ICT INTEGRATED TEACHER EDUCATION: WHY AND HOW?
Dr. ALPESH NAKRANI Dr. NITIN DHADHODARA
Ph.D. Research Scholar Assistant professor,
Bhavnagar university. Smt. L. L. Kakadia
Res. ad. At: Motasurka B.Ed. College,
Ta: Sihor Kalvibid,
Dist:Bhavnaagar-36 42 40. (Guj) Bhavnaagar-364 004.(Guj)
Cell : 97 27 66 94 62
E-mail : [email protected]
PREFACE
The education sector is crucial for developing the human capital of countries to innovate and find solutions for sustained and equitable growth. It offers opportunities for students and young people, particularly those living in rural communities; to broaden their horizons and improve their employment prospects. Transformation of teaching and learning environments has been taking place worldwide, often as a result of the introduction of information and communications technologies (ICT).
We have come to an age where the ability to read, write, and count is not enough for the developments in technology has become widely adopted in the society. Because of this, skills in ICTs are becoming a necessity that individuals have to acquire. This in turn straps educational institutions with the responsibility to provide new facilities that will help prepare students for the pivotal roles they are going to play in the knowledge and digital economy (Zindi & Aucoin, 2005).
Countries like the US, Europe, Australia, Japan, Singapore, Malaysia, and Philippines have ongoing initiatives on ICTs in education. Some have even created competency standards for technology use.
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... (K & J Laudon, 2003). . Ethics, Education, and Information and Communication Technology (ICT): Ethics in information technology “can be defined as the moral conducts ... 05-04-2013. Bressler, D, et.al.(2007). “Information and Communication Technology in Education, Retrieved frm. http://www.schoolnet.lk/research/mobile_phones_for_teaching_learning_science/ visited on 07-05-2013. Ewelukwa (2012). ...
It is virtually known in all countries that the key predictor of student learning is the quality of teachers (Ololube, 2005 as cited in Ololube, 2006).
Therefore, an effective teacher education program is a prerequisite to a quality education. Teachers who can thrive in a dynamic environment of fast-paced technological change and knowledge *Paper presented at the National Seminar on “CURRENT ISSUES IN TEACHER EDUCATION, Dated 14-15 March, 2011 Organized by CASE, Dept. of Education, Faculty of Edu. And Psy., The M.S. University of Baroda, Baroda
teachers and have responded by launching professional development production are required. Many countries have realized the need for redefining the roles of programmes that train pre-service and in-service teachers in the effective uses of ICT for teaching and learning. Indian teacher education institutes are still taking ICT as lightly and teaching it as optional subjects. Learning to use computers and the Teacher educators can no longer view ICT integration as an option or something new and not relevant to their courses. To adequately prepare teachers for work in the classrooms of tomorrow, teacher preparation programs need to develop programs that infuse ICTs into the entire program using authentic and pedagogically appropriate approaches. That is, students should learn about, learn with, and learn to incorporate technology into their own teaching’ (SITE, 2002).
Jacobsen, Clifford, and Friesen (2002) comment that it is simply not good enough to teach the next generation of teachers in ways we were taught because they will live and teach children in a different age.
Schools and classrooms, both real and virtual, must have teachers who are equipped with technology resources and skills and who can effectively teach the necessary subject matter content while incorporating technology concepts and skills. Interactive computer simulations, digital and open educational resources, and sophisticated data-gathering and analysis tools are only a few of the resources that enable teachers to provide previously unimaginable opportunities for conceptual understanding. Traditional educational practices no longer provide prospective teachers with all the necessary skills for teaching students to survive economically in today’s workplace. This is the core topic of the present paper. It explores the idea of integrating ICT into teacher education with various facets of this process of integration. First of all let it make clear what do we mean by ICT?
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WHAT IS INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)?
Pelgrum and Law (2003) state that near the end of the 1980s, the term ‘computers’ was replaced by ‘IT’ (information technology) signifying a shift of focus from computing technology to the capacity to store and retrieve information. This was followed by the introduction of the term ‘ICT’ (information and communication technology) around 1992, when e-mail started to become available to the general public.
