Infusion of ICT into Teachers Training Program (Coursework Sample)

ICT in Teachers Education
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Introduction
Section II of the Policy for Information and Communication Technology (ICTs) for Teacher Education defines four categories and competencies to be addressed when preparing for the infusion of ICTs into teacher training programs. Together, they represent a diverse collection of elements to be addressed when preparing the introduction of ICTs into teacher education programs. As a result, professional organizations, countries, states, or universities also work together within their broader education community to develop ICT requirements and guidelines that detail expertise, skills, and arrangements for prospective teachers to implement upon the conclusion of their teacher education programs. These agreed principles also provide guidelines to institutions when designing technology injection strategies for their teacher education programs, and also provide a measurement of continuity between teacher education programs in the area. Many parts and European countries, the USA, Asia, and Australia have adopted several ICT standards for pre-service and in-service teaching. ICT Necessities for Teachers provided training for educators and learners with the value of enhanced development of the curriculum for improved academic performance, from improved student participation to consistent contact with educators, which provides comprehensive ICT possibilities for the social growth of knowledge-based systems for education.
List of Materials

Key competencies


Understanding ICT in Education

Explain how existing and planned national policies impact classroom practices and how their classroom practices correspond to and support policies related to ICT.

Unit 1

Curriculum and Assessment

Demonstrate how various ICT can be used in the curriculum

Unit 14


Demonstrate how various ICT tools can be used to improve assessment

Unit 13

Pedagogy

Explain the importance of ICT tools to support students’ acquisition of school subject matters knowledge and use presentation software and digital resources to support instruction and problem-solving in the classroom

Unit 11


Manage student project-based learning activities in a technology-enhanced environment to support collaboration

Unit 9

ICT

Explain basic ICT concepts, use and demonstrate the use of common hardware

Unit 2


Demonstrate ability to perform basic maintenance and repair on hardware and assist in software troubleshooting

Unit 3


Explain basic ICT concepts, use and demonstrate the use of software applications (particularly Word Processor)

Unit 7


Explain basic ICT concepts, use and demonstrate the use of graphics software

Unit 7


Demonstrate the capability of using including e-mail, and social media functions in classwork

Unit 5

Organization and Administration

Organize ICT to suit learning needs in either a computer lab or classroom setting

Unit 10

Teacher Professional Learning

Locate necessary resources that help to acquire additional subject matter and pedagogical knowledge for professional development

Unit 14

Objectives of the Study
On completing the Technology Literacy development phase the teachers will be impacted with the necessary skills and ability to teach their learners and students with the required skillset in ICT, the specific objectives for the study were to:
* To train every teacher in the appropriate and proper use of information technology for their teaching practice
* To equip students with the skills they require to advance their career and education in online learning programs.
* To be able to incorporate ICT in education, school administration and ICT use continued professional implementation;
* To use ICT skills in the attainment of curriculum learning objectives;
* It can be used to support teacher development via external networks.
Time Frame for the Study
ICT Basics for Teachers is an illustration of collaborative learning, which involves both face-to-face sessions and online learning. There will be 5 days (38 hours) of face-to-face training and the rest 22 hours of practice. A maximum of 60 notional hours online. Throughout this period, learners are introduced to the curriculum and resources of the course's learning process and also have the privilege of working through a few of the course content with the physical presence of a tutor. The course materials consist of current course materials, but also nationally and internationally “Open Educational Resources (OER)”. OER is a teaching, learning, or study content that is in the digital realm or published with a copyright license that gives us free use, modification, and redistribution so the entire time frame allocated to this training course will be two learning semesters.
Curriculum Evolvement
The first step in establishing the ICT curriculum for a college education program is to analyze the requirements set out in the ICT standards for graduates or requirements for teachers in line with student standards. In the continuing use of technologies in the education process, learners are expected to have substantial technical expertise. The classroom instructor is the key to helping learners attain these capabilities. Instructors are responsible for creating a classroom atmosphere and planning educational opportunities that promote students' use of computers to study, interact and grow information products; thus all teaching staff must be equipped to provide such resources to their learners.
Teacher education programs must have innovation experience in all facets of the training courses. Teachers are required to inspire students with the technological advantages they can offer. Educational institutions offering both actual and virtual learning should have instructors who have been trained with technical tools and skills and who can help engage material on the topic while integrating technological knowledge and ideas. Real-world interactions, main source materials, and advanced data-collection and analysis methods are just a few of the resources that enable teachers to have nearly unprecedented opportunities to improve their learners' understanding of concepts. Teachers must train their learners to demonstrate problem-solving techniques and to use effective methods for studying, estimating, sharing, and communicating.
Methods for Integrating ICTs into Teaching and Learning
Several approaches and techniques were identified to incorporate ICT requirements in a range of coursework performed by pre-service instructors among all subject areas. Most of these techniques use widely used graphical interfaces such as Microsoft Office, database, spreadsheet, or web applications. These software applications can be used in a variety of ways to improve the grade level curriculum. Additional techniques, which are multipurpose in implementation, can also be used to help trainees rapidly build technology-rich teachings for their field research. An outline of established effective concepts and methods for web-based classes, interactive presentations, tele-computer projects, and online forums is given below.
1 Web-based lessons
Web Quest- A Web-Quest is a research-oriented operation wherein almost all of the data used among learners is taken from the Web. Web-Quests are structured to use students' attention well to concentrate on using knowledge instead of searching for it and to promote learning thought at the level of study, synthesis, and assessment. The Web-Quest provides teachers with the option of evaluating and choosing web-based learning activities in a teaching-type format.
Cyber-Guides- Cyber-Guides provide standard-based, web-based training units focusing on core pieces of literature. Cyber-Guides offer a simple supplemental collection of programs for students (and pre-service teachers) to review relevant works of literature. Each version of the Cyber-Guide includes a student and teacher edition, targeted expectations, a summary of the task, a method by which the task can be accomplished, a web site for the teacher chosen, and an appraisal component. This is the
2 Multimedia Presentation
Multimedia incorporates digital objects such as script, graphics, video, film, and audio to portray and transmit messages. In this project-based teaching and learning approach, students gain new learning skills by designing, preparing, and creating a digital product. Many educators think that students are inspired to learn if they can use technology to show the results of a rich project or operation. The multimedia presentation involves material expressed by the student's choice of media.
3 Tele-computing Projects
Telecomputing projects are computer-enriched training opportunities that often include learners from one pl...