Towards Achieving a Paradigmatic Shift in  Teacher Education through Information  and Communication Technology Enabled  Capacity Building of Teachers

Dr. Shazli Hasan Khan

Volume : II, Issue : V, May - 2013

Towards Achieving a Paradigmatic Shift in Teacher Education through Information and Communication Technology Enabled Capacity Building of Teachers

Dr. Shazli Hasan Khan

Abstract :

With the emerging new technologies, the teaching profession has evolved from an emphasis on teacher centred, lecture–based instruction to student–centred learning–based interactive learning environment. Designing and implementing successful ICT enabled teacher education programmes is the key to fundamental wide–ranging educational reforms. For education, and especially teacher education, to reap the full benefits of ICT in learning, it is essential that pre–service and in–service teachers are able to effectively use these new tools for learning. New teachers should be able to effectively use these new tools for learning. New teachers entering classrooms of the twenty first century must have training and skill to merge today�s� technologies into learning activities/ strategies that will stimulate and maintain student interest and at the same time prepare young people for the world they live in. In order to effectively harness the power of the new ICTs to improve learning, the students and teachers must have sufficient access to digital technologies and the Internet in their classrooms. High quality, meaningful and culturally responsive digital content must be available for teachers and learners. The teachers must have knowledge and skills to use new digital tools and resources so as to help their students to achieve high academic standards. The present paper explores that how ICT would be able to ing about a paradigmatic shift in the present teaching and learning process and how it is reconfiguring, the landscape of the way the course content is being delivered in the present century classrooms. In the present paper, the author has made an elaborative attempt to examine how ICTs have caused a significant impact on the professional development and capacity building of both preservice and in–service prospective teachers and teacher educators.