According to a United Nations report (1999)ICTs cover Internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centers, commercial information providers, network-based information services, and other related information and communication activities.
Adeya (2002) mentions about a more simplified definition describing ICTs as an electronic means of capturing, processing, storing and disseminating information. In this review, the term ICTs designates multimedia, the Internet or the Web, as a medium to enhance instruction or as a replacement for other media.
Why to integrate ICT in teacher education?
As seen by us in today’s universe of education, the use of ICT has caused substantial changes for learning. Firstly, the rich representations of information changes learners’ perception and understanding of the world; secondly, the vast distribution and easy access of information has changed relationships between educators and learners; thirdly, the flexibility of spatial and temporal dimensions in the cyberspace changes human beings’ learning life. Literature attests to the power ICT can have in teaching and learning processes (Newhouse, 2002).
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For undergraduate students who are prospective schoolteachers, they should be well prepared for using ICT in education. It has become a common sense that, for a pre-service teacher education program without an integration of ICT, it could not be said to be a complete one. At the beginning of their global overview, the writers of UNESCO’s review on the subject comment that ‘For education to reap the full benefits of ICTs in learning, it is essential that pre-service and in-service teachers have basic ICT skills and competences’ (UNESCO, 2002).
There are several other reasons why ICTs should be integrated to instruction in teacher training. Based on literature, the following are:
• To prepare teachers for their roles in a society of fast – paced technological change and knowledge production;
• Teacher educators need to model effective ICT integration to influence and encourage teacher candidates to use ICTs in their future work;
• For sustained application of ICTs;
• For education to reap the full benefits of ICTs;
• To expand pre – service teachers’ view on effective ICT integration.
With proper training in using technology prospective teachers can be able to:
• Create relationships between active learning and active teaching
• Develop an appreciation and an understanding of the potential of technology
• Learn to be authors of multimedia software
• Develop leadership skills and become role models for successful integration
• Understand the power of technology integration
• Design integrated curriculum activities
• Learn the benefits of technology in the classroom
• Develop ownership of the technology through authentic experiences
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• Learn to motivate students with technology
• Achieve success by becoming informed and reflective decision makers
• Become advocates for technology integration
IMPORTANCE OF ICT FOR STUDENT TEACHERS
• Use of technology for student teachers own development and learning
• Organizing work and keep records
• Communicating and/or networking with their pupils
• To foster pupils ability to use technology in their own learning
• Finding digital learning resources
• Communicating and/or networking with school management
• Preparing lessons
• To facilitate teaching pupils with disabilities (cognitive, physical, Behavioral)
• Designing and producing their own digital learning resources
• To support various student learning styles and to personalize learning
• To support creativity
• Communicating and/or networking with parents
• To facilitate teaching specific concepts or skills
• To support activities that facilitates higher-order thinking
ICT INTEGRATED CURRICULUM
It is crucial for ICTs, including print media, audio, video, computers and the internet, to be integrated throughout the curriculum in a blended way. Where computers are set aside in a laboratory, for use on only special occasions, they remain an object of curiosity, fear, uncertainty, awe or mystery, rather than being seen as the useful, enabling tool that they are. This has been neatly encapsulated in SITE’s (2002) first principle on the use of ICT in teacher training: ‘Technology should be infused into the entire teacher education program. Throughout their teacher education experience, students should learn about, learn with, and learn to incorporate technology into their own teaching. There are of course very real issues about access to computers in sufficient numbers, about security, about networking and about connectivity. Computers, the internet, video and the radio all then become part of the panoply of tools that teachers have available to inspire, enthuse and educate their pupils and students across the curriculum.
