A Study of usage of ICT resources by teacher educators in classroom practice
| Autor: | Roma Smart Joseph |
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| Rok vydání: | 2016 |
| Předmět: | |
| Zdroj: | TechnoLearn: An International Journal of Educational Technology. 6:55 |
| ISSN: | 2249-5223 2231-4105 |
| DOI: | 10.5958/2249-5223.2016.00009.7 |
| Popis: | The use of computer and internet based technology can be seen all most everywhere, it is being used right from home to the government and commercial organisations. It has made a significant impact in almost all the dimensions of our day today life. It has further revolutionised the scope of information and communication technology and has ushered in an era of globalization.With the process of globalisation occurring at the fast pace and availability of information in nanoseconds through electronic media it has now become possible to avail all sort of information and data regarding any topic across the globe, however the biggest challenge is how we make our teachers capable to integrate immense amount of technology in teaching through proper pedagogy of teaching.Development of computer technologies such as interactive multimedia, video conferencing and the internet has now solved many problems of traditional teaching, various simulated programmes and multimedia can now be used successfully to develop affective and psychomotor domain of a learner along with the use of graphics, text, video etc., can help teacher to explain difficult contents clearly.In spite of all such resources the field of education lacks to understand as how to integrate technology in teaching to cater to the needs of 21st century learners, even teachers have different views regarding the integration of technology in teaching.To few of them integration of technology means, to assign projects to students using the internet and to find information for the report writing, or to perform some special tasks on MS word, Excel etc., and yet to another group of teachers it may mean the usage of Power Point presentations but these are not the examples of integrating technology in the true sense of the term.In the real sense, the usage of technology should enhance the learning process. It requires teachers to actively use technology in a seamless manner so that it supports and extends curriculum objectives and engages students in meaningful learning.Appropriate integration of technology could be an alternative to stereotype and less satisfactory learning resources. With the use of multimedia technology, students' interest in learning is enhanced and they actively participate in learning. Use of technology for the teaching-learning transaction assures two-ways communication. It stimulates all senses of students and involves them in learning through animation, audio, and visuals. Multimedia programs provide a mix of education and entertainment i.e. "edutainment." This also results into active and engaged learning and fosters group interaction and solidarity amongst learners.REVIEW OF THE RELATED LITERATUREResearch continues to reveal that teachers feel they are not prepared to effectively use technology in their classrooms (Brush, 1998; Schrum, 1999; Strudler & Wetzel, 1999; Topp, Mortensen, & Grandgenett, 1995). As a result, they continue to use computers for low-level, supplemental tasks such as drill and practice activities, word processing, educational games, and computer-based tutorials (Strudler & Wetzel, 1999; Willis, Thompson, & Sadera, 1999). Some researchers have even gone so far as to state, "...few teachers routinely use computerbased technologies for instructional purposes" (Abdal-Haqq, 1995). Most researchers agree that more technology training is needed for teachers, and numerous suggestions already exist in the literature regarding the content of the training and the methods for delivering the training. One of these methods involves the integration of technology with undergraduate methods courses, thus providing students with knowledge and experiences applying technology to their specific content areas. In a survey of innovative teacher education programs, Strudler and Wetzel (1999) discussed how teacher education institutions such as Vanderbilt University and the University of Virginia emphasized collaboration among methods faculty and educational technology faculty in order to provide pre-service teachers with experiences integrating technology into their teaching. … |
| Databáze: | OpenAIRE |
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