SUSTAINING INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION IN TEACHER EDUCATION: STRATEGIES OF LECTURERS IN A UNIVERSITY

2021 ◽  
Author(s):  
Billey Addam ◽  
Berington Zanoxolo Gobingca
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Information And Communication

scholarly journals The Modern Trends and Applications in the Development of Academic Staff in the University of Maryland & George Mason University

2017 ◽  
Vol 10 (10) ◽  
pp. 102
Author(s):  
Alaa A. Asowayan ◽  
Sammar Y. Ashreef ◽  
Haya S. Aljasser
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Faculty Members ◽  
Teaching Staff ◽  
University Of Maryland ◽  
Information And Communication ◽  
The University

Several changes have occurred over the past century in the education system of Saudi Arabia. The changes have largely been associated with the fact that in the 21st century, information and communication technology is highly applied in the learning process, thereby leading to a major transformation of the process. The application of information and communication technology has also transformed interactions and rapidly changed the learning process, giving a new meaning to social interactions. Enterprises that operate in the information age enjoy information interchange, collaboration, and adoption and application of innovative tendencies and shared decision-making. Students’ demands have changed in that they no longer hope for middle-class success or application of routine skills, but they measure success in terms of ability to share, communicate and apply information to arrive at solutions to complex problems. The changing learning environment requires that the teaching staff learns new tendencies and skills that they can apply to cope with the ever-changing learner and general society expectations. Teachers’ competence at work is measured in terms of their ability to improve the power of technology in enhancing creation of new knowledge. Therefore, leaders of teacher education programs are responsible for developing sustainable programs that allow for teacher education. Training has become part of the ethics of the teaching profession, and members of the teaching staff must be ready for training throughout their profession. This paper will shed light on the training program of faculty members in two well-known universities in the United States: the University of Maryland & George Mason University, as an attempt to compare the above educational establishments with the conditions of training of faculty members of King Saud University in Saudi Arabia to suggest a training plan to develop training programs in KSU. It is time when leaders in educator preparation should critically reexamine their roles in the 21st century knowledge and skills whose landscape has largely changed.

scholarly journals Prospective teachers’ information and communication technology metaphors

2015 ◽  
Vol 7 (1) ◽  
pp. 09 ◽  
Author(s):  
Omur   Akdemir ◽  
Dincer Bicer ◽  
R. Sukru Parmaksiz
Keyword(s):  
Technology Integration ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Prospective Teachers ◽  
Future Research ◽  
Information And Communication ◽  
Ict Tools ◽  
Ict Training ◽  
Pre Service Teacher

Determination of the perceptions of the prospective teachers about Information and Communication Technology (ICT) terms has a remarkable potential to provide input for technology integration plans and ICT training. Within this context, the purpose of this study is to discover the metaphors constructed by prospective teachers for ICT terms. Data were gathered from 180 prospective teachers through a survey. 977 valid metaphors constructed by the participants were grouped into conceptual categories for the six ICT terms. The most common conceptual categories are “developing and changing” for technology, “making life easy” for computers and search engines, “limitless and endless” for the Internet, “means of communication” for social networks, and “addictive items” for video games. Future research should concentrate on investigating the match and mismatches between the intended use of the ICT tools and the perception of the prospective teachers. Keywords: metaphors, ICT, information and communication technology, technology integration, pre-service teacher, teacher education, prospective teachers.

The Use and Uptake of Information and Communication Technology

2014 ◽  
pp. 140-171
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Language Teachers ◽  
Information And Communication ◽  
Teacher Education Department ◽  
Education In Turkey ◽  
Types Of Information

In common with many countries, teacher education in Turkey has been facing a period of rapidly changing demands with respect to the use of information and communication technology. This chapter presents a case study of an initial teacher education department in Turkey. The study focuses on prospective English language teachers’ views concerning various types of information and communication technology deployed by their teacher educators, their views of the information and communication technology-related course, their subsequent engagement of the information and communication technology, its emerging challenges, and their expectations to utilize information and communication technology in their future teaching. Data were collected using a questionnaire, interviews, and portraits of three teacher candidates. The results of the study reveal that the majority of the teacher candidates have positive perceptions towards integration of technology in their courses; however, they are aware of the lack of the pedagogical use of information and communication technology within their courses, and see the need for more use of such tools in their preservice teacher education programs.

The Use and Uptake of Information and Communication Technology

2016 ◽  
pp. 773-796 ◽  
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Language Teachers ◽  
Information And Communication ◽  
Teacher Education Department ◽  
Education In Turkey ◽  
Types Of Information

In common with many countries, teacher education in Turkey has been facing a period of rapidly changing demands with respect to the use of information and communication technology. This chapter presents a case study of an initial teacher education department in Turkey. The study focuses on prospective English language teachers' views concerning various types of information and communication technology deployed by their teacher educators, their views of the information and communication technology-related course, their subsequent engagement of the information and communication technology, its emerging challenges, and their expectations to utilize information and communication technology in their future teaching. Data were collected using a questionnaire, interviews, and portraits of three teacher candidates. The results of the study reveal that the majority of the teacher candidates have positive perceptions towards integration of technology in their courses; however, they are aware of the lack of the pedagogical use of information and communication technology within their courses, and see the need for more use of such tools in their preservice teacher education programs.

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