2.3 ICT Trends in Teacher Training Curricula: An Asia-Pacific Perspective

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1 2.3 ICT Trends in Teacher Training Curricula: An Asia-Pacific Perspective Priscilla G. Cabanatan Programme Director for Information and Communications Technology SEAMEO INNOTECH Introduction ICT has great potential for enhancing teaching and learning outcomes. The realization of this potential depends much on how the teacher uses the technology. This would in turn depend, among other things, on the kind of training that the teacher has undergone. This paper will take a look at a number of ICT trends in education, educational technology and teacher training curricula. Trends in the western world, where there are more pioneering efforts in technology, will be cited before focusing on developments in the Asia Pacific region. Implications of the trends, in terms of prospects for the future, will then be drawn. ICT Trends in Education Discussions with experts and readings of the latest researches and reports identified ten of the latest trends that will affect learning. Of these ten trends that were identified in the year 2000, three are directly relevant to ICT. These are: Technology-Smart Curricula Technology is increasingly becoming integrated into the school curriculum. The current goal is to help teachers learn how to use the computer as a tool to teach English, mathematics, science and other subjects. The Digital Divide This refers to the chasm in technological know-how between the haves and have- nots. There are many on-going efforts to bridge the chasm. These efforts range from collaborative efforts aimed at providing the massive funding required, to capability building programs for utilizing ICT. Distance Learning via Internet There is a clear direction towards using the Internet to open education to students everywhere. The use of the Internet ranges from making course materials available on-line, to using the Internet as the communication tool for the course. 21

2 Trends in Educational Technology A content analysis of key 1995 journals, dissertations, conferences and ERIC documents identified trends in educational technology, as follows: - Computers in schools - Networking - Television in the school - Advocacy for educational technology - New delivery systems for educational technology - Technology literacy for teachers - Educational technology and educational reform It is worth noting that advocacy and educational reform, as they relate to technology, are among the trends. Most trends have been about the hardware, the software, and their applications. This could indicate growing awareness of the political and social environment that is needed for technology use to flourish. A 1997 study identified the following educational technology trends specific to teaching and learning: - Tremendous increase in technology-related in-service teacher training - Strong trend toward the use of multimedia. - Large numbers of professionally created multimedia titles on CD ROM. - Availability of powerful but user friendly authoring systems and multimedia tools. - Students acquiring multimedia skills earlier. - Networking of computers for communication, research and remote collaboration. Several of the above trends are on multimedia, highlighting the growing importance of this tool that makes interactivity possible. Another 1997 study identified general educational technology trends, as follows: - Increased reliance on technology in students classroom experiences. - Increased reliance on technology in students out-of-school experiences. - Increased reliance on technology in administrative and support services - Growth of distance / virtual education - Constantly changing technological innovations 22

3 A comparison of the foregoing trends, which are from the western world and cover the period from 1995 to 2000, all include bringing technology to the classroom as well as virtual delivery modes. Virtual Institutions in the Asia-Pacific Region What is happening in the Asia-Pacific region in terms of educational technology? The latest technology trend worldwide is virtual education. This is a trend in the Asia-Pacific region as well. Virtual institutions can be classified under three categories: those with complete, complementary or supplementary environments. - Complete environments are those that include a complete cycle of instruction so that students need to interact only with the virtual institution. The whole cycle, from application to enrollment to taking the course, up to assessment and completion, are all online. In the Asia-Pacific region, very few institutions have this kind of environment. - Complementary environments are those that include one or more compulsory virtual components in a physical institution mode. This means that there is at least one component has to be taken online, without any other alternative mode being offered. Although an increasing number of institutions are moving toward this direction, there are not that many yet because most institutions have offerings in at least dual mode. - Supplementary environments are those with non-compulsory virtual components of the instructional process. This is what most virtual institutions have. There are websites that provide information about the institutions and their course offerings. Some parts of a course might be available online, with electronic discussion groups being an integral part of the activities. The following are some examples of institutions in the Asia-Pacific region that have any of the aforementioned environments: Australia Universities: Curtin, Sunshine Coast, Monash Australian National Training Authority Indian Subcontinent NetVarsity Indira Gandhi Open University New Zealand and the Pacific Islands University of Wellington Massey University 23

4 University of the South Pacific East and Southeast Asia Universiti Tun Abdul Razak Tsinghua University Shanghai TV University Hongkong Open University Korea National Open University Singapore One Virtual College Technologies Used by Virtual Institutions The virtual institutions use any of the following technologies: - World Wide Web - Satellite broadcasting - Video conferencing - Compact disc technology Key Emerging Technologies As technology develops with its characteristic high speed, the following technologies are emerging for future use: - Continuing development of the Internet and the Web - Wireless technology - Machine translation - Local power generation - Speech recognition software SEAMEO INNOTECH Efforts SEAMEO INNOTECH s efforts in training teachers in ICT have been in terms of the following courses: - Technology Applications in Education: Teachers and Teacher Trainers - Technology Tools for Producing Instructional Media - Using Leading Edge Technologies for Quality Education These courses have enabled participants to produce prototype teacher-made materials that: - Illustrate the use of ICT for teaching specific subjects. - Use a range of technologies, especially print, video and computers. 24

