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Vinod Kanvaria - ICT for Teachers

Vinod Kanvaria - ICT for Teachers

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Published by Classroom 2.0 Book
Chapter submission for the Classroom 2.0 Book Project
Chapter submission for the Classroom 2.0 Book Project

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Published by: Classroom 2.0 Book on Jul 16, 2012
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09/09/2012

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5th
 AnniversaryBookProject
Information Technology Web 2.0 Toolsfor Evaluation
By:
Vinod Kanvaria
Creative Commons License:
CC BY-NC-ND
Author contact:
vinodpr111@gmail.com
Author Biography:
Vinod Kumar Kanvaria iscurrently an Assistant Professor in the Departmentof Education at the University of Delhi.
Activity Summary
The current whitepaper will help learners to correlate educational evaluation with ICT. Providing brief relationship between evaluation and ICT, it talks of conceptual understanding of web 1.0, web 2.0 andweb 3.0 tools. Though teachers and teacher educators may be willing to use and apply web 2.0 toolsfor evaluation purposes too, but the lack of knowledge about tools might be hindering this thought.Hence, a number of web 2.0 tools are explained which can be easily and effectively applied for evaluation purposes.
Class or subject area: ICT for Teachers and Teacher-Educators (Pre-service and In-service)Grade level(s):
Pre-service and In-service Teacher Education Course
Specifc learning objectives:
•
Learner will be able to develop an understanding of learning and evaluation.
•LearnerwillbeabletoreectuponrelationshipbetweenICTtoolsandevaluation.•
Learner will be able to differentiate among web 1.0, web 2.0 and web 3.0 tools.
•
Learner will be able to get equipped with the knowledge of some web 2.0 tools for evaluation.
 
Abstract
The concept of evaluation, by the time of its origin, has witnessed several layers of reformation asit reached to its current shape. While earlier, there was a onetime testing concept which had itsroots in the standardized and model evaluation, the ingoing era has approached in transforming the
conceptinacontinuousandcomprehensivemode.Thoughthischange,too,intheeldofschool
education, arose after the inception of NCF 2005, but its vision can be found in NPE 1986. It dreamsof evaluation to be a part of day-to-day interaction. Emphasis is given not only upon qualitativeimprovement, but upon relevance and validation of tools and procedures, too. It sees evaluation notmerely as a testing (an after-the-fact quality check represented by a test score or grade) but a day-to-day continuous data on student performance measured in terms of how much qualitative time hasbeen invested in interacting with materials, peers and teachers which is a learning process measure.Constructivism endeavours to provide a temporal-free, spatial-free, unbiased, fear-free, democratic,equal opportunity environment to the learners. Information and Communication Technology (ICT)has made it possible to keep track of the record of each and everyday activity beginning from asingle click to creating, sharing, discussing, comprehending, doubting, moderating, structuring andrestructuring, editing and re-editing resulting in the text, images, pictures, audios, videos, animationsetc. Evaluation of student learning process and performance in a learner-centred environmentbecomes a typical and sensitive task. ICT is helping in teaching-learning in general and evaluation inparticular.Now-a-days, while we are shifting from web 1.0 tools to web 2.0 tools of ICT in order to provide child-centred platforms for learning, it has become essential to have interactive web 2.0 tools for evaluationof learning, too. The current whitewhitepaper deals with some web 2.0 tools which provide muchmore emphasis upon continuity and comprehensiveness of evaluation measures and procedures. A few of these tools are irubric, protagonize, rubistar, nota, polldaddy, r-campus, e-portfolio, surveymonkey, schooltube and mahara. These tools provide a wider platform for inclusion of various meansand modes of evaluation for better evaluation and make the evaluation much easier, handy, concrete,precise, relevant, valid, evidential and operational in 24 X 7 mode.
Evaluation and learning
Evaluation is any systematic procedure for gathering and analysing information in order to makeinstructional, administrative decisions (Wallace, Larsen & Elksnin,1992) and collecting informationthat can be used to make inferences about the characteristics of people or objects (Reynolds,Livingston & Willson, 2006). In the context of collection of information about children’s learning
andprogress,twothingsareimportant–rst,tocollectinformationfromavarietyofsources,and
secondly, to use different methods or tools and techniques.The purpose of evaluation is to improve teaching-learning process and ultimately to gauge the extentto which the capabilities of learners have been developed (NCERT, 2005). This does not mean thattests and examinations will have to be conducted frequently. Well-designed evaluation and regular reporting provide learners with feedback and encourage them to learn further. They also serve toinform parents about the quality of learning and progress of their wards. This is not a means of encouraging competition among learners. The popular notion that evaluation should identify theneeds of remediation is misleading. The term remediation needs to be restricted to learners havingproblem with literacy / reading or numeracy.
 
