This document discusses the integration of information and communication technology (ICT) in teacher education programs in Nigeria to build human capacity. It argues that for teachers to effectively educate students in the technology age, they must receive ICT training and develop technology skills. The document recommends that ICT education be made a compulsory subject for all students in teacher training institutions in Nigeria in order to produce technology-competent teachers who can help build the country's economy and meet international standards.
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
Teaching using information and communication technology : Do trainee teachers...syaabdulrahman
This study assessed the confidence levels of 675 trainee teachers at Universiti Putra Malaysia in integrating information and communication technology (ICT) into their teaching. The study found that the trainee teachers were generally quite confident in their ability to integrate ICT. However, some groups showed higher levels of confidence than others. Male trainee teachers, those with teaching experience, and those studying vocational subjects reported higher confidence levels than their counterparts. The study suggests that confidence in using ICT is an important factor in realizing Malaysia's goal of developing technology-integrated smart schools.
9 d infusing dynamism in te-front pages_forewordradha2013
This document discusses integrating information and communication technologies (ICT) into teacher education programs in India. It contains 20 case studies of teacher education institutions that have incorporated ICT in various ways, such as by including an ICT course, facilitating technology-enabled learning, and deploying technologies across campus. The goal is to infuse dynamism and improve the quality, relevance and research capabilities of teacher training.
This document discusses how information and communication technology (ICT) can enhance the quality of teaching and learning. ICT has revolutionized the teaching-learning process by making information easily accessible, allowing for more interactive and collaborative learning experiences, and developing students' problem-solving and critical thinking skills. Some key benefits of using ICT in education include providing individualized learning opportunities for students, facilitating communication beyond the classroom, and creating a more engaging learning environment. However, effective integration of ICT depends on factors like teacher training, school infrastructure, leadership support, and adequate resources and funding. The document explores various uses of ICT in education and strategies to overcome barriers to its implementation.
Assessment of ict teachers’ competence to implement the new ict curriculum in...Alexander Decker
This document summarizes a study that assessed the competence of ICT teachers in rural and urban secondary schools in North Eastern Nigeria for implementing the ICT curriculum. The study surveyed 1,744 ICT teachers across the six states. Results showed that the teachers had low competence in policy, curriculum, pedagogy, technology, administration, and professional development as related to ICT integration. Some obstacles to teachers' competences were a lack of hardware, software, financial resources, and electricity, as well as insufficient experience with ICT applications. The study recommended incorporating ICT into teachers' professional development and ensuring the ICT curriculum enhances job performance.
The impact of ict on educational performance and itsTariq Ghayyur
This document summarizes a research paper that analyzes the efficiency of information and communication technology (ICT) use in education and its impact on educational performance in selected European Union and Organization for Economic Cooperation and Development countries. The research uses a non-parametric data envelopment analysis technique to measure the efficiency of ICT inputs relative to educational outputs and outcomes. The analysis finds that countries like Finland, Norway, Belgium and South Korea are the most efficient in their use of ICT for education. Most other countries showed potential for increased efficiency of ICT use and improved educational results.
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
Teaching using information and communication technology : Do trainee teachers...syaabdulrahman
This study assessed the confidence levels of 675 trainee teachers at Universiti Putra Malaysia in integrating information and communication technology (ICT) into their teaching. The study found that the trainee teachers were generally quite confident in their ability to integrate ICT. However, some groups showed higher levels of confidence than others. Male trainee teachers, those with teaching experience, and those studying vocational subjects reported higher confidence levels than their counterparts. The study suggests that confidence in using ICT is an important factor in realizing Malaysia's goal of developing technology-integrated smart schools.
9 d infusing dynamism in te-front pages_forewordradha2013
This document discusses integrating information and communication technologies (ICT) into teacher education programs in India. It contains 20 case studies of teacher education institutions that have incorporated ICT in various ways, such as by including an ICT course, facilitating technology-enabled learning, and deploying technologies across campus. The goal is to infuse dynamism and improve the quality, relevance and research capabilities of teacher training.
This document discusses how information and communication technology (ICT) can enhance the quality of teaching and learning. ICT has revolutionized the teaching-learning process by making information easily accessible, allowing for more interactive and collaborative learning experiences, and developing students' problem-solving and critical thinking skills. Some key benefits of using ICT in education include providing individualized learning opportunities for students, facilitating communication beyond the classroom, and creating a more engaging learning environment. However, effective integration of ICT depends on factors like teacher training, school infrastructure, leadership support, and adequate resources and funding. The document explores various uses of ICT in education and strategies to overcome barriers to its implementation.
Assessment of ict teachers’ competence to implement the new ict curriculum in...Alexander Decker
This document summarizes a study that assessed the competence of ICT teachers in rural and urban secondary schools in North Eastern Nigeria for implementing the ICT curriculum. The study surveyed 1,744 ICT teachers across the six states. Results showed that the teachers had low competence in policy, curriculum, pedagogy, technology, administration, and professional development as related to ICT integration. Some obstacles to teachers' competences were a lack of hardware, software, financial resources, and electricity, as well as insufficient experience with ICT applications. The study recommended incorporating ICT into teachers' professional development and ensuring the ICT curriculum enhances job performance.
The impact of ict on educational performance and itsTariq Ghayyur
This document summarizes a research paper that analyzes the efficiency of information and communication technology (ICT) use in education and its impact on educational performance in selected European Union and Organization for Economic Cooperation and Development countries. The research uses a non-parametric data envelopment analysis technique to measure the efficiency of ICT inputs relative to educational outputs and outcomes. The analysis finds that countries like Finland, Norway, Belgium and South Korea are the most efficient in their use of ICT for education. Most other countries showed potential for increased efficiency of ICT use and improved educational results.
