Ict in Teacher Education

ICT in instructor training Dr. R. Sivakumar Assistant professor Department of genteelness Annamalai University Annamalai Nagar 608002. Abstract Information and Communication Technologies has a prominent potential to tote up positively towards acquaintance dissemination, effective figureedness and the growing of much businesslike rearing service. In instructor exploitation, student- instructors acquire get hold of knowledge, skills and competences on how to integrate applied intuition in nurture. The knowledge and competences be how to persona ICT in pedagogy and learnedness has gained spacious importance in todays instructor fosterage programs.The integration of statement and communication technologies aro habituate help revitalize instructors and students. This underside help to improve and develop the bore of education by providing curricular comport in difficult checkmate beas. expend of ICT in study settings rump act to support assorted a spects of knowledge construction and as more and more students employ ICTs in their encyclopedism processes. ICT enabled education go out ultimately lead to the democratisation of education. mental hospital Teacher is considered to be the architect of the nation. nonpareil send word realize how cardinal education is which makes one a teacher.Teacher education is looked after by a systematic operation of various agencies involved in it. Various education commissions and a number of expert committee involve discussed the aims of teacher education in India. One of the main reasons is the inadequate academic, professional and pedagogic cookery and insufficient level of knowledge and the skills of the faculty. Besides this, traditional versus modern methods of learn, overage knowledge and information and lack of skills, teachers attitude, aptitude and authenticity of their sources of knowledge are some of the other(a) core issues.Owing to knowledge explosion and tremendously prompt changing ICT, the teachers sometimes find it rather difficult to cope with the juvenile intellectual challenges being thrown up by the changed global and local anaesthetic context. Therefore, they need to acquire rising knowledge, and reliable and authentic information. In bounty scenario, teachers need to help their students in how to learn, how to grow in future, how to develop account skills, how to conduct fundamental frequency research, how to examine, evaluate and assess information This is necessary if the teachers in reality want to survive in the ICT world of education.A teacher plays a of import role non nevertheless in class dogma acquirement situation but in social engineering too. Society gives a respectable place to teachers who are really perspective empowered. This empowerment is non at in terms of physical perspective. It is in academic, intellectual, social, and national perspectives. ICT in rearing Information and Communication Technologies h as a great potential to contribute positively towards knowledge dissemination, effective development and the development of more efficient education service. Information and Communication Technologies are becoming increasingly distributive in reaching schools.It is essential that teachers and teacher-educators have a thorough dutyal knowledge of these media and their influence on the performance and engagement of their students. ICT includes, but is not limited to, personal computers, laptops, printers, LCD projectors, palm devices, iPods, fax machines, cell phones, mesh, Intranet and Web-Based genteelness that offers accessibility, flexibility and modernisticness in teaching and instruction. Teachers have ability to ingestion digital technology, communication tools, and networks appropriately to enlighten information problems in order to function in an information and knowledge society.This encompasses three areas of ICT literacy, namely cognitive, technical, and social . ICT integrated teacher education is more important to Indian education system that is act to maintain global partnership as well as lead in knowledge-based society. ICT in education are not only late tools bringing evolution and changes. They raise refreshful fundamental paradigms, smart fundamental concepts, which change profoundly our societies, which change knowledge and access to knowledge. The digital natives will bring this new context, whatever the schools do or not. This is a new challenge for schools and for teachers.Digital natives are not only new pupils, a sweet of new step in the humankind they are the main actors of the new digital society, the new citizens of the knowledge society. Learning and teaching in the digital society. It should be no surprise that teachers who, like other professionals, are expect to be lifelong learners, essential too meet the challenges of digital and busy technologies. It is not simply a matter of mastering new technology since the entire traditional paradigm has been up-ended, they must re-examine their profession and delimitate their role of the teachers in the teaching process.Understanding and mastering technology is the starting decimal point of a process of creating a new school. ICT in Teacher Education Information and Communication Technology (ICT) have the potential of educational challenges. In teacher education, student-teachers acquire appropriate knowledge, skills and competences on how to integrate technology in education. The knowledge and competences are how to use ICT in teaching and learning has gained enormous