Educating teachers for the new millennium?

2013

In this study we explored how teacher education institutions handle the use of ICT in teacher education. A qualitative approach conducted as a multiple case study design involved three teacher education institutions. Two case studies where conducted in 2009 and one in 2012. Findings revealed that teachers appear to have become more aware of the use of ICT in education in 2011 compared to 2009. Still, teacher students remain to be sufficiently well prepared on how to use ICT for pedagogical purposes, even if their technical skills are improved over the years.

2005

Despite years of attention, and the presentation in the literature of many successful teacher training efforts, the problem of preparing teachers to effectively integrate the use of ICT in their teaching is still am open one. The variety of proposals emerged during the past decades differ widely from each other not only for the kind of content and activities suggested, but also for what aspects are identified as key points. This paper analyses how the research has tackled, over the years, the relationship between ICT and teacher preparation. Based on a wide analysis of the literature, we attempt to characterise the different approaches encountered, in order to spot the main points addressed and see if it is possible to conceal them in a general teacher preparation framework. Far from being complete, this analysis aims to give a contribution towards the construction of such a framework.

2012

This paper outlines challenges that today's teacher education is facing. Information and communication technology holds a central position in today's society posing also demands for today's schools and teachers. Teachers need skills and pedagogical models to be able to take advantage of various information and communication technologies for supporting their students' learning at schools and also outside of schools. Teachers ought to be able to provide their students with the skills for the 21st century. In order to meet these challenges, this paper introduces a longitudinal research plan with preliminary results, where the aim is to explore and support the development of new teachers' use of technology in pedagogically meaningful ways. Also, the aim of this paper is to introduce our aims and ideas for researchers and designers with similar interests.

International Journal of recent scientific research. International Journal of Recent Scientific Research Vol. 13, Issue, 06 (B), pp. 1504-1508, June, 2022 , 2022

The central objective of the study is to understand the nexus between ICT and Teacher Education. The specific objectives are: Why ICT Matters in Teacher education; Significance of ICT in the Contemporary era. What are the uses of ICT in teacher education and to highlight the role and relevance of ICT in teacher education? Teacher education is seen as a continuous process, beginning with a phase of initial training and continues throughout the teacher’s professional life through regular and sustained periods of their services. In the present era of information and technology, education system has changed to a greater extent which has made teaching learning processes much easier than earlier times. The complex teacher student relationship has become much easier even if more demanding in terms of learning through the computer aided learning techniques and methods. The latest technology of computer aided techniques has lessened the burden of teachers and has made learning easy and skillful. The use of ICT in teacher education has made teachers to improve their knowledge and understanding of subjects they have to teach, pedagogy and understanding of children and their needs and development of skills. UNESCO 2005 has reported that institutions of teacher education play a vital role in global education community and have the potential to shape the knowledge and skill of future generations if these institutions are aided by recent information and communication technologies.

Introduction Information and Communication Technologies (ICTs) exemplified by the internet and interactive multimedia are obviously an important focus for future education and need to be effectively integrated into formal teaching and learning – especially in a teacher education institution. Yet ICT integration is not as easy in practice as it sometimes appears in theory or policy – hence an adequate recognition and support of relevant needs is crucial. The overview below condenses the points of two distinct 'discussion papers' developed out of discussions with colleagues [see links below to access full copies of these – Richards, 2003a; 2003b] which aimed to productively encourage further discussion about requirements, possibilities and implications of ICT integration in education not only at the Hong Kong Institute of Education (HKIEd) but also worldwide. The first part identifies common misunderstandings often held externally by students, management and colleagues in other departments. The second part focuses on the common dilemmas faced internally by those of us trying to achieve an effective integration of ICT in teaching and learning. At issue here is the question of how ICT represents an important key to the harnessing the powerful implications of new learning models and opportunities (and vice versa). 'ICTs in education' is a specialized discipline in its own right, but it also represents an across-the-curriculum medium and everyday 'literacy' needing to be embraced by all teachers and their students. In short, a convergent model needs to be recognized and adequately supported to harness the powerful educational implications of ICTs.

2010

This paper presents the summary of findings from large-scale evaluations of ICT-related teacher professional development programs run by the Cyprus Ministry of Education and Culture, the Cyprus Pedagogical Institute, and the Centre for the Advancement of Research and Development in Educational Technology (CARDET). More than eleven thousand teachers participated in professional development programs, which focused among others on computer literacy skills, pedagogical knowledge needed for technology integration, infusing technology-based activities in the curriculum, and online learning. In addition to a large-scale survey conducted, twenty-four case studies were developed in order to examine in depth the effectiveness of teacher professional development and the challenges faced by practicing teachers with respect to the integration of Information and Communication Technologies (ICT) in the curricula. This paper discusses findings from the large scale survey and enriches the findings w...

Not very long ago, about fifteen years or so ago, just talking about the use of computers and information and communication technology (ICT) in education would make many teachers feel uncomfortable. Many feared these machines would replace them, and others believed they would mechanise human thought and relationships. Today, the situation is somewhat different and, some teachers are more enthusiastic than others. The current problem isn't the introduction of ICT in schools but how and for what purpose. We all know that a great number of teacher training schools, and also some primary and secondary schools, still don't use information and communication technology. There is no need to mention some causes because we all can think of some.The main problem is not to find answers to the how's but to find reasons to justify the use of ICT. Reasons that provide a good purpose for our efforts to learn as well as to use them in our daily personal and professional lives. As we all have surely noticed, new technology, as any other technology, bring new problems while little contributing to solving the old problems. Why? As they have appeared in answer too new economic and social needs, they demand new infrastructures, along with new ways of thinking and organising school as well as learning and training. Research has shown that ICT as an adds-on to existing practices is not an effective strategy. New technology must be placed in stimulating learning environments. There is also the

2008 Australian Computers in Education Conference, 2008

Teachers are strongly encouraged to integrate or, preferably, make integral, ICT in their teaching. If, as is often the case, teachers’ first impulse is to teach as they were taught, then the most effective way to prepare them to teach with ICT may be to ensure that ICT is integral to teacher preparation programs. This was the basis on which in 2003 a redesign of the Bachelor of Education program removed specific ICT courses in favour of integrating ICT throughout all courses. This paper reviews some key literature about ICT in teacher education and reports on data about integration of ICT in the first (2004) and most recent (2007) years of the new program. The success or not of the redesign will be considered together with lessons for the next redesign being undertaken in 2008 for implementation commencing in 2009.

Technology, Pedagogy and Education, 2011

In 1992 JITTE was the first journal in its field and some said that there were not enough scholars to fill its issues. This special issue celebrates the very fertile field that is spread before us twenty years later with reviews of the landscape of ICT and teacher education. Peer reviewed papers by the journal's editorial board provide thought provoking perspectives on the development of the field over one or two decades, including reviews of belief, pedagogy and the ways in which teacher and teacher educators have responded to ICT. This editorial also reveals influences on the scholarship of initial teacher education and digital technologies, including the editorials of this journal. Research that is starting to provide glimpses of alternative futures and the reviews in this journal, it is not difficult to see that the journal has a place in the landscape for decades to come.