Reorienting Teacher Education with ICT Rani Rinku1, Rani Ritu2 1Assistant Professor, BMCE, Jagdishpur, Sonipat, Haryana, Email id: mitali.sharma264@gmail.com, 2Assistant Professor, Hindu College of Education, Sonipat, Haryana, dhruvsharma1913@gmail.com Online published on 5 April, 2018. Abstract The use of information and communications technology in education is a relatively new phenomenon. The world has entered the information age. In an effort to renovate teacher education, educational technology has been accorded a special importance. ICT is the emerging tool for intranet/internet enabled, and technology distributed education and training, a virtual teacher education centre can be created. All the necessary skills and training can be provided in different modes on the network. Infusion of ICT in TE curriculum has brought into focus high tech classrooms with online instructions. The advent of internet and World Wide Web has pressured new productivity and service demands as well as expectations on these endeavours although research to guide best practices remains scant and elusive. ICT is a comprehensive term that includes any communication device or application such as radio, television, computer and network, hardware and software of ICT, satellite system as well as the various services and applications associated with them, such as video conferencing and distance learning. The role of teacher is now changed from being an instructor to constructor facilitator or creator of learning situation. Such role of a teacher can easily be played when he gets competencies in the skill of his teaching and acquiring knowledge and building his capacities. An attempt has been made in this paper to provide a use of ICTs in teacher education and describes the essential conditions that must be met for successful technology integration. Top Keywords Collaboration, Effectiveness, ICT, Productivity, Teacher education. Top |