Successful implementation of tpack in teacherIJITE
This document summarizes recent literature on successfully implementing TPACK (Technological Pedagogical Content Knowledge) in teacher preparation programs. Several key themes emerged: 1) Building student confidence in technology integration through exposure is important. 2) Leadership and modeling of technology integration by instructors is also integral. 3) Assessment and evaluation of technology integration is necessary to provide feedback and ensure standards are being met. The literature suggests that while stand-alone technology courses are common, fully integrating technology across the curriculum is ideal for developing pre-service teachers' TPACK.
Design and implementation of mobile learning.docx second copyIbrahim Momodu
This document discusses the design and implementation of a mobile learning platform for the educational system in Nigeria. It begins by introducing the importance of education for national development and how mobile learning (m-learning) can help address issues of access and flexibility. The document then reviews related work on m-learning and the technologies needed to create, deliver, and access educational content on mobile devices. Key aspects of an m-learning platform are identified, including authoring tools, collaboration technologies, and connectivity options. The benefits of m-learning for learners are also highlighted.
Basic technology teachers’ awareness and attitude towards the use of informat...Alexander Decker
This document summarizes a study that examined basic technology teachers' awareness and attitudes towards using information and communication technology (ICT) in Lagos State, Nigeria. The study found that while teachers have a positive attitude towards ICT, they lack knowledge about how to integrate ICT methodologies into their teaching. Specifically, teachers are aware of the benefits of ICT but not informed on how and when to use it or how to select appropriate tools. The study concludes that while teachers recognize ICT's potential, a lack of internet access and professional development hinders their ability to effectively incorporate technology into instruction.
ICT Utilization in Secondary Schools in Ede South Local Government, Osun Stat...EECJOURNAL
This paper investigated the use of information communication and technology (ICT) for effective management of secondary schools in Ede South Local Government. The study investigated the level of availability of ICT facilities in schools, the capacity for using ICT facilities for teaching-learning process, the perceived benefits of using ICT and the problems facing the use of ICT in secondary schools. It was found that the level of provision of ICT equipment to secondary schools in the State was low. The intermittent disruption of electricity and inadequate funding were found as major problem inhibiting the usage of ICT equipment for the management of schools in the State. It was concluded that the State Government was not fully ready to imbibe (ICT) for the effective management of secondary schools in the State. It was recommended that the State government should supply the necessary ICT equipment to all secondary schools in the State. Government should also improve the training of principals, teachers and computer personnel in the use of computers and other ICT equipment through seminars, workshops and in-services training
The document discusses enhancing vocational, technical, and special education in Ekiti State, Nigeria. It notes that while Ekiti State has invested in education, the current system is not adequately preparing students for jobs or self-employment. It argues that vocational and technical education should be emphasized starting in junior secondary school to give students sellable skills. The document also provides background on Ekiti State and outlines strategies for improving vocational, technical, and special education programs to better support the state's development goals.
The policy recognized the strategy to incorporate ICT in educational curricula and provide for equitable access by students at all levels (Uganda Ministry of Works, Housing and Communications, 2003).
This document provides a business plan for a proposed Smart School in Karachi, Pakistan. It discusses the financial requirements, executive summary, concept of smart classrooms, training programs for teachers, comparisons to models in other countries like Malaysia, and addresses challenges and risks. The plan proposes using technology like smart boards, tablet PCs, and online resources to provide a high-quality education with an affordable fee structure. It also discusses marketing, operations, organizational structure, and risk assessments. The goal is to help achieve Pakistan's education targets by introducing an innovative ICT-based learning system.
The Landscape of ICT in Teacher EducationDave Marcial
This document summarizes the level of ICT competency among faculty in higher education institutions that offer teacher education programs in Central Visayas, Philippines. A survey found that most faculty have basic ICT literacy but there is only slight integration of technology into teaching. Ownership of smartphones, tablets, and laptops correlated with higher competency levels. Most faculty are in the early "awareness" stage of ICT integration. Recommendations include improving ICT infrastructure, developing updated competency standards, and prioritizing ICT in curriculum and training to help faculty develop innovative teaching with technology.
This document discusses improving educational standards through teacher training and professional development. It covers several topics: the knowledge society agenda; pervasiveness of technology; education for all goals; national strategic objectives; and teacher competency standards regarding ICTs and professional aptitude. The knowledge society relies on information and communication technologies to share knowledge. Technology is increasingly prevalent in education. Education for all goals aim to provide early childhood education, primary education, adult literacy, gender equality, and quality education. National objectives seek to integrate ICTs into teaching and develop educator competencies. Teacher competency standards relate to ethical, collective, and evolutive competencies as well as using ICTs to develop skills like problem solving.
This document provides an overview of a study exploring the attitudes and motivation levels of Tamil teachers in Malaysia regarding teaching with information and communication technology (ICT). The study aims to identify teachers' attitudes and motivational factors for using ICT through a questionnaire and interviews. Teachers will be analyzed based on age, background, ICT exposure and beliefs to determine attitudes, and how they gain confidence, skills, and deal with pressure/anxiety to determine motivation levels. The results will provide insight into how fully ICT is being utilized by Tamil teachers given facilities provided by the Ministry of Education.
