Impact Factor: 6.252
Role of ICT Utilization in Teacher Education Institutions
Nazneen Fatima Ph.D. Research Scholar
Department of Education, University of Kashmir, Kashmir, India [email protected]
Abstract:Information and communication technology (ICT) is a scientific, technological, and engineering discipline and management technique for handling information as well as its application and link to social, economic, and cultural concerns (UNESCO, 2002). It is an abbreviation for information and communication technologies (ICT). ICT has been a part of our daily lives for decades, affecting both society and the lives of individuals. Educational institutions are increasingly relying on information and communication technology (ICT). There are many people working in education who use ICT on a daily basis. Teachers use ICT to improve the quality of their lessons and the experience of their students. In order to deliver excellent training, a professional teacher makes use of a wide range of abilities and approaches. Teachers needed ICT and science and technology knowledge to improve their abilities and competencies. Teaching and learning in today's scientific and technical environment necessitates a deeper knowledge of information and communication technologies (ICTs). ICT expertise is an essential requirement for pre-service teachers since it allows them to develop a deeper grasp of how technology might be used to benefit students in the future.
New curricula, tools to increase learning, and additional facilities and alternatives for feedback are revolutionising classrooms and schools thanks to ICT, which is currently transforming schools and classrooms. With the help of modern technology, teachers, students, and parents can all work together more easily. In order to make education more fun for future generations, CCE encourages students and teachers to use more technology in the classroom. A teacher's knowledge of ICT in their subject area is essential if they are to assist pupils in their studies. A thorough understanding of information and communication technologies is essential for both prospective and current teachers. Teachers figure out how to incorporate technology into the classroom with the help of this information. This study looked at how ICT is used in teacher education programmes.
Keywords: Use of ICT in Teacher Education Institutions, Current Trends in Teacher Education Institutions
I.INTRODUCTION
If we teach today’s student as we taught yesterday’s, we rob them of tomorrow”
John Dewey Due to fast changing teaching-learning scenarios and the growth of ICT, teachers can no longer rely on previous pedagogies of teaching and learning. It gives a variety of viewpoints on the integration of ICT into the educational arena.
To begin with, many people are sceptical about ICT's educational benefits, which have been widely debated (McRobbie &
Thomas, 1998; Peat & Franklin, 2003). Proponents such as Negroponte (1995) and Papert (1996), on the other hand, believe that technology will revolutionise education by supporting students in enhancing their performance. A group of researchers, on the other hand, proposes a balanced approach to incorporating ICT into education. If properly integrated, ICT-enabled education has the potential to improve the teaching-learning process (Lee & Dziuban, 2002; Chuang, 2003). As a result, the teacher education programme should be able to equip instructors with a thorough understanding of ICT and how it can be applied to the teaching-learning process. The Kothari Commission (1964–66), also known as the "Education Commission,"
emphasises the importance of professional teacher education in improving educational quality by providing teachers with fundamental scientific and technological knowledge. Many technology integration projects have been undertaken, but the Indian government took a significant step forward in 2006 when the NCTE signed a Memorandum of Understanding (MoU)
Copyright to IJARSCT DOI: 10.48175/568 89 Impact Factor: 6.252
with INTEL Technologies for teacher educator training. To make ICT an integrated component of teaching and learning, the collaboration aims to give ICT expertise to teacher educators, as well as its integration with pedagogy and content.
In 2004, the International Society for Technology in Education (ISTE) set out to develop global guidelines for the use of technology in classrooms. The six broad categories in which ICT proficiencies for pre-service teachers are defined are: basic operations and concepts; social, ethical, and human issues; technology productivity tools; technology communications tools;
technology research tools; and technology problem-solving and decision-making tools.The first two categories are concerned with technological knowledge, whereas the remaining categories are intended to assist people in comprehending technology. The National Council for the Teaching of English (NCFTE) emphasised the significance of teachers being informed and sensitised about ICT in 2010. It was suggested that ICT be considered a learning technique rather than a distinct discipline. According to the policy, pre-service teacher education programmes should focus on fulfilling classroom technological needs by training teachers how to critically assess, use, develop, and use ICT in their teaching-learning process.
