal DIET, Noorsarai Nalanda 4 Shailendra Kumar Sinha BRP Bihar Sharif (Nalanda) 5 Motivation 1) of teachers: Avadesh Kumar Choudhory In charge H.M.M.S. Ladiya (lakshmisarein) a) A key issue is to raise teacher morale and motivation, so that they are self-motivated to improve 6 Kanchan Mala Shanker Diet, Vaisala their practice 7 Uma Shankar Prasad MIS Pipra Surdas, Parihar, Sitamarhi b) Establishing agreement on the characteristics of the best teachers and using these to underpin 8 Md. Shamim Ansari M/S Jhapha Urdu Parihar, Sitamarhi National Teacher Standards will be helpful so that government (State) can identify best teachers 9 Dr. S.A. Moin SCERT, Patna and describe their characteristics for others to see. 10 Chandrala Kumari Bikram c) Teacher recruitment and selection. System of selection of teachers needs to be improved. There 11 Rajesh Kumar C.R.C. HarioGafu is a pressing need to select the right people. 12 Satish Kumar BRP Bikram d) Performance management linked better remuneration for the best teachers should be a policy 13 Shanta Kumar Bikram consideration. 14 Rajni Kumar BRCC Bikram e) One delegate offered a view on teacher motivation and suggested there are 4 categories: 1 15 Isam Lal Karharis M.S. Sarmaspur, Goralih (bhagalpur) Motivated; 2 De-motivated; 3 Not able but hard working and want qualifications and 4Not able 16 Varun Mishra Pratikruti Cresearch and do not want qualification. 17 Prashant Singh Pratikruti Research 18 Manju Sinha SCERT 2) The characteristics of the Bihar Teacher for the 21st Century 19 Emteryar Alan SCERT, Bihar a) Knowledge 20 Kiran Kumari Bihar Madhyami Shiksha Parishad i) Subject matter expert 21 Dr. Ratna Ghosh Principal, Diet Gaya ii) Understands needs of each child 22 Abha Ram iii) Understands the learning process. Principal, DIET Patna, Bikram 23 iv) Benkat Gopal of learner. Understanding Principal, DIET, Piranka, Bhojpur 24 Anu Ratam Kumar v) Understanding of the child’s context (socialBlock, Teacher, Naveetpur, background, DIET Bikram surroundings and social issues.) 25 Sujata Kumari vi) E-learning, what resources are available. BRP Navbatpur 26 vii) Deepak Kumar Singh Understanding and appreciation ofBihar Education, the aptitudes Project of the Council child. 27 Chandeshwar PD. Gupta viii) Ability to construct new knowledge CRCC District, Darbhanga Md. Manzoor Alam Ansari 28 b) Skills CRCC District, Darbhanga 29 i) Dr. Kumar Rakeshcommunication Excellent abilities DIET, Khiranighat, Bhagalpur 812001 30 Dr. Rajendra Prasad ii) Child centric approach Mandal SCERT, Mahendu, Patna - 06 31 Tej Narayan Prasad iii) Multi-level learning system SCERT, Bihar, Patna 32 Taj MangalTiwari iv) Motivated. CRC Bhojpur 33 v) Deepak Kumar Experience Ojha of working CRC, RAMS, Navada, Bhojpur beyond classroom. 34 vi) Veerendra Kumar Different approaches CRCC to learning style Baijubigha, Bodhgaya (VAK) 35 Krishan Ranjan K. vii) Good Leadership (of children and the remainderMiddle School Granith of the school)Kshetra Sabour 36 Binay Kumar Pratikruti Research viii) Good at observing learning and making judgments based on this 37 ix) Dr. Subhesh Secure in monitoring and, explaining, Principal, DIET, response Darbhanga management and questioning techniques A.K. Pandeya 38 c) Understanding (of): Director, Research and Training 39 i) Reyazuddin Ansar Child psychology Teacher, P.S. Maubudpur 40 Hariom Nirala ii) Parent behaviors Middle School, Khajni Naubatpur 41 Sanjay Kumar BRC Rajapakar iii) Continual understanding of technology change and development of subjects 42 iv) Parmal TeachingKumar Shrivastava Strategies BRP, Bidupur, Vaishali 43 Snehasish v) Pupil Needs Das SCERT, Patna 44 Dr. ArchanaVarma vi) Local community SCERT, Patna 45 vii) Sanjay Kumar Thakur Themselves Principal DIET Dr. Rajeev Kumar 46 d) Qualities: G.G.S.S.S., Patna 47 i) Dr. Bir Kumari Pleasant listenerKujan SCERT, Patna 19 | 17 Annex3:DayOneandTwoReports DayOneReport Day One was facilitated by the National College for School Leadership. Session 1 focused on developing leaders for the future. Issues covered included: • The school leadership role in the UK • The leadership development framework that specifies the available provision for teachers embarking on a leadership career through to formal roles in middle leadership, preparation for Headship and on- going training and development as a serving Head teacher • The role of other leaders including school business managers • The changing structure of school provision and teacher training in the UK, including the new Teacher Direct model of school-based teacher training • The assessment, inspection and performance management systems applied in schools • The role of ICT in the system for teaching, learning and school management Session 2 focused on what makes a good teacher. This session aimed to stimulate delegates’ thinking about how to develop excellent teachers – the ‘Bihar Teacher for the 21 st Century. This covered: • Views about what makes a good teacher gathered from UK