View of PROFESSIONAL DEVELOPMENT OF TEACHERS THROUGH ICT AND UPDATE KNOWLEDGE

(1)

Vol. 05,Special Issue 02, (IC-IRSHEM-2020) February 2020, Available Online: www.ajeee.co.in/index.php/AJEEE

PROFESSIONAL DEVELOPMENT OF TEACHERS THROUGH ICT AND UPDATE KNOWLEDGE

1Dr. Ramesh Kumar, ²Dr. Rajender Kumar,

1Associate Professor, JCD P.G. College of Education, Sirsa

2Professor, JCD P.G. College of Education, Sirsa

Abstract:- Quality has become the keyword in the present globe due to third wave change - globalization, industrialization, privatization and democratization. There is no existence without quality. Everybody demands quality from household products to service products.

Quality of human resources and manpower in form of teacher education is largely dependent on the unfolding of human personality and increased opportunities for transmission of their interest, attitude and values using various modes of Information Communication Technology to make teaching effective and thus making improvement in teacher education. Today the system of education needs to respond not only to national socio-economic and political needs but also anticipate the system which could fulfill the largest goal of human improvement teaching education in the wake of globalization, industrialsation and knowledge explosion. Reorganizing this potential of education, empowerment through teacher education has a crucial role to play for overhauling restructuring and modernizing its input process to get the output in the form of quality oriented teaching using Information Communication Technology in various modes like : print medium, radio, tape recorder, telephone, mobile, television, overhead projector, epidiascope, film projector, LCD projector , digital camera, video, computer and various other computer assisted technologies. The decline in quality of teacher education can be ascribed due to lack of use of modern techniques of Information Communication Technology, lack of trained staff in information communication technology to train the teachers. Modern world needs, not just competent teacher but teachers who are affective teacher and have multiple sequence and are able to envisage new forms of professionalism.

The basic mission of teacher education system should be viewed in terms of indispensable demands of society, characterized by democratic value, high demands of learning of science and technology including Information Communication Technology which is felt need of society and flexibility to cope with inevitable socio-economic changes. It is right time for all of us to establish quality input norms, process norms and output norms for different teacher programmes which would help us to produce effective professional teachers.

1. INTRODUCTION

Quality is contextual. It is very difficult to give the comprehensive definition of quality. The best teacher of a particular school may be a poor teacher in some other school. However, the quest for quality is not an act, it is a habit. It generally signifies the degree of excellence.

In the educational context quality is seen as a complex issue as education is concerned with human beings. When we describe human being as product, the description can't encapsulate all the characters of teachers or learners in the same way, as one would describe the quality of commodities. Hence the definition of quality varies depending upon the individual institution, educational scholar, social & national context.

The quality and efficiency of education depends on the quality of teachers. Without maintaining the quality of teachers no innovations should be expected. In India the teacher is considered to be the least developed resource. In spite of it no proper attention had been laid to select the right kind of a person for teaching profession and to provide them best quality of training, so restructuring of process of teacher preparation is highly essential. It is a universal fact that – Progress of any country depends on Quality of Teacher ? There are many issues regarding teacher education that need to be addressed.

The quality of Pre service & In service education needs to be upgraded we need to examine teacher education in the context of Upper Primary & Pre Primary grades there are still some of the weakness. The needs of these stages of education should be addressed adequately. For this we plan to encourage and support initiative by teacher education institutes. Moreover the expansion of schooling facilities, both at Primary and Upper Primary level, as well as improvement in teacher pupil ratio initially 1:40 required a massive recruitment drive for teacher. The 10^th plan working group report estimates, the need for 11 lakh more teachers.

(2)

Before going in the Quality Management very Ist we should keep in mind the objectives of Sec Teacher Educations enunciated by NCTE in curriculum framework to QE 1998 are as:-

1. Enabling the prospective teachers to understand the aim of Sec. Edu.

2. Development of power to understand the Psychology of pupil teachers.

3. Understanding the process of socializations.

4. Equipping them with main competencies of curriculum development.

5. Development of Skills of Guidance & Counseling.

6. Fostering Creative thinking.

7. Utilizing the available resource as input.

8. Development of information communication skills.

9. Acquainting them with research in education.

10. Emphases on Action Research.

The critical input in the realization of above objectives. Teacher Education course will be the quality professional competence and commitment of teacher education to the profession.

