TechnoLearn: An International Journal of Educational Technology
Year : 2011, Volume : 1, Issue : 1
First page : ( 105) Last page : ( 116)
Print ISSN : 2231–4105. Online ISSN : 2249–5223.

Emergence of ICT in the 21^st Century

Behal Anjana

KIIT College of Education, Gurgaon, Haryana, India

Email: anjana0209@gmail.com

Abstract

Globalization and technological change—processes that have accelerated in tandem over the past years—have created a new global economy “powered by technology, fueled by information and driven by knowledge.”1 The emergence of this new global economy has serious implications for the nature and purpose of educational institutions. As the half-life of information continues to shrink and access to information continues to grow exponentially, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, schools must promote “learning to learn,”: i.e., the acquisition of knowledge and skills that make possible continuous learning over the lifetime. “The illiterate of the 21st century,” according to futurist Alvin Toffler,” will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” So there is a need to facilitate training on ICTs for teacher both at the pre service level and in service level.

This paper focuses on integration and use of Information and Communication Technologies in the teacher education programmes.This paper discusses various issues and challenges associated with ICT in education. At last we can conclude ICTs can be seen as a platform to overcome the worst parts of education and learning while creating new opportunities and innovative ways to teach and learn.

Top

Keywords

ICT, Teacher Education, Analysis, Teacher.

Top