This executive summary outlines the key aspects of the conceptual blueprint for the Malaysian Smart School initiative. The blueprint aims to transform Malaysia's educational system to prepare students for the Information Age by creating pilot Smart Schools that utilize technology to reinvent teaching-learning practices and school management. The summary describes the conceptual model, guiding principles for curriculum, pedagogy, assessment and materials, management considerations, processes and scenarios, roles and skills required of teachers and staff, and how technology can enable the Smart School vision. The overall goal is to help realize Malaysia's National Philosophy of Education.
Integrating technical and vocational education in youth empowerment programme...Alexander Decker
This document discusses integrating technical and vocational education into youth empowerment programs in Nigeria to address high unemployment. It argues that including TVET can better equip youth with practical skills for self-employment or jobs. Currently, many such programs lack TVET and have not achieved expected results. Integrating TVET could reduce unemployment and increase economic growth by developing vocational skills not provided by traditional education. The document recommends making TVET a priority in funding and including it in all youth empowerment and job training programs.
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
The document discusses the meaning, scope, and objectives of educational technology. It defines educational technology as the effective use of technological tools in learning, including various types of media and applications. The scope of educational technology is as wide as education itself, ranging from concrete educational processes to abstract ones. It covers using hardware/software and systems analysis. The major objectives of educational technology are to help achieve educational goals at both the macro level of developing curriculum and managing educational systems, and at the micro level of classroom teaching through identifying student needs, setting objectives, analyzing content, and evaluating effectiveness.
TUGAS KELOMPOK 4 (Good Practice in ICT for Education)kelompoklim5
This document discusses the benefits of investing in information and communication technologies (ICT) for education. ICT has the potential to improve education quality and access, making knowledge more widely available. While some developing countries have used ICT initiatives to increase teacher training and classroom resources, evidence of higher student achievement is still limited. However, ICT allows access to new information and supports student-centered learning. Investing in ICT for education can help developing countries reform their education systems to develop skilled workforces and compete globally. The document provides guidance on incorporating ICT into education policy, strategic planning, teacher training, and school-level implementation.
M2_ICT-Pedagogy Integration in Language Learning Plans.pdfMartin Nobis
Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
The impact of information and communication technology (ict) on teacher educa...Tariq Ghayyur
1) The document discusses the impact of information and communication technology (ICT) on teacher education programs and professional development in Nigeria.
2) It finds that ICT has a significant relationship with effective lesson presentation, access to teaching materials, student learning outcomes, and teacher professional development.
3) The document recommends that the government provide adequate ICT infrastructure and accessories in colleges of education, adequate funding and electricity, and organize refresher courses for teachers on using ICT.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
Successful implementation of tpack in teacherIJITE
This document summarizes recent literature on successfully implementing TPACK (Technological Pedagogical Content Knowledge) in teacher preparation programs. Several key themes emerged: 1) Building student confidence in technology integration through exposure is important. 2) Leadership and modeling of technology integration by instructors is also integral. 3) Assessment and evaluation of technology integration is necessary to provide feedback and ensure standards are being met. The literature suggests that while stand-alone technology courses are common, fully integrating technology across the curriculum is ideal for developing pre-service teachers' TPACK.
Design and implementation of mobile learning.docx second copyIbrahim Momodu
This document discusses the design and implementation of a mobile learning platform for the educational system in Nigeria. It begins by introducing the importance of education for national development and how mobile learning (m-learning) can help address issues of access and flexibility. The document then reviews related work on m-learning and the technologies needed to create, deliver, and access educational content on mobile devices. Key aspects of an m-learning platform are identified, including authoring tools, collaboration technologies, and connectivity options. The benefits of m-learning for learners are also highlighted.
Basic technology teachers’ awareness and attitude towards the use of informat...Alexander Decker
This document summarizes a study that examined basic technology teachers' awareness and attitudes towards using information and communication technology (ICT) in Lagos State, Nigeria. The study found that while teachers have a positive attitude towards ICT, they lack knowledge about how to integrate ICT methodologies into their teaching. Specifically, teachers are aware of the benefits of ICT but not informed on how and when to use it or how to select appropriate tools. The study concludes that while teachers recognize ICT's potential, a lack of internet access and professional development hinders their ability to effectively incorporate technology into instruction.
ICT Utilization in Secondary Schools in Ede South Local Government, Osun Stat...EECJOURNAL
This paper investigated the use of information communication and technology (ICT) for effective management of secondary schools in Ede South Local Government. The study investigated the level of availability of ICT facilities in schools, the capacity for using ICT facilities for teaching-learning process, the perceived benefits of using ICT and the problems facing the use of ICT in secondary schools. It was found that the level of provision of ICT equipment to secondary schools in the State was low. The intermittent disruption of electricity and inadequate funding were found as major problem inhibiting the usage of ICT equipment for the management of schools in the State. It was concluded that the State Government was not fully ready to imbibe (ICT) for the effective management of secondary schools in the State. It was recommended that the State government should supply the necessary ICT equipment to all secondary schools in the State. Government should also improve the training of principals, teachers and computer personnel in the use of computers and other ICT equipment through seminars, workshops and in-services training
The document discusses enhancing vocational, technical, and special education in Ekiti State, Nigeria. It notes that while Ekiti State has invested in education, the current system is not adequately preparing students for jobs or self-employment. It argues that vocational and technical education should be emphasized starting in junior secondary school to give students sellable skills. The document also provides background on Ekiti State and outlines strategies for improving vocational, technical, and special education programs to better support the state's development goals.
The policy recognized the strategy to incorporate ICT in educational curricula and provide for equitable access by students at all levels (Uganda Ministry of Works, Housing and Communications, 2003).