Main Contents of the curriculum may be as follows:
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|main topic |sub topics |
|What is ICT in general? |Information tools, productivity tools, communication tools, problem-solving |
| |and decision making tool |
|Why use ICT in education? |Knowledge race, educational reforms, life-long learning |
|How to use ICT in classroom instruction? |Presentation, practice, testing, inquiry, cooperative learning |
|How to use ICT for personal and professional |Distance learning, research, academic productivity |
|developments? | |
|Safe and ethical use of ICT in education and in |Content filtering, acceptable use policy, fair use of e-resources in |
|general |education, anti-virus … |
ICT INTEGRATED TEACHER EDUCATION PROGRAMME
The key message that needs to be understood is that using ICT for teacher education is about a fundamental shift in our ways of thinking. It is not about presenting existing educational content, such as books or posters, in a new way, but rather about enhancing the processes through which both teachers and pupils learn.
Becker (2000) identifies three right conditions. First,teachers having moderate skill level and comfort in using the technology. Second, within the school structure, students having access to enough equipment and have daily class time using computers as an integral component of completing assignments. Third, teachers’ philosophy should support a learner-centered, constructivist approach to learning that values student interests in creating meaningful learning environments that integrate technology. Teachers’ personal comfort and confidence in using technology and their own technical expertise affect how they approach the use of technology (e.g., add-on, integrated or infused) and how they design lessons and learning environments for student use of computers.
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For the successful implementation of ICT, teacher trainees, teachers and teacher- educators need to be trained in the following dimensions. Welliver’s Instructional Transformation Model (Welliver, 1990) has teachers progressing through five hierarchical states in order to integrate ICT effectively. Following table shows these five states.
|Familiarization |Teachers become aware of technology and its potential uses. |
|Utilization |Teachers use technology, but minor problems will cause teachers to discontinue its use. |
|Integration |Technology becomes essential for the educational process and teachers are constantly thinking of|
| |ways to use technology in their classrooms |
|Reorientation |Teachers begin to re-think the educational goals of the classroom with the use of technology |
|Revolution |The evolving classroom becomes completely integrated with technology in all subject areas. |
| |Technology becomes an invisible tool that is seamlessly woven into the teaching and learning |
| |process. |
ICT INPUTS FOR STUDENT TEACHERS AND TEACHER EDUCATORS:
Basic hardware skills : Hands on experiences in operating a ) the PC and laptops-switching on, shutting down, and networking, b) storage devices- using floppy drive, CD ROM drive, flash drive, and burning CD-ROM , c) output devices-using printers and speakers, d) input devices-using keyboard (Including shortcuts), mouse, modem, scanners, web cam, digital camera, camcorders, date loggers and d) display devices- data projectors, and interactive white boards.
Understanding system software: Features of desktop, starting an application, resizing windows, organizing files (Creating, editing, saving and renaming), switching between programs, copying etc.
Using application/productivity software: Word processing, spreadsheet, database, presentation, publishing, creation of Portable Document Format (PDF) files, test generation, data logging, image processing etc.
Using multimedia: Exposure to multimedia CD ROMs in different subject, installing programs, evaluating CD ROMs, approaches to using CD ROMs, creating multimedia presentations.
Using internet: e-mail, communities, forums, blogging , wiki: subscription to mailing lists, e-mail and internet projects, web searching strategies (navigating, searching, selecting, and saving information ) videoconferencing, designing web pages, freeware and shareware, evaluating website resources, virtual fieldtrips, learning opportunities using the web, and netiquette.
Pedagogical application of ICT tools: Specific use of application software in different subject, appropriate ICT tools and pedagogy, unit plan integrating ICT tools, approaches to managing ICT-based learning groups, assessment of learning, electronic portfolio and assessment rubrics, creating teacher and student support materials, supporting students with special needs.
Introduction to open source software: Concept, types, advantages, working on open sources application software.
Social, legal, ethical and health issues: Advantages and limitations of computer use, privacy violations, copyright infringement, plagiarism, computer security (hacking, virus, misuse, abuse and staying safe) healthy use (seating, light, sound, radiation, exercise)
ICT for professional and personal productivity: ICT for administration, record keeping, reporting and transfer of information, attendance, research, careers in computers and professional development opportunities.