The scope & control of curriculum and its effective transaction will achieve optimum result.

The planning at any level has three important steps:- 1. To understand our present status of T.E.

2. Perception of Teacher Education Programme (according 5 Yrs. plan)

Our Teacher Education is deteriorating day by day and there is a need for a drastic change in all he sphere of Teacher Education so as to facilitate the teacher to face the challenges of the dynamic world. Hence it is an imperative need to prepare the teachers for local and global demands (i.e. use of Information Communication Technology in Teacher Education to make teaching effective). The Accreditation of Teacher Education institution is a must and should be made compulsory to maintain the quality of teacher education in India.

2. PRIORITIES IN PREPARATION OF QUALITY TEACHER EDUCATION PROGRAMME

 Establishing Input Norms:- Quality begets quality. Only qualitative institution with the set standard of quality training should be encouraged by setting input norms for both staff and trainees. The entrance examination should be not only to evaluate cognitive domain, thus by restricting liberalized admission and restricting the no. of training institutes and therefore, Admission Policy should be revised. The training of Information Communication Technology equipments and their uses to make teaching effective must be compulsory for all pupil teachers. In Haryana, the information technology in B.Ed. is studied as compulsory subject in education technology.

 Development of Quality process Norms:- Through training the teacher should be helped so that he may get transferred it to a enriched and committed professional.

The span of teacher preparation programme is very short to understand and realize the programme. It is undoubtly a fact that the entire system of T.E. does not meet the requirement. There is no co-ordination between theory & practice and it even does not foster the teaching skills. The special trained and expert faculty of Information Communication Technology is lacking in some teacher education institutes. The Internet facility is also lacking in various teacher education institutes.

Whatever the reason may be, lack of dedication or else but we can't ignore some factors which deteriorates the quality due to defective policies:-

1. Duration of Course

2. Incompetence of unqualified teacher 3. Shortage of teaching staff

4. Insecurity of job

5. Lack of innovation among pupil teacher

6. Use of teacher for 4 – 5 months in some Self Financing institutions.

7. Over Burden on teachers

8. Salary of teachers is not up to the mark 9. Problem of Practice teaching

10. Problems of Supervision 11. Teaching Methodology

12. Isolation of Teacher Education Deptt. with other Deptts. of Colleges.

13. Late Permission of Affiliation

(3)

14. Lack of Co – ordination between theory & practice aspect and lack of interdisciplinary approach.

15. Lack of information communication skills 16. Evaluation

 Developing the competencies of Teachers:- There is a wide gap between the observed and expected competencies of teachers in colleges as they devote more time in management of school rather preparing and utilization of Information Communication Technology skills (Software & Hardware). The teacher should use different model to foster creativity as an integral part of training according to real class room situation. The use of Information Communication Technology in teacher education can bring a competition in the field of teacher education to train teacher for effective. Information Communication skills related to curricular, co–curricular should be insisted inevitably of pupil teacher while preparing their lesson plans during the period of training.

 Development of Total Quality Management of Teacher Education:- The concept of TQM like corporate sector should be introduced in Teacher Training institutions as ISO standard for quality management (ISO – 9001, ISO 9002 etc.). The institution should be regularly monitored by NCTE & U.G.C. Regarding affiliation & grant of institutions by ever viewing their standard, align with this ISO (14000) for institution should also be introduced which create awareness (practically) regarding development of Information Technology skills without including it as an optional subject.

1. The TQM insists of factors like:- 2. Focus on interest of groups

3. To solve the problem which exist in the system.

4. To build commitment to the quality of work force.

5. Attitude of decision making.

3. MAJOR CONCERNS FOR QUALITY IN TEACHER EDUCATION

The major factors of quality in teacher education are discussed as under:-

 Restructuring the teacher education institutions:- The institutions should have better equipped academic and other infrastructure facilities like quality of the physical plant, good administration, high quality teachers, adequate teaching – learning material, high level of performance by pupils, outstanding performance in school projects, success in preparing students for like and periodical assessment of the institution by an accreditation agency will promote a better quality in the performance by the institution. The supervisory staff and administrative staff should get training in their respective area of work." Information Technology" subject should be taught as compulsory subject for pupil teachers.