This document provides a business plan for a proposed Smart School in Karachi, Pakistan. It discusses the financial requirements, executive summary, concept of smart classrooms, training programs for teachers, comparisons to models in other countries like Malaysia, and addresses challenges and risks. The plan proposes using technology like smart boards, tablet PCs, and online resources to provide a high-quality education with an affordable fee structure. It also discusses marketing, operations, organizational structure, and risk assessments. The goal is to help achieve Pakistan's education targets by introducing an innovative ICT-based learning system.
The Landscape of ICT in Teacher EducationDave Marcial
This document summarizes the level of ICT competency among faculty in higher education institutions that offer teacher education programs in Central Visayas, Philippines. A survey found that most faculty have basic ICT literacy but there is only slight integration of technology into teaching. Ownership of smartphones, tablets, and laptops correlated with higher competency levels. Most faculty are in the early "awareness" stage of ICT integration. Recommendations include improving ICT infrastructure, developing updated competency standards, and prioritizing ICT in curriculum and training to help faculty develop innovative teaching with technology.
This document discusses improving educational standards through teacher training and professional development. It covers several topics: the knowledge society agenda; pervasiveness of technology; education for all goals; national strategic objectives; and teacher competency standards regarding ICTs and professional aptitude. The knowledge society relies on information and communication technologies to share knowledge. Technology is increasingly prevalent in education. Education for all goals aim to provide early childhood education, primary education, adult literacy, gender equality, and quality education. National objectives seek to integrate ICTs into teaching and develop educator competencies. Teacher competency standards relate to ethical, collective, and evolutive competencies as well as using ICTs to develop skills like problem solving.
This document provides an overview of a study exploring the attitudes and motivation levels of Tamil teachers in Malaysia regarding teaching with information and communication technology (ICT). The study aims to identify teachers' attitudes and motivational factors for using ICT through a questionnaire and interviews. Teachers will be analyzed based on age, background, ICT exposure and beliefs to determine attitudes, and how they gain confidence, skills, and deal with pressure/anxiety to determine motivation levels. The results will provide insight into how fully ICT is being utilized by Tamil teachers given facilities provided by the Ministry of Education.
This executive summary outlines the key aspects of the conceptual blueprint for the Malaysian Smart School initiative. The blueprint aims to transform Malaysia's educational system to prepare students for the Information Age by creating pilot Smart Schools that utilize technology to reinvent teaching-learning practices and school management. The summary describes the conceptual model, guiding principles for curriculum, pedagogy, assessment and materials, management considerations, processes and scenarios, roles and skills required of teachers and staff, and how technology can enable the Smart School vision. The overall goal is to help realize Malaysia's National Philosophy of Education.
Integrating technical and vocational education in youth empowerment programme...Alexander Decker
This document discusses integrating technical and vocational education into youth empowerment programs in Nigeria to address high unemployment. It argues that including TVET can better equip youth with practical skills for self-employment or jobs. Currently, many such programs lack TVET and have not achieved expected results. Integrating TVET could reduce unemployment and increase economic growth by developing vocational skills not provided by traditional education. The document recommends making TVET a priority in funding and including it in all youth empowerment and job training programs.
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
The document discusses the meaning, scope, and objectives of educational technology. It defines educational technology as the effective use of technological tools in learning, including various types of media and applications. The scope of educational technology is as wide as education itself, ranging from concrete educational processes to abstract ones. It covers using hardware/software and systems analysis. The major objectives of educational technology are to help achieve educational goals at both the macro level of developing curriculum and managing educational systems, and at the micro level of classroom teaching through identifying student needs, setting objectives, analyzing content, and evaluating effectiveness.
TUGAS KELOMPOK 4 (Good Practice in ICT for Education)kelompoklim5
This document discusses the benefits of investing in information and communication technologies (ICT) for education. ICT has the potential to improve education quality and access, making knowledge more widely available. While some developing countries have used ICT initiatives to increase teacher training and classroom resources, evidence of higher student achievement is still limited. However, ICT allows access to new information and supports student-centered learning. Investing in ICT for education can help developing countries reform their education systems to develop skilled workforces and compete globally. The document provides guidance on incorporating ICT into education policy, strategic planning, teacher training, and school-level implementation.
M2_ICT-Pedagogy Integration in Language Learning Plans.pdfMartin Nobis
Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
The impact of information and communication technology (ict) on teacher educa...Tariq Ghayyur
1) The document discusses the impact of information and communication technology (ICT) on teacher education programs and professional development in Nigeria.
2) It finds that ICT has a significant relationship with effective lesson presentation, access to teaching materials, student learning outcomes, and teacher professional development.
3) The document recommends that the government provide adequate ICT infrastructure and accessories in colleges of education, adequate funding and electricity, and organize refresher courses for teachers on using ICT.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
Ict in higher education review of literature from 2004 2011Tariq Ghayyur
This document discusses the use of information and communication technologies (ICT) in higher education. It begins by defining ICT and outlining how ICT can be used as a tool to enhance education quality, share best practices, and reach more learners. The success of ICT-based education depends on teachers' ability to keep up with technological developments. The document then reviews literature from 2004-2011 on ICT implementation efforts in various countries. It finds that factors like ICT skills, infrastructure, policies, and funding models influence integration outcomes. Benefits of ICT include improved access, flexibility and learning resources for students. Challenges include high costs of infrastructure, course development and delivery. Overall ICT is seen as important for
Factors affecting school admin choices in adopting ict toolssyaabdulrahman
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This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
1. The document discusses the integration of information and communication technology (ICT) into commerce education at the higher secondary level in India.