Effective technology integration demands teachers' abilities to find, arrange, and mix content with appropriate technology in order to improve students' experiences. Currently, the majority of teachers are unable to successfully integrate technology into their classes (Vrasidas et al., 2001; Koehler et al., 2007). The Technology Acceptance Model (TAM) developed by Davis, Bagozzi, and Warshaw is one of many strategies for encouraging teachers to incorporate technology into their teaching-learning activities (1989). According to the TAM model, people gather together on the same platform to approve and implement ideas. The model also considers aspects like perceived usefulness and ease of use, which influence consumers' judgments about how and when to adopt new technologies. "An information-seeking and information-processing activity in which an individual is motivated to reduce ambiguity about the benefits and drawbacks of an innovation," Rogers defined the innovation-decision process in 2003 as "an information-seeking and information-processing activity in which an individual is motivated to reduce ambiguity about the benefits and drawbacks of an innovation." Knowledge, persuasion, decision, implementation, and confirmation are all part of the process. In the second half of the twentieth century, notably during the 1970s, a group of academics at the University of Texas developed another model known as the Concern-Based Adoption Model (CBAM). It investigates users' concerns when confronted with innovative technologies or technological breakthroughs; their comprehension of innovation and how they intend to use it are crucial factors to evaluate. The Level of Technology Integration (LoTI) framework was developed by Christopher Moersch in 1995 to assess instructors' use of technology in the classroom. The nose, awareness, exploration, infusion, integration, expansion, and refinement are the seven layers of the structure. To summarise, none of the aforementioned approaches completely tackles the technical integration challenges. Furthermore, these models overlook the complex relationships that exist between technology, pedagogy, and topic knowledge, as well as their incorporation into classroom transactions. Integrating technology into the curriculum is difficult. It must be tough to assess its expertise. People must understand and recognise the right use of technology for various courses and pedagogies in order to improve students' learning experiences in a specific educational context.
II.THE NEED AND IMPORTANCE OF THE STUDY
After studying a number of studies on technology integration, it's clear that there's a distinction to be made between using technology for personal and professional purposes (Ertmer, 1999; Jacobsen, 1998). To make effective use of ICT in the classroom, teachers must work with technical affordances and pedagogical methodologies to adapt specific content to be provided (Jonassen et al., 2008; Mishra & Khoeler, 2006). Pre-service teachers, on the other hand, have reported difficulty in locating and incorporating ICT resources into their classroom interactions (So & Kim, 2009). Preparing teachers to use ICT in the classroom begins with their pre-service education (Gao et al., 2009; Lim & Khine, 2006). Advanced technological abilities in pre-service teachers make them more passionate about employing technology in the classroom (Hammond et al., 2009; Paraskeva et al. 2008). Despite these findings, many researchers (Kay, 2006; Swain, 2006) believe that the organisation and implementation of ICT integration in pre-service teacher education programmes is flawed (Haydn & Barton, 2007; Mishra et al. 2009). Pre-service teachers are not appropriately trained to use ICT in the classroom. Given the rapid evolution of ICT and the various sources of knowledge that must be digested, preparing pre-service teachers for ICT integration is a demanding task. The use of technology by teacher educators, school preparation, and mentor teachers' views are all elements that influence the success of pre-service ICT education (Lim et al., 2010).
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In any community, there is nothing more important than a good teacher. Technological advances have a significant impact on teacher preparation programmes. Pre-service and in-service programmes for teacher education must both incorporate ICT in the twenty-first century. Without adequate knowledge of ICT, a teacher cannot do his or her job in the classroom or be regarded as fully qualified. Lesson planning, feedback, and classroom efficiency can all be made easier for teachers with the help of information and communication technology (ICT). NCERT, NAAC, NCTE, and UGC can be used by teachers to connect with educational institutions and universities as well as institutions and universities. Teachers can use ICT to improve their teaching abilities, aid in innovative teaching, improve professional development, improve educational management, and increase active learning among trainee teachers. Older technology is gradually being replaced by newer technology. As we all know, today's students are extremely competitive. That is why the teacher must be well-versed in the subject matter. Information and communication technologies (ICTs) can help with this (ICT). To help teachers prepare for class, they can use information and communication technology (ICT). ICT is used in a variety of ways and strategies in pre- service teacher education. Word processing, databases, spreadsheets, and other tools are frequently employed. Technology- based programmes are utilised to aid teachers in their classroom practise. In the classroom and beyond, teachers and students use ICT to prepare for future careers and social life. ICT is utilised in the classroom and for educational purposes. It allows teachers and students to use it as a teaching and learning tool in itself. Drill and practise activities, simulations, and educational networks are all good locations to look for this type of thing. It is essential that students aid professors in the production of model presentations by supplying them with technical resources such as movies, animation, and simulation training. If the teacher is well-versed in technology, then the student will also be well-versed in technology. Information is disseminated to students using a variety of mediums, such as broadcast and digital media (cable television and the internet), as well as social media platforms (such as Facebook, Twitter, and Whatsapp). Both vocational education and teacher training in institutions of higher learning require ICT-enabled learning environments. Teaching methods are changed and teachers are taught how to apply them. Teaching with ICT can help students become more enthusiastic about studying. Teachers can use ICT to enhance their ability to communicate with pupils. It is through the use of ICT that teachers and students may more effectively communicate. It is possible to securely store all educational data in ICT, making it a repository for educational information.