secondary school students using Twitter and video • An outline of the McKinsey (2007, 2010) international study of the world’s top performing education systems • An outline of the UK National Standards for Teachers • An outline of the UK Office for Standards in Education (OFSTED) criteria for judging good and outstanding teaching • Video material illustrating the Singapore Government’s approach to teacher recruitment, training and status • The potential role of ICT in developing deep learning for pupils and as a tool for teachers, including a video account of India’s “Hole in Wall” ICT based learning experiment Delegates worked in groups to discuss and then presented in plenary, their vision for the ‘21st Century Bihar Teacher’, addressing the following: • What are the knowledge, skills and understanding that are needed – especially in a technology rich world? • What personal qualities are needed? • How should we recruit such individuals? • What training and support will they need in their first year in post and how will this be provided? Session 3 focused on Building Capacity and Capability to support the programme. Building on session 2, delegates discussed the strengths and weaknesses at the State, District, Block and Cluster levels and the development needs of officers working at this level, in terms of their capacity and capability to be a key part of the teacher training and development delivery team. Session 4 considered the e-confident Teacher, leader and learner. This session focused on the role of ICT in teaching and learning. International and UK based research evidence on the impact of ICT in teaching and learning was presented. The characteristics of the ‘e-confident’ teacher and learner were shared. Delegates were asked to consider: • How will pedagogy change in a of a technology rich future? • What are the competencies needed by teachers and leaders? • How will this impact on the learner’s experience, and what skills will they need? 18 | • What will this mean for the role of 21st century teacher in Bihar and the training and development they will need? The day closed with a summation of the key outcomes, including a consideration of the draft delivery model for the teacher training programme. Outcomesofdayonesessions 1) Motivation of teachers: a) A key issue is to raise teacher morale and motivation, so that they are self-motivated to improve their practice b) Establishing agreement on the characteristics of the best teachers and using these to underpin National Teacher Standards will be helpful so that government (State) can identify best teachers and describe their characteristics for others to see. c) Teacher recruitment and selection. System of selection of teachers needs to be improved. There is a pressing need to select the right people. d) Performance management linked better remuneration for the best teachers should be a policy consideration. e) One delegate offered a view on teacher motivation and suggested there are 4 categories: 1 Motivated; 2 De-motivated; 3 Not able but hard working and want qualifications and 4Not able and do not want qualification. 2) The characteristics of the Bihar Teacher for the 21st Century a) Knowledge i) Subject matter expert ii) Understands needs of each child iii) Understands the learning process. iv) Understanding of learner. v) Understanding of the child’s context (social background, surroundings and social issues.) vi) E-learning, what resources are available. vii) Understanding and appreciation of the aptitudes of the child. viii) Ability to construct new knowledge b) Skills i) Excellent communication abilities ii) Child centric approach iii) Multi-level learning system iv) Motivated. v) Experience of working beyond classroom. vi) Different approaches to learning style (VAK) vii) Good Leadership (of children and the remainder of the school) viii) Good at observing learning and making judgments based on this ix) Secure in monitoring and, explaining, response management and questioning techniques c) Understanding (of): i) Child psychology ii) Parent behaviors iii) Continual understanding of technology change and development of subjects iv) Teaching Strategies v) Pupil Needs vi) Local community vii) Themselves d) Qualities: i) Pleasant listener 19 | ii) 2 way conversation iii) Highly motivated iv) Empathetic understanding of children. v) Friendly, humorous vi) Speech clarity, “speak in a sweet way as if talking to their own children” vii) Approachable viii) Self confidence e) Attitudes/Values i) Friendly ii) Highly morale value iii) Learn through peer group learning iv) Honesty v) Discipline vi) Role model vii) Positive thinking viii) Thirst for knowledge 3) Building Capacity and Capability at State and district levels a) Knowledge of ICT for teaching and learning and managing the school b) Skills of leadership of use of ICT for management and teaching and learning c) Understanding: the ability to capture and use of data for monitoring performance. d) One delegate