2. ICT can enhance teaching and learning in commerce by improving cognitive skills like problem solving and creative thinking, and by providing access to a growing knowledge base.
3. The use of ICT assists in shifting from a teacher-centered approach to a student-centered one where students learn by exploring and working with peers, with teachers acting as guides.
1. The document discusses the use of information and communication technology (ICT) in education, particularly its integration into the teaching and learning process at higher secondary schools.
2. ICT is changing the roles of teachers and students, with learning becoming more student-centered and both taking on co-learner roles. ICT provides alternative knowledge sources, allowing teachers to focus on enhancing learning.
3. The document outlines several benefits of using ICT in teaching, including motivating students, allowing access to information anytime and from anywhere, facilitating higher-order thinking skills, and enabling greater teacher-student interaction and flexibility.
This study investigated teachers' knowledge and attitudes toward integrating information and communication technology (ICT) into teaching and learning in secondary schools in Malaysia. A survey of 50 teachers found that they were comfortable using some applications like spreadsheets and presentation software, but lacked skills in other areas. Teachers had a positive attitude toward using ICT and felt it could improve student learning. However, the study also found that teachers' attitudes varied depending on their years of experience and level of ICT knowledge, with more experienced teachers and those with less ICT knowledge being less positive toward integration. The primary contribution of the study was identifying this relationship between teachers' experience, ICT knowledge, and attitudes toward classroom technology use.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Introducing ict into teacher training programs-problems in bangladeshAlexander Decker
1) The document discusses problems with introducing ICT (information and communication technology) into teacher training programs in Bangladesh.
2) It identifies several key barriers according to the Access, Competence, and Motivation model - including lack of access to technology, lack of teacher ICT skills and knowledge, insufficient funding, and negative teacher attitudes towards ICT.
3) The document also notes Bangladesh lacks sufficient trained resource persons to lead teacher training programs in integrating ICT into their teaching practices. Overcoming these issues is important for improving ICT integration and teaching quality in Bangladesh.
This research proposal examines the impact of teachers' use of information and communication technologies (ICT) on student performance in higher education. The study aims to observe the relationship between ICT use and student achievement, as previous analyses have provided inconclusive results on whether ICT investments affect student outcomes. Since student performance is influenced by instructional factors and teacher characteristics, teachers' use of ICT could play an important role as a determinant of educational results. The proposal reviews literature from 2000-2018 and will use teacher ICT use data and student performance scales to determine the relationship. The results may provide insights into how promoting greater ICT integration in education can enhance student performance.
ICT In Education Teachers Professional Development ToolkitJamie Boyd
This document provides an overview of tools available in an ICT in Education Teachers' Professional Development Toolkit. It includes:
1. An ICT Competency Framework for Teachers based on UNESCO guidelines that defines essential competencies for teacher training.
2. Survey tools to assess current ICT usage and skills among teachers, teacher educators, and ministry personnel.
3. A sample ICT in Education Professional Development Strategy document from Guyana that outlines initiatives to integrate ICT into teacher training at schools, colleges and the ministry level.
The toolkit is designed for countries and institutions looking to develop ICT skills among pre-service and in-service teachers through open educational resources and tailored professional development strategies.
Successful Implementation of TPACK in Teacher Preparation Programs IJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Successful Implementation of TPACK in Teacher Preparation Programs IJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Similar to Integration of information and communication technology (ict) in teacher education for capacity building. (20)
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Integration of information and communication technology (ict) in teacher education for capacity building.
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
Integration of Information and Communication Technology (ICT)
in Teacher Education for Capacity Building.
NYENWE, JOY. Ph. D1 DR. (MRS.) EUNICE. C. ISHIKAKU2
1,Women Eduction Centre, Rumuji Emolga Rivers State jnyenwe@yahoo.com 08032655001
2. P.O. BOX 15 University of Education Rumuolumeni, Port Harcourt Rivers State eunice@yahoo.com
08038718886
Abstract
Education is the key that unlocks the development of any nation but Information and Communication
Technology (ICT) integration into teacher education is the key to equipping and producing professional
development backing for teachers. This necessitates the inclusion of ICT in the National Policy on Education
(NPE, 2004). Meaning that with the integration of ICT in teacher education, Nigeria, will be able to produce the
human resources that will build her economy as to measure up with other developed nations. The onus of this
paper therefore, is to discuss the integration of Information and Communication Technology (ICT) in teacher
education for capacity building. Areas of concern are integration of ICT in teacher education for capacity
building, modalities for ICT integration, challenges of ICT in teacher education, and approaches to ICT
integration. The paper concludes and recommends that to build human resources that will build the nation, ICT
must be integrated into teacher education and ICT education should be a compulsory subject or course for all
students in teacher training institutions.
Introduction
No Nation can grow above the quality of her teachers’ and the level of educational development achieved. This
is because the knowledge and skills acquired by the teachers’ through the education system is what they
contribute to the growth of the nation. Therefore, for teachers to be equipped in the realization of the lofty
responsibility ascribed to them especially in this technology age, ICT training and skill development is
imperative. To actualize this, integration of ICT education into teacher training is compulsory.
The use of modern technologies as solution to human problems in education cannot be over emphasized.
This innovation most be learnt and mastered before it can be used as a tool for solving educational problems. So,
teachers whose responsibility is to build the nation through their transfer of knowledge and skills acquired
through education and training must be ICT competent. Integration of ICT in teacher education is a key to
providing professional development for teachers who are the facilitators of education process. So, to promote
genuine change in the classroom and produce competent and effective teachers’, teacher education must alter its
tools, methods and strategies and adopt modern ones that has been proved to be more efficacious than previous
ones. Although, with coherent and detailed policy and careful planning, ICT in education is a complex and
protracted process (Ng, Mlao and Lee 2010, p.21).