As an advanced training website development, installation and use of server based applications, training in course management system, e learning course content development using various authoring tools, audio/video /image editing, animation etc. can be introduced.
While integration training would not provide all the answers, it would empower teachers, enabling them to develop their confidence and vision, pass this onto their students and hopefully facilitate an innovative learning environment.
It is doubtful that training alone would heal all the ills in relation to the integration of ICT in Pre-service Teacher Education. It can be argued that the structure of education programs and the organization itself also have a role to play in impeding integration. Observation suggests that those teachers who casually chat about their subjects and content on a regular basis are ahead in the integration race. The teachers and teacher educators, both could take up initiatives like:
• Self-learning using the tutorials available on the net, or print medium.
• Hiring an ICT expert by a group of teachers/teacher educators
• Enrolling for online professionally development courses. There are many websites offering free training resources.i.e. teachertube.com
• Enrolling for the best commercially available ICT training programs
• Attending ICT training courses, seminars, conferences and workshops.
• Communities of teachers’ collaborative groups to integrate ICT into their curriculum (same subjects, different subjects, same school/college, different school/college)
• Online learning by means of videoconferencing, discussion forum, chat, blogging etc.
• Visiting institutions where the ICT is already being integrated.
• Action research trying out various models of technology integration and publishing the result of the same.
• Membership and active participation in national and international associations, whose primary concern is technology. The organizations like international society for technology in education (ISTE), All India Society for Electronics and Computer Technology (AISECT), Society for Educational Technology, Research and Development (SETRAD) etc. could be considered.
• Take up diploma or Certificate courses on ICT offered through distance mode by national or international universities and organizations.
• Keeping up-to-date with the latest developments in ICT through journals, magazines, newspapers and the internet.
• Teacher educators modeling the ICT integration in their academic work.
• Planning and implementing ICT in-service training programs for schoolteachers- the best way to learn is to teach.
• Creating a pool of ICT competent past teacher trainees and involving them in the training programs.
• Designing and implementing self financing certificate course in ICT for in-service teachers.
OBSTACLES
There are some of the issues and obstacles in the in the integration of ICT in teacher education:
1. Students learned regarding ICT at the university is on a very basic level, and it does not cover their needs at all. They have learned more technological use elsewhere.
2. Technology is not adjusted to the students’ different competence levels.
3. The students also asked for more subject-specific ICT knowledge, which they thought could be best carried out in, for example, small workshops where they could try things out themselves and also to be shown how digital resources can be used in lessons.
4. An important issue would be to be trained in fixing the technical problems. They all had experience of well-working support, both at the university and at schools, but you could not count on support staff to come immediately when the lesson was about to start and all the pupils were sitting there waiting. Having confidence in how to fix small problems is necessary, or you dare not use the devices if there should be any technological problem.
5. Several of the teacher trainers claim that all student teachers do not have their own computer and that availability of computers at the university is necessary for their training. Access to ICT is a first and necessary step in the integration process even though mere access will not automatically lead to use of ICT for teaching and learning. According to Campbell (Alampay, 2006) the digital divide refers to situations in which there is a marked gap in access to or use of ICT devices.
6. Teachers at all levels will continue to be expected to make increased use of computers and other learning technologies. For beginning and student teachers the focus has shifted away from concerns about access to technology and the acquisition of skills towards the lack of example being shown by many experienced classroom teachers.
7. Software related obstacles: software not in language instruction,Software too complicated use, Software not adaptable enough, not enough copies of software. Mumtaz (2000) points out that a lack of computers and software can seriously limit what teachers can do in the classroom with regards to integration of ICT.
8. Low ICT confidence: A very significant determinant of teachers’ levels of engagement in ICT is their level of confidence in using the technologies. Teachers who have little or no confidence in using computers in their work will try to avoid them altogether (Dawes, 2000; Larner and Timberlake, 1995; Russell and Bradley, 1997 in Jones, 2004).
