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    Dr. Pardeep Thakral (VED PRAKASH 2)

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    INTERNATIONAL JOURNAL FOR EDUCATIONAL RESEARCH STUDIES
    Computer technology plays an integral role in personal and professional lives. The ability LOPMNT to utilize this technology has become the new literary for 21st century and is of critical importance in enabling India to compete successfully in the global community. For future generations to maximize their capability to operate within competitive and technologically driven economics, it is critical to foster computer abilities at every level of schooling process and teachers are central to this endeavour. Seemann (2000) found that just as literary and numerary have become imperative in school education, so too has technology. The recent inquiry into the provision of public education Esseon, Johnson and Winson (2002) has highlighted significant concerns relating to teacher professionalism including a critical need to redress the lack of fiscal support for teacher Professional development. In particular teacher professional development in computer technology has become a major priority at state and national level, need to skilled in the use and choice of variety of teaching methods, be skilled in variety of appropriate research methodologies and ensure their continunity professional development by upgrading knowledge and teaching skills.

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    Dr. Pardeep Thakral (VED PRAKASH 2)

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    INTERNATIONAL JOURNAL FOR EDUCATIONAL RESEARCH STUDIES
    69 views5 pages
    Computer technology plays an integral role in personal and professional lives. The ability LOPMNT to utilize this technology has become the new literary for 21st century and is of critical importance in enabling India to compete successfully in the global community. For future generations to maximize their capability to operate within competitive and technologically driven economics, it is critical to foster computer abilities at every level of schooling process and teachers are central to this endeavour. Seemann (2000) found that just as literary and numerary have become imperative in school education, so too has technology. The recent inquiry into the provision of public education Esseon, Johnson and Winson (2002) has highlighted significant concerns relating to teacher professionalism including a critical need to redress the lack of fiscal support for teacher Professional development. In particular teacher professional development in computer technology has become a major priority at state and national level, need to skilled in the use and choice of variety of teaching methods, be skilled in variety of appropriate research methodologies and ensure their continunity professional development by upgrading knowledge and teaching skills.

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    2. Dr. Pardeep Thakral (VED PRAKASH 2)

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    Computer technology plays an integral role in personal and professional lives. The ability LOPMNT to utilize this technology has become the new literary for 21st century and is of critical importance in enabling India to compete successfully in the global community. For future generations to maximize their capability to operate within competitive and technologically driven economics, it is critical to foster computer abilities at every level of schooling process and teachers are central to this endeavour. Seemann (2000) found that just as literary and numerary have become imperative in school education, so too has technology. The recent inquiry into the provision of public education Esseon, Johnson and Winson (2002) has highlighted significant concerns relating to teacher professionalism including a critical need to redress the lack of fiscal support for teacher Professional development. In particular teacher professional development in computer technology has become a major priority at state and national level, need to skilled in the use and choice of variety of teaching methods, be skilled in variety of appropriate research methodologies and ensure their continunity professional development by upgrading knowledge and teaching skills.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    69 views5 pages

    Dr. Pardeep Thakral (VED PRAKASH 2)

    Uploaded by

    INTERNATIONAL JOURNAL FOR EDUCATIONAL RESEARCH STUDIES
    Computer technology plays an integral role in personal and professional lives. The ability LOPMNT to utilize this technology has become the new literary for 21st century and is of critical importance in enabling India to compete successfully in the global community. For future generations to maximize their capability to operate within competitive and technologically driven economics, it is critical to foster computer abilities at every level of schooling process and teachers are central to this endeavour. Seemann (2000) found that just as literary and numerary have become imperative in school education, so too has technology. The recent inquiry into the provision of public education Esseon, Johnson and Winson (2002) has highlighted significant concerns relating to teacher professionalism including a critical need to redress the lack of fiscal support for teacher Professional development. In particular teacher professional development in computer technology has become a major priority at state and national level, need to skilled in the use and choice of variety of teaching methods, be skilled in variety of appropriate research methodologies and ensure their continunity professional development by upgrading knowledge and teaching skills.

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    of 5

    IJERS/ BIMONTHLY/ DR.

