Use of ICT in Teacher Education

Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com

 The National Knowledge Commission (NKC) has
observed that teachers are the single most
important element of the education system and
the country is already facing a severe shortage
of qualified and motivated teachers at different
levels.
 The training of teachers is a major area of
concern at present as both pre-service and in-
service training of teachers are extremely
inadequate and poorly managed in most states.
 Pre-service training needs to be improved and
differently regulated both in public and private
institutions.

 Pre-service training needs to be improved and
differently regulated both in public and private
institutions, NCTFE 2009 emphasised ICT in schooling
as well as e-learning became centre stage in the
frame work.
 ICT has become an integral part of today’s teaching
learning process.
 Countries across the world are using ICT in
facilitating information dissemination and
communication in all areas of education and
training.
 Effective use of technology can motivate students,
make our classes more dynamic and interesting, and
renew teacher enthusiasm as they learn new skills
and techniques. Technology is also helping the
students to understand any abstract concepts clearly.

 The integration of ICTs in teaching in general
and teacher education in particular is the need
of the day. The use of ICTs can make substantial
changes both for teaching and training mainly in
two ways.
 Firstly, the rich representation of information
changes learner’s perception and understanding
of the context.
 Secondly, the vast distribution and easy access
to information can change relationships between
teachers and taught. ICTs can also provide
powerful support for educational innovation.

 Time is not sufficient: most of the teacher educators
felt that comprehensive Experiences can’t be given
in the one year duration of teacher training course
and was very difficult to imbibe skills and aptitude. It
was also opined there was a mismatch between the
training student teachers get in the colleges with the
real teaching Experience they had in the regular
classrooms.
 On supportive to the above statements the
Honourable Justice Verma committee proposed to
have 2 years B.Ed. course and NCTE has suggested to
have the Blend of technology (ICT) with all subjects
and Experiences of training.

 Why do we need ICT?
 The face of classroom is changing. The teachers
should prepare to keep up with technology
utility in the classroom. ICT is not only an
essential tool for teachers in their day to day
work, but also offers them opportunities for
their own professional development.
 In conventional teaching most of the time is
consumed for the input output and less time left
for the process. But in teaching with ICT the
input and output time is reduced and process
time is increased. When the process time is
increased, time of students’ activities,
discussion, correlation with other subjects,
brainstorming and learning etc will increase.

approaches to ICT which can be used in the classroom
 1.Integrated approach: This aims at planning the use
of ICT within the subject to enhance particular
concepts and skills and improve pupils’ achievement.
This involves, Selecting the suitable ICT resources which
will contribute to the aims and objectives of the
curriculum.
 2.Enhancement Approach: this focus on the use of an
ICT resource will enhance the existing subject matter
through some aspects of the lessons and tasks. Eg.
Using an electronic whiteboard for presenting a theory
about a topic.
 3.Complementary approach: This aims at using an ICT
resource to empower the students’ learning, Eg. By
enabling them to improve their class work by taking
notes on the computer or by sending home work by
email to the teacher from home.

To effectively harness the power of the new
information and communication technologies (ICTs)
to improve learning, the following essential
conditions must be met:
 Students and teachers must have sufficient access to
digital technologies and the Internet in their
classrooms, schools, and teacher education
institutions.
 High quality, meaningful, and culturally responsive
digital content must be available for teachers and
learners.
 Teachers must have the knowledge and skills to use
the new digital tools and resources to help all
students achieve high academic standards.

1. ICT literacy
2.The effective and efficient use of ICT
hardware and software for teaching learning
activities.
3. Pedagogy based ICT use(Integration of ICT in
subject content, teaching, online support,
networking and management)
4. Adopt best innovative practices in the use of
ICT.

 ICT and e-learning: Explosive upcoming of ICT
 Computers, Networks: Internet and the Web, mobile phone, tablets,
 E-learning, and on-line learning.
 Lesson plan-correction- mail,
 Discussion groups,
 Blogs-creation and discussion, Guidance.
 Website-create and post important events-test, scores and programs,
 Internet-Google free Books, articles, reports, theses, projects.
 Google videos- learning theories, discussions, conference discourses.
 Micro teaching skills- record and make repositories.
 Mobile phone-SMS-free sms.com,way2sms.com whatsapp, hike.com,
telegram
 Facebook, Tweeter
 Slideshare.com, freeshare.com
 Radio and TV lessons
 E-gyankosh, e-content repositories.
 IGNOU-content, NCERT, NCTE, UGC, DSERT- websites.
 Virtual classroom, smartboards-whiteboards

