A MODEL FOR INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN TEACHER TRAINING

Abstract

The use of information and communication technology (ICT) in education has revolutionized teacher education and use of innovative approaches in teaching methodology has changed teaching and learning process. To find out the impact of ICT in teacher education, this study was conducted to (i) examine the level of integration of ICT in exiting pre-service Bachelor of Education (B.Ed) program offered by Government Colleges of Education and Provincial Institute of Teacher Education, (ii) evaluate the competency deficiencies of teacher educators in use of ICT in teaching and learning process, (iii) analyze the need assessment of B.Ed trainees in terms of use of ICT and, (iv) develop ICT-supported training model for teacher educators. The population of the study was four (04) male and female Heads of institutions, thirty seven (37) teacher educators of B.Ed classes and four hundred and nine (342) B.Ed trainees of all Government Colleges of Education including Provincial Institute of Teacher Education. The census sampling was used to select all the four (04) Heads of the institutions and thirty seven (37) teacher educators. However, a simple random sampling technique was used for the selection of B.Ed trainees. The sample thus consisted of four (04) male and female Heads of institutions, thirty seven (37) teacher educators of B.Ed classes and one hundred forty seven (147) B.Ed trainees of all Government Colleges of Education including Provincial Institute of Teacher Education. A mixed method approach, using both quantitative and quantitative method, a concurrent triangulation strategy, was used for this study. Data was collected through questionnaires, focus group discussion, in-depth interviews and classroom observations. The questionnaires were designed to collect the quantitative data and focus group v discussion, in-depth interviews and classroom observations were used to obtain the in- depth knowledge for qualitative analysis. In addition to this research, the researcher conducted pilot test for the application of developed ICT-supported model in routine class courses focusing integration of ICT in teaching and learning process. The findings of study show the very low level of ICT-supported teaching due to lack of facilities and resources, but study found very positive perceptions among the teacher educators, heads of institutions and B.Ed trainees towards integration of ICT in teacher education program. The overwhelming majority of respondents showed willingness to use ICT in classroom teaching. However, the study found that teacher educators require more training on new ICT-integrated pedagogical approaches for the improvement of their ICT skills. The pilot testing of model found significant impact on teaching and learning process. The research suggests several key reforms for policy makers and recommendations for head of institutions, teacher educators and B.Ed trainees. For policy makers, this study proposes that teacher education curriculum should be revised and reforms be made in assessment method using ICT according to the international standards along with the provision of ICT tools and digitalization of classrooms. The study also recommends that at college level, heads of institutions may make serious attempt to encourage ICT-supported environment for both teacher educators and B.Ed trainees and existing resources be fully utilized at maximum level. In addition, the B.Ed trainees be encouraged by teacher educators to prepare the assignment using electronic sources and project-based techniques, evaluation methods, and computer based assessment be used by teacher educators to encourage integration of ICT in teaching learning and assessment process.