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The most striking and latest innovation in the field of education is the integration of
Information and Communication technology in education. The educational institutions,
administrators, and teachers should cope with the suddenly increasing demand for information
and skills. One cannot depend on only the same big blackboards, an overhead projector and
video-graphed concepts as either because the transaction of curriculum is poor or the tools
used in its transition lack application and skill. Technological resources that are available for
teaching and learning specially include computer hardware and software, in addition to the
growing range of peripherals, which include video, CD-ROM and electronic communication
media. The rapidly changing nature of computer technology continues to expand the range
of resources available for any subject- specific learning. Educators must be imaginative,
flexible and willing to renew their vision of teaching and learning if they are to fully realize
the potential of educational technology.
The quality of teachers and their continuing professional education and training remain
central to the achievement of quality education. Yet today, the number and quality of teachers,
teaching practice and teacher education are facing serious systemic challenges across the
world. The situation must be redressed at a time when the world needs an estimated 9.1
million new teachers to reach internationally-agreed education targets by 2015. UNESCO
believes that these challenges can be addressed through a holistic, systemic approach to
education and teacher development systems in ways that also incorporate the enabling role
of ICT. UNESCO facilitates initiatives related to the integration of ICT in teacher education
by supporting existing teacher development communities of practice, multi-stakeholder
partnerships, capacity building of policy-makers and the development of international
standards on ICT competencies for teachers.
Learning Community: 6(1): April 2015: 127-133
© 2015 New Delhi Publishers. All rights reserved
DOI Number: 10.5958/2231-458X.2015.00011.1
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Advancement in computer technology has contributed to the overall development of people across
the world. Now, everybody talks about the revolution of computer technology, the role it is playing
and also it is going to play in the future. Computer could replace many of the functions performed by
the human beings. The emerging computer technology is gradually covering the entire span of human
activity. The role of computer in teaching has more than one facet; they perform the vocational and
pedagogic roles. As computers are providing every aspect of life, computer knowledge is essential for
various professionals including teachers. The greatest contribution of technological development is the
invention and use of computers in various areas. There is a lot of scope to yield good results or outputs
through the use of computers in the field of education. The use of computers in the education improves
the quality of education and brings about desirable changes –both qualitative and quantitative. Several
researches have documented the importance of the use of computers in class room instruction and have
acknowledged the success of using technology for education. Though it is obvious that the teachers at
all levels starting from primary to higher education need to have the knowledge of using computers,
one should accept that the teachers working in the area of teacher education need to imbibe the skill
of using computers more than anybody else in educational setup because these teachers are the persons
who mould the teachers and the input in the process of education. Therefore it is imperative to train
the teachers in the use of computers and other ICT gadgets to get good results in the field of education.
What we understand from ICT
Information and communication technologies (ICTs) is the catchall phrase used to describe a range
of technologies for gathering, storing, retrieving, processing, analyzing and transmitting information.
Advances in ICT have progressively reduced the costs of managing information, enabling individuals
and organizations to undertake information-related tasks much more efficiently, and to introduce
innovations in products, processes and organizational structures. ICT has revolutionized the function of
developing, acquiring, testing, implementing and maintaining electronic systems, these systems include
data bases, applications and procedures to support the business needs of the organization in the capture,
storage, retrieval, transfer, communication, process and dissemination of information. It also includes
the evaluation, acquisition, tendering, leasing, licensing and disposal of software and hardware.
Information and communication technologies (ICTs) are widely believed to be important potential
levers to introduce and sustain education reform efforts. Despite evidence of increasingly widespread
use of ICTs in education initiatives 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 the education-related Millennium Development Goals.
Despite over ten years of investment in ICTsto benefit teaching and learning in many developing countries,
little is known about their substantive impact on teaching and learning processes and outcomes. Indeed,
1. The impact of ICT use on learning outcomes is unclear, and open to much debate.
2. There is an absence of widely accepted standard methodologies and indicators to assess impact
of ICTs in education.
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3. There is a disconnect between the rationales most often put forward to advance the use
of ICTs in education (to introduce new teaching and learning practices and to foster 21st
century thinking and learning skills) and their actual implementation (predominantly for use
in computer literacy and dissemination of learning materials).
4. There is very little useful data on the cost of ICT in education initiatives, especially those
attempting to assess total cost of ownership, and guidance on how to conduct cost assessments.
