REVAMPING TEACHER EDUCATION THROUGH ICT INFUSION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Lalit Kumar ◽  
Kavita Batra
Keyword(s):  
Teacher Education ◽  
Developing Countries ◽  
Teacher Education Program ◽  
Sole Source ◽  
Educational Systems ◽  
Effective Technology ◽  
Technology Infusion ◽  
Information And Communication ◽  
Many Sources ◽  
Ict Revolution

ICT revolution has influenced almost every aspect of public life including education. Educational systems around the world are under increasing pressure to use the new Information and Communication Technology to teach students the knowledge and skills they need in the 21st century. Teacher education curricula in developing countries need a revamp to incorporate IT/ICT for effective technology infusion into classrooms. Teachers in India need to be prepared for imparting the new age education, and hence teacher education program in India should integrate ICT component in such a way that teachers are enabled to face the new demands in the profession. ICT Recommendations are made for effective technology infusion in developing countries in spite of prevalent handicaps. It implies a shift in the teachers’ role from being the sole source of knowledge and instruction to being a facilitator of students’ learning that is acquired from many sources.

ICT Challenges and Opportunities for Institutionalizing Democracy in Ghana

2009 ◽  
pp. 115-133
Author(s):  
Joseph Ofori-Dankwa ◽  
Connie Ofori-Dankwa
Keyword(s):  
Developing Countries ◽  
Free Market ◽  
African Continent ◽  
Market System ◽  
African Countries ◽  
Key Points ◽  
Potential Problems ◽  
Challenges And Opportunities ◽  
Information And Communication ◽  
Ict Revolution

Several African countries have begun to introduce and implement Information and Communication Technology (ICT) policies. In the context of such developing countries, it is important to assess the nature of research focus on the ongoing ICT revolution and its potential to stimulate institutionalization of democracy in Africa. This chapter reviews and integrates literature by scholars focusing on ICT in Africa in general and more specifically on Ghana. The authors incorporate several key points in their discussion. First, they provide a summary of ICT trends and policies in Ghana and their emphasis on helping to institutionalize democracy and its related free market system. Next, they provide a description of some of the major challenges to institutionalizing democracy that scholars writing about ICT in Ghana have identified. In addition, the authors discuss several opportunities for enhancing democracy that scholars writing about ICT in Ghana have highlighted. Finally, they make a few general recommendations for mitigating the potential problems and enhancing the opportunities of the ICT revolution for Ghana as well as the entire African continent.

scholarly journals Teaching ICT to Pre-Service Teachers: Experiences and Reflections

2014 ◽  
Vol 8 (1) ◽  
pp. 323-337
Author(s):  
Zuochen Zhang
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Teacher Education Program ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Adequate Knowledge ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Study Format

Information and Communication Technologies (ICT) are increasingly used in education settings, and graduates from teacher education programs are expected to have adequate knowledge and skills to integrate ICT in their teaching. Inspired by some studies that report cases about pre-service teachers’ ICT-related learning in different countries in Asia, this article presents, in case-study format, the experimentations carried out regarding the teaching of ICT as part of the curriculum to pre-service teachers in a teacher education program in Ontario, Canada. The aim is to share with instructors and researchers in teacher education institutions and programs what we can learn from our experiences, and how we can use these experiences to improve our practice.

scholarly journals Mindfulness and Connection Training During Preservice Teacher Education Reduces Early Career Teacher Attrition Three Years Later

2021 ◽  
Author(s):  
Matthew James Hirshberg ◽  
Lisa Flook ◽  
Richard J Davidson
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Attrition ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Teaching Profession ◽  
Early Career ◽  
Educational Systems ◽  
Policy Objective ◽  
The Impact

Early career attrition from teaching disrupts school continuity, precludes many of those who leave the profession from achieving expertise, and drains limited economic resources from educational systems. Because low resource schools experience higher levels of teacher attrition, the phenomenon also contributes to inequitable educational opportunities for socioeconomically disadvantaged students. Although reducing premature attrition is an important policy objective, rates of teacher attrition have remained elevated and stable for at least the last two decades. In a cluster randomized controlled trial design (N=98), we examined the impact of a nine-week meditation-based intervention (MBI) that was integrated into undergraduate preservice teacher education on persistence in the teaching profession three-years later. Participants assigned to the MBI were six times more likely to still be teaching three-years into their career (Odds Ratio=6.05, 95% CI[1.83, 25.37], p=.002). Benefit-cost analysis indicated that integrating a MBI into preservice teacher education incurs minimal costs on the teacher education program but yields substantial predicted savings to educational systems with $2.6 return on every dollar invested. Implications for teacher education and teacher learning are discussed.

scholarly journals Educational Exigencies of the 21st Century: Implications for Teacher Education Programmes in East Africa

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Peter Aaron Mayengo Kajoro ◽  
Hellen Nabututu Chirure ◽  
Irene Simiyu
Keyword(s):  
Teacher Education ◽  
Developing Countries ◽  
Teacher Preparation ◽  
East Africa ◽  
21St Century ◽  
Education Program ◽  
Teacher Education Program ◽  
Effective Teacher ◽  
East African ◽  
African Context

Questions about what constitutes effective teacher education compatible with today’s changing educational demands have been frequently raised. This article is an overview of ideas about the elements of effective teacher education in view of the 21st century demands. Drawing on literature and the authors' knowledge of teacher education in the East African context, the article argues the case for the different elements of effective teacher education program that would help the region, and perhaps, by extension, other developing countries, meet their educational obligations in the 21st century. The paper also highlights the theoretical underpinnings of these elements and their implications for teacher preparation in East Africa

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