The objective of the study is:
The objective of the present study is to
To find out the role of ICT in teacher education institutions,
III.METHODOLOGY
This research relies on secondary sources such as books, articles, journals, theses, university news, expert opinion, and websites, among others. The descriptive analytic technique was employed.
Use of ICT in Teacher Education Institutions
ICT aids teachers' pre-service and in-service teacher education.
ICT facilitates communication between professors and students.
It assists them with lesson planning and feedback.
ICT also facilitates access to colleges and universities, as well as NCERT, NAAC, NCTE, and the University Grants Commission for teachers.
It also facilitates the appropriate use of ICT software and hardware in the teaching-learning process.
It encourages the development of teaching skills as well as creative instruction.
It improves the efficiency of the classroom.
It also aids in professional development and educational administration, as well as increases teacher candidates' active learning.
Older technology is increasingly being phased out. As we all know, today's pupils are extremely competitive. As a result, the teacher must be knowledgeable about the subject. This can be accomplished through the use of information and communication technologies (ICTs).
Teachers can use ICT to assist them in class preparation. Pre-service teacher education incorporates ICT in a number of ways and strategies.
Copyright to IJARSCT DOI: 10.48175/568 91 Impact Factor: 6.252
A variety of technologies are employed, including word processing, databases, spreadsheets, and so on.
A number of technology-based programmes are being implemented to assist teachers in their teaching practise.
Teachers and students use ICT to prepare for real-world classroom applications of their skills, as well as future vocations and social lives.
ICT is employed as a "help tool" in the creation of tasks, communication, data gathering and documentation, and research.
ICT is frequently employed in ways that have nothing to do with the topic matter.
ICT as a teaching and learning instrument It's a teaching and learning tool in and of itself, allowing teachers to instruct and students to learn. It can be found in drill and practise exercises, simulations, and educational networks, among other places.
Information and communication technology (ICT) is a common tool for organising and managing institutions.
Instructors must provide technical help to students in order for them to learn by assisting student teachers in presenting model presentations employing motion images, animation, and simulation training. If the teacher is well-versed in technology, the student will be as well.
It replaces traditional teaching methods with new ones and teaches teachers how to use them.
The use of information and communication technology (ICT) is crucial in student evaluation.
Information and communication technology (ICT) functions as a repository for educational data because it allows for the secure preservation of all educational data.
ICT enables teachers to effectively communicate with their pupils. As a result, ICT assists in the process of bridging the gap between teachers and students.
ICT allows teachers to provide students with up-to-date information.
ICT can assist teachers in creating better learning environments.
Thanks to ICT, teachers can more easily detect innovative students in the classroom.
IV.CURRENT TRENDS IN TEACHER EDUCATION INSTITUTIONS
Formal and non-formal approaches to teacher education are used to train future and current educators. Educators' continuing education is at the centre of this process, which is never-ending. Teaching skills, pedagogical theory, and professional skills would provide teachers with the required information, attitude, and ability to enable holistic growth.
Because of these shifting paradigms in education, it is more important than ever for educators to continue their education and professional development.
1. There has been an upgrade to the visual representation of current methods of teaching and learning.
2. Book-centered and teacher-centered learning is shifting toward learner-centered education, where the requirements of the students are assessed and a suitable teaching style is selected. Task-based, activity-based, and ICT-based instruction is just a few of the more popular modern teaching strategies. Today's educational system is increasingly dependent on computers and electronic gadgets because of the rapid growth of online classes and the need for current professors to understand this new method of teaching.
