New Ways to Promoting the use of ICT in Teacher Education Institutions

*Dr. Vandana Goswami **Ms. Swati Gupta Article Published in: BRICS Journal of Educational Research (ISSN 2231-5829), Ambala, JanMar2012, Vol. 2, No. 1. Abstract- Today, we are living in a knowledge-based global world where knowledge is great power, economy and strength of an individual, and the asset of a nation. It is also true that these are in tremendous explosion in its quality as well as growth. We are in need of new technologies to have access and proper use of this fast growing knowledge. Moreover, a mere acquisition of knowledge is not enough; we have a complete access and mastery over the knowledge getting process. It can only happen with the assistance of science of Information and Communication Technology (ICT). National Council for Teacher Education (NCTE) is a statutory body to coordinate and monitor development of teacher education in India. To ensure quality of teacher education, NCTE formulates norms and standards with regard to design, transaction and evaluation of curriculum, and other matters concerned with teacher education. NCTE as a progressive and forward looking organization has been actively trying to empower teacher educators with the technology skills and pedagogic skills associated with it. Now, there is huge need to facilitate training on ICTs for teacher both at the pre service level and in service level. ICT has the potential to contribute to the improving of students critical thinking, decision making, problem-solving skills and generating ideas with its integration into classroom activities. The teachers role at this point is crucial. Because, this potential depends upon the teachers ability and willingness to integrate the technology into everyday classroom teaching activities (Pisapia, 1994). However, it is a challenging job. They need support as well as commitment, skills and knowledge to facilitate the learning as a source for gaining information and knowledge. This can be done by using some ways- Provide Access; Make ICT a Priority; Shared Vision; Provide Training Programmes for Teachers; Professional development of teachers; Technical Assistance; Use of ACTIONS model and so on which will be discussed in the paper.

*Dr. Vandana Goswami, Associate Professor, Faculty of Education, Banasthali University,Rajasthan.e-mailtovandana2020@yahoo.com. **Swati Gupta, Lecturer, Anand College of Education, Agra. E-mail swati_1985@rediffmail.com

Educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century. It should be accepted that teachers are vital players in any initiative aimed at improving teaching and learning processes. Moreover, ICTs at schools will have little impact if teachers are not actively involved in all phases of their integration to the curriculum (Hepp et. al 2004). Therefore the role of teacher at this point is vital. It is known that teachers do not have time to thoroughly evaluate the educational strengths and weaknesses of a considerably portion of the existing curriculum materials, software and texts before they are used. In the new phase of the knowledge revolution the source of knowledge has shifted from a one source to a different source. In other words, we can say that there is a decentralization of the knowledge source. There is a need to facilitate training on ICTs for teacher both at the pre service level and in service level. ICT comprise a complex and heterogeneous set of good application and services used to produce, process, distribute and transform information. ICT embody a full range of old and new technologies such as e-mail and internet services, telephones, fax, scanner, printer, photocopiers, radio, television and mobile. Information and communication technologies (ICTs) are a major factor in shaping the new global economy and producing rapid changes in society. Within the past decade, the new ICT tools have fundamentally changed the way people communicate and do business. They have produced significant transformations in industry, agriculture, medicine, business, engineering and other fields. They also have the potential to transform the nature of education-where and how learning takes place and the roles of students and teachers in the learning process. It is clear that ICTs can provide powerful tools to help learners access vast knowledge resources, collaborate with others, consult with experts, share knowledge, and solve complex problems using cognitive tools. ICTs also provide learners with powerful new tools to represent their knowledge with text, images, graphics, and video.

Therefore question arises automatically How can we promote the use of ICT in teacher education? There are so many ways by which we can promote the use of ICT in teacher education Like The first and foremost thing that needs to be done is to develop a positive attitude towards the processes and products of ICT. For this purpose, attempt should be earnestly initiated to develop a culture that value ICT. The students should be made to appreciate the fruits of ICT. Use of ACTIONS model i.e.