    PARDEEP THAKRAL (797-801)

    TEACHER PROFESSIONAL DEVELOPMENT

    Pardeep Thakral, Ph. D.


    HOD, Shree Satya Sai B.Ed. College, VPO Karaiwala

    Abstract
    Computer technology plays an integral role in personal and professional lives. The ability LOPMNT
    to utilize this technology has become the new literary for 21st century and is of critical importance in
    enabling India to compete successfully in the global community. For future generations to maximize
    their capability to operate within competitive and technologically driven economics, it is critical to
    foster computer abilities at every level of schooling process and teachers are central to this
    endeavour. Seemann (2000) found that just as literary and numerary have become imperative in
    school education, so too has technology. The recent inquiry into the provision of public education
    Esseon, Johnson and Winson (2002) has highlighted significant concerns relating to teacher
    professionalism including a critical need to redress the lack of fiscal support for teacher Professional
    development. In particular teacher professional development in computer technology has become a
    major priority at state and national level, need to skilled in the use and choice of variety of teaching
    methods, be skilled in variety of appropriate research methodologies and ensure their continunity
    professional development by upgrading knowledge and teaching skills.
    Across Indian researches reports that there are deluge of challenges cofronting the educative
    process in general and application of ICTs in teacher performance development in particular.
    As information and communication technologies are widely believed to be important
    potential levels to introduce and sustain education reforms efforts. Despite evidence of
    increasingly widespread use of ICTs in education institution around the world, however there
    is little guidance available for policy makers and donor staff specifically targeted at countries
    contemplating the use of ICTs to help countries meet education related millennium
    development goals. Despite over ten years of investment in ICTs to benefit teaching and
    learning in every developing countries, little is known about their substantive impact on
    teaching and learning processes and outcomes indeed.
    The release of the review of teacher education in NSW Rangey (2000) highlighted the
    critical importance of computer education for all pre service and practicing teachers. In this
    report ICT was seen as one of the most significant challenge how comfronting teacher
    education, teacher and schools.

    JAN-FEB, 2017, VOL-II, ISSUE- XI www.srjis.com Page 797


    IJERS/ BIMONTHLY/ DR. PARDEEP THAKRAL (797-801)

    Numerous studies point to limitations of professional development progress offered to


    practicing teachers Hiederhavser (2001), Rwsel and Bradley (1997), William( 1998).
    Various alternative modes are beginning to be proposed and tried but Lurdin (2002) point
    out, despite years of concerted effort, it is unlikely that more than 50% of teacher have a
    basic standard of computer skills.
    # The impact of ICT use of learning outcome is unclear and open to much debate.
    # There is disconnect between rationales most often put forward to advance the use of
    ICTs in education and their actual implementation.
    A Model Perspective
    Shafika (2006) points to a general absence of conceptual clarity on the objectives of TPD for
    ICT initiatives in the African region. Mandinach (2005) suggests that the lack of clarity is
    pervasive in education systems globally, noting that while educational institutions seem to be
    aware they should be joining the ICT integration movement, they are not clear as to the
    purpose or the gains. Kirschner et al . (2008) note that while much of the literature advocates
    that teachers should develop ICT skills, there is a lack of discussion on what this actually
    means or looks like in practice. They suggest a research divide between mainstream and ICT
    specialist fields in TPD i.e ( Teacher Professional Development) whereby mainstream
    research pays little attention to ICT and ICT researchers pay little attention to research
    conducted on TPD.
    The UNESCO (2008c) Information and Communication Technology - Competency
    Standards for Teachers (ICT-CST) project attempts to bridge both mainstream and ICT
    specialist domains in a holistic framework for a modular continuum of ICT integration in all
    TPD programmes - moving from technology literacy, through to knowledge deepening to
    knowledge creation purposes which develop increasing capacity for teacher empowerment in
    the utilization of ICT as a tool to enhance the quality of learning in below figure:

    JAN-FEB, 2017, VOL-II, ISSUE- XI www.srjis.com Page 798


    IJERS/ BIMONTHLY/ DR. PARDEEP THAKRAL (797-801)

