Ict Integrated Teacher Education: Why and How?

ICT INTEGRATED TEACHER EDUCATION: WHY AND HOW?
Dr. ALPESH NAKRANI Dr. NITIN DHADHODARA
Ph.D. Research Scholar Assistant professor,
Bhavnagar university. Smt. L. L. Kakadia
Res. ad. At: Motasurka B.Ed. College,
Ta: Sihor Kalvibid,
Dist:Bhavnaagar-36 42 40. (Guj) Bhavnaagar-364 004.(Guj)
Cell : 97 27 66 94 62
E-mail : alpnitsir@gmail.com

PREFACE
      The education sector is crucial for developing the human capital of countries to innovate and find solutions for sustained and equitable growth. It offers opportunities for students and young people, particularly those living in rural communities; to broaden their horizons and improve their employment prospects. Transformation of teaching and learning environments has been taking place worldwide, often as a result of the introduction of information and communications technologies (ICT).
      We have come to an age where the ability to read, write, and count is not enough for the developments in technology has become widely adopted in the society. Because of this, skills in ICTs are becoming a necessity that individuals have to acquire. This in turn straps educational institutions with the responsibility to provide new facilities that will help prepare students for the pivotal roles they are going to play in the knowledge and digital economy (Zindi & Aucoin, 2005). Countries like the US, Europe, Australia, Japan, Singapore, Malaysia, and Philippines have ongoing initiatives on ICTs in education. Some have even created competency standards for technology use.
      It is virtually known in all countries that the key predictor of student learning is the quality of teachers (Ololube, 2005 as cited in Ololube, 2006). Therefore, an effective teacher education program is a prerequisite to a quality education. Teachers who can thrive in a dynamic environment of fast-paced technological change and knowledge *Paper presented at the National Seminar on “CURRENT ISSUES IN TEACHER EDUCATION, Dated...