Use of ICT to enrich the quality in teacher education*Krishan kumar(M.Ed Studant)**Surender kumar(M.Ed Studant)***Neresh kumar (M.Ed Studant)Shah Satnam Ji College Of Education, Sirsa
ICT and EducationICT to enhance teaching and learning environments.ICT enables self-paced learning through various tools such asassignment, computer etc as a result of this the teaching learningenterprise has become more productive and meaningful.ICT helps facilitate the transaction between producers and users bykeeping the students updated and enhancing teachers capacity andability fostering a live contact between the teacher and the studentthrough e-mail, chalk session, e-learning, web-based learningincluding internet, intranet, extranet, , TV audio-video aids, CD-ROM.Edusat technology has become very powerful media for interactiveparticipation of experts and learners and it reaches the unreachable.Emerging learning Technology (ELT) of bogging, Integrated LearningÂ Modules, a pod cast, Wikis, Enhancement of Browsers, e-learning,M-learning, U-learning have started making rapid strides in teachinglearning processes.
How ICT is being used very effectivelyBroadening horizons with more opportunities forcreative expressionFlexibility to study where, when and how best suitsindividual needs and preferencesIncreased motivation through learning thatstimulates and stretchesWider access to learning and participationSensible choices about when, when not and how touse new technology to enhance, enrich and extendlearning
Advantges of using ICT in lessons Increased commitment to learning works Enhanced enjoyment and interest in learning and the subject Enhanced sense of achievement in learning and pride in the work Increase in self-directed learning and independence Enhanced self-esteem leading to expectations of achieving goals. Getting a lot of information and ideas Learning computer skills Analysing information ICT can have on learners learning, including Increased motivation to stay on-wark, behave better and produce higher Quality output Produce higher quality work Learn more independently and at their own pace Do things they cannot do using traditional methods and resources Do more work and work more quickly
Increased motivation Many studies describe the motivating effect of using ICT incollege and its observed the positive effect it can have onstudents attention and effort in class Trimmel and Bachman (2004) studied the impact ofintroducing laptops into classrooms and one of their conclusionswas that: “information technology has a positive impact oncollege attendance and learning interest”. ICT can play animportant role in motivating learners and encouraging them toengage in learning, within and beyond the classroom.Most students enjoy working on computers and if it a noveltyrather than the norm then that makes it even more motivating.However, whilst student enjoyment is an important factor ineducation, adherence to the curriculum is even more so andtherefore, careful planning is an essential element of teachingwith ICT.
Get higher quality output A good example of ICT being used imaginatively to createhigh quality output is where pupils in a Geography lessonused PowerPoint to create animated presentations of theway that volcanoes erupt . They had to create a series ofpictures of the stages of an eruption, scan them into thecomputer and then animate them using PowerPoint. Itwould have been possible to show pupils an animatedsequence of a volcanic eruption, but by getting them tomake one themselves, they learned a great deal about theway volcanoes behave, and also how to use PowerPoint tocreate animated sequences
Learn independently It is common place for schools & colleges to usethe Internet as a research tool to allow students tofind their own information. Concept to enhancepupils’ understanding of many aspects of thesubject. The Internet is often used to augmenttextbooks at much lower cost, the Internetextensively for research and gathering ideas, andeven for interacting directly withcontemporaryartists
Denied the traditional methods The use of specialist hardware and software by learner involved inArt projects. They use digital cameras to capture original imagesthat are used as the basis for paintings or digitally manipulated tocreate new and interesting effects. The colleges also uses digitalscanners to explore the light filtering properties of differentplastics, net curtains and film negatives. The use of digitaltechnology allows students to experiment much more than wouldbe possible with traditional techniques given the amount ofcurriculum time available. ICT can be used effectively in Scienceto show video sequences of things that are hard to explain orvisualise. For example, animated sequences could be used toshow how water molecules behave as temperature changes alterthe state of the water from ice, through liquid water to steam
Can more work with use of ICT ICT enables high quality output to be produced at aspeed that cannot be matched using traditional methodsand resources. Teaching applications such as graphingpackages in Mathematics, multimedia authoring softwareand data analysis packages in Geography and Science allallow students to work much faster than if they had to dothe tasks manually. ICT as a tool to increase the breadthand speed of learning, increasing the efficiency of bothteacher and students. ICT was used to gather, analyseand present information and the teacher described heruse as great for cutting down time where you want toanalyse information.
Integrate in more subjectsThe work done in all lessons is set in a context that encourages cross-fertilisation of skills across subjectsTeachers plan and work collaboratively, facilitating skills transfer acrosssubjectsWhat are the difficulties of successfully using ICT in other subjects?Lack of confidence of teachers in using ictLack of detailed planned into how ict can be used to enhance the teachingand learningTechnical problems and shortage of computers in classroomsMore opportunities for pupils to get off-taskThe wealth of facilities in many applications can be confusing and causepupils to lose sight of the primary learning objectiveTimetabling difficultiesThe need for teachers to change their pedagogy.
Teacher’s confidence in ICTThat teacher’s expertise in ICT was an important factor in itssuccessful use in lessons the ways that teachers have theirstudents use computers are certainly affected by their ownlevel of technical expertise The representations of softwareof many non-specialist teachers are idiosyncratic,fragmentary and transient with imperfectly learnt links andfalse assumptions and that these teachers are concerned thatthe skills of their students are more advanced than theirown.It is hardly surprising that teachers are reluctant toexperiment with ICT if they are concerned that theirstudents’ knowledge is greater than their own.
Planning the use of ICT ICT alone does not enhance learning. How ICT is incorporated intolearning activities is what is important. Some teachers use ICT as away of encouraging independent learning skills. However, this stillneeds to be planned and supervised with the teacher directing thelearners activities and output: there is a risk that using ICT-basedlearning may make it too easy to hand over too much responsibility tothe pupils themselves, with the hope that as long as the pupils areoccupied in front of the computer there is always a chance that theymight manage their own learning process. It is possible that highlymotivated pupils may take responsibility for their own learning andmeet the desired learning outcomes, but it is unlikely to be asuccessful strategy with the majority of classes. ICT is only aneffective tool in the hands of an effective teacher, and not a panaceain its own right. It would seem that a prerequisite for success is thesubject knowledge of the teacher and their ability to weave the use ofICT into the existing curriculum
Technical reliability It is important to acknowledge that ICT can have technical problemsand contingency planning is necessary to ensure that alternativestrategies are in place. Same time situation in a school & collegeswhere the ICT was particularly unreliable and this led to lowerattainment among high ability learners students lost so much timewhen the computers would not work at all that the high attainersworking on the computers produced work of a much lower standardthan usual and were demotivated. As computers become more sophisticated and the range of softwareused by schools & colleges continues to increase, its must recognisethe need to employ more and higher quality technical staff. Withpressure on budgets and competition from the commercial sector forthe best staff, it is becoming increasingly difficult for schools toattract and retain technical staff with the appropriate skills andexperience.
Facility overloadLerners often focus on the facilities provided by the application rather than theexpected outcome and the learning objectives. for example, pupils will spend themajority of a lesson experimenting with different colours and backgrounds and haveno time left to create the required content. it is important that pupils are given aninitial design brief so they know what they are aiming towards and begin the processwith something simple so that they can build up their confidence in using the toolsavailable rather than playing with all of them all at once. the internet is usedextensively in schools as a research tool, but a major problem is the wealth ofmaterial available, a lot of which is biased and unreliable. where a student produceda paper about how the holocaust did not happen because of what he read on awebsite. this shows why it is necessary for teachers to be very aware of what theinternet is being used for and to ensure that the information used is unbiased andfrom reliable sources. students are unable to detect bias or determine between factand advertising raises serious concerns for teachers that allow their students to findtheir own information with little or no guidance. also, students spend huge amountsof time searching for information and comparatively little time analysing andprocessing the information.
Time saving and less expensive Incorporating ICT across the curriculum requires carefultimetabling and cooperation among departments. Gernalywe point out that in science in particular, it may not bepossible to move practical classes to ICT suites because ofhealth and safety considerations or to site computers inscience Laboratories because of space constraints. Inother subjects, the times when the ICT suites are availablemay not suit the schemes of work planned by the teachers.Consequently, much more cross-curricular anddepartmental planning is required than most schoos &colleges have been used to in the past.
Changing pedagogy Teachers have to accept that the widespread use of ICT in schools & colleges ishaving an impact on teaching pedagogy and requires a significant rethinking ofapproach. Two main teaching methods and their effect on the way in which ICTis used in lessons: traditional transmission instruction assumes that pupils will learn throughteacher explanation or reading from texts. Skills are learnt through Practicingeach skill in a sequence prescribed by the teacher. Constructivist instruction assumes that understanding comes from relating newideas to the learner’s prior beliefs. Skills acquisition comes in an unstructuredway as new skills are used as required to solve practical problems. we concludes that when ICT is used in lessons, the constructivist approach ismore likely to lead to successful outcomes. Furthermore, his study showed thatteachers with the most constructivist philosophies tend to use computers moreoften and in a more challenging way both in their classrooms and as usersthemselves
Some negative effacts of ICT Execss use of ICT harmful for health. Teacher s prefer already prepared material than handwritten. Eye sights become weak of the learners. Learners can be learnt a lot of bad things like unusefulchating, bad literature. Studants going out of content; download absirdity andsilly songs, pictures, dialogues and videos. Foreign technology and culture is going heavy on ourculture.
Conclusions The overall conclusion who rightly challenges ICT islargely incompatible with the requirements of teaching.Under the right conditions – where teachers are personallycomfortable and at least moderately skilled in usingcomputers themselves, where the school’s daily classschedule permits allocating time for students to usecomputers as part of class assignments, where enoughequipment is available and convenient to permit computeractivities to flow seamlessly alongside other learning tasksand where the teacher’s personal philosophies support astudent-centred, constructivist pedagogy that incorporatescollaborative projects partly defined by student interest –computers are clearly becoming a valuable and well-functioning instructional tool