Introduction of ICT and computer education in Nigeria is dated back to the mid 1960s, when 1BM assisted
Universities of Lagos, Ibadan, Ahmada Bellow, Nsukka and Ife to set up computer centres which became
manpower development centres. The growth of these centres were affected by the Civil war, military takeover
and structural adjustment programme (SAP) as a result of poor funding. Although Nigeria conceived the
introduction of computer education in secondary education in her thirty second National Council on education
(NCF) meeting in 1987 and same was incorporated into her National Policy on education (2004), other measures
in this direction were the implementation of ICT Policy in April 18th 2001, establishment of National
Information Technology Development Agency (NITDA), production of Nigerian Policy for Information
Technology (IT) Agency by Nigeria information technology (NICTA) that was approved in March 2001 and
lunched in May 24th, 2001 by the federal government. That led to the establishment of National Technology
Development Fund (NITDEF), and Inauguration of National Information and Communication Technologies
Strategic Action Plan Committee in Adjust 7th, 2004. These measures were adopted by the federal government as
a way to harness the benefits of ICT in national development and as well build her human capacity (Uwadi 2003,
Jegede and Owalabi, 2003). These initiatives are supported by Dolphin (2005), that the ability to use computer
has became an essential part of everyone’s education.
Globalization and shift to a knowledge based economy require that educational institutions develop in the
individual the ability to transfer information into knowledge and to apply the knowledge in dynamic
cross-cultural contexts (Ng-Mlao and Lee 2010). This can only be achieved if ICT is integrated into teacher
education that will in turn develop the human capacity or the human resources. For this reason, United Nations
Education Scientific and Cultural Organization (UNESCO) in January 2008 lunched ICT competency standards
68
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
for Teachers (ICT-CST). To provide a common set of guidelines that professional development providers can
use to identify, develop or evaluate learning materials or teacher training programs in the use of ICT in
teaching and learning, and a basic set of qualifications that allows teachers to integrate ICT into their teaching
and learning, to advance students learning, and to improve other professional duties. The ICT-CST is also aimed
at extending teachers’ professional development as to enable them learn the use of ICT in the development of
skills in pedagogy, collaboration, leadership and innovative school management and to harmonise different
views and vocabulary regarding the use of ICT in teacher education.
Theoretical Framework
The paper is anchored on socio cultural theory of ICT propounded by Burbulus and Smith (2005), Smayers and
Marshall (1998), in Hammond (2008, p.3). Which emphasis that the roles that govern behaivour can only be
understood “from the inside” (example classroom), we learn the rules by “learning how to go on”. It also states
that to understand social practice we need to find out “what rules are at work and how they are being followed”.
This agrees with Kompf (2005), Chaos theory which states that “ICT is an innovation that is happening
spontaneously and has its own order”.
The roles of ICT as presented in this contribution translate into governed rules and learning skills in the use of
new tools (technology tools). Where the teacher or would be teacher learn to use these tools to enhance his
teaching capacity and be better equipped in the discharge of his duties. This reason led Paul (2004, p.4) to state
that ICT is a powerful tool in addressing educational problems, support learning activities that are difficult to
perform, and enhances difficult thinking skills.
Conceptual Definition of ICT, Teacher Education and Human Capacity Building
Information and Communication Technology (ICT)
Information and Communication Technology (ICT) is “an equipment or interconnected system of equipment that
is used in the automatic acquisition, storage, manipulating, management, control, display, switching and
transmission of information (National Policy for Information Technology (FRN 2004, p.9). ICT is described as a
generic term referring to technologies which are being used for collecting, storing, editing and passing of
information in various forms (Ser 1988 in Jager and Lokman 1999). ICT is also defined as:
Advances in technology that provides a rich global resources and collaborative environment for
dissemination of ICT literacy materials, interactive discussions, research information and
international exchange of ideas, which are critical for advancing meaningful education initiative,
training high skilled labour force and understanding issues related to economic development
(Ololube, Ubgu and Ossai 2006, p.649)
Teacher Education
Teacher education refers to the policies and procedures designed to equip teachers with knowledge, attitude,
behaviour and skills that are required to perform their task effectively in the school and classroom (Kamath
2009, p.29). Teacher education is neither mere pedagogy nor acquisition of a training qualification. It is shaping
of persons for multisided development of the younger generation. A systematic process of unearthing the
treasures within each and every teacher, and subsequently every learner in each and every learning situation. It is
a continuous process which makes the individual to realize the magnitude and potentials…(Vijayalashhmi 2009,
p.1).
Okafor (1998) in Onyemerekeya (2002, p.8) saw teacher education as a form of education which is
properly planned and systematically tailored and applied for the cultivation of those who teach or will teach,
particularly, but not exclusively in primary and post primary levels of education.
Human Capital Building
This is the development of skills and knowledge in the human resource through education and trainings aimed at
enhancing and increasing workers performance and output. Agabi (1999; p.250), Saw human capital building as
the development of the human resources in skills needed to improve their working capital, to increase their
working capacity, and to increase their level of productivity outcome. It is a conscious process of improving on
the productive capacity of human resource through programmes of education and training….