    ICT a core technology


    Transition Transformation
    Infusing Transforming
    Knowledge deepening Knowledge creation
    Teacher professional Teachers are themselves master
    development focus on learners and knowledge
    the use of ICT to guide producers who are constantly
    students through engaged in educational
    Learning complex problems and experimentation and innovation Learning
    how to use manage dynamic to produce new knowledge via
    learning environment about learning and teaching
    practice
    3 4
    ICT 2 ICT
    1 Transmission
    Traditional Applying
    Emerging Technology literacy
    Technology add-on Teacher training focus on the
    Teacher training focus development of digital literacy
    the use of ICT as an add- and the use of ICT for
    on to the traditional professional improvement
    curricula and
    standardized test
    systems
    ICT as complementary technology
    An Institutional Perspective
    Pulkinnen (2009) explains that ICT is more a process than a tool, and in the context of ICT
    innovations, ICT innovation is more a new process to be developed than a technology (a
    tool) to be applied (ibid.: online). Benchmarking ICT innovation in TPD programmes in a
    meaningful way would require institutions to articulate clearly the new process around which
    the benchmarks will cohere. Jochems, Van Merrienboer and Koper (2004 cited in
    Robertson, 2008) propose that a new process for ICT integration needs to address
    organizational, technological and pedagogical perspectives. The benchmarks of an
    institutional technology management plan can be independently developed from the
    benchmarks of the management plan for teaching and learning. If an institution is unable to
    establish a coherent relational approach to technology integration that is driven by its policy
    and vision definition (Table 1), ICT planning activities may often overlook the needs of
    students and teachers (Ellis and Moore, 2006).

    JAN-FEB, 2017, VOL-II, ISSUE- XI www.srjis.com Page 799


    IJERS/ BIMONTHLY/ DR. PARDEEP THAKRAL (797-801)

    Table : Three Approaches for ICT Integration in Teacher Professional


    Development
    Policy & Vision Technology Knowledge Knowledge
    literacy Deepening Creation

    Curriculum & Basic Knowledge 21st Century Skills


    Assessment Knowledge Application
    Pedagogy Integrate Complex Self Management
    Technology Problem Solving
    ICT Basic Tools Complex Tools Pervasive
    Technology
    Organization & Standard Collaborative Learning
    Administration Classroom Groups Organizations
    Teacher Digital Literacy Manage & Teacher as Model
    Professional Guide Learner
    Development

    Benchmarking a new process of ICT integration allows an institution to reflect on three


    fundamental questions in the manner of a reflective practitioner (Schon, 1983), to evaluate
    how its system is working in achieving its mission for ICT integration, and how it can
    improve. The questions are:
    1. What is the quality model underpinning the teaching and learning system? (its
    theoretical basis)
    2. What are the mechanisms in the system that allows the institution to reflect on and
    improve current practice?
    3. What are some of the strategies used to remove impediments to the successful
    implementation of ICT in the teaching and learning system? (Biggs 2001:223)
    Conclusion
    The aim of this paper was to provide an overview of practice and frameworks for ICT
    integration in Teacher Professional development.
    Concepts linked to the key terminology of Information and Communication Technology,
    Teacher Professional Development and ICT Integration were examined.
    The paper sought to also clarify global agendas that are driving the momentum for ICT
    integration in education systems in the developed and developing worlds and the paradigm
    shift that this is creating in education generally and in teacher professional development in
    particular.

    JAN-FEB, 2017, VOL-II, ISSUE- XI www.srjis.com Page 800


    IJERS/ BIMONTHLY/ DR. PARDEEP THAKRAL (797-801)

    Finally models for ICT in Teacher Professional Development that have emerged from the
    International Research were examined and the role of Benchmarking as a mechanism for
    institutional reflection, development and improvement on its mission for incorporating ICT
    into programmes that will contribute to the national vision for a knowledge-based society.
    ICT into programmes that will contribute to national vision for knowledge based society.

    JAN-FEB, 2017, VOL-II, ISSUE- XI www.srjis.com Page 801

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