5 The APEC Workshop In July 1999, APEC conducted a workshop among nine countries in the Asia Pacific region to discuss issues and trends in ICT teacher training. The following are highlights of the workshop: Issues in Teacher Training Access - Connectivity : Being connected within the school and to resources outside the school was a critical issue in teacher professional development. Without access to the Internet and without sufficient quantity and quality of equipment, it was felt that teachers are not likely to be highly motivated to participate in professional development activities related to ICT. - Software tools: Easy access to productivity tools and associated learning resources arose as a common concern. The perceived needs were for interconnected databases to demonstrate and promote the use of ICT across and within all disciplines in the curriculum, for other tools to be used in the classroom with the learner, and for resources designed to promote enhanced professional development. Promoting teacher development through the sharing and exchange of resource materials and strategies by schools and teachers was seen as a positive step. - Curriculum resources :The availability of current quality educational resources that will help teachers transcend the utilitarian use of ICT by fully integrating them in the curriculum, and the creation of new models of learning and teaching. Teacher preparedness - Skills and knowledge: Teachers basic skills and knowledge in ICT must be upgraded or developed. - Attitude toward ICTs: Teachers do not seem believe that the benefits of ICT for student improvement and teacher fulfillment have been proven through academically justified studies. A careful blend of intensive training, guidance and counseling is necessary to dispel teachers fear of redundancy and to accept their changed role. - Higher order teaching and learning theories: Teachers need to develop an in-depth knowledge of learning and instructional theories so they can appropriately apply ICT into their classroom teaching, and discover new uses for technology. Given the issues, it was encouraging to note that there were ICT trends in teacher training among the participating countries that sought to address the issues, as follows. 25

6 Teacher motivation The issue regarding teacher preparedness was being addressed by including ICT competence among the skills on which teachers are assessed. Regular assessment of performance linked to defined competencies was seen as an important motivation for building and enhancing ICT knowledge and practice. Maintaining sufficient levels of motivation among teachers was also seen to be related to the school culture and the role of technology within this culture. Quality resources Teachers ICT skills are being enhanced through quality resources that are made available to them. These include using technology to teach technology in teacher training programs. Rich content and databases are also provided through ongoing, easy electronic access to exemplar lesson plans and other resources. New structures Teachers become part of virtual learning communities where they can share experiences and learn from remote resource persons. Specialized resource centers are also being established to meet their learning needs. Success stories The skepticism of teachers regarding the value of technology to teaching is being addressed by documenting success stories that correlate the use of technology with achievement of teaching and learning objectives. As teachers began to see the direct advantages that accrue to the learner, it became more likely that they would use ICT. Sustainable professional development Mentoring was one way of providing the teacher with ongoing encouragement and motivation. Making technical support available was also one way of continuously enhancing the teacher s ICT skills. Keys to Effective ICT Teacher Training Programs A number of factors are seen to be critical to for ICT teacher training programs to be effective. These are: - Incentives and support for teacher training - Teacher-directed training - Adequate access to technology - Community partnerships - On-going informal support and training opportunities Initial Teacher Training Curriculum for the Use of ICT 26

7 The initial teacher training curriculum of the Department of Education and Skills of the United Kingdom gives a comprehensive listing of teacher competencies for ICT. These competencies are broadly categorized as follows: - Effective teaching and assessment methods The focus is on the methods and skills needed for the use of ICT in subject teaching. Opportunities are provided to practice the methods and skills for ICT use. - Knowledge and understanding of, and competence with, ICTThis deals with capabilities to use the technologies. This includes the ability to handle hardware and software, and to manage technology in the classroom setting. Desired ICT Competencies for Teachers The initial teacher training curriculum implies the desired ICT competencies for teachers, which could be the following: - Positive attitude toward ICT - Understanding of the educational potential of ICT - Ability to use ICT effectively in the curriculum - Ability to manage ICT in the classroom - Ability to evaluate ICT use - Ability to ensure differentiation and progression - Technical capability An Implication for ICT Teacher Training Beyond the specifics of content for an ICT teacher training curriculum, there is a sense that there is so much that a teacher has to learn to become competent in the use of ICT for teaching tasks. There is also the prospect of having to keep up with developments in technology. ICT teacher training should therefore be considered as a continuing process, with the need for continuing support. The initial training may take place as part of pre-service training, or it could be part of in-service training. Wherever it may take place, the training should be regarded as a process that must continue even after the formal course has been completed. This would mean making resources available that will enable the teacher to pursue self-directed learning. Prospects Globalization is predicted to lead to increased pressure on developing countries to invest in the Internet and telecommunications infrastructure. As a result, there will likely to be increased investments in educational applications of the Internet. 27

8 Specifically, this could mean that students and teachers will increasingly make use of technology within open and flexible learning sytems. Although the use of ICT in education and teacher training will grow more rapidly than expected, traditional technologies will continue to exist alongside the newer ones. This is because of the tremendous amount of funds it would take to cross the digital divide. Concerted efforts of international organizations and governments will however make significant progress in bridging the chasm. The future prospect of ICT in teacher training can perhaps be summarized by this quotation from the book The Changing Faces of Virtual Education : In 1999, the status of virtual education was that it was more rhetorical than real. Now, two years later, it appears to be both more rhetorical and more real. And the gap is closing between the reality and the rhetoric! 28

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