3. Technology-enhanced learning: ICT allows students to access educational materials at any time and from any location, allowing for greater educational flexibility. Rather than being led by the teacher, the procedures have the potential to revolutionise the way pupils are taught and learn. A stronger education will ensue, and pupils will be better prepared for lifelong learning as a result. Additionally, students with special needs no longer have to worry about time constraints because of the convenience of technology-assisted educational programmes (Moore &
Kearsley, 1996). Being able to learn at any time and in any place is becoming increasingly important to students.
4. Smart board use in the classroom: A computer, microphone, speaker, audio/video output, and input channels are all included in the E-podium. It's a network-based system. This software can control a total of 900 ePodiums and other lecture room accessories. Using a writable screen, a lecturer or presenter can write or draw on the screen during their presentation (quality software for writable screens makes the difference, among others). Having two monitors at the same time during the presentation, you can use the monitor to prepare for the next one. When it
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comes to audio output power, screen size, and the size of the room, this gadget may be tailored to suit the needs of the user.
5. Technology Trends in Mobile Wireless for Colleges and Universities: Colleges and universities are using a range of mobile wireless devices. Another example of a web-enabled wireless device is a smart phone. Other web- enabled wireless portable computers include palmtops and tablet PCs, wireless laptops, and PDAs (PDAs). New educational topics, as well as faster learning and teaching, are all advantages for teachers in preparing for future schooling.
6. Developing a strong command of the English language and literacy skills is vital to a successful life. Language is essential for human interaction because it allows us to share our thoughts and feelings, convey our ideas to others, and understand and produce new ones. Student engagement and dropout rates can both be improved by educating teachers about the necessity of fostering language and literacy development. In order to accomplish this, the teacher will have to employ a variety of methods.
7. Lessons that are task-based and activity-based: Using task-based activities, instructors hope to provide students with the opportunity to practise and learn the target language in a variety of real-world contexts. So the language lab can be an effective tool for language learning and teaching since it provides opportunities that aren't available in the traditional classroom setting.
8. Transforming information (derived from external standards and local goals) into a teaching or learning strategy is called "curriculum development." A list of topics and skills and knowledge isn't enough to meet this standard (the
"input"). Learning activities and evaluations are included in the "outputs" section, which serves as a guide for students in accomplishing their educational objectives (Wiggins and McTighe, 2006: 6).
9. Keeping the theoretical and practical worlds separate: In teacher education, the gap between theory and practise has long been a problem. Every member of the Alliance had a severe problem with the gap between theory and practise (Cho, 2008; Farrington, 2008; Gambhir et al., 2008; Husbands, 2008; Rasmussen, 2008). There are those who believe that teacher candidates will realise the relevance of education studies later in their careers, while others believe that mastery of a subject should receive more credit hours than pedagogy. There are also suggestions for improving the practicum and providing trainees with more diverse and valuable learning opportunities. Students who want to become teachers may detect a link between coursework and practise because of the discrepancy between the theoretical information they are taught and the instructional practises they observe. According to Grossman (2008a), teachers' education research and teaching research should be more closely integrated. What teachers learn and how they learn it may and should be influenced by research on teaching methods.
10. Teacher's education is also concerned with evaluation and evaluation procedures. Using an acceptable and equitable evaluation and assessment technique, you, as a teacher, must evaluate the learner's learning ability and deliver instruction on the basis of that analysis.
11. Age-appropriate education: teaching children, adolescents, and adults Teaching children, adolescents (young learners), and adults is very different. In order to be successful as a teacher, it is essential to know what age group you will be working with and to properly prepare ahead of time. With different age groups, different tactics and processes necessitate varying levels of competence.
V.CONCLUSION
Teaching is viewed as a respectable career in today's culture. It is possible to use ICT to keep instructors up-to-date on the latest information and skills, as well as to teach them how to use new digital resources. in addition to developing familiarity with the latest electronic and communication equipment (ICT). Information and communication technology (ICT) is a major force behind the rapid advancement of our society (ICT). It has the ability to modify the nature of education as well as the duties of students and teachers in the teaching-learning process. Indian teachers are beginning to incorporate the use of computers and other technology into the classroom. At teacher education institutes, laptops, LCD projectors, desktops, EDUCOM, Smart Classrooms, and memory sticks are becoming more widespread. For this reason, in the twenty-first century, it is imperative that we incorporate information and communication technologies into teacher education. ICT-based education is clearly on the increase around the world. However, at this moment, ICT should be used in conjunction with well-structured classroom teaching.
Copyright to IJARSCT DOI: 10.48175/568 93 Impact Factor: 6.252
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