importance in todays teacher education programs.This is because student-teachers bridal of ICT use in the classroom has strong positive correlation with the pedagogical training rather than technical skills a particular ICT- associate teacher education program or course must seek to promote the avocation aspects of knowledge so as to help students-teachers know how to use tec hnology in the teaching and learning processes * Knowledge of problems or situations that bottomland be solved by technology. * Knowledge of the kind of technology that can solve this kind of problem. * Knowledge of how the technology can solve a condition problem.This kind of knowledge is known as Technological Pedagogical center Knowledge (TPCK). It is important that student-teachers are trained on how to use ICT in delivering of education to make learning more meaningful for exploitation Education Technologies to support instruction. Student-teachers should be introduced to TPCK concept and should work in an environment that promotes this appreciation for effective integration of technology in their future teaching. ICT courses in teacher education must also strive to develop a leaden understanding of the learning theories and ways how ICT can be used to rear teaching and learning.It is expected that ICT courses in teacher education should make student-teachers appraise that the choice of any particular technology should be grounded not only on specific learning theory but also on pedagogical needs and the context. This ICT course must promote among student-teachers the knowledge and competences related to the application of ICT to promote teaching and learning process. Using ICT in education includes * the use of ICT as object of study which refers to learning about ICT which enables student-teachers to use ICT in their daily life. the use of ICT as aspect of a counterbalance or profession meaning that ICT is used for development of ICT skills for professional or vocational headings. * ICT as medium for teaching and learning which focuses on the use of ICT for the enhancement of the teaching and learning process. To effectively use 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 Interne t in their classrooms, schools, and teacher education institutions. High theatrical role, 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. Teacher education institutions are faced with the challenge of preparing a new multiplication of teachers to effectively use the new learning tools in their teaching practices. For many teacher education programmes, this daunting task requires the acquisition of new resources, expertise and careful planning.In approaching this task it is helpful to understand * the concussion of technology on global society and the implications for education, * the extensive knowledge that has been generated about how commonwealth learn and what this means for creating more effective and engaging student- centred learning environments, * the stages of teacher developme nt and the levels of adoption of ICTs by teachers, * the critical importance of context, culture, leading and vision, lifelong learning, and the change process in planning for the integration of technology into teacher education, * the ICT competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration, and networking, * the importance of developing standards to track down implementation of ICTs in teacher education, * the essential conditions for successful integration of ICTs into teacher education, * important strategies to consider in planning for the infusion of ICTs in teacher education and managing the change process. Integrating ICT into teachingThe integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult pillow slip areas. To achieve these objectives, teachers need to be invol ved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool. ICT enhancing teaching and learning process Introduce ICT into their classrooms teachers should rely in the effectiveness of technology, teachers should believe that the use of technology will not cause any disturbances, and eventually teachers should believe that they have control over technology.The use of ICT will not only enhance learning environments but also prepare future(a) generation for future lives and careers. The integration of ICT into teaching and learning processes contributes to increase the interaction and reception of information. Such possibilities suggest changes in the communication models and the teaching and learning methods used by teachers, giving way to new scenario which favours both several(prenominal) and collaborative learning. Students apply ICTs for learning purposes become immersed in the process of lea rning and as more and more students use computers as information sources and cognitive tools. The influence of the technology on supporting how students learn will touch to increase.In the past, the conventional process of teaching has revolved around teachers planning and trail students finished a series of instructional sequences to achieve a desired learning outcome. Learning approaches exploitation contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centred settings and by enabling learning to be related to context and to practice. Use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes, the more pronounced the impact of this will become. Teachers generate meaningful and engaging learning experiences for their students, strategically use ICT to enhance learning. ICT enhancing the qual ity of educationICT increases the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would go against prepare the learners for lifelong learning as well as to improve the quality of learning. In concert with geo pictorial flexibility, technology-facilitated educational programs also remove many of the temporal constraints that face learners with spare needs. Students are starting to appreciate the capability to undertake education anywhere, anytime and anyplace. One of the most vital contributions of ICT in the field of education is- Easy introduction to Learning.With the help of ICT, students can now browse through e-books, sample interrogatory papers, previous year papers etc. and can also have an easy access to resource persons, mentors, experts, researchers, professionals, and peers-all ov er the world. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments. Wider availability of best practices and best course material in education, which can be shared by means of ICT, can foster better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new international educational markets.As well as learning at any time, teachers are also finding the capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile technologies and seamless communications technologies support 247 teaching and learning. Choosing how much time will be used inside the 247 envelope and what periods of time are challenges that will face the educators of the future. Thus, ICT enabled education will ultimately lead to the democratization of education. Especially in developing countries like India, effective use of ICT for the purpose of education has the potential to bridge the digital divide. Uses of ICT in language humanistic discipline How ICT improves the teaching/learning of language or how to improve language teaching through well-informed and informed use of technology * Searching and using Internet resources for language materials and lessons * Searching literature-based, creative writing, problem-solving Internet projects with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning. * Constructing technology-enhanced lessons or lesson plans within a language art curriculum Uses of ICT in science * How ICT improves the teaching/learning of science or how to improve science teaching through intelligent and informed use of technology * Searching and using Internet resources for science materials and lessons * Science education on the Internet Use of computers software and calculators for science teaching * Use of comp uter to simulate scientific phenomena and use of graphic calculators to collect and analyse data * Constructing technology-enhanced lessons or lesson plans within a science curriculum Uses of ICT in math * How ICT improves the teaching/learning of mathematics or how to improve mathematics teaching through intelligent and informed use of technology * Searching and using Internet resources for mathematics materials and lessons * Use of computer software and calculators for mathematics teaching * Use of computers and graphic calculators to collect and analyse data and to build and test mathematical models of the real-world * Constructing technology-enhanced lessons or lesson plans within a mathematics curriculum Uses of ICT in social studies How ICT improves the teaching/learning of social studies or how to improve social studies teaching through intelligent and informed use of technology * Searching and using Internet resources for social studies materials and lessons * Searching pro blem-solving, enquiry and creative thinking materials with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning * Constructing technology-enhanced lessons or lesson plans within a social studies art curriculum closing The teacher education system empowered by ICT driven stem can have a great opportunity to come up to the centre stage and ensure academic excellence, quality instruction and leadership in a knowledge-based society. ICT has revolutionized the entire concept of education. It is really a intriguing task to strengthen ICT in teacher education because a outstanding majority of the teacher education institutions are unequipped or under-equipped in the terms of digitized and high-tech infrastructure. References Ahmed, S. and Singh, M. (2010).Multimedia in Teacher Education Empowering Accessible, Flexible and innovative learning,Shikshak Shikha Shodh PatrikaVol. (04) No (1) pp. 32-33. Flecknoe, M. (2002). How can ICT help us to improve education? Innovations in Education & Teaching International, Vol. 39, No. 4, Pp 271-280 Mishra, P. , & Koehler, M. (2006). Technological pedagogical content knowledge A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Montgomerie, C. , & Irvine, V. (2001). Computer skill requirements for new and breathing teachers Implications for policy and practice. Journal of Teaching & Learning, 1(1), 43-55. Moore, M. amp Kearsley, G. (1996). Distance Education A Systems View. Belmont, CA Wadsworth. Paliwal A. K. (2006). Faculty development in teacher education perceptions and changing context, sovinier 7th National conference MATE pp 10-11. Takwal, R. (2003) Problems and Issues faced by Indian Education system UGC Golden Jubilee Lecture series. pp. 5. Venna S. K (2010) Teacher Education some qualitative consideration,Shikshak Shikha Shodh Patrikavol (04) NO (1) pp. 10. Yusuf, M. O. (2005). Information and communication education Anal yzing the Nigerian national policy for information technology. International Education Journal Vol. 6 No. (3), Pp 316-321.