1. ICTs and TEACHER
EDUCATION
NADINE C. MATONDO, MAIS

2. INFORMATION AND COMMUNICATION
TECHNOLOGIES (ICTs)
l A major factor in shaping the new global economy and
producing rapid changes in society.
l Have fundamentally changed the way people communicate and
do business.
l Have produced significant transformations in industry,
agriculture, medicine, business, engineering and other fields.
l HAVE THE POTENTIAL TO TRANSFORM THE
NATURE OF EDUCATION—WHERE AND HOW
LEARNING TAKES PLACE AND THE ROLES OF
STUDENTS AND TEACHERS IN THE LEARNING
PROCESS.

3. Teacher education institutions and
programmes…
l May either assume a leadership
role in the transformation of
education or be left behind in
the swirl of rapid technological
change.
l Must provide the leadership for
pre-service and in-service
teachers and model the new
pedagogies and tools for
learning.
l Must also provide leadership in
determining how the new
technologies can best used in
the context of culture, needs,
and economic conditions within
their community.

4. For Education to accomplish the goals and reap
the full benefits of ICTs in learning…
l It is essential that pre- l Need to develop
service and in-service strategies and plans to
teachers have basic enhance the teaching-
ICT skills and learning process
within teacher
competencies. education programmes
and to assure that all
teachers & future
teachers are well
prepared to use the
new tools for learning.

5. GLOBAL CONTEXT [UNESCO WORLD EDUCATION REPORT,
Teachers and Teaching in a Changing World(UNESCO, 1998)]
l The young generation is entering a l Knowledge-based global society:
world that is changing in all
spheres:scientific and technological, Ø The world’s knowledge base
political, economic, social, and doubles every 2-3 years;
cultural. Ø 7,000 scientific and technical
l The emergence of the “knowledge- articles are published each day;
based” society is changing the Ø Data sent from satellites orbiting the
global economy and the status of
education. earth transmit enough data to fill 19
million volumes every two weeks;
l There is growing awareness among
policy-makers, business leaders Ø Graduates of secondary schools in
and educators that the educational industrialized nations have been
system designed to prepare exposed to more information;
learners for an agrarian or Ø There will be as much change in the
industrially-based economy will not next three decades as there was in
provide students with the knowledge
and skills they will need to thrive in the last three centuries (National
the 21st century’s knowledge-based School Board Assoc.,2002).
economy and society.

6. WHAT IS OUR CHALLENGE
THEN?

7. The challenge confronting our educational systems is…
“HOW TO TRANSFORM THE
CURRICULUM AND TEACHING-
LEARNING PROCESS TO PROVIDE
STUDENTS WITH THE SKILLS TO
FUNCTION EFFECTIVELY IN THIS
DYNAMIC, INFORMATION-RICH, AND
CONTINUOUSLY CHANGING
ENVIRONMENT.”

8. The UNESCO World Education Report
(1998)
l New technologies
challenge traditional
conceptions of both
teaching and learning and,
by reconfiguring hoe
teachers and learners gain
access to knowledge, have
the potential to transform
teaching and learning
process.

9. How ICTs play its important
role?
ICTs provide an array of powerful tools
that may help in transforming the present
isolated, teacher-centered and text-bound
classrooms into RICH, STUDENT-
FOCUSED, INTERACTIVE
KNOWLEDGE ENVIRONMENTS

10. To meet the challenges…
l Must embrace the new
technologies and
appropriate the new ICT
tools for learning.
l Must move toward the
goal of transforming the
traditional paradigm of
learning—”paradigm
shift”(Thomas Kuhn)

11. Many educators and business and government leaders believe that
creating a paradigm shift in views of the learning process, coupled
with applications of the new information technologies, may play an
important role in bringing educational systems into alignment with
the knowledge-based, information-rich society.
To accomplish this goal requires both a
change in the traditional view of the
learning process and an understanding of
how the new digital technologies can create
new learning environments in which
students are engaged learners, able to take
greater responsibility for their own
learning and constructing their own
knowledge

12. How do we view the Learning
Process? Do we view it in--
Traditional way?
Transformative way?
l Kindly answer the questions that is
distributed by our facilitator.
l You are given 15 minutes to answer the
questions.
l We will check your answers afterwards.

13. Interpretations:
v YES > SOMETIMES & NO =
TRANSFORMATIVE TEACHER, BRAVO!
v SOMETIMES > YES & NO= YOU ARE
STARTING TO BE A TRANFORMATIVE
ONE, BUT YOU ARE STILL CONFORMING
MORE TO TRADITIONAL ONE, KEEP
TRYING!
v NO> YES & SOMETIMES = START TO
REFLECT AND REEVALUATE YOURSELF,
IT’S NOT YET TOO LATE!

14. Comparison between Traditional
and Transformative Learning
l The traditional, teacher- l The transformative or the “new
centered approach to learning paradigm” is a learner-centered
l The teacher is the expert and l Students will have greater
the dispenser of knowledge to responsibility for their own
the students. While students are learning as they seek out, find,
passive receptacles of the synthesize and share their
information provided knowledge with others.
l ICTs provide powerful tools for
support the shift to student-
centered learning and the new
roles of teachers and students

15. Different views of the Human learning process :
TRADITIONAL VIEW (OLD VIEW) TRANSFORMATIVE VