A Sound Framework for ICT Integration in Indian Teacher Education

2021 ◽  
Vol 4 (1) ◽  
pp. 49-67
Author(s):  
Arnab Kundu
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Conceptual Analysis ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Ict Integration ◽  
Exclusion Criteria ◽  
Information And Communication ◽  
Major Shift ◽  
Set Up

This conceptual analysis aimed at preparing a sound framework for healthy integration of information and communication technologies (ICTs) in Indian teacher education practices. An extensive and integrative literature review was made following the inclusion-exclusion criteria. The models proposed in several previous studies were also gone through and adequately contextualised with the needs and ethos of Indian teacher education programs to build an innovative framework leveraging the optimum potentials of ICTs in educational set up. The findings of the study synthesized with a proposal to build a sound framework for an ideal ICTs integration in Indian teacher education scenario based on seven cardinal principles of good practices with a major shift in emphasis from ‘education for ICT' to ‘ICT for education', effective to accost the educational transformations for 21st century India. The implication was that by adopting such a sound framework the teacher education in the country could exploit the genuine benefits of ICTs thereby augmenting its educational outputs to the fullest.

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.

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2021 ◽  
pp. 287-301
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2018 ◽  
pp. 130-144
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

scholarly journals Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

10.28945/3606 ◽  
2016 ◽  
Vol 12 ◽  
pp. 279-296 ◽  
Author(s):  
Orit Avidov Ungar ◽  
Alona Forkosh Baruch
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Teacher Educators ◽  
Communication Technologies ◽  
Successful Implementation ◽  
Colleges Of Education ◽  
Ict Integration ◽  
Ict Implementation ◽  
Information And Communication ◽  
Adverse Influence

ICT (Information and Communication Technologies) in teacher education poses new challenges to faculty and students. This study was carried out to examine factors facilitating and hindering ICT implementation in teacher education institutes in Israel. Findings from our study, administered at two points in time, revealed that providing technological-pedagogical support to teacher educators and their perceptions and beliefs regarding ICT usage were consistent with being either facilitating or hindering factors in the integration process in colleges of education. Professional development of teacher educators in ICT skills and guidance in applying advanced technologies are additional facilitating factors. Resources, mainly time and infrastructure, were mostly a hindering factor with adverse influence on ICT integration. Three levels of successful ICT integration indicated successful implementation: teacher educators’ level, students in their practice, and the organization level in terms of policy.

scholarly journals Coworking, the Sharing Economy, and the City: Which Role for the ‘Coworking Entrepreneur’?

Urban Science ◽  
2018 ◽  
Vol 2 (3) ◽  
pp. 83 ◽  
Author(s):  
Giacomo Durante ◽  
Margherita Turvani
Keyword(s):  
Information And Communication Technologies ◽  
Organizational Factors ◽  
Communication Technologies ◽  
Sharing Economy ◽  
Internal Factors ◽  
Information And Communication ◽  
Entrepreneurial Action ◽  
Coworking Spaces ◽  
Set Up ◽  
The City

Sharing economy platforms enabled by information and communication technologies (ICTs) are facilitating the diffusion of collaborative workplaces. Coworking spaces are emerging as a distinctive phenomenon in this context, not only fostering knowledge transfer and facilitating innovation, but also affecting the urban and socio-economic fabric contributing to urban regeneration processes at both the local scale and the city scale. Although the positive impacts of coworking on the urban environment are documented, there is still little or no evidence of the economic viability of coworking businesses, and a “coworking bubble” has been evoked. Given the lack of data, a national survey was set up of Italian coworking businesses, aimed at assessing the relevance of internal organizational factors (size, occupancy, profitability, services provided) for the sustainability of coworking businesses. By presenting the results of the survey, we argue that the sustainability and viability of the coworking model is highly dependent on internal factors, strictly related to the entrepreneurial action of coworking managers.

scholarly journals The Use of Technologies for Teaching Dentistry in Brazil: Reflections from an Integrative Review