suggested CRC training teachers on the use of different technologies. Create an individual school profile including vision pupil data etc. e) New Roles: i) CRC to provide teacher resources-online content creation. ii) Develop curriculum resources using multi-media e.g. Math and Science. Block resource person for academic support. iii) Block level should have access to school data. iv) CRC needs a regional vision with heads and principals. v) DIETs should have data centre (on management information of teachers) and computer-lab facility. vi) DIETs have a key role in Quality management. District level to know where best practice is and to make that visible. DIET/BRC/CRC should identify and share innovative best practice. vii) DIETS should have complete knowledge of all aspects of district. f) New Responsibility: i) Changing teachers attitude to ICT in classroom 4) Bihar Teacher Education Project: the emerging Project Design a) Agreement on essential teacher knowledge, skills, understanding and qualities b) Design standards for teachers c) Design teacher training and professional development curriculum d) Delivery: Agree on the overall blend of face to face, e-learning and schools based development e) Design F2F workshops and seminars? Online? Self-study? Collaborative learning? Internship? Coaching and mentoring? Timescale? Assessment of progress? f) Agree the role of the Districts, BRC, CRCs and principals g) Agree on the technology solution e.g. equipping BRCs and CRCs as computer training centres. Agree type of technology (Day 2) h) Design an approach for training 10,000 Teacher Educators and principals i) Define Accreditation model – role of leaders? j) Design an approach to Performance management – how do we ensure quality and excellence? Role of leaders? k) Consider how to design on-going teacher professional development 20 | DayTwoReport(IncludesSummarySessiononDayThree) Day Two was facilitated by the Teacher Foundation. The objective of Day Two was to get the 40 participant school leaders and teacher educators to experience and explore the benefits and potential impact of using ICT tools for training, focusing on laptops, smartphones, tablets, and a blended learning cloud-based platform. In a final session on Day Three, Participants were to actively discuss the merits and demerits of various modes of Individualized and Centralized Learning Facility Models that they had explored the previous day. We provided every participant a spiral bound manual that had been produced in both English and Hindi for ease of use. The session began with a brief taking stock exercise – filling up a KWL sheet – what do participants KNOW and what do they WANT to Know about using ICT in Training Teachers. Participants did this individually at first and then shared in groups and identified the key aspects they KNOW about ICT in teacher education and the critical questions they had (what they WANT to know) about using ICT for training teachers to get the session started. Some key questions identified were: • How do we adopt, implement and use ICT devices easily? • How can Smart Phones, Tablets and computers be used? • How can we use e-lessons to train teachers? • Which technology is suitable for Bihar situation? They were then introduced to the idea of Individualized and Centralized Learning Facility Models, through an interactive peer-teaching exercise. Participants were then divided into four groups based on the colour of the cover sheets of their manuals. Each group was assigned a Learning Station, where members could experiment with and experience using specific devices either in an individualized or a centralized way. At the end of every hour, a bell was rung to get groups to move to the next Station, until all four Learning Stations had been visited. In order to scaffold learning for the participants, simple steps were provided to participants for handling and using the devices, before they actually explored to educational potential for training teachers. Every Learning Station visit culminated with a reflection. Three questions were provided in the workshop manual: 1) What are the implications for the teacher using this learning mode for undergoing training? 2) What are the implications of using this mode for teacher trainers who will conduct the teacher training? 3) What are the implications of using the concerned device for this mode of learning? The four Learning Stations are shown in the grid below. Blended Learning (inred) was then presented in plenary with whole group. The grid also helps to demonstrate the relationship between the devices and the nature of the learning process. 21 | *Instead of the less known Odijoo another very popular platform for online courses is Moodle (which is also open source) – but which requires a dedicated server which we couldn't provide for the Bihar workshop. Below is a compilation of individual reflections of participants a teach Learning Station Wall: • Personal Learning Network: � Learnt how to Tweet a message and comment on someone else's message. � Learnt how together new information and knowledge through Flip board and Twitter. � Twitter is the best way for teachers to learn recent ideas and share it to others. � We can express our views and ideas instantly on Twitter network. � Personal Learning Networks can be used to share our strengths and weaknesses and learn from them. • One Laptop Per Child (OLPC): � This is a very sturdy, easy to use laptop which has all the software needed pre-installed in it. � Children would find it very easy to use it too. � ‘Gagar me sagar ke saman hai’(It's a sea with in a small pot). � Is very useful in remote areas. � If OLPC is to be used in Bihar, it is necessary to include relevant materials for teachers. • Communities of Practice: � Through using Smartphones we can interact in groups to solve problems .In a short time we can get a variety of solutions. � Community of Practice can be used as a supplement to face-to-face learning. � With the help of Edmodo, a teacher can upgrade his/her knowledge. � Wecanaskforsolutionsfromcolleagueswhoarefarawayandwecanthenmakeawell-thoughtoutdecision. • Emporium Model: � This was self-paced learning, reinforcement by self-assessment. � Through this mode a learner is free to learn on their own and gets help with continuous evaluation. � We can organize tests for learners by providing text materials. � We can control various activities for learners centrally. � It develops learning skills of learners. 22 | � Teacher can improve his (sic) skill and upgrade his (sic) level and in a short time the task of evaluation could be performed. � The learner can use it according to his (sic) convenience and there is no time bar for such learning. • Blended Learning: � This solves the problem of having in sufficient numbers of good trainers. It addresses the limitations of cascade model of training. � We can impart or transact the ideal mode of teaching or training and disseminate I to different places. � This is a good plat form to demonstrate an ideal classroom across many places. � Trainer can address large numbers of teachers at the same time. � Blended learning is a good mixture of face-to-face (communicative method) and use of technical equipment (online and off-line). � This was effective and more lasting than other methods. Day Two culminated with a demonstration of the scope of using social networking platforms like Facebook for professional development. This generated a lot of excitement and interest, with a couple of participants posing questions that were posted on The Teacher Foundation's Facebook site to which they immediately got responses that all participants could read. This gave them a sense of the power and potential of an online professional network. Since then, three DIETs have already set up their own Facebook pages – DIET, Patna, DIET, Lakhisarai, and DIET, Bhojpur.  On Day Three, The Teacher Foundation conducted two-hour group review of the previous day’s lessons. This began with a Learning Walk that participants took to examine what other shad put down on each of the five Learning Station Walls. This was followed by sharing in pairs, and then a more detailed group discussion on the merits and de-merits of each of them odes of learning and devices that they had explored the previous day. What seemed evident was the high degree of connection and enthusiastic involvement demonstrated by all the participants. Below is a compilation of merits and de-merits that were generated by the whole group and documented on flipcharts. Learning Mode/ Merits De-Merits Device Personalised 1. One can get personal concerns addressed 1.The user must be able to use the device Learning Network through asking others; ideas can be shared effectively (Tablets) using 2.Can be used at the CRC level to discuss 2. Sometimes controversial issues could create Twitter and Flip educational and professional issues and share dissonance amongst the community. board action research 3. While using Twitter only a limited number 3.Touch screen makes it easy to type and the of characters can be used. tablet can be connected to other devices too – 4. Some people may not participate – because USB, LCD Projector they may be hesitant to ask questions. 4.It's useful for self-development – specific 5. There isn't enough battery life and has less topics can be discussed storage capacity. There could also be internet 5. It helps setup an educational community for problems. imparting quality education. 6. We cannot use DVDs and CDs on a Tablet. OLPC 1.Works on solar energy and therefore helpful 1. Content needs to be relevant for teachers for remote and field areas 2. Does not have market value 2.Very sturdy and portable 3. Can it be provided for every child? 