Jones’ review demonstrates that there are close relationships between barriers to the integration of ICT. Lack of personal access, technical problems or lack of teacher competence can lead to lack of teacher confidence, but in turn, a lack of confidence could itself magnify the effects of these three barriers (Jones, 2004).
WHAT CAN BE DONE? SOME RECCOMENDATIONS:
The teacher is responsible for establishing the classroom environment and preparing the learning opportunities that facilitate students’ use of technology to learn, and communicate. Consequently, it is critical that all classroom teachers are prepared to provide their students with these opportunities.
The UNESCO Planning Guide for ICT in teacher education (Resta, 2002) cites three key principles for effective ICT development in teacher education that were put forward by the Society for Information Technology and Teacher Education (SITE).These principles are particularly pertinent for countries in the Asia-Pacific region looking for the most effective ways of integrating ICT in teacher education. The first principle is that technology should be infused into the entire teacher education programme. This principle means that ICT should not be restricted to a single course but needs to permeate all courses in the programme. The second principle advanced by SITE is that technology should be introduced in context. According to this principle, particular ICT applications like word processing, databases, spreadsheets and telecommunications should not be taught as separate topics but rather encountered as the need arises in all courses of the teacher education programme. The third of the key principles is that students should experience innovative technology-supported learning environments in their teacher education programme. This last principle requires that students should see their lecturers engaging in technology to present their subjects, for example, utilizing PowerPoint or simulations in lectures and demonstrations. Students should also have the opportunity to use such applications in practical classes, seminars and assignments. The application of these three principles will go a good way towards effectively integrating ICT in teacher education.
Following are the recommendations for integrating ICT in schools as well as teacher education institutes:
1. Education reform is occurring throughout the world and one of its tenets is the introduction and integration of ICTs in the education system. The plan should be produced, not for the sole purpose of putting technology in the classroom but to reflect the real needs of schools in order to make effective technology deployment and to produce enhanced learning environments (Levine, J., 1998).
2. One notebook for every teacher: Every teacher with a work quota equal to or higher than 50% receives a personal notebook for teaching preparation and teaching in class. In our view a notebook is a standard tool for a teacher in an information society.
3. One pool with peripherals for every school: Every school is equipped with one pool with several peripheral devices (printers, scanners, digital cameras, and beamer).
Modern use oft ICT in school does not only need computers and a network but also input and output devices. As with notebooks, a centralized purchase of peripheral devices not only minimizes purchasing costs but the standardization also minimizes training and support expenses and makes the in-terchange of devices much easier.
4. Wireless internet access for all institutes: To increase the mobility in classrooms even when connected to the internet, wireless connectivity should all school buildings.
5. One week compulsory ICT education for teachers: Teachers not only have to learn the handling of ICT but also the possibilities and problems of integrating ICT in class.
6. A new position of an ICT integrator: For teachers learning is not finished after one week of training. As an important part of our concept the position of an ICT integrator is being created. His task is to motivate teachers, provide further pedagogic assistance and examples of integrating ICT in class.
7. Develop Acceptable Use Policies at the teachers’ colleges : It is incredible to
hear students complain that they cannot access computers because of restrictions fo the institute administrators. some students are using computers for non-academic activities (games, porn and downloading music files were the three most common activities viewed by this observer at one student computer lab in a teacher’s college).
Help colleges create and enforce computer use for academic purposes by creating strong and enforceable Acceptable Use Policies.
8. Establish an integration pilot by creating “model classrooms: By establishing such a model in a handful of “ready” schools, policymakers, planners, educators can study and evaluate the pilot, revise implementation failures based on findings and incrementally and systematically begin to apply such a model to other schools. Examples of successful computer integration in classrooms will help to combat the view that computers belong only in labs and that ICT is a separate area of study.
9. For integration, focus on core areas of teaching: Teachers with strong curriculum, instruction, and assessment skills, as well as an understanding of how learning occurs, are more effective at computer integration than those with IT skills alone.