 Late Permission:- Occasionally many institutions are being permitted in the mid of the session either by NCTE or by University which brings down the quality of education. No institution should be granted permission after 31^st May in any case either by NCTE or University.

 Late Admission:- The University instead of improving the admission policy, delayed the process which reduce the duration of course. All the admission process should be completed before 30^th June and new session should be started by 1^st of July.

 Salary:- As the private institution has made a source of income for society / trust, they do not pay to their staff as per the norm of NCTE / State Govt. / UGC.

Negligible amount of salary demoralizes teacher educators and decreased motivation and interest among them.

 Curriculum Transaction:-

1. It is really very surprising to mention here that the teacher education programme gets curriculum for various agencies like UGC and University. These agencies prepare the curriculum and enforce the institutions to implement the curriculum from the very next session, which is also responsible for bringing the quality to down.

2. Importance of training on skills is given less importance due to voluminous course in such a short duration.

(4)

3. Most of the teachers in teacher education programme once they get the permanent job, do not prefer to do hard work and do not like to update their knowledge. NCTE should prepare the curriculum and it should be observed that the teacher educators who teach a particular paper should prepare that paper only.

 Duration:- Normally duration of B.Ed and M.Ed course is only one year which gets reduced to 4 – 6 months due to late admission process. Duration of B.Ed and M.Ed courses should be increased up to two years instead to one year.

 Examination:- There are some universities which instead of completing the examination process in time delayed the process which creates the mental tension among pupil teachers. So all the examination process should be completed before 31^st May.

 Evaluation:- There are some universities which include internal assessment in the theory& practical part. It is also a fact that all the teachers of any institutions are not unbiased which directly affect the result of the candidate. Hence no internal assessment marks should be added in theory & practical part. In internal assessment part the grade should be given and grading should be made at the university level which will give a clear picture about the marking system.

 Research Support:- Research in education should not be limited to theorizing some ideas or retest the same old ideas for the sake of research work or get some extrinsic credit. Field based research; especially research should be adopted to improve upon the practices carried out in teacher training institution. This will provide a better vision for the educators to revise their approaches in transacting the curriculum.

 Participation in seminar / workshops:- Teacher educators should participate in seminars, workshops and subject wise discussion at various levels so that they may prove useful and effective in the training system.

3.1 Use and inclusion of Information Communication Technology in Teacher Education

Nothing in the human made world is changing more and consequently changing our adaptiveness more, than information technology. We are right on front edge of an information technology revolution, one that is going to shake the worlds of work and of organizations right down to their most fundamental definitions. Today we have an amazing collection of new information gadgetry to work with. All of these are changing our access to and use of information. Recently the value of the effective communication skills in the

"Information Technology" industry has been highlighted by its increasing acceptance and success.

Researchers have shown that Team Work Skills including the ability to communicate effectively facilitate an increase in quality of output and productivity in IT teacher education. The Information Communication Technology is not only being used in distance made of delivery of education but also in conventional system of education. Mutual intersection is one of the significant determinants of effective communication and it is worth to note that the new systems/technologies have varying degrees of interactivity. The Satellites, computers tele–texts view data cassettes, cable and video discs are fit to provide ways for individual to step out from the mass audiences and take an active role to give his/her individual reactions in the process by which information is transmitted while giving training to teachers.

On examining the J.B.T., B.Ed and M.Ed curriculum by National Council for Teacher Education (NCTE) and University Grants Commission (UGC), it is found that both the bodies have recommended removal of non–utility education from the curriculum and incorporation of computer education. Now to make use of Information Communication Technology, efforts have been made by NCTE. NCTE has provided guidelines for framing curriculum of teacher education programmes which include computer literacy and use of information communication technology. Inclusion of Information Communication Technology in the existing said curriculum is very important and its effective integration into the main stream is quite essential.