Future of ICT in Teaching Profession
The role of interactive multimedia in a perspective where learning is part of schooling, working or
just living. ICT also includes web TVs, Net PCs, and Web-Based Education that offers accessibility,
flexibility and innovativenessin teaching and learning. ICT integrated teacher education is more important
to Indian education system that is committed to maintain global partnership as well as leadership in
knowledge-based society.
Prof Ram Takwle (2003) says about IT driven education: “They are changing the methods of content
generation, content storage, content packaging and content delivery and hence offer a new paradigm
of education.” These multimedia programs and packages are also intended to supplement the real
classroom activities and help their easy assimilation. ICT especially in the 21st Century context of
teacher education fulfills the following objectives.
I) It envisages excitement to the learner’s eyes, ears, and more importantly the head.
	 II)	 ICT fulfills the needs of learners by providing items and packages of higher standard and
interest.
	 III)	 It helps in transforming the definition of literacy, learning and knowledge; a definition that
increasingly includes multimedia digitized literacy.
IV) Multimedia provides a kind of control over the learning environment to the pupil teachers
and they experience learning from their failures and ill practices.
V) ICT facilitates the learner to have control on lesson, pace the sequence, content, feedback,
which in turn enhances the efficiency of learning.
 VI) Unlike books, it is interactive in nature and creates motivation and interest among the learners,
in turn meeting the individual unique needs effectively and efficiently
VII) Develops the ability of self-learning and interacting individually, as the learner attains vast
experiences effectively, efficiently and expeditiously,
VIII) ICT-empowered simulated situation minimizes dangers in the real world’ e.g. practical in
science, pilot training driving etc.
IX) ICT is a powerful new development with ambitious role in teacher education, Digital and
Internet.-based multimedia transforms the present trend in the field. It takes just a computer
to play multitude of media enabled programs and packages.
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ICT - Teaching and Learning:
The Information and communication technology in education is in a nascent stage especially in the
developing countries. The general notion of technology in teaching and learning isreflected in the design,
preparation and production of textbooks and other instructional materials for schools. The national
council of educational Research and training (NCERT), New Delhi has taken up a major role in this
gigantic task. The major role of ICT in teaching and learning is the presentation and use of teaching
aids. The quality of teaching aids in recent times has improved. The variety of teaching aids ranges from
a two dimensional chart to a three dimensional model. Further the introduction of electronic media has
brought a third dimension and movement teaching aids in education. Information and communication
technology helps to develop simulated programmes in the class room which are designed to depict the
real world happenings without the danger, expense or time needed to experience the actual event. They
provide continuous feedback to the user regarding the status of the event and the options available
(Saltinski , 1981). When it is considered that learning to read is a process, it only makes good sense to
teach reading in a meaningful context. The learners are joyful consumers when the given materials are
written at their instructional level. Simulations are highly motivating since there is a continual input
required of the user. Simulation permits learning experiences that are simply beyond the capability of
textbooks besides involving the learner in the instructional process and thereby permitting learner to
be internalized through continuous practice in life like situation (Hennery and Boysen, 1979).
In the communication technology, at present, the wealth of information that is being transferred across
the internet is impressive. Various mechanisms, the World Wide Web (www) browsers, email and news
groups have been established to allow people to asses, send or retrieve information across the world.
The internet browsers like Netscape and MS internet explorer enable searching, viewing and displaying
the information to any person interested in anything.
ICT - The Professional Development of Teachers
The Information and communication technology represents one of the current applications of technology
in teacher education. “The Information and communication technology (ICT) isthe scientific technological
and engineering discipline and management techniques used in information handling and processing, their
application; computers and their interaction with men and machines and associated social, economical
and cultural matters” (UNESCO). In 1998, the UNESCO in its world education report “teachers and
teaching in a changing world” described the radical implications of ICT in the conventional teaching
learning process. Now in the present situation, ICT has become an important and integral part of the
curriculum of teacher education. By using ICT technology such as computer, laptop, digital camera,
video, internet, websites, CD ROMs, DVDs, application of software such as word processing, spread
sheet, e-mail, digital libraries, computer mediating conferencing, video conferencing, projectors etc.
