2.4 ICT in Teacher Training
Introduction
We have studied the concept and importance of educational technology and how technology could be used in transacting the curriculum in the classrooms. Also discussed in the previous unit are the potentials and parameters of technology for education, and educational technology as a system approach to education.
Now in this section we look at the ICT from a different perspective that is how the technology is used in teacher training. For a person to enter a teaching profession, he or she is required to have a certificate, diploma or degree in teaching depending on the level in which the individual would like to teach. After joining the teaching profession, one is required to undergo frequent training or orientation of different durations which may be once every year or two depending on the Government policies or the policies of the institution in which an individual works. If teaching is considered as a profession then it is critical that every teacher updates his/her knowledge and skill in the field as things do change over a period of time due to many factors including the exponential growth of knowledge, education and technological advancement and its influence on everyday life.
In this context this section looks at the ICT tools from the view point of its potentiality and current practices of teacher professional development which is also referred to as teacher preparation and education. We will also discuss the role of distance education in teacher professional development and probable challenges and hurdles in using ICT in teacher training.
This sub-unit will be presented in three parts as illustrated in the table below:
|
Title |
Text resources |
|
Professional development of teachers |
Technologies for Education: Potentials, Parameters and Prospects
Chapter
8: Teacher Professional Development in the Use of Technology |
| Technology and teacher training |
ICT-Pedagogy Integration in Teacher Training: Application Cases
Worldwide |
|
Teacher training: Malaysian scenario |
Teacher Professional Development
in Malaysia:
Issues and Challenges
UNESCO (2007)
Malaysia's Experience in Training Teachers to Use ICT, ICT in Teacher
Education: Case studies from the Asia Pacific Region, Bangkok
UNESCO (2007)
Microsoft Partners in Learning
programmes in Five ASEAN Countries, ICT in Teacher Education: Case studies from
the Asia Pacific Region, Bangkok |
| Distance education for teacher training |
Distance
Education for Teacher Training: Modes, Models, and Methods
Section
2 of ICTs for Teacher Professional Development at a Glance
"Teacher Professional Development in the Use of Technology" of the
book Technologies for Education:
Potentials, Parameters and Prospects |
| Challenges and hindrances in using ICT in teacher training |
ICT In Initial
Teacher Training First Findings and
Conclusions of an OECD Study
Key Challenges in Integrating ICTs in Education
Malaysia's Experience in Training Teachers to Use ICT |
Learning Outcomes
By the end of this section, you should be able to:
- Explain the need for using the ICT tools in pre-service and in-service teacher training.
- Identify the potential of radio, television and video conference in teacher training.
- Identify the relative advantages and limitations of radio, television and video conference in teacher training.
- Identify the challenges in using ICT in teacher training.
- Explain the advantages of using open distance education method in training untrained/un qualified teachers.
- Describe the initiatives of Malaysia in training teachers in using ICT.
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