USE OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR TEACHER EDUCATION

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USE OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR TEACHER EDUCATION

CHAPTER ONE

INTRODUCTION

Background of the study

The quality of education depends upon the quality of teachers, which in turn depends upon the quality of teacher education. Today education has degenerated into a process of information transformation with the soul objective of passing examinations. In order to improve the quality of education there is a need to improve the quality of teacher education. The need for improved levels of educational participation for overall progress is well recognized. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers. The challenges thrown by the scientific and technological changes in economic aspects have to be brought into the realm of teacher education. The Education Commission (1964-66) stressed that in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people and that a sound programme of professional education of teachers is essential for the qualitative improvement of education.

Now a days teaching has been replaced by the term teaching learning process. There is no teaching without learning. In order to make one to one correspondence between teaching and learning it is essential for a teacher to use appropriate media or technology.

For over a decade there has been an ongoing debate whether or not media do, might, or ever will influence learning. Clark considered media as vehicle delivering groceries (instructional methods but having no influence on nutrition (learning). Moore (1993) pointed out that media of communication have received considerable scrutiny both within and without the field. Schramm (1977) explained methodology and content provided via a medium contribute to learning. Kozma (1991) has preferred to regard method and media as integral part of learning environment. Jonassen et al. (1994) explored the effect of cognition with media and technology media. John Carroll(1963) defined school learning as a function of time. The amount of time students are successfully covering the content is termed as Academic Learning Time (ALT). Changes in ALT are most directly impacted by the teachers’ classroom performance in terms of planning, management and instruction. It is ultimately the result of many decisions about how time is spent in schools and in classrooms as depicted in fig. 1.1.The gap between ALT and allocated time can be reduced by properly using ICT. Current trends

Teacher educators in our country are generally averse to innovation and experimentation in the use of methods of teaching. They have shown a remarkable allegiance to the traditional method of instruction ‘Lecturing and notes dictation’. Their acquaintance with modern classroom communication devices is inadequate. In many cases the lectures are dull monotonous and uninspiring. The methods media and materials that are used in teacher training institutions are not relevant, economical and practicable in day-to-day life. The impact of teacher training programmes has not been perceptible over the years in terms of transacting curriculum in schools. Lecture method, mostly taken recourse to by teacher educators, is generally not supplemented by using instructional materials. Interactive teaching, co-operative teaching learning, and self-discovery approaches seldom find place in the day-to-day teaching practices. What is of importance and calls for top priority in the training programme, is to lay appropriately proportioned emphasis on ‘why to teach’, ‘how to teach’ and ‘what to teach’ aspects of teaching. It has to be reflected in the teaching-learning situations planned by teacher educators.

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in use of information and communication technology for teacher education

Objectives of the study
To understand the impact of information and communication technology on teacher education
To understand the relationship between information and communication technology and teacher education

Research questions
What is the impact of information and communication technology on teacher education
What is the relationship between information and communication technology and teacher education