The impact of ICT on professional development of prospective teachers

Chapter 1

Introduction

It has been conform to the passage of time that emerging technologies have become an

internal part of modern pedagogical skills and in the scenario, no doubt ICT is the key

player in this situation. Therefore this a need of hour to equip teachers with demanding

skills of using ICT techniques in classrooms. Now a days almost all continuous

professional development programs for prospective teachers most have the subject of

ICT compulsory as without having working command on the tool of ICT on prospective

teachers cannot deal the required productivity.

A sample of Scottish primary school teachers have been surveyed to investigate the

impact of different models of professional development of prospective teachers in ICT

and to explore the knowledge and skills gained by teachers from professional

development, technical; academic/content‐related; pedagogy. The results indicate the

need for a much greater emphasis to be placed on the pedagogy of ICT (European

Journal of Teacher Education 27 (1), 61-72, 2004)

On the other hand the broadcast media, the Internet can facilitate the participation of

the periphery in an eminently democratic discourse, which can be empowering (Bowes,

2003). And if properly deployed, quality concerns hitherto forced by economic and

power considerations to be confined to the haves can now be within the reach of

professional development of prospective teachers (Collis & Jung, 2003). Although

information and communication technology (ICT) is not a panacea for all educational

problems, today’s technologies are essential tools for teaching and learning (Capper

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 The impact of ICT on professional development of prospective teachers

(Ed.), 2011). To use these tools effectively and efficiently, teachers need visions of the

technologies’ potential, opportunities to apply them, training and just-in-time support,

and time to experiment. (Bowes, 2003)

Similarly the goal of ‘teacher quality for all is proving difficult to achieve in many

countries, especially in ICT on professional development of prospective teachers,

teachers quality is a key determinant of students’ participation rates and levels of

achievement(Yuen, Law 2003). Usage of ICT can improve results and guidance,

organization and make critical capacities in the needful gathering(Sharma 2003). Though

teachers’ professional development may be recognized as essential for improving

teacher quality, policy choices, resources and approaches sometimes restrict its

availability and limit its value to teachers. This paper will uses the use of distance

education and Information and Communication Technologies (ICT) to increase

prospective teachers’ learning opportunities in China and as a means for policy-makers

and planners to support prospective teachers’ professional development in ways than

empower teachers. The International Review of Research in Open and Distributed

Learning 9 (1), 2008

However Forty-four student teachers' existing understanding of Information and

Communications Technology (ICT) and the way it changes as they learn to teach is

examined. The cohort were taking a postgraduate certificate in education course at the

University of Cambridge UK in 2000–2001. Data from assignments, questionnaires and

interviews will analyzed. The students had a variety of views about impact of ICT on

professional development of prospective teachers. Their understanding of ICT became

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 The impact of ICT on professional development of prospective teachers

more sophisticated over the year in three stages, which involved processes of

personalization, growth of pedagogical sensitivity and the development of contingent

thinking(Jung 2003). Implications of the findings for those involved in teacher education

are suggested. Liz Taylor Journal of Education for Teaching 30 (1), 43-56, 2004

Statement of problem

There are many factors to produce a professionally develop teacher. Information

technology has become integral path of teaching profession that is the reason that in

order to make sure continuous of professional development of prospective teachers, the

use ICT is mandatory as ICT to meet the challenges faced by prospective teachers. The

impact of ICT on professional development of prospective teachers is very huge as it

prepares prospective teachers to enhance teaching and learning situation in modern

classrooms.

OBJECTIVES

Following are the objectives of this research:

1. To explore the various factors of ICT that enhance the professional development

of prospective teachers.

2. To analyze the impact role of ICT that help to develop professional skills of

prospective teachers.

3. To comment on the connection between ICT and professional development of

prospective teachers.

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 The impact of ICT on professional development of prospective teachers

Research Questions

1. What is the role of ICT in enhancing professional development of prospective

teachers?

2. Which factor of ICT to help to develop professional development of prospective

teachers?

3. How to explore the connection between ICT and professional development of

prospective teachers?

Significance of the study

Teaching and learning environment changing day by day rapidly. Due to the influx of ICT

in the process of teaching and learning . Therefore this is the need of hour that

prospective teachers should equip with the tools of ICT so that it can enhance the

productivity of teaching and learning .

No doubt the use of adding ICT is new dimensions to the word teaching as ICT is helping

to make the canvas of teaching brighter and clearer. It is assume that ICT will put a huge

impact due to its diversity and possibility of application in education. Due to these

characteristics prospective teachers are being professionally develop with the blend of

ICT to maximize the productivity of teaching and learning.