A ccess; C ost; T eaching requirements; I nteraction; O rganization; N ovelty; S peed. Access- The fact that educators need access to current technologies, software, and networks. However, this access must be consistent across all the environments that are part of the preparation of teachers. Access should be adequate and consistent throughout the educational experience of students in the process of becoming teachers. Access must be in classrooms as well as lab settings, and provisions must be made for special populations. Creative partnerships are often required to make this happen. Additionally, there needs to be access to technology appropriate to the subject areas being studied, such as word processing programs and Internet access in English, or computer labs and microscopes for science labs. Otherwise, opportunities to use technology tools for teaching students or communication tools for mentoring or staying connected with parents will be limited. Support Policies- Policies can either support or hinder the implementation of technology. As decision- makers develop new policies, they must consider how the policies affect acquisition of and access to technology. Some major barriers to the use of technology relate to faculty expectations about incentives and reward structures. The expectation for the use of technology must cut across all subject areas and teacher preparation contexts so that faculty and teacher candidates are assured that their work will be valued. A key element is access to computer network (Lawson and Comber, 2000). We can see that our different Learning Management Systems works as a catalyst for working with more ICT in the courses. And in learning environments in our colleges where computers are rare, digital networks are not complete and other important technical equipment (e.g. digital cameras and projectors) are missing, we also

find less development of ICT used for learning in the courses. The institutions need to have a well-reasoned information technology strategies, including learning issues. Shared Vision- From the administration to the grounds personnel, there is an understanding of, commitment to, and sense of advocacy for the implementation of technology. When the implementation of a technology initiative is problematic, a major reason often cited is a breakdown in the common understanding of the institutions goals among those who hold the decision-making power. These situations can occur over something as simple as unlocking the door to a lab, or as complex as modifying existing operational budgets to provide allocations for technology funding. Facilitating the integration of technology may require a change in policy or rules, and the decision-makers have to be willing to look at the situation, and ensure communication among all parties. The cooperative environment necessary for creating a shared vision is also needed to sustain that vision (UNESCO, 2002). Increasing the investment in new hardware, software, network access and educational content for higher education institutions (Mangal, S. K., & Mangal U. ,2010). Develop ICT infrastructure within the higher education institutions and provide in-house training through e-learning systems. Providing incentives for those instructors that use ICT in their daily training. Developing strategies that support online education and make sure that the employees are loyal to the strategy (Mangal, S. K., & Mangal U. ,2010). Make provision of the internet facilities and classroom websites for giving opportunities to the teachers and students to carry out the teaching learning tasks using the mechanism of ICT. For this purpose, an institution can venture to create an effective on-line learning course proving as a substitute for the live classroom instruction or use its website as a tool for providing appropriate support to the traditional classroom and school activities. For this, some points should be considered It must fit to the age, level, clearly defined instructional objectives and local needs. Provision for an interactive element in the website which enable students to interact with their teachers. Options for self-puzzles or simulations should be included in the websites. Make provision for the due enrichment of the website time to time as per need.

Utilize the institution website as a communication tool to connect with the other institutions of the region or country for the exchange of information and enhancing learning experiences.

Use the services for making contacts to the parents and society. It will surely provide a proper platform for seeking involvement of parents and the society for the enhancement of e-learning facilities (Mangal, S. K., & Mangal U. ,2010).

Provide Training to Teachers- The educators who work with student-teachers must be skilled in the use of technology for learning. They must be able to apply technology in the presentation and administration of their coursework and facilitate the appropriate use of technology by their teacher candidates. The teacher educator should model and teach techniques for managing technology in the classroom and for communicating outside the classroom through electronic means. Respective governments need to look carefully into the necessary pre-requisites and consequences of ICT integration at the level of curriculum development, the examination system, and teacher incentives, among others. Efforts are needed to mainstream ICT appropriately in all subject curricula. The examination systems should be modernized to support ICT rich curricula. As the first institutions are getting ready to offer comprehensive ICT teacher training based on educational principles and targeting subject teachers, the government should support the existing and upcoming professional development initiatives. Provide the needed facilities for training and equipping the students and teachers with the essential technical knowledge and skills related to the operation and utilization of multimedia appliances, computers and their networking with special emphasis on the Internet and web technology. Consultation at every stage of development should be given. It gives the beneficiaries confidence to participate and contribute for their own cause. It also brings in the aspect of relevance and feedback for improvement (Pathak, P. and S. Gupta, 2010). Professional development of subject teachers- Educators must be knowledgeable in the content, standards, and teaching methodologies of their disciplines. Teacher candidates must learn to use technology in powerful, meaningful ways in the context of teaching content. Technology brings relevant resources from the real world to subject area content, provides tools for analyzing and synthesizing data, and conveys content through a variety of media and

formats. Pre-service teachers should learn to use technology in ways that meet the content standards and the technology standards for students and teachers. Benchmarks and Self-Assessment Tools for ICTs in Teacher Education-In planning the integration of ICTs into teacher education, it is important for teacher education institutions to understand the knowledge and skills necessary for teachers to effectively use ICTs in their instruction. They must also understand the institutions level of readiness to integrate technology into the teacher education curriculum. To accomplish these goals requires that the teacher education institution understand the benchmarks, standards, and guidelines for ICTs in teacher education. It is also important that they have access to tools that help them assess their level of readiness and progress in infusing ICTs into the teacher education programmes. Institutions should continuously assess the effectiveness of technology for learning throughout the entire teacher preparation program. The data obtained from this continuous assessment will: confirm the learning strategies used, ensure that the vision for technology-use maintains the appropriate direction, pinpoint potential problems, and provide data for altering policies and instructional strategies or for acquiring resources.

Mainstream ICTs in all Subjects- ICTs should be infused into the entire curriculum. Throughout teacher education experience and professional development programmes, pre- and in-service teachers should learn how to incorporate ICTs into their own subjects. Restricting technology experiences to a single course or a separate subject of teacher education will not prepare students to be technology-using teachers. The focus seems to be on the classic 'Maths, Science, English' package, giving the dangerously wrong impression that ICTs cannot be integrated in all other subjects. The integration itself tends to be focused on technology rather than on information and communication. Technical Assistance- Educators need technical assistance to use and maintain technology. The focus of the faculty member, teacher, and pre-service teacher should be on teaching and learning, not on maintaining and repairing the technology beyond basic troubleshooting procedures. When the technology does not function well, a learning opportunity is lost and faculty frustration grows. Timely technical assistance should be given for faculty and candidates to feel confident that they can use technology in their teaching and learning (UNESCO, 2002).

 Establish ICT centers in remote areas equipping them with portable generators and IT hardware including Internet installation where possible. Generating high level professional courses which make option more diversified, while at the same time, retaining traditional options. Universities will have to design and offer courses, which are adaptable to new situations (Pathak, P. and S. Gupta, 2010). Community Support- The visioning process includes the community and school partners who provide expertise, support, and resources for technology implementation. The community must see that technology is a valuable tool for prospective teachers and their students, and must be willing to support it. Promote the use of ICT as a tool to increase general literacy and improve basic education for women. ICT can contribute to increase primary and secondary education for girls, to ensure access to reproductive employment in the ICT and related sector (Pathak, P. and S. Gupta, 2010). Use of ICT in Research Activities- In this approach, Students and teacher candidates must have opportunities to identify problems, collect and analyze data, draw conclusions, and convey results using electronic tools to accomplish these tasks. Faculty should model the use of ICTs to demonstrate their usefulness and appropriateness for collaboration, acquisition of resources, analysis and synthesis, presentation, and publication. Disseminate research on effective use of technology for learning Provide opportunities for student teachers to integrate technology in campus and field experiences. Foster greater campus and school partnerships that cultivate and nurture technology integration.

ConclusionIn order to function in the new world economy, students and their teachers have to learn to navigate large amounts of information, to analyze and make decisions, and to master new knowledge and to accomplish complex tasks collaboratively. The use of ICT is playing a quite vital role in the field of teacher education in so many ways. It is providing immense help and assistance to all connected with tasks of teacher education like teacher educators, students, guidance and counseling personnel, educational planners and research workers for performing their responsibilities as adequately as possible. There are a variety of approaches to professional development of teachers in the context of use of ICTs in education. Professional development to incorporate ICTs into teaching and learning is an ongoing process and should not be thought of as one injection of training. Teachers need to update

their knowledge and skills as the school curriculum and technologies change. This can be done by using some following considerations like- Context and Culture identifies the culture and other contextual factors that must be considered in infusing technology into the teacher education curriculum. Leadership and Vision are essential for the successful planning and implementation of technology into teacher education and require both leadership and support from the administration of the teacher education institution. Lifelong Learning acknowledges that learning does not stop after school. Planning and Management of Change is the final theme, born of todays context and accelerated by technology itself. It signifies the importance of careful planning and effective management of the change process. These guidelines can help the teacher educator and teacher education institutions and maximize the awareness, competence, and participation in the area of ICT.

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