2017 ◽  
Vol 10 (4) ◽  
pp. 172 ◽  
Author(s):  
Henrique Salustiano Silva ◽  
Rita Catia Bariani ◽  
Hatsuo Kubo ◽  
Tais Pereira Leal ◽  
Roberta Ilinsky ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Technical Skills ◽  
Health Sciences ◽  
Integrative Review ◽  
Exclusion Criteria ◽  
Teaching Resources ◽  
Data Collection Instrument ◽  
Information And Communication

This article is an integrative review regarding the use of information and communication technologies (ICT) for teaching Dentistry. Thus, the article aimed to analyze papers that show the use of these technologies as resources and tools for learning. The stages in the elaboration of this integrative review were: establishing the guiding question and aims of the study, establishing the inclusion and exclusion criteria for articles, defining the research instrument and information to be extracted from the articles selected, results analysis, and discussion. For this, bibliographical data was collected from the SciELO, ColecionaSUS, and Periódicos CAPES databases in the search for articles published in the last five years, written in Portuguese, and containing the following keywords in Health Sciences: “education in dentistry”, “dentistry”, “dentistry informatics”, “distance learning”, and “education”, and which were related in context to the topic of study. Eleven articles were selected as the results, which were analyzed using the data collection instrument. It was concluded that the current technologies used as teaching resources and tools contribute as allies for improving ways of teaching and learning, particularly in the area of dentistry, in a way that makes courses more interactive and dynamic, and adding personal and technical skills to the profiles of the professionals trained.

From Rural Outsourcing to Rural Opportunities

2013 ◽  
pp. 158-173
Author(s):  
Aarti Kawlra
Keyword(s):  
Information And Communication Technologies ◽  
Business Strategy ◽  
Communication Technologies ◽  
Development Project ◽  
Production Model ◽  
Overall Design ◽  
Key Innovation ◽  
Information And Communication ◽  
Set Up ◽  
Production Company

Inspired by the potential of Information and Communication Technologies, henceforth ICTs, for socio-economic development, and supported by a university based technology and business incubator, Rural Production Company, henceforth RPC, was set up in 2007 employing an ICT-mediated distributed production model. This paper reveals how RPC, initially an exploratory project whose key innovation was its Internet kiosk-facilitated model of crafts production and local empowerment, morphed into a social enterprise catering to global demands. The context of innovation provided by the Incubator led to a transformation of an ICT4D (ICT for Development) project into a business venture through the practice of formal and informal questioning at every stage of its implementation. This paper focuses on the iterative method adopted while highlighting the role of the incubator in the overall design and development process of the enterprise. This paper is a reflexive mapping of the organization’s evolution from the original research agenda of outsourcing production cum rural employment, to one that privileges local networks both as a conscious business strategy and as an arena for collaborative change for human development.

Training for E-Commerce Success in SMEs

2011 ◽  
pp. 334-348
Author(s):  
Yanqing Duan ◽  
Roisin Mullins ◽  
David Hamblin
Keyword(s):  
Information And Communication Technologies ◽  
Business Performance ◽  
Current Knowledge ◽  
Small And Medium Enterprises ◽  
Communication Technologies ◽  
Goods And Services ◽  
Skills Shortage ◽  
Information And Communication ◽  
Set Up ◽  
Medium Enterprises

Rapid developments in Information and Communication Technologies (ICTs), such as electronic commerce (e-commerce), have revolutionized the way that business is conducted. E-commerce refers to the process of buying and selling goods and services electronically involving transactions using Internet, network, and other digital technology. It offers companies tremendous opportunities to improve their business performance in new and innovative ways. However, its huge potential benefit would only be realized by capable managers who can deal with these emerging technologies and implement them wisely. A skills shortage has been categorized as one of the challenges facing global e-commerce by Bingi and Khamalah (2000). The demand for highly knowledgeable and skilled managers and workloads places enormous pressure upon companies to improve or update their current knowledge and skills. This is particularly important in Small and Medium Enterprises (SMEs) as compared with their larger counterparts, as they are often described as “lacking the expertise needed to set up the technologies necessary, despite having a great deal to gain from doing so” (Anonymous, 1998).

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