49,893 research outputs found

    Implementing use of ICT in teacher education

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    Teachers in Sweden are still in need of digital literacies to master the pedagogical use of ICT in schools. Teacher education has a key role in adding the use of ICT to the abilities of their students and teachers. At Stockholm Institute of Education the Learning Resource Centre has an important role in providing appropriate technology, supported learning environments and competence development for teachers and students. Competence development programs focus on digital literacies. Continuous self evaluation by participants points to good results. The problems which arise for teachers are mainly dependant on lack of time for training and maintaining digital work patterns.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en InformĂĄtica (RedUNCI

    Implementing use of ICT in teacher education

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    Teachers in Sweden are still in need of digital literacies to master the pedagogical use of ICT in schools. Teacher education has a key role in adding the use of ICT to the abilities of their students and teachers. At Stockholm Institute of Education the Learning Resource Centre has an important role in providing appropriate technology, supported learning environments and competence development for teachers and students. Competence development programs focus on digital literacies. Continuous self evaluation by participants points to good results. The problems which arise for teachers are mainly dependant on lack of time for training and maintaining digital work patterns.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en InformĂĄtica (RedUNCI

    GAUGING THE ICT-BASED TEACHING READINESS OF PRESERVICE TEACHERS IN THE LIGHT OF 21ST CENTURY EDUCATION

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    This triangulation study assessed pre-service teachers of their readiness to functionally utilize Information and Communication Technology (ICT) – based teaching strategies and techniques as corroborated with new graduates’ related experiences.Their knowledge in ICT-based teaching acquired from the educational technology courses in teacher education was correlated with their attitudes and perceptions toward the use of these strategies in causing functional learning, their perceived readiness, and technological practices. Subsequently, issues concerning the use of ICT-based strategies learned in college were sought from graduates of teacher education through exposition of experiences in their respective workplaces.This study ultimately revealed that the educational technology course experiences were not responsive enough to capacitate pre-service teachers to enact ICT-based strategies toward functional learning of their future students. They generally believe that their knowledge, potentials, and skills were not adequate to maximize ICT in designing and implementing curricular programs when they become full-fledged teachers despite their positive views on the benefits of ICT in teaching. New teacher-graduates, meanwhile, experienced limitations on the opportunities to use ICT in teaching due to lack of facilities and available resources to carry out their learned competencies. They also expressed restraint to innovate teaching as they were aghast of the demands of 21st century education. The need to revitalize the teacher education curriculum is, therefore, proposed that should be highly responsive in gearing up the potentials of pre-service teachers on ICT-based teaching in the light of 21st century education

    Investigating The Implementation of ICT In Education Reformation: National Instructor Teachers’ Perspectives

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    To facilitate quality teachers to support individual learning and encourage students to use technology, the Indonesian Ministry of Education has launched the National Instructor Teacher Program. Although the primary objective of the program is not limited to ICT, the instructor teachers’ existence is driven by the demand for technology use in classrooms. This qualitative paper aims to investigate National Instructor Teachers’ perspectives toward the use of ICT in education. Data were gathered by interviewing two National Instructor teachers from two provinces, namely Jawa Tengah and Yogyakarta. The results of this study showed that National Instructor teachers had a positive attitude towards the use of ICT. They were able to share and collaborate with other teachers and could find their own solutions related to the barriers in implementing ICT in their classes. The results of this study suggest that the government take a different approach in implementing the policy and support teachers forum to encourage ICT usage in the classroom and teachers’ autonomy

    Pedagogy 21 Century from Perspective Information and Communication Technology (ICT): The Application in Learning

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    The use of Information and Communication Technology (ICT) has provided great benefits in many fields including education. Lifestyle changes and the need to make the teaching and learning process more interesting and effective have driven the application of ICT in teaching. This paper aims to explain the influence of teacher knowledge and the process of implementing ICT in teaching. This process of implementing ICT requires teachers to be constantly aware and competitive with the changes that occur in teaching and learning. The impact of this paper is the change in teachers 'attitudes towards the need for ICT applications in teaching and teachers' thinking to cope with ever-changing technology. 

    Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers: A Case Study

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    In this highly connected and rapidly changing world, there is no doubt that teachers play a key role in successfully integrating ICT into education. Realizing the importance of teachers’ capacity to do this, governments, teacher education institutions, the private sector, and NGOs alike provide training opportunities – ranging from the skills needed to use a particular software, to integrating educational technologies, to innovating teaching to promote 21st century skills. However, more often than not, teachers’ actual use of ICT in the classroom is reported as incremental, merely reinforcing traditional teacher-centred approaches by using slides and drill-and-practice exercises. Teachers’ use of ICT to actually innovate teaching is an exception rather than the norm. From the policy perspective, facilitating ICT-pedagogy integration in school education takes more than sporadic professional development, requiring more systematic policy-level changes to create an enabling environment. Research also shows that an essential condition to foster innovative teaching and learning is a close alignment between what the policy envisions and what actually happens in the classrooms. Inadequate monitoring of teachers’ development and their integration practices of ICT have also been raised as reoccurring concerns. With the formal adoption of the 2030 Agenda for Sustainable Development at the United Nations General Assembly in September 2015, Member States are asked to abide by the Education 2030 Framework for Action that underscores the central role of teachers in achieving the new set of education goals. In line with this Framework, all governments are enjoined to ensure that by 2030, all learners are taught by qualified, professionally trained, motivated, committed, and wellsupported teachers who use relevant pedagogical approaches. Accordingly, one of the major focus areas for the governments is equipping teachers with the competencies through quality teacher training and continuous professional development, alongside favourable working conditions and appropriate support. In response to this, UNESCO Bangkok has implemented the ‘Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration’ project. Supported by Korean Funds-inTrust, this project encourages governments to enact systematic policy-level changes. They include reforming teacher training and professional development programmes into competency-based ones, whereby teacher development is systematically guided, assessed, monitored and tracked at policy and institutional levels. As part of the project, UNESCO Bangkok gathered four exemplary cases which took diverse approaches to developing and implementing competency-based ICT training and development for teachers. This publication is to take stock of different frameworks, models, processes, and reference materials that are used in developing and implementing national ICT competency standards for teachers and to provide step-by-step references for countries or organisations that wish to develop and implement competency-based teacher training and development. We hope that this collection of case studies, with varying approaches, will provide policy-makers with sufficient background and models to develop and implement ICT competency standards for teachers within their respective contextsUNESCO, Korean Funds-in-Trus

    Education Policy in Saudi Arabia and its Relation to Secondary School Teachers’ ICT Use, Perceptions, and Views of the Future of ICT in Education

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    In recent years and as a result of the increasing pace of advances in technology and especially developments in the use of ICT in schools, teachers are now expected to make routine use of ICT in their teaching. This research sought to obtain deeper insight into Saudi secondary school teachers' ICT usage and its relation with ICT educational policy, teachers’ perceptions and attitudes towards the use of ICT in the teaching and learning process, and their envisions of possible and preferable usage of ICT in education in the future. The study utilised a sociocultural approach: data was collected via interviews and self completed questionnaires. A total of 14 interviews were conducted with teachers, ICT coordinators and head teachers, and 266 teachers drawn from ten secondary schools in Riyadh City completed the questionnaire. The findings indicate there is widespread use of ICT in secondary schools and most teachers have positive views towards ICT. Teachers pointed to a number of motivators summarised in this formula: internal incentives + school encouragement = competent ICT use in education. Three main factors were found to be hindering teachers' ICT use: time constraints, lack of training, and financial issues. Teachers’ ICT use is guided by policies: the research found that teachers’ ICT use is more influenced by schools’ policy than Ministry of Education policy which they are either unaware of or do not fully understand because of difficulties in implementing it. Finally, teachers anticipated future changes in their role to a facilitator and advisor. Teachers hoped for comprehensive improvement of education, radical curriculum change, and continuous teacher training