KEY TERMS

ICT: Information and Communication Technology (ICT) in education is the mode of

education that use information and communications technology to support, enhance,

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 The impact of ICT on professional development of prospective teachers

and optimize the delivery of information. Worldwide research has shown that ICT can

lead to an improved student learning and better teaching methods,

PROFESSIONAL DEVELOPMENT: Professional development is learning to earn or maintain

professional credentials such as academic degrees to formal coursework, attending

conferences, and informal learning opportunities situated in practice. It has been

described as intensive and collaborative, ideally incorporating an evaluative stage.

PROSPECTIVE TEACHERS: They are interested in assessing their learner needs and then

finding linkages from where the learners are to where they want them to be…

Apprenticeship perspective teachers view themselves as coaches who not only build

skills but also transform learners' identities to acculturate them into a profession.

Chapter 2

Literature review

The definition derived from the survey was teachers using computer sometimes in

relation to their work with the students. According to the findings of the definition

derived from the survey was teachers using computer sometimes in relation to their

work with the students. According to the findings of this study, 75% of the teachers

were computer-using teachers. A few years after this study, Becker (1994)

developed a sophisticated mechanism and analyzed the same data set. The result of

this analysis was very different and only 25% teachers could be considered computer-

using teachers. Since then the number of computer using teachers have expanded

as new and inexpensive technologies have continued emerging and their penetration
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 The impact of ICT on professional development of prospective teachers

has increased many folds in teachers’ everyday lives and their teaching usage, inside

and outside the classrooms. This has further complicated the concept of a

computer-using teacher as the idea of computer usage has shifted from mere an

end product user to collaborator in designing educational technology. Computer self-

efficacy is explained by Christensen and Knezek (2006) as confidence in using computer

with competence in different classroom teaching and assessment settings.

The many recent studies (Peralta & Costa, 2007; Campeau & Higgins, 1995; Law, Huang

and Chen, 2007; Yuen & Ma, 2008; Christensen and Knezek, 2006) have found a

link between teachers’ use of ICT and their perception of computer self-efficacy. The

higher the self-efficacy of teachers the more open teachers are to experiment with

technology in their classroom teaching practices. Similarly The introduction of the

Information and Communication Technologies (ICT) in the last decade has brought about

many changes in education, and has had a huge impact on the educational system

(creation of infra-structures, teacher training, etc.). None the-less, integrating these

resources into educational practices is not obtaining the expected results (Ertmer and

Ottenbreit leftwich, 2010; Hixon and Buckenmeyer, 2009; Ram-boll Management, 2006)

despite the potential they amass. Given this situation, several countries are proposing

new plans to incorporate ICT into education, such as the United States and the National

Educational Technology Plan (2010), or Spain and the School 2.0 Plan (2009). When it

comes to implementing these programmes, apart from supplying infrastructures, an

essential part involves teachers and their training, which is a central theme of such

programmes. In this way, teachers become the main actor in ICT integration. Without

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 The impact of ICT on professional development of prospective teachers

this actor, the incorporation of these technologies into the teaching-learning process

would not take place because, in the end, ICT are used by teachers (Cabero, 2004;

Ertmer, 2005). In order to include ICT in their daily practices, teachers have to feel

confident when using these new educational resources; in other words, teachers have to

be competent in ICT.

On the other hand it can be simply stated that teachers’ pedagogical beliefs affect their

teaching behaviors in the classroom (Bandura, 1986; Clark & Peterson, 1986). With the

advent of Information and Communications Technologies (ICT) in education, teachers

form their own beliefs about the role of ICT as a teaching tool, the value of ICT for

student learning outcomes and their own personal confidence and competency.

These beliefs intersect with teachers’ established pedagogical beliefs. This

intersection can be a ‘collision’ or ‘collusion’, both having implications on how

ICT is used in the classroom, as an add-on to established curriculum practices or as a

tool that effects change in their practice (Prestridge, 2007). Teachers are likely to plan

and implement practices with technologies that reflect their beliefs about

teaching and learning.

Information and communications technology (ICT) is an important part of most organiza

tions these days (Zhang & Aikman, 2007). Computers began to be used in schools in the 

early 1980s, and several scholars suggest that ICT will be an important part of education 

 the next generationBransford, Brown, & Cocking, 2000; Grimus, 2000; Yelland, 2001). 

