Chai, C.S. & Lim, C.P. (2011). The Internet and teacher education: Traversing between the digitized world and schools. Internet and Higher Education, 14(1), 3-9. (original) (raw)
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Information and Communication Technology (ICT): A Paradigm shift in Teacher Education
Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavor within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centered learning settings. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21st century.. ICT helps in improving the quality of education stating that information and communication technology is an important instrument that can transfer the present isolated, teacher- centered and book-centered learning environment into a student –centered environment. ICT can change the traditional concept of learning process and the components of ICT should be integrated in the education program me in such a way that teaching should be enabled to face the new demands and improve the efficiency and effectiveness of education at all levels in both formal and non-formal settings. Thus, we must accept the new paradigm and technology in teaching learning process. Educational institutions need to develop strategies, plan to improve teaching-learning process and ensure that all teachers are well prepared to use the new tools for learning. The emergence of the knowledge-based society is changing the global status of education .Now; it is the time to develop a new knowledge-based global society.
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In Osborne, J., Roberts, D. & Walkir, J. (eds.) Open, Flexible and Distance Learning: Education and Training in the 21st Century. Launceston: University of Tasmania, 455–460, 1997
The impact of information and communication technologies (ICT) has been one of the most influential cultural changes in recent years. There is ample evidence of technology having already had a certain influence on the teaching/learning process, the organisation, the roles and the attitudes of the teachers in schools. It seems crucial to make teachers fully aware of the potential of ICT in the teaching/learning process and in the changing role and status of the teachers themselves. Technological progress and the constructivist concept of learning anticipate an open, multimedia-based networking learning environment, introducing a utopia of universal acquaintance through global networking and together with an intellectualisation process. The information and communication society will bring about a change in teaching methods and learning techniques by replacing the passive teacher/pupil relationships with a more proactive relationship. As teachers are change agents, it is worth studying their changing roles and making them more cognisant of the change and its implications. Teachers’ personal beliefs create a conceptual context for classroom teaching, made, however, more complex by pupils' expectations concerning the subjects. Teachers' conceptions do not directly correlate with the classroom practices and, vice versa, practice can also modify their conceptions of the subject. Teachers' beliefs about the fundamental nature or structure of the school subject they teach affect their deliberation about curricula and instruction in general.
The role of the teacher in opening worlds of learning with technology
For the past four years we have been studying the changes in teachers' knowledge and beliefs about teaching and learning, and the changes in their teaching practice that accompany the use of the new information and communication technologies as an integral part of their instruction in the classroom. The changes that we have documented describe a radically different classroom situation from the traditional one for both teachers and students, one in which participants' roles (i.e., who is instructing) vary from time to time and from person to person, in which participants' responsibilities and expectations are much more elaborated and varied, and in which knowledge and expertise is shared across teachers and students. In particular, for the purposes of this current volume, the teachers' activities in fostering student learning emerge as very different in pattern, although not in kind, from those seen in the traditional classroom.
Implications for Change in Teacher Education Strategies Offered by the New Information Technologies
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The introduction of computers into classrooms is one of the latest examples of educational innovation. It has been well established in the literature and in practice almost everywhere that teachers need to be actively involved in the development of teaching materials and aids needed to bring about educational computing in order to acquire a sense of ownership of the technology. If the use of computers is to be implemented successfully and to be sustained, teachers have to work out and develop their own sense of meaning in relation to the technology. They have to enjoy the same processes that are experienced by the students they are teaching. In order to build a successful teacher/student relationship, teacher training workshops aim to achieve either the confidence of teachers in using hardware and software relevant to classroom activities or to enable teachers to use the technology in classrooms to aid them as expert practitioners in their own field of knowledge. A number of case studies are evaluated encompassing national strategies, trends, and situations on the use of computers in the Arab world, in Western Europe, and in North America. (Contains 23 references.) (LL)
Being a digital teacher: myths, dilemma and challenges for 21st century teachers
Since Prensky has postulate the division between "Digital Natives" and "Digital Immigrants" in his famous article (Prensky, 2001), the worldwide educational community has been trying to identify itself as one or another. Being an "Immigrant" is something uncomfortable for many teachers because the immigrant word expresses the idea of a person who leaves one country and wants to settle permanently in another. Teachers are placed where they must be: in the students' world. In other words, they are "native". Teachers exist to work with students. Together they jointly play choreography in order to achieve their goals: one wants to teach, the other wants to learn. There is no teaching process disconnect to the learning process. One role needs the other; one process depends on the other. Technology is a powerful tool. But it is still a tool to be learned as any other tool we have learned to use in our face-to-face or virtual classes. Prensky' striking article has been promoting broad reflection in the academic community and has had effects beyond the Educational field. Prensky's work has won repercussions, followers, and opponents. The goal of our paper is to discuss concepts related to the original work of Prensky in 2001 as well as to his other contributions to the present day. We also contrast and discuss ideas presented by other authors such as Sue Bennett and Karl Matton. These authors have joined the community of academics that have been arguing about this overwhelming idealization. In addition, we discuss the myths, dilemmas, and challenges that teachers from the 21 st century should consider when working with the current generation of students. It is unquestionable that these students are immersed in digital technologies and constantly connected to and dependent of the Internet. They are also used to solve their problems related to communication, leisure, and relationships over the Web in front of a digital monitor screen. Moreover, these students often have poor critical training for the use of these digital technologies as well as they do not understand the potential these technologies have for helping the development of their Education. To change this scenario and improve the use of such technological and digital resources, and teacher's formation need to be better in order to help them to choose what kind of resources they want to use for teaching and learning process organization. Our paper sheds some light on the ocean of ideas about the meaning of becoming a digital teacher and offers a critical analysis about which aspects should be considered when one wants to become such a teacher.