    Teaching and learning for the future

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    This is the final report of the Committee on MultiMedia in Teacher Training (COMMITT), which offers a strategic framework to support efforts of teacher training institutes in the Netherlands to develop their own plans for enhancing the teaching and learning process as well as its outcomes through the application of Information and Communication Technology (ICT). The purpose of the plan of action, called "a leap for the future," is to serve as a catalyst for teacher training institutes, elementary and secondary schools, and universities to work together on a common goal: improving teaching and learning through the application of ICT. This report consists of seven chapters. The first chapter is an introduction to the initiative to revitalize teacher training and the committee's activities. Chapter 2 describes an analysis of the transformation of society and consequences for learning in the future. Chapter 3 discusses key elements in the teaching and learning process. A conceptual model is presented which serves as a frame of reference for COMMITT. The role of ICT in teaching and learning is also discussed. Chapter 4 outlines the scope of COMMITT and provides examples illustrating the impact of ICT as a medium for education. Chapter 5 describes the challenges, opportunities and possible threats of implementing ICT in the education system and teacher training institutes. Guidelines for a program of action are elaborated in Chapter 6. The role of government, vision underlying the program, strategy and program of action, management and organization, and budget are discussed. Chapter 7 includes concluding remarks with a special emphasis on issues and factors which are expected to influence the implementation of the "leap for the future." Appendices present a list of the COMMITT members; a discussion on the Dutch education system; Committee statements; statements developed and judged by ICT coordinators; and different types of use of ICT as a medium. (AEF

    A case study exploring Bangladeshi teacher educators' perspectives of information and communication technology (ICT) in education.

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    This study explores teacher educators’ perceptions of information and communication technology (ICT) within teacher education programs in Bangladesh. The study is set within the context of a nationwide focus on ICT shaped by the Bangladesh Government’s National Information and Communication Technology (ICT) Policy – 2009. The intention of this policy is to increase the use and understanding of ICT by introducing specific courses in primary, secondary and tertiary education, technical and vocational education, and teacher education programs. Aligned with this overarching ICT policy, the National Education Policy, 2010, places special emphasis on the integration of ICT in education by recommending that ICT is taught as a separate learning area, and that it is used as a tool across all curriculum areas. Consequently the National Education Policy recommends that all teachers receive training to make the best use of ICT for educational purposes. Given the critical role of teachers in implementing these policies, this study explores teacher educators’ perceptions of ICT within the teacher education programs in Bangladesh. Ten educators from four different teachers’ training colleges (TTC) were interviewed to explore their experiences and understandings of ICT. This study found that the teacher educators believe ICT is more than a simple teaching-learning tool because it has potential for constructing knowledge and enhancing the quality of education. They also recognized that ICT provides relative advantages over traditional teaching tools, and that it facilitates professional learning via access to current knowledge from national and international sources. However, the educators also understood that the mere provision of computers or ICT in institutions does not ensure quality education. Teachers need to develop technological knowledge about how ICTs work; an understanding of pedagogical strategies that utilize ICT; and the capability to design learning experiences that appropriately integrate technology in relation to learning content. In addition, teacher educators should also be prepared with both pedagogical and andragogical knowledge of teaching about and with ICT. The teacher education programs should integrate ICT in cross-curricular activities so that the trainee teachers can experience how to use ICT in different subject areas. Therefore, ICT courses in the B.Ed. curriculum in Bangladesh should be enriched not only with computer operational skills but also with features of social communication, knowledge construction and dissemination. It is also understood that the successful integration of ICT in Bangladeshi education requires a supportive professional culture and appropriate support from different educational administrative layers including the government sector

    The Implementation Of Ict In Education: A Systematic Literature Review

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    [EN] Innovation in education through the use of ICT plays a very important role on human evolution. The use of ICT innovation in education breaks up existing barriers and expands knowledge frontiers, opening the possibility of developing a more skilled labour force once students end their studies. For this to take place, the existence of ICT champions, defined as those who actively promote and foster the use of technology in institutions, and competent teacher training programs are essential so that information is transmitted efficiently to students. The objective of this research is to analyse existing publications related to ICT innovation in education to understand better the impact and benefits on society of the implementation of ICT in education, as well as getting to know the keys to implementing it successfully. The methodology applied is bibliometric analysis, this is a systematic literature review which consists of analysing a large number of papers and extracting relevant conclusions related to the topic. The Web of Science database was used to select the papers to be reviewed. The keywords: Education, Innovation and ICT were combined using the Boolean operator ÂżANDÂż to conduct the search. Papers which we considered that best fitted the topic were selected from the Web of Science search result conducted previously.MartĂ­nez Climent, C.; Veciana-Belmonte, M.; Botella-Carrubi, D.; Sendra-GarcĂ­a, FJ. (2021). The Implementation Of Ict In Education: A Systematic Literature Review. IATED Academy. 1-10. http://hdl.handle.net/10251/19065911
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