Before inclusion of Information Communication Technology in teacher education we have to keep in mind which information communication technology content should be included in teacher education. The effective use of Information Communication Technology depends largely on technically competent teachers. They should be able to appreciate the

(5)

potential of Information Communication Technology and have positive attitude towards information communication technology. Generally three phases are identified for implementation of Information Communication Technology content in teacher education programmes.

The following phases are cited below:-

1. Information Communication Technology Literacy: It means having the skills, knowledge and attitudes to use Information Communication Technology to maximum advantage and in other words we can say information communication technology literacy means that a person can contribute more effectively to their own well being and be a more effective teacher, entrepreneur, consumer and worker.

2. The effective and efficient use of Information Communication Technology:- Hardware and Software for teaching – learning activities.

3. Pedagogy based Information Communication Technology:- Use of integration of information communication technology in subject content, teaching, online support networking and management.

4. THE TECHNOLOGICAL PERSONALITY OF 21^ST CENTURY

A system of education is closely woven into the fabric of the society within which it operates. Before examine new ways to train teachers, we might do well to anticipate some characteristics of the society within which the teachers are trained. We realise seven features of the coming century that will have challenges for future pupil teacher.

1. Information : Proliferating

2. Technological development : Multi disciplinary 3. Markets : Globalized

4. The environment : Endangered 5. Social responsibility : Emerging 6. Corporate structures : Participatory 7. Change : Rapid

When we can say about the individuals needed to function as teachers in the society whose technological characteristic, we have just outlined?

The profiles may be conveniently sketched in terms of three components:- 1. Their knowledge-the facts they know and concepts they understand;

2. The skills - they use in managing and applying their knowledge, such as computation, experimentation analysis/synthesis design, evaluation, communication, leadership and team work ;

3. The attitudes that dictate the goals toward which their skills and knowledge will be directed-personal values, concepts, preferences and biases.

Knowledge is the database of teachers. Skills are the tools, used to manipulate knowledge in order to meet a goal dictated or strongly influenced by the attitudes.

4.1 Info COM Technology in Schools

It is generally agreed that Info COM Technology is a crucial resource in education.

1. Children use computers from an early age and continue to university level.

2. Children taught practical Info COM Technology skills that are transferable into the work place.

4.2 Advantages of Using the Internet in Schools

1. A cheap, fast way to access a huge amount of resources that are regularly updated 2. Encourages computer literacy, helpful in an increasingly technologically orientated

world.

3. Teachers upload course documents so that students misses a lesson, they can download information and do the work in their own time.

4. Government promises high-speed broadband internet access for every university, hospital and doctors’ surgery which would allow schools to be linked and to share resources.

4.3 Disadvantages of the Internet in Education

Less need for schools i.e. No outside contact, Job losses for teachers, etc. There is a lot of incorrect information on the internet, Students will learn more theory and less practical.

(6)

1. Being taught the wrong things like Hacking, Creating Viruses, Plagiarism.

2. A lot of distractions like Porn, Games, Music, Videos.

4.4 Advantages of Infocom Technology in Education 1. Use of packages: word-processing, spreadsheets.

2. Special facilities for pupils with disabilities.

3. Teacher and pupil communications improve.

4. Info COM Technology provides links with other schools or with business.

5. Computers in schools provides wider access to Info com Technology and encourages new ways of learning.

6. Can repeat work again and again.

4.5 Disadvantages of Infocom Technology in Schools

1. Info COM Technology is very expensive-not all students get the same opportunities.

2. It can be boring sitting in front of a computer for a long time.

3. Computers cannot interact on a personal level e.g. fuller explanation.

4. It becomes harder for the teachers to organize the teaching of new concepts.

4.6 Will Computers Replace Teachers?

1. Children lose social interaction.

2. Working on computers all day-bad for your health.

3. Computers aren’t as reliable as teachers.

4. Computers cant explain new concepts as well as a good teacher.

5. It left to learn at their own speed, many students would fall behind.

6. Computers don’t have the motivating force that teachers have.

5. CONCLUSION

The teacher education is undergoing rapid changes in keeping pace with the demands of learning and expectations of learners, communication and society as a whole using innovative Information Communication skills. Various efforts have been made to improve teacher education but gaps can still be seen. Teacher education must aim to build a national system of Teacher education based on professional ethics, and continuity.

