The Use Of Icts In Teacher Education

Published Date: 02 Nov 2017

New Reforms in education in contemporary world are to find out effective approaches for trainee teachers and it must be linked with integration of ICTs in teaching instead use of only technology (Morrison, Lowther, & DeMeulle, 1999). The training program for trainee teachers are designed for enhancement of knowledge, skills required and responsiveness to the modern challenges ( Pulist, 2010). He furher highlights that using ICTs in teaching and learning process is emerging as important source to initiate new methods and approaches with the active participation of trainers and trainees.

It is imperative to understand that the conventional professional development programs are based on traditional training approaches, rigidity, costly, overwhelming and did not fulfill the requirement of modern needs (Chandra, 2004).

Changing scenario of professional development and integration of ICT will well equip trainee teachers and their initial "Staff development topics of high demand include improving students reading and writing skills, technology skills, working with inclusion students, working with diverse populations, active learning strategies" (Ornstei at al., 2010, p.40). Majority of trainee teachers in their initial training know very little regarding use of technology in teaching and learning process and its effectiveness in instruction.

It is also fact that currently more investment has been seen in ICT facilities and using ICTs as an important tool for teaching which makes fundamental changes in teaching practices. It is now big question that does ICT change the foundation of teaching methodology or it is a transition process for teachers (Beauchamp, 2006). Mentioning importance of ICT he describes that due to availability of technological aids there are many changes in teaching learning process and these changing factors have larger impact on self-reliance by teacher educators, content, teaching methodologies, and students motivation including syllabus. While discussing significance of use of ICT tools in initial training of trainee teachers, Pelgrum (2001) put emphasis for qualified ICT skilled teacher educators for professional development of trainee teachers.

Teacher educators must be highly skilful to use ICTs tools and multimedia for preparation of teacher trainees Chandra, 2004). The use of teaching aids increase the prospect students with more chance to utilize their capabilities for challenging tasks, enhance their self-learning, make them confident when they face teachers, take difficult tasks comfortably and work as independent learner (Kennewwell at al, 2000). More ever, to face the challenges of 21st century, it is very important to incorporate use of information and communication technology in teacher education courses to maximize learning achievements and achieve educational objectives.

Pre-service teacher education programs

According to Pakistan Education statistics (2009) there are 1.31 million in-service teachers and more than 60% of them are untrained or have only basic training at PTC and CT levels. Majority of them are teaching at primary school level in rural areas. The process of professional training, preparation and development of teachers is neither consistent nor responsive to changing needs of the society. The National Education Policy of 2009 also has stressed on reforms in pre-service training and preparation, and standardization professional qualification to increase the efficiency and raise the quality.

The traditional pre-service teacher education programs are failing in preparing teachers for effective teaching and learning in the classroom (Korthagen & Kessels, 1999). Pre-service teacher training is unable to fulfil the needs of education system so it is facing criticism from different stakeholders. At the same time a dominated view is emerging that theory and practice should be integrated (Leinhardt, Young, & Merriam, 1995). The existing gap between theory and practice in pre-service teacher education is a matter of concern for stakeholders and efforts are being made to bridge this gap (Westbury & Hansén, 2005). With the passage of time the institutional and societal demand for bridging the gap between theory and practice is rising.

Due the non-alignment between theory and practice, newly trained teachers when enter into teaching profession they find it hard to link what they had acquired during their professional training and what knowledge and competencies are being demanded by the profession. Such teachers consider academic knowledge and practice as being neither practicable not credible, so they prefer to rely more on personal experiments and experiences, and of their colleagues (Gore & Gitlin, 2004). The research studies on teacher education called for qualitative improvement of professional preparation of pre-service and in-service teachers in Pakistan through reforms in curricula, improved quality of instruction, aligning acquired, required and applied teaching skills (Pre-STEP, 2010).

Use of ICTs provide helps to teachers and students

Skinner (2010) highlights that for the improvement of learning and teaching process, ICT has potential to improve the learning and teaching by using devices of technology. Interest in the application of ICTs must be increased by teacher educators so that they could learn more as compared to the contemporary students (Kennewwell at al, 2000)

Rickards, 2003 drawing picture of skills required in 21st centrury, he stated:

A successful future in education and the later life of our teachers and students is not about having the latest, fastest or most impressive technology; it is about making of most effective use of what you have and what is reality available to you. This is independent of technology as it is a personal attribute in students and teachers and so can operate in technology rich environments just as well as it can in no technology environments. (p.120)

Digital knowledge and computer skills must be known by teacher educators but there should be practical approach for use of that knowledge and skills that should be the worth of teachers (Monteith, 2004). The aim of teacher educator is to facilitate trainees for learning outcomes, therefore, it is prime responsibility of teacher educator to transform information and knowledge to trainee teacher (Forsyth,1996).

Teacher educators make difference in learning achievements of student by using ICT-supported teaching methodologies (Boakye & Banini, 2008). The improtance ICT is built-in nature of responsiveness and its capability to provide feedback which support teacher trainees and motivate them to seek guidance from teacher educators (Whitebread, 2006). Tecaher educators are not noly managing class but they work as counselers, managers and role models as professional (Diaz-Maggioli, 2004)

The important features of initial teacher education enhance proficiency in knowledge, skills, capabilities, understanding, professional commitment, character and social values (GTC Scotland. (2006). Initial teacher training is very crucial phase of professional development. Tomei (2009) recognizes that this is a phase when trainee teachers are prepared through ICT- enriched teaching methodologies.