3.Picks up signals and networks with other OLPCs in the vicinity 4.Can be used for controlled academic purpose 23 | Learning Mode/ Merits De-Merits Device 5.If OLPCs are designed with content specifically for teachers – then they would be very useful Communities of 1.Academic and social problems, issues and 1. Network access and low battery back-up Practice (Smart ideas can be discussed with groups in a limited may be a problem Phones) using period of time 2. Screen is small so visuals cannot be seen Edmodo 2. Useful for use in remote areas and very effectively transporting devices will be easy. 3. It is useful only if everyone has a hand-held 3. If each school and cluster could have access device. to it all people can be connected a a 4. Assessment may not be done honestly since professional level. it could be done by someone else 4.Very useful for professional sharing Emporium Model 1. Screen and data storage system is large 1. Battery back-up is limited. (Laptops at a central 2. D.El. Ed and D.Ed course materials could be 2. Trainers 'Interactions with learners is location) using put on Odijoo and students could learn limited. You are limited to only the course online course 3. You can get immediate feedback and provided on the platform platform like Odijoo therefore enhances comprehension 3. There is no support from the trainer – for the 4. Can be used for both Pre-service and In- learner to ask for clarifications. service training of teachers 4. Without knowing how to use the device, a 5. Learning occurs at one's own pace and learner may not be able to learn from it. there's self-evaluation. It therefore enhances 5. Learners may become too dependent on the self-motivation. internet. 6.Onec an have hardcopies and softcopies of Course Materials. 7. Laptops can be connected to other devices. Blended Learning 1 .One good teacher or a model master trainer 1. Learning is dependent on technology – (Using cloud-based could be used across many remote locations at which could be costly Elucido Platform) the same time. 2. There could be internet linkage problems 2. Would be very effective at the DIET level. and power requirement would be high. We could video graph good classroom 3. Requires training for effective usage teaching and show it to teachers across many 4. It's a centralised learning model – so people remote areas have to come together to a specific location at 3. Time is saved and it combines off-line and a specific time in order to learn. on-line learning 4. Educational mission is met with quality training for different participants. 5. Reduces the Transmission loss of cascade model of training. 6. Different modes can be combined – visual, audio, face-to-face and virtual. This ensures good concentration amongst the participants.  24 | Annex4:EvaluationFeedback RepresentativesDetails MHRD 0 12 10 SCERT 4 10 8 7 BRC 4 6 6 5 Principal 0 4 4 Other 7 4 State Govt 0 2 0 0 0 DIET 6 0 CRS 5 Teacher 10 AssessmentofLearningEvent NOTE: The Ratings from 1 to 5 below represent a scale from minimum relevance/utility/quality (1) to maximum relevance/utility/quality (5). 30 25 26 No. of Respondence 25 22 21 21 20 18 15 15 11 11 9 10 7 5 5 2 3 3 2 2 1 0 Relevance of this Relevance of this Usefulness for you Overall quality of Extend to which Overall usefulness activity to your activity to your of the information the content and the content of this of this activity current work or organization and/or that you have presentation activity matched functions country's need abtained the announced objectives Rating 1 Rating 2 Rating 3 Rating 4 Rating 5 No Openion What did you like the most about the session? And what was most useful in this session?Provideexamples. • Practical work on ICT devices was most useful. • All the sessions were very effective. It allowed us to think in a new direction by listening to the experiences people. • The presentation of the ICT devices like Smartphone, Tablet, Laptop etc. The use of ICT – blended method. • Information on ICT devices was very useful. • Liked the blended technology of ICT, because it helps us to improve our training and teaching methods. 25 | • Group discussions helped in solving the problems. Smart phone is most useful aspect and very essential for teacher training. • Smartphone, tablet and blended learning are the most useful tools for training. • Tablet and blended learning models were most useful (same comment repeated x 3). • Group activities were very useful and blended learning teleconferencing was most useful. • Blended learning session through teleconferencing was most useful. • Hands-on training on tablet and laptop was most useful. Also liked the blended learning and Group discussion sessions. • Group work sessions were very useful. • I liked day 3 first session and most useful to group discussion to make the policy from educational technologies like laptop, tablet and smartphone etc. through networking video conferencing. • ICT has lot of relevance in primary education. I have learnt twitter, posted my opinion. Also learnt about blended learning, personal learning network system, which was very useful. • Blended learning system was most useful. In this session I have learnt about the problem solving