1. It should facilitate the realization of the constitutional goals and emergence of the new social order.

2. It should prepare professionally competent teachers using Information Communication Technology to perform their roles effectively as per needs of the society.

The Teacher Education is a continuous process where in both Pre & In-service education have to be well integrated for making teachers effective. Teacher Education is to ensure high proficiency and Quality of school education. If the teachers are to act as trail blazes in the lives of learners and also in the educational process for development, they have to acquire professional competences commitment and need to be empowered to perform their multiple skills in the classroom school & community.

Information Communication Technology will help in promoting in sound teacher performance and high quality learning among student in cognitive, affective & psychomotor areas of human development. The paper has been sought to explore the quality of teacher education in the light of Information Communication Technology. Quality teacher education is essential and it must be met for successful teacher education and provide guidelines for the development of strategic planning process. Educational Institutions are the training centers for leadership in all walks of life.

The main concern of T.E. is to build teacher capability using Information Communication Technology skills to translate curriculum intents for children to enable them to acquire the desired knowledge skills & aptitude. To sum up, the dream of quality teacher education at all levels can become a reality only when the quality of inputs and training techniques including Information Communication Technology Skills in teacher education is adopted by teachers to make teaching effective.

(7)

REFERENCES

1. NCTE: “Report of the National Seminar on Future Oriented Teacher Education”, 1983, New Delhi.

2. N. Venakataih : “Educational Technology”, 1996, APH Publication Corporation, New Delhi.

3. B.N. Panda & A.D. Tewari : “Teacher Education”, 1997, A.P.H. Publication Corporation, New Delhi.

4. NCTE : “Curriculum Framework for Quality Teacher Education", 1998, NCTE, New Delhi.

5. NCTE : "Policy Perspectives in Teacher Education Critique & Documentation", 1998, NCTE, New Delhi.

6. “Teacher Use of Computers and the Internet in Public Schools”, by Cassandra Rowand. Education

Statistics Quarterly, Volume 2, Issue 2, Summer 2000.

http://nces.ed.gov/pubs2000/quarterly/summer/3elem/q3-2.html.

7. U.S. Department of Education, National Center for Education Statistics, 1909-2000 National Postsecondary Student Aid Study (NPSAS: 2000). http://nces.ed.gov/surveys/npsas/table library/keywords.asp

8. “ICT in Education : The Future Research and Policy Agenda,” Keynote presentation by David Reynolds, Professor of Leadership and School Effectiveness, University of Exeter, to conference on “Building and ICT

Research Network,” hosted by Bacta June 2001,

http://www.becta.org.uk/research/reports/docs/reynolds.pdf.

9. M. Naransamy and S. Thangasamy : “A study of computer uses among teacher educators in teacher training institutions in Tamilnadu”, 2001, Indian Journal of Learning, vol. 10 (1), 60-67.

10. V.K. Rao: “Teacher Education”, 2001, A.P.H. Publication Corporation, New Delhi.

11. Assessing the Impact of Technology in Teaching and Learning: A Source book for Evaluators (edited by Jerome Johnstone, University of Michigan and Linda Toms Barker, Berkeley Policy Associates), Institute for Social Research at the University of Michigan, April 2002, http://www.dlrn.org/star/sourcebook.html.

12. A.N. Maheswari : “Assessment and Accreditation in Determination and Maintenance of Norms and Standards for Teacher Education” 2003, Available on httpp:/www.ncte.in.org.

13. S.P. Naik: “Education for Twenty First Century”, 2004, Anmol Publication Pvt. Ltd., New Delhi.

14. L.C. Singh, Sudershan Mishra,: “Quality Concerns in Teacher Education”, University News, 2005, May, 2005, 29-32 pp.

15. S.M. Sunough,: “Quality Issues in Teacher Education” University News, 2005, Vol. 43 (18), pp 37-42.

16. S.K. Upadhyaya and Vikrant Upadhyaya,: “Quality Concern Indicators of Teacher Education”, University News, 2005, May 2005, 43-45pp.www.mff.org/publications/publications.taf?page=277.