 MOOCs (Massive Open online Courses)
 MOOCs are recent development that is reshaping the
trend of higher education on the web. It represents an
emerging methodology of online teaching, based on the
philosophy of connectivism. “Massive” refers to the
large number of students can be engaged in online
course, and its “Openness” is associated with software
used registration to anyone who has access to web,
open curriculum, learning resources and evaluation.
 MOOC providers: USA (Coursera, EdX, Udacity),
Ireland(ALISON), Germany(iversity), Australia
open2study), Japan(schoo), FutureLearn, open
courseware, OpenUpEd, KHANACADEMY, educa,
saylor.org, MOOC2DEGREE, NovoED, Canvas network,
Neodemia, World Education University(WEU), Stanford
Online, Eliedemy, EURODL,CLASS CENTRAL, edSurge,
EFQUEL, Commonwealth of Learning, Minglebox,
Swayam etc

 E-journals: www.e-journals,org/ ,
http://www.sciencedirect.com/, www.doaj.org
 Open education Resources for Teacher
Educators, Teachers and Learners
 Geogebra, Google Earth, Hot potato, C-map, R-
campus, Mahara, Moodle and wiki-spaces,
classroom-2.0, Visual field trips, statistical tools
and web conferencing.
 Reduce the hard work make to work smartly.
 What we require is teacher with blend of
education principles, educational software. -
Computer teacher at B.ED. Colleges.

 Own Experiences:
 Effectiveness of mobile learning approach in the
development of Teaching skills, vocabulary and
mobile phone usage among student teachers.
 The research was carried out to find the
effectiveness of learning through mobile phones
in teacher training institutes first time in India,
funded by University Grants Commission.
 Experimental method was used.

Being a member of curriculum development
committee constituted by Higher Education
council of Karnataka.
 Developed curriculum for two year B.Ed. course
of Karnataka state, maintaining the blend of
technology with all subjects.
 The two samples of courses prepared are as
follows,

 Perceptions of Educational Technology
 Learning Activities
1. Visit websites (Khans academy, E-Gyankosh, Shodhaganga,
NCTE, NCERT, DSERT, UGC) Collecting Documents like Polices,
plans, statistics, scholarships, issue and trends and writing
reports.
2. Free website development and usage (Webs.com)
3. Recording- Audio/Video lectures discussions, and presentations
etc, editing and writing report on procedures.
4. CAI- Development and reporting
5. Mobile learning- related activities like use of blue tooth, SMS,
MMS and other features.
6. Blog- development and related activities
7. Login in to You tube-download and upload.
8. Writing a report on TV Lessons and discussions
9. Writing a report on Radio lessons and discussion.
10. List out the content related different learning experiences

 Course for lab work: ICT
 Activities :
1. Prepare the printed teaching materials using the MS-Word (In any subject -
Any unit to be selected, in any language).Use of self-learning materials for
the anyone unit by using ICT.
2. Prepare the result sheet in MS-Excel showing the subject wise marks, total
marks, percentage Rank, pass or fail, Graphical presentation
3. Preparation of PPT slides (at least 10) for classroom usage.
4. Create an e-mail-id and google account and exchange learning related
information.
5. Downloading Anti-virus software through internet and installing to the
system.
6. Browse the search engines and download the relevant materials
/information.
7. Prepare a list of Educational websites, Reference Books, Research papers
etc that are useful in Education.
8. Prepare the submission of core papers with the help of ICT. (Anyone Topic
from Anyone Subject)
9. Survey of educational sites based in India
10. Use of available software or CDs with LCD projection for subject learning
interactions

11. Generating subject-related demonstrations using
computer software
12. Enabling students to plan and execute projects
(using computer based research)
13. Interactive use of ICT: Participation in Yahoo
groups, creation of 'blogs', etc
14. Collection of e-resources and Reporting. (Text-
Books, Articles, Reports, Theses; Audio and Video
Files related to educational technology)
15. Critical review of UNESCO ICT Competency
standards for Teachers-2008
16. Write a report on INSAT programs.
17. Developing Educational blog in www.blogger.com
www.wordpress.com
18. Develop the news groups and report.
19. Creating an Account in Teacher tube/slideshare
and sharing your video/powerpoint

 Encourage contacts between students and
teachers; especially those students who were
unwilling to speak out in face to face classroom
settings.
 Develop reciprocity and co-operation among
students for the benefit of peer learning.
 Active learning techniques make learners active.
 Give necessary prompt feedback.
 Emphasize time on task.
 Communicate high expectations.
 Respect diverse talents and ways of learning.

The Stanford centre for innovations in
learning(SCIL): Effective teacher includes being
 Concerned
 Committed
 Creative
 Competent
 An educational system can be as good as its
teachers
 Who is a teacher?
 One who dares to teach and never cease to
learn

Use of ICT in Teacher Education

Use of ICT in Teacher Education

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