This is not a means of encouraging competition among learners. A good evaluation can become an
integralpartofthelearningprocessandbenetboththelearnersthemselvesandtheteachersby
giving feedback. It is obvious that teachers use to observe the progress of their children regularlyon informal basis. These informal observation no doubt, have immense implications for improvingteaching-learning process and thereby children’s learning. There is, however, need for some
periodicityinevaluationtohelpteachersreectupontheinformationcollectedaboutlearners.Thus,
evaluation should be on daily basis as well as periodic.
A brief about history of evaluation concept
Concernedfraternityofeducationaleldknowthedifferencesamongevaluation,measurementand
evaluation. These three concepts can be clearly understood by an example: we measure distance,we assess learning, and we evaluate results in terms of some set of criteria. These three terms arecertainly connected, but it is useful to think of them as separate but connected ideas and processes.But, in the current whitewhitepaper we will use the terms evaluation as counterparts and continuum.The current face of the concept of CCE through regular evaluation has not evolved just in a singleday in India. It has seen several gradual mentions in various reports, policies and concerns. Let ushave a look on these:Kothari Commission (1964-66) pointed out that evaluation is a continuous process and forms anintegral part of the total system of education, and is intimately related to educational objectives.Hence, techniques of evaluation should be valid, reliable, objective and practical and should followvarieties of techniques while assessing learners.National Policy on Education (1986) envisages the need for Continuous and ComprehensiveEvaluation (CCE) at all stages of school education that incorporates both scholastic and non-scholastic aspects of education, spread over the total span of instructional time.Programme of Action (1992) also reiterated the concept of CCE and called for preparation of aNational Examination Reform Framework to serve as a set of guidelines to the examining bodies
whichwouldgivethefreedomtoinnovateandadopttheframeworktosuitthespecicsituation.
National Curriculum Framework (2005) recommends continuous and comprehensive evaluation and
suggestsexibilityintheevaluationproceduresattheschoolstages;andemphasizedtheevaluation
tasks for the learners.RTE Act (2009) has made the use of CCE mandatory till elementary stage of education. Section 29(1) states that curriculum and evaluation procedure shall make the child free from fear, trauma and
anxietybyadoptingCCE;andsection3(1)highlightsthatnochildshallberequiredtopassany
Board examination till completion of elementary education. Hence, need to have a functional CCEscheme for schools.
Hence,nowwhentheCCEconcepthasreachedahighplaceintheeldofeducation,thedaytoday
evaluation, too, has become essential to enter into the soul of it. A regular evaluation plays a vitaland necessary role in this fashion. Not only individual performance is important but collaboration andco-operation are also important factor to be assessed. For this, keeping record of daily continuous

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Somya Chaudhary added this note
hello sir i'm very sorry for late reply i'm not good when it comes to technology :( i went through the article and im actually confused about the concept of web 2.0 and 3.0 but after going through the article it has been made clear that informatics and internet the wast source of knowledge can be used to make teaching and learning and evaluation easy and will provide a comfortable platform
Radhika Gatade added this note
The processes of learning and evaluation go hand in hand.The article puts light on the upcoming role of informatics and the web tools to make learning and evaluation easier to achieve and thereby making the process of learning interesting.With the upcoming CCE; continuous comprehensive evaluation system there is a need for such informatics practices.
Ankur Kumar added this note
I would like to you that My nick name is Ankur My real name is Ritesh. The information Technology Concept is very helpful in teaching learning process, tools like web 2.0 helps very much we can give comments and feed backs to the article and can also connect to our teachers and can clarify all the important topics with our teachers after the class.
Bp Singh added this note
s
Sirawon Chahongnao added this note
The article makes us understand so much more how indispensable ICT has become for more effective educational system. With all the tools available for both teachers as well as students, it is clear that a very transparent learning environment can be achieved. ICT, as mentioned by Sir, goes a long way in making the system a learner-centered matter. Amazing revelation for a brighter future!
Prachi Jain added this note
very informative and self explanatory for pre service teachers.
Manjeet Kumar added this note
really good for the working teachers
Tapash Mistry added this note
Thank you, Sir

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