10. Link salary increases to effective uses of ICT. Policymakers may link teacher salary increases to evidence of effective use of ICT in instruction and/or evidence of impact of ICT on student learning.
11. It is not simply a matter of adding technology to conventional practices in teacher preparation programs to achieve the goal of technology integration. “No important impact can be expected when the same old activity is carried out with a technology that makes it a bit faster or easier; the activity itself has to change, and such a change cannot take place in a cultural vacuum” (Salomon, Perkins & Globerson, 1991, p. 8).Educational stakeholders, especially teacher educators need to change how they approach and use ICT, change the routines (e.g., ICT as an elective, taught in isolation), change how they and the pre-service teachers think about teaching and learning with technology and change the pedagogical approach in relation to technology use.
12. Jacobsen, Clifford and Friesen (2002) claim, “Learning how to teach and learn in new ways with Technology requires imagination, intellect, creativity, and no small courage”. Strong leadership with an informed vision for technology integration and an ability to provide needed support are required both from senior administrators in teacher preparation programs and by departments of education.
13. To meet the challenges of supporting necessary changes, one strategy is to create an infrastructure framework .Hakkarainen, Lakkala, Rahikainen, Seitamaa-Hakkarainen and Leinonen (2001) found that fostering pedagogical and cultural changes within institutions and with individuals is difficult and requires time. They found the challenge could be met by creating four infrastructures of change:
• Technical infrastructure – access to new and emerging technologies and for educators to have the necessary ICT skills set;
• Pedagogical infrastructure – pedagogical models to guide meaningful learning with technology through such strategies as problem solving, collaboration, and inquiry;
• Social infrastructure – new technology should be a core component used in the educational process; and
• Epistemological infrastructure – educational stakeholders need to develop greater epistemological awareness to foster greater appreciation and understanding of the value of deep inquiry.
In many situations, they found that the absence of some of these factors had a negative impact on the implementation of ICT. Therefore, stakeholders who are working to foster change in the integration of ICT need to carefully consider elements of each infrastructure framework and use that framework to guide the change process.
New technologies require new teacher roles, new pedagogies, and new approaches to teacher training. The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in non-traditional ways, to merge new technology with new pedagogy, to develop socially active classrooms, encouraging cooperative interaction, collaborative learning, and group work. This requires a different set of classroom management skills to be developed and so ICT integration is a must for prospective teachers.
Conclusion
Teacher training is indeed crucial and that teacher education institutions will continually face the challenges of preparing teachers. Teacher educators should be trained on ICTs to be able to model to teacher candidates its effective use for teaching and learning. School classroom practice is likely to be significantly influenced by the possibilities of technology –enhanced teaching and learning if there is effective instruction and modeling of technology integration during the teacher education experience.
With the adoption of 21st century technology, there is a major paradigm shift in instructional methods to reflect the challenges present in today’s society. The role of the teacher and student has changed dramatically over the years. The teacher was responsible for disseminating information to students. The students’ primary responsibility was to consume and retain as many of the facts and figures as they could. In student-centric classroom, the role of the teacher changes to that of facilitator and resource person often acting as a catalyst, the teacher help the student to promote his or her individual learning. This use of technology virtually gives the students access to the teacher at all times where they can ask and receive answers to their questions without having to speak in front of large group. It also makes possible for the students to access lectures, demonstrations or discussions when required, rather than being lied down to a fixed schedule. These resource materials are stored and available in digital format (CD – Rom or DVD) and can even be delivered on demand via the Internet. Each technology is likely to play a different role in students learning, e.g., word processing and e-mail promote communication skills, database and spreadsheet programs promote organization skills and modeling software promotes the understanding of science and math concepts. That’s why Today’s classroom teachers need to be prepared to provide technology-supported learning opportunities for their students. Being prepared to use technology and knowing how that technology can support student learning have become integral skills in every teacher’s professional repertoire. Teachers need to be prepared to empower students with the advantages technology can bring.
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