We can overcome all barriers in communication and instruction. ICT can be used as a tool for training
and support of teachers, regardless of geographical dispersion. Therefore, the challenge for teachers
and teacher education institutions has been to create a new generation of teachers capable of employing
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a variety of technology and tools in all phases of academic, administrative, research and extension
functions. ICT is extremely useful for professional development of teachers and helps the teacher in
the following ways:
1. The use of ICTs as presentation tools (through overhead and LCD projectors, television,
electronic whiteboards, guided “web-tours”, where students simultaneously view the same
resources on computer screens) is seen to be of mixed effectiveness. While it may promote
class understanding of and discussion about difficult concepts(especially through the display
of simulations), such uses of ICTs can re-enforce traditional pedagogical practices and divert
focus from the content of what is being discussed or displayed to the tool being utilized.
2. In OECD experience, the use of technology in everyday teaching and learning activities appears
to be more important than specific instruction in “computer classes”. While the development
of technology skills is seen to have a role in the teaching and learning process, it is more
important as an enabler of other teaching and learning practices, and not too important in and
of itself. Schools that report the highest levels of student ICT-related skills and experience
are often not those with heavy computer course requirements, but rather ones that made use
of ICTs on a routine basis throughout the teacher professional development and the teaching
and learning process.
3. Effective ICT use in education increases teachers’ training and professional development needs.
However, ICTs can be important tools to help meet such increased needs, by helping to provide
access to more and better educational content, aid in routine administrative tasks, provide
models and simulations of effective teaching practices, and enable learner support networks,
both in face to face and distance learning environments, and in real time or asynchronously.
4. Effective teacher professional development should approximate the classroom environment
as much as possible. “Hands-on” instruction on ICT use is necessary where ICTs are deemed
to be vital components of the teaching and learning process. In addition, professional
development activities should model effective practices and behaviors and encourage and
support collaboration between teachers. On-going professional development at the school level,
using available ICT facilities, is seen as a key driver for success, especially when focused on
the resources and skills directly relevant to teacher’s everyday needs and practices.
5. ICT enriches teaching by enhancing the initial preparation by providing good teaching and
training materials, simulators, recording and feedback mechanisms.
6. ICT has removed the barriers of space, time and place between teacher and learner.
7. It has established a healthy and interactive relationship between teachers, schools, institutions,
and universities and enabled teachers to expertise rich resources in cyber space.
8. In OECD (Organization for Economic Co-operation and Development) countries, research
consensus holds that the most effective uses of ICT are those in which the teacher, aided by
ICTs, challenge pupil’s understanding and thinking, either through whole-class discussions
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or individual/small group work using ICTs. ICTs are seen as important tools to enable and
support the move from traditional ‘teacher-centric teaching styles to more ‘learner-centric’
methods.
9. Pedagogical practices of teachers using ICTs can range from only small enhancements of
teaching practices, using what are essentially traditional methods, to more fundamental changes
in their approach to teaching. ICTs can be used to reinforce existing pedagogical practices as
well as to change the way teachers and students interact.
10. The cost of teacher training has been reduced by the didactic software and intelligent tutoring
systems.
11. ICT provides lifelong professional development by providing courses in a virtual situation,
training in demand, orientation and refresher courses through video conferencing and online.
12. By the exchange of materials through virtual communities, sharing of ideas and experiences
and collaborating on projects the ICT can revolutionize the whole teaching profession.
Conclusion
Teacher is considered to be the architect of the nation. In other words, the future of the nation lies in
the hands of teacher. This shows the importance of teacher. One can realize how important education
is which makes one a teacher. Teacher education is looked after by a systematic operation of various
agencies involved in it. In our country, no system is free from problems; teacher education in not an
exception to it.
In present scenario, teachers need to help their students in: how to learn, how to grow in future, how
to develop study skills, how to conduct fundamental research, how to examine, evaluate and assess
information and also how to question and then dismantle unauthentic structure of knowledge and
cognition if need be. This is necessary if the teachers really want to survive in the ICT savvy world of
education. All these expectations may be met only though need-based, goal-oriented and meaningful
in-house discussion, conferences, symposia, workshops, refresher and orientation courses, crash courses,
capsule courses and subject-based courses, interdisciplinary and holistic approaches to education and
quality research and by enriching the existing libraries and making use of the user-friendly ICT with
contextually appropriate and firm pedagogical scaffolding. The teacher educators and individual teacher
ought to sincerely and persistently work hard toward this goal.
By the latest developments in the information and communication technology the role of teacher in the
process of teaching and learning has increased many fold and has become more complex as such teachers
are to equip themselves with latest technology then only they coup up the new challenges in the field.