ICTs enables lifelong learning

The machine instructions provide chances to students to learn and discover knowledge about the topic in accordance with the specific requirement (Locates, & Atkinson, 1984). With the use of technology in education and training a new concept of lifelong learning is emerged which has replaced old one. (Forsyth,1996). The proper use of ICTs in learning process promotes cognitive skills and lifelong learning at higher level which plays important role for job working environment (Boakye & Banini, 2008)

Brindley ( 2001) stated that:

"The new literacy however cannot be contained in the same way. There clearly exists a need to reconsider literacy as an ongoing development referred to earlier lifelong literacy. the acquisition of the new literacy cannot be picked off at eleven. Instead, while acknowledging the need for basic extended and advanced literacy skills, reflecting changes made in reading and writing demands through ICT". (Brindley, 2001, p.16)

The original meaning of literacy that covers read, write and capabilities to communicate among each other but the new concept of literacy is known as digital literacy which is through different electronic mediums, graphs, illustration, computer graphics and hypertexts and these entire medium are used in teaching learning process using ICTs in education (Millwood, 2001).

Bryderup, Larson, & Quisgaar (2009) pointed out that "Students seem to be using ICT related to activities within the lifelong learning paradigm, which speaks in favour of ICT having a positive relation to the development of a lifelong learning paradigm" (p.375). Experiences with integration of information and communication technology in instruction are lifelong learning (Watson, 2006).

How integration of ICTs enable learning outcomes

UNESCO (2007) in pocket guide for ICT-Enabled Learning recognizing significance of integration of ICT in teaching methodology stated:

Internet and web technologies offer a remarkable medium for a new learning framework that could dominate education in the twenty-first century….. The value of face-to-face interaction is acknowledged. The fact that ICTs make possible a new learning model should be seen as a massive opportunity of which educators and administrators can take advantage rather than position these technological and pedagogical developments as either/or options.(p.1)

Locates, & Atkinson (1984) has classified instructional media into seven sections which are computers, auditory tools, video tools, graphic media, published media, pictorial and Simulation of games. The important characteristics of modern teaching methodology are (a) prepare trainee teachers, (b) guide trainee teachers, and enhance professional development trainee teachers (Kochhar, 2008). Even bent of mind to use technology has great importance and students’ inclination to get more knowledge about the usage and functions of ICTs which leads towards ultimate learning process (Kennewwel at al., 2000).

ICT-supported instructions provide opportunity for creative learning and innovative teaching methodologies enable learning. Applying ICT- enriched teaching, teacher educators easily facilitate and enhance learning of trainee teachers in different characteristics. According to Frykholm& Meyer (1999) trainee teachers during their initial training are at critical phase of life which is shift from student to become a professional teacher and determination of option. As argued by Volman (2005) "ICT also provides opportunities for more authentic learning" (p.16).

Applying learning theroy of constructivism, Teacher educators can use information and communication teachnology as a resources not as an end in a conventional teaching methodology to achieve learning objectives (Teo et al., 2008). ICT- enriched learning enabled strategy was discussed by Law, Yuen, & Fox in 2011 (as cited in Kampylis, Bocconi, & Punie, 2012, p.9), enemurated ‘emergent characteristics of ICT-supported pedagogical’, conducted ecological study on learning outcomes, teachers, role of learners, integration of ICT, connectivity and diversity of learning results. The study explained range of innovations from conventional to developing and concluded that advancement of technology and ICT- enriched teaching methodologies enable innovative learning outcomes for trainee teachers (Kampylis, Bocconi, & Punie, 2012).

Role of teacher and integration of ICTs in teaching

The role of teacher is now as good facilitators therefore, he has to provide conducive environment for students to find out the solutions according to their own observation using technological resources (Savery & Duffy, 1995). Teacher is trouble shooter for learner when there is problem in content knowledge or compression, therefore, his role is vital as compared to self-obtained knowledge using machine .(Ram,2007). ). The role of teacher is changed but traditional role cannot be undermined. With advancemnt of technology role of teacher is reshaped. Besides his tradional role, he plays a role of facilitator and using ICT tools coordinates closely with pupil to enbale effective learning environment(Forsyth,1996).

Yadav (2006) indicates that "technology integration need changes to teachers’ instructional roles in the classroom. The teachers’ role in a technology infused classroom often shifts to that of a facilitator or coach rather than a lecturer."(p.32) and "teachers really are educational designers." (Volman, 2005, p.26). Educational process for delivery has been changed due to integration of ICT in teaching methodology (Sharma, 2009).

In traditional role teacher was directing but after integration of ICT in teaching methodology using various tools, he is facilitating and monitoring activities of students (Wheeler, S. (2001). It is wrong to say that role of teacher is no more after ICT-supported instruction but it further enhances role of teacher. ( Mumtaz (2000) argued that "teachers need to be given the evidence that ICT can make their lessons more interesting, easier, more fun for them and their pupils, more enjoyable and more motivating" (p.338). "Power of electronic communication is a powerful tool that can be used easily and effectively" (Easingwood, 2001, p.56). According to Kalogiannakis (2010), ICT- enriched innovations ehnace quality of education in which teacher plays a vital role in delivery.