Figure 1 shows the model of teaching styles which is the outcome of the interaction between society & school, teaching attitude & competencies.
Society and school are interdependent. Society influences teacher education (Pre & in-service) where attitude & competencies are developed which further influences the school and is influenced by the school culture.
Society for Information Technology for teacher education identified 2 basic principles for development of effective ICT teacher education.
Technology should be infused into the entire teacher education programme.
Students should experience innovative technology supported learning environments in their teacher education programmes.
20 th century Vs 21 st century classrooms 20 th century classroom 21 st century classroom Teacher centered Student centered Passive learning Active learning Textbook driven Research driven Focus is on memorization of facts Focus is on what students know and can do Learners work in isolation Learners work in collaboration
20 th century classroom 21 st century classroom Literacy in 3 R’s –reading, writing, mathematics Literacy in 3C’s – critical thinking, creativity, communication skills Print is the primary vehicle of learning and assessment Multiple forms of media and projects are used for learning and assessment Lesson is focused on lower level of Bloom’s Taxonomy – knowledge, comprehension and application Lesson is focused on higher level of Bloom’s Taxonomy – analysis, synthesis and evaluation Little or no freedom to the student Great deal of freedom to the student
Figure 2: A Framework for ICTs in Teacher Education
The ICT integration in education in general and teacher education in particular is the need of the day.
The teacher today has to meet the multiplicity of challenges of the modern society. He / She is expected to be traditional yet use modern technology to maintain his/ his dynamism in the teaching process.
ICT is not only a tool for teachers but also offers opportunities for professional development.
Students and teachers must have sufficient access to digital technologies and internet in their classrooms, schools and teacher education institutions.
Teachers must have the knowledge and skills to use the new digital tools and resources to help all students achieve high academic stands
“ Integrating 21st century skills into teaching and assessment, then, is not only an economic imperative, driven by changes in the workforce, but a vital aspect of improving student learning.” - Silva