Integration of ICT in Teacher Education for Capacity Building
Capacity building is the equipping of the human resources with skills and knowledge that will enable them
increase their productivity. Teacher capacity building therefore, is the training of teachers as to equip them with
the skills and knowledge required for enhancing of their teaching output. Capacity building for teachers through
ICT integration will enable and equip teachers that are ill-equipped in the use of ICT tools for teaching and
learning to be able to do so. The integration process will entail planning, curriculum review patterned to suit
ICT integration, development of software that is compatible with the curriculum designed, training of curriculum
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experts, training of ICT resource person’s, training of lecturers in teacher training institutes in the use of ICT,
creation of awareness to all the stakeholders of education.
The first step to take for successful integration of ICT in teacher education is the critical examination and
assessment of the teacher training institutions. Policy planners must asses the activities of the institution, if
required facilities are available; ascertain their staff strength, staff qualifications, number of students the ICT
equipment present can accommodate, and other necessary information. Also to be ascertained is what the
institution seeks to achieve and efforts made to achieving them. This will be done because the school personnel
(academics and non-academic) will be used, ascertaining this will determine the extend to which the aim of the
programme can be achieved. In other words, the vision of the institution must be known. To ascertain as well is
the course and various discipline covered b y the institution. The course contents have to be evaluated if it can
accommodate ICT integration and if it is such that can equip the students and teacher to be able to face the
challenges in the discharge of the duties. Methods used in teaching and learning are also important to be verified.
This will be done to know how relevant the teaching methods used can be compatible with the technology to be
introduced, if the method(s) are suitable for ICT tools. If found otherwise, it is important that teachers in these
school be equipped with ICT skills and knowledge used in teaching and learning. This is because if they are,
they can be used as resource persons in the instruction of ICT use in teaching and learning. Moreso, the extent of
the institutions achievement or their level of contribution to the develop of the individual, society and the nation
at large will be considered. It will involve ascertaining outstanding achievement records, in terms of school
achievement, achievement of staff and students.
Curriculum Development: Secondly, teacher training curriculum as to b e reviewed by curriculum designers.
This process will be done to ascertain if the curriculum is suitable to achieve the desired result. if not, it will be
restructured in a way that the out come of the ICT integration will solve the problem it is aimed at solving.
ICT Software Development: Instructional aid designers and computer software designers has to work together
to development software’s that will be compatible with ICT tools to be introduced. This is because, teacher
ability to link technology and curriculum is important in attending effective ICT integration. Teachers must be
able to appreciate and see the usefulness of ICT use in their everyday work. So, development of ICT software’s
that will be compatible with the curriculum is important. This must be developed in a way that teachers can
interpret and apply same in the teaching and learning process. This task is quite enormous and challenging
therefore, workshops for school heads and teachers on how curriculum can be used with ICT tools and the
importance of using ICT in teaching and learning must be done.
Funding: Oil companies and Non-governmental organizations (NGO) that contribute to the development of the
nation has role to play in achieving this venture. They can contribute their quota by donating computers to
teacher training institutions and schools. As well as organize ICT professional skill training from school heads
and teachers. All these had to be done because; it is believed that when teachers perceive ICT as a tool to meet
curriculum goals, they are more likely to integrate ICT in their lessons. Therefore, to achieve effective ICT
integration in teacher education, training in ICT must involve skills and knowledge learnt in school setting
(classroom) (UNSCO Bangkok 2004,p.104).
Creation of Awareness: School heads and teachers must be sensitized and trained on the use of ICT in
effective teaching and learning This process can be done on local government (L. G. A) bases.
Sensitization and Training for Lecturers in Teaching Institutions: The lecturers to be used as resource
persons in the ICT integration programme must be trained on the ICT tools to be used and how these tools can be
used with the curriculum of different discipline and how the knowledge acquired can be transferred to the
students.
Incentives and Motivating Environment: Effective ICT integration also requires introduction of incentives and
provision of motivating environment. Every individual like to be motivated to perform better or bring out the
best in him. In the same way, teachers require motivation and incentives like allowances, recognition and award
of prizes for out standing performance, creativity and innovativeness. Government and well meaning individual
can do this to spur teachers’ commitment in the training. Moreso, conducive and motivating environment is
important in ICT integration success. ICT laboratories must be constructed to be teaching - learning friendly and
all facilities needed for the training must be available. Moreso, outstanding students can be made resource
assistants to help the resource person’s, this will be a strong motivation. In line with the above statement,
Carlson and Gadio (2002, p.22) said that to foster an environment that is supportive in learning how to teacher
effectively with technology, implementing an incentive system and motivational strategies are important.
Because teachers are usually reluctant to change their teaching style. In other words, good number of teachers
refuses change, they require additional motivation and incentives to participate actively in professional
development activities specially if they have been in the field of teaching for long. The scholar further suggest
that these motivation strategies and incentives can be used in successful integration of ICT in teacher education.
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i. Make teachers have access to technology resources. All that is required in the practical aspect of the
training must be available. Teachers must have computer in the teacher training institution and in their
teaching schools.
ii. Make them work in team. Teachers should be made to work in team with their colleagues when
solving assignments especially in assignment that has to do with technology instruction support
design. Learning in teams will encourage contribution of ideas from different students that will make
for clearer understanding of what is taught.
iii. Give time and recognize innovation. New knowledge requires time to be understood. Time allowance
must be considered during training and innovation from students with outstanding performance in the
understanding of new knowledge need to be recognized and rewarded.
Furthermore, teacher capacity building in ICT must include pedagogical capacity building and capacity building
in the use of education technology. Missing out either of them in the training will ill-equip the teachers’ and
make them incapable in the use of ICT tools. The training must include training on the use of ICT tools in
effective teaching and learning as well as to equip them with the knowledge and skill to appropriate ICT tools
and instructional aids.