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 The impact of ICT on professional development of prospective teachers

However, this potential may not easily be realized, as Dawes (2001) underlined when he 

stated, “problems arise when teachers are expected to implement changes in what may 

well be adverse circumstances”. Due to ICT’s importance in society as well as in the

future of education, identifying the possible challenges integrating these technologies 

in schools would be an important step in improving the quality of teaching and learning. 

Balanskat, Blamire, and Kefala (2006) argue that although teachers appear to 

acknowledge the value of ICT in schools they continue encountering obstacles during the

processes of adopting these technologies into their teaching and learning.

Chapter 3

METHODOLOGY

The research will use qualitative methodology for this purposed research. Data will

collect by interviewing prospective teachers. Collected data will examine by thematic

approach. The process of conducting a thematic analysis is illustrated through the

presentation of an auditable decision trail, guiding interpreting and representing textual

data.

Research context

The research will conduct in teacher education colleges in Karachi. Keeping in mind the

impact of ICT on professional development of prospective teachers.

Population

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 The impact of ICT on professional development of prospective teachers

The target population of the study will include all the education college of Karachi. The

study will be conducted with sample. When determining the sample it will be important

that they will the representative of the actual population.

Sampling

The researcher will use convenience technique of sampling.

Data collection tool

The researcher will adopt interview tool used by Mr Jhon with his professional

development of prospective teachers.

Method of data collection tool

The researcher will collect data by conducting in depth interview

Data analysis

Researcher will use thematic approach to analyze the data.

Ethical consideration

Qualitative research introduces special moral and ethical problems that are not usually

encountered by other researchers during data collection; perhaps due to the

unstructured conversational tone of interviews and the intimate nature of the

interaction between the researcher and participants. It is therefore very important that

the researcher take special care in ensuring that ethical standards are met. Ethical

considerations refer to the protection of the participants' rights, obtaining informed

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 The impact of ICT on professional development of prospective teachers

consent and the institutional review process (ethical approval). The researcher needs to

provide adequate information on each of these aspects. Protection of participants' rights

include the right to self-determination, right to privacy, right to autonomy and

confidentiality, right to fair treatment and the right to protection from discomfort and

harm. Informed consent needs to be obtained from the participants, as well as the

research site and the relevant authorities.

TIMELINE

This research will be completed in 6 months.

Steps in research plane Deadline for completion

Proposal writing 1 month
Getting permission for sample from
15 days
education college of Karachi
Literature review 1 month
Designing research 15 days
Construction of interview questions 15 days
Collection of data 1 month
Analyses of data 15 days
Reporting of findings, Making
conclusion and Recommendation, 1 month
Submission of research

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 The impact of ICT on professional development of prospective teachers

References

o Balanskat,  A.,  Blamire,  R.,  &  Kefala,  S.  (2006).  A  review  of studies 

of ICT impact  on schools  in  Europe:  European School net.

o Bandura, A. (1986). Social foundations of thought and action: A social cognitive

theory. Englewood Cliffs: Prentice-Hall.

o Becker, L. (1994). Analysis and trends of school use of new information

technologies. Washington, U.S.: U.S. Congress Office of Technology Assessment.

o Bernadette Robinson.(2008). The International Review of Research in Open and

Distributed Learning 9 (1).

o Bowes.  (2003).  Teachers’  attitudes  toward  information  and  communication 

technologies, Computers  &  Education,  47,  373‐398.  

o Branford,  J.,  Brown,  A.  L.,  &  Cocking,  R.  R.  (Eds.).  (2000).  How  people 

learn:  brainmind,  experience,  and school  (2nd  ed.).  Washington,National 

Academy  Pres.

o Cabero, J. (2004). Formation del professor-do en TIC. El gran caballo de batalla.

o Christensen, R.& Knezek, G. (2006). Pathway for preparing tomorrow's

teacher to infuse technology. Computers in the schools, 23(3/4), 1-21.

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 The impact of ICT on professional development of prospective teachers

o Campeau, D.R., & Higgins, C.A.(1995). Computer self-efficacy: Development of a

measure and initial test. MIS Quarterly, 23(2), 145-158.

o Campeau, D.R., & Higgins, C.A. (1995). Computer self-efficacy: Development of a

measure and initial test. MIS Quarterly, 23(2), 145-158.

o Collis and Jung (2004),  What  the  research  says  about  using  ICT.

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(Ed.),  Issues  in  Teaching  using ICT(pp.  61‐79).  London:  Routledge.  

o Drenoyianni, H., & Selwood, I. (1998). Conceptions or misconceptions? Primary

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 The impact of ICT on professional development of prospective teachers

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