through community practice work. • Role of ICT is most important for teachers from SCERT to Cluster level. An important pillar of education. • Well planned and interesting. We learned to use the smart phone, tablet, laptop, OLPC. • Very well planned workshop. Making familiar with different devices for eg. Smart phone and tablet. • Blended learning – comparison of two clear online and face to face modes. • In this workshop I liked that all the participants were able to generate a common opinion of use of ICT in Teacher Training. • All participants were active and giving ideas for building a new environment in the field of education and training. • I liked most about how to use ICT devices in education and also buildup leadership in our organization. • ICT for teacher education is important and will be useful for planned training for teachers. • ICT for teacher education should be implemented and will be useful for planned training for teachers. • Blended learning was well planned. Presentation of lesson through two ways and examine the better systems. Through 2nd video one can adopt to teach student. • I liked blended learning. This blended learning, I find most useful because if one system/technique or method fails, then also the goal can be successfully achieved. Presentation from Bangalore and assistance by Maya Menon. • Usage of different devices. • Interactive session. Resource persons were very cooperative and involving in personalized learning. • Use of ICT in education particularly blended learning because it can help both teacher and teacher educator to improve their skills. • I liked blended learning on Elucido platform. Video conferencing presentation from Bangalore. • Importance of ICT system in Teacher Education is very useful. Smart mobile, tablets, laptop use for ICT system at the CRC, BRC and DIET level. • Workshop was very useful looking at the overall development aspect of educational system. We learnt about ICT systems and how to use the different devices. • Ideas and suggestions of the participants were collected and prepared a draft plan for the state. Group work was most useful. • It provides a vision to deliver the best teaching techniques in the classroom with the help of ICT technology. The activities of Teacher Foundation to collect opinion and learning were very good. • Presentation by Maya Menon – Teacher Foundation. • Hands-on training on different devices was most useful. • Blended learning. 26 | Where is the area of improvement? What aspect of the workshop was least useful? Provideexamples. • Name of devices should be matched with name of trainees. Should be in local language. • There should be more opportunity to use the various IT devices. Out of three days, first day was comparatively less useful. • Monitoring of the whole system is to be improved. First day of the workshop was less useful compared to the second and third day. • Each section of education system requires such type of ICT improvements. • Workshop should be at BRC and CRC level. • Require more hands-on practice. • More practical sessions would have been useful. • Educational improvement through networking. • In the field of ICT in Teacher Education for self-assessment. • Provide more information on ICT to the qualified teachers at village level. This will enforce a new direction to SCERT, DIET, BRC and CRC level. • Language problem was there. Most of the presentations, deliberations were in English, whereas majority of the participants speak Hindi. • Participants faced language problem. There should be a translator, though this problem was taken care off in some sessions. • More hands-on practice. • In rural and remote areas the infrastructure is not adequate. Workshop was useful at every level except communities practice. • Community practice was least useful. • Workshop should be organized at BRC and CRC level (same comment repeated x 2). • OLPC requires improvement. They talked only for commercial views. • OLPC not properly managed at the workshop. • More reading material before the workshop is required. • ICT for continuous professional development of teacher educator. • OLPC need improvement according to local condition/ areas. • All BRCs and CRCs have been identified as the centers for improvement. Use of ICT devices will be beneficial for the representatives. • First day presentation required more improvement. • The strategic workshop can be more realistic in Bihar context, if we take ideas after site visit at different level DIET/CRC/BRC. • The use of ICT in continuous professional development as it applies for teacher education. • OLPC. OtherComments: • The areas of improvements are at BRC, CRC, DIET, SCERT, TETC and other concerned planners. Workshop was very useful in all aspects. • Capacity building of institution by Head of HRD, GOB, and Education based technology, learning have not been much visualized. • Improvement of policy which can truly be used for ICT.  27 | Annex5:Photos 28 | 29 | Annex5:Photos 30 | 28 | 30