Integration Modalities: ICT can be integrated into teacher education through pre-service and in-service
integration
The process of integrating ICT in teacher education will be achieved through the various teacher training
institutions. The aim is to equip the student’s under-taking teacher training course with the knowledge and skills
of ICT before graduation. To realize this, computer education must be integration into the course work and made
compulsory for all student. The course should be designed in a way that theory and practical will be involved,
but more time will be allocated to the practical aspect of the course. The practical should be designed to include
both personal and teamwork as this will help create confidence in the use of ICT and better understanding in the
part of the students. Computers, ICT teachers, ICT laboratory attendants and technicians must be available to
enhance learning.
In-service ICT training can also be organized for serving teachers as a way of integrating ICT into the
education system. This type of integration will require intensive classes during the holidays and some weekend
and should be organized by the existing teacher training institutions, so that theirs personnel and facilities can be
used. This approach will create opportunity for every teacher to partake in the training. Its effectiveness will
depend on award of certificate and making it compulsory for all teachers. Course involvement should also
include both theory and practical done personally and in groups. In-service training should go beyond ordinary
certificate for attendance. The training should be up to degree for teachers who are willing to bag the degree
beside their teacher qualification. Those who choose to continue to degree level should be promoted and elevated
and even be used as resource person in the schools.
Challenges of ICT Integration in Teacher Education
Every innovation comes with some challenges that must be handled before any success is achieved. Some of the
challenges in the integration of ICT in teacher education are:
i. Accommodation: A major challenge in effective ICT integration is suitable accommodation in
teacher training institutions were the equipment will be kept and use. Where there is none-one has
to be built and properly electrified. In case of existing structures, its electrification fitting has to be
ascertained, because safety is important.
ii. Population: The number of students in the institutions, serving teacher and head-teachers are
much. Providing all with computers will be quit challenging because of its cost involvement.
iii. Power Situation in Nigeria: Adequate power supply to run the equipment is important. Power
situation in Nigeria will poss. a serious challenge. So alternative (solar or generator) source must
be provided.
iv. Lack of ICT skilled manpower (technicians) who will help train the teachers. This caliber of
personnel is needed in the maintenance of the equipment. There services are important in success
of the integration.
v. Lack of ICT Pedagogy Professional: Nigeria lack manpower in this aspect, professional that can
effectively train teachers on the use of ICT for teaching and learning. As well as develop soft ware
that are compatible with the various curriculum.
vi. Interest on the part of School-heads: School heads interest is important in the actualization of
this programme. In that they will make the teachers take serious the training and implement what
is learnt. Where they are not interested, the programme might face serious problem.
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Approaches to ICT Integration in Teacher Education
These are different methods in which ICT can be integrated into teacher education, which is determined by the
level of technological development attained or the level of technological development a nation intend to achieve.
Each of these approaches also requires different educational policy directives, models and practice. These
approaches according to Ng, Mlao and Lee (2010) are:
i. The technology literacy approach. This is the simplest, its policy goals is to prepare students,
citizens and the workforce that is capable of using ICT to support social development and
improve economic productivity. The programs that are coordinated with this policy aim is to
develop teachers skills in the used of ICT tools in delivering the standard schools curriculum.
Such teacher would know how, where and when (and when not) to use technology for classroom
activities and presentations for management tasks, to acquire additional subject matter and
pedagogical knowledge in support of their own professional developments.
ii. The knowledge creation approach. It is the most complex approach. The policy goal is to increase
civic participation, cultural creativity and a workforce that is continually engaged in knowledge
creation, innovation and participation in the learning society. Thus, the curriculum goes beyond a
focus on knowledge of school subjects to explicitly include the 21st century skills that are needed
to create new knowledge and engage in life long learning ie the ability to collaborate,
communicate, create, innovate and think critically. The programme under this approach would
coordinate the teachers increasingly sophisticated professional skills with the pervasive use of
technology to support students who are creating knowledge products and who are engaged and
managing their own learning goals and activities. This takes place within a school. That is, the
school itself, becomes a continuously improving learning organization. In this context, teachers
both model the learning process for students and serves as model learner through their own
ongoing professional development.
iii. The knowledge Deeping approach. This has impact on learning. its policy goals is to increase the
ability of learners, citizens and the workforce to knowledge ,to add value to society and the
economy by applying knowledge to solve complex, real-world problem, such as those related to
the environment, for security, health and conflict resolution. This policy goals requires
curriculum change to emphasize depth of subject matter understanding and application. Under this
approach, teachers will need to develop skills in the use of more sophisticated methodologies and
technologies that will enable them to serve as a guide and manager of learning environment and
enable students to engage in extended, collaborative project-based learning activities.
Conclusion
Levels of development attained by any nation determine if the nation is developed, developing and or
under-developed. For Nigeria to advance to be addressed as developed nation, technology development of her
workforce especially the teachers is required. This is because teachers are known the world over as nation
builders; therefore, ICT integration into teacher education is imperative. To achieve this, all education
stakeholders are required to collaborate with government to proffer solution on how best this important national
development need can be met.
Recommendations
i. There should be curriculum review as to integrate ICT into teacher education
curriculum
ii. Compulsorily, teachers should be trained in the use of ICT in teaching.
iii. Leaders at all levels of education should be trained in the use of ICT.
iv. There should be collaboration between all the education stakeholders in the provision of ICT.
v. There is need for urgent improvement of power supply.
vi. ICT education should be incorporated into teacher training institutions.
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