1) The document discusses teacher education and the integration of information and communication technologies (ICT) into classrooms. It analyzes different levels of ICT integration and their impact on teaching practices and student learning outcomes. 2) While ICT integration is still uneven, studies have found some positive effects, including improved student motivation and engagement. ICT allows for more individualized learning and accommodation of different learning styles. It also enables collaborative learning and access to real-world information. 3) However, changes in teaching practices have generally been superficial, focused on skill-building rather than transforming pedagogy or classroom organization. Barriers include unreliable technology and lack of support for teachers' professional development with ICT. More research is

1. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31
Research Paper
Teacher Education and ICT
April, 2012 * Dr.Mohan Khatal
* Assot. Prof. Govt. Collage of Education Akola
Introduction - Level 3:- Transformative at classroom level in that it
Techno cultural change has profound changes content as well as pedagogy.
implications for the way people work,interact Level 4:- Transformative at the system level leading
,education and entertain themselves in the to changes in organizational and structural features
future.Goverment education system,schools and of schooling.
families have invested considerably in the past decales. As yet there is there is little indication that
In formation and communication Technology many schools have radically altered their practices
(ICT).Computer literacy is perciened to be a critical with ICT.Changes are suferficial and at the first and
skill in individuals full participation in education ,work second levels with little indication of trans formative
leisure and government in the knowledge based practices at classroom or school level.
economy. Comber & Green (1999)and Lankshear et
There is significant evidence that the (2000)suggest that for teachers new to using ICTs in
integration of ICT into classrooms and schools changes the literacy curriculum ,new issues airse from changes
the processes and nature of learning.There is less in classroom organization ,unreliable hardware and
comsprehensive and rigorous evidence of effectiveness network,and unpredictable changes in teachers and
of ICT directly linked to improving learning student work.
outcomes.Views of teachers involed in the use of ICT These changes were evident in the case studies of the
are generally positive.The Information Teachnology Discovery schools in south Australia,whose aim are
Learning Environments and disadvantage project in to:
south Australia that worked in disadvantaged schools  Discover how to transform learning
comented the teachers optimism and enthusiasm for  Develop and showcase best practice models with
IT as essential to learning Engishin adisadvantaged respect to pedagogy,teacher methods and school
schools is paipable. change.develop principal expertise as users,
ICT into classroom practice :- curriculam leaders and managers of technologies and
wenglinsky (1999)in the UK concluded that  Ensure departmental enabling policies and practices
ICT can alter traditional relations between teachers are in place (Barnes et al(2001)Four primary and two
and students Who have to find new way of working secondary Discovery schools were selected on the basis
together.The integration of ICT into most Australia that they were already engaged in curriculum driven
schools is still use ven,differentiated according to practices with learning technologies.Once ICT
location,type of school and level of ICT threshold skills were devedoped,learning benefits
integration.Schools may have computers,but most do occured and teachers saw the technologies as more
not have the capability to run the large variety of conductive to discovery learning.The report indicated
multimedia softwave that full use of graphics of the the following.
internet requires with particular geographical and  Some learning is done beter with ICT, e.g. edit
social disparity.Other inequalities are founded in this effect in terms of quality of student work and practical
differentiation. examples through visualisation.
Downes(2001)useful differentiates between levels of  ICT equalises individual differences and
integration particularly has dramatic effects for students with
Level 1:- adding ICT skills into school program throuh special needs. Teachers have increased capacities to
a scparate ICT subject,while teacher practices in deal with individual learning styles as students can
subjects remain unchanged. work at the pace and intensity suitable to their needs.In
Level 2:- Focuses on integrating ICT into daily work particular ,it improves poor hand writing and English
of teacher with some teachers pedagogical practices skills through word processing.
and classroom behaviours staying the same,white the  Collaborative learning is enabled and there is little
practices of others change more radically. indication of the isolated learner .peer coaching and
16 RESEARCH AN ALYSI S AND EVALU ATION

2. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31
peer reviews are used more often and there is a  ICT encourage independent learning and individual
development of communication skills and awareness preference for process, layout,style and format.it gives
of different audiences.Improved modes of presentation students control.
improve student motivation.  Learning technologies change teacher practices
The web impact on resource based learning ,planning tools and assessment rubrics.Teacher also
and access to real word information. The level of plan less,let classes evolve and allow student
relability and currency of information adds to experiences as process of learning to shape out comes.
authenticity of learning tasks ,with realistic and up to Such findings have obvious implications for more
date information.There is increased student motivation individualized learning and addressing of difference
associated with ICT. The novelty effect can decrease that is central to improving the learning out comes of
at middle school level and sometimes there is excessive students who are disadvantaged. Refrences:-
and inefficient use of the web.
R E F E R E N C E
1)Bruer,J.1993 schools for Thought, MITpres,combridge. Activity Doubleday,New Ykor 4)Sandholtz,J Ringstaff,cand Dwyer,
2)Driscoll,M.P.1994 psychology of learning for instruction.Allyn D.1997.Teaching with Technology,Teacher college press,Newyark.
and Bacon,Boston. 3)Postman,N(1969)Teaching as subversive
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