Today, a variety of ICT can facilitate not only delivery of instruction, but also learning process itself. Moreover, ICT can promote international collaboration and networking in education and professional development. There's a range of ICT options – from videoconferencing through multimedia delivery to web sites - which can be used to meet the challenges teachers face today. In fact, there has been increasing evidence that ICT may be able to provide more flexible and effective ways for lifelong professional development for today’s teachers. Because of rapid development in ICT, especially the Internet, traditional initial teacher training as well as in- service continued training institutions worldwide are undergoing a rapid change in the structure and content of their training and delivery methods of their courses. However, combining new technologies with effective pedagogy has become a daunting task for both initial teacher training and in-service training institutions.
Teacher Training Approaches
Research indicates that ICT can change the way teachers teach and that it is especially useful in supporting more student-centered approaches to instruction and in developing the higher order skills and promoting collaborative activities (Haddad, 2003). Recognizing the importance of ICT in teaching and learning, a majority of the
countries in the world have provided ICT teacher training in a variety of forms and degrees. Even though many teachers report that they have not had adequate training to prepare themselves to use technology effectively in teaching and learning, there seem to be several efforts around the world in which countries are effectively using
technology to train teachers, and/or are training teachers to use technology as tools for enhancing teaching and learning.
ICT teacher training can take many forms. Teachers can be trained to learn HOW to use ICT or teachers can be trained VIA ICT. ICT can be used as a core or a complementary means to the teacher training process (Collis & Jung, 2003). It has organizes various ICT teacher training efforts found in different countries into four
categories using the framework of Figure 1.
Teacher Training Approaches
Research indicates that ICT can change the way teachers teach and that it is especially useful in supporting more student-centered approaches to instruction and in developing the higher order skills and promoting collaborative activities (Haddad, 2003). Recognizing the importance of ICT in teaching and learning, a majority of the
countries in the world have provided ICT teacher training in a variety of forms and degrees. Even though many teachers report that they have not had adequate training to prepare themselves to use technology effectively in teaching and learning, there seem to be several efforts around the world in which countries are effectively using
technology to train teachers, and/or are training teachers to use technology as tools for enhancing teaching and learning.
ICT teacher training can take many forms. Teachers can be trained to learn HOW to use ICT or teachers can be trained VIA ICT. ICT can be used as a core or a complementary means to the teacher training process (Collis & Jung, 2003). It has organizes various ICT teacher training efforts found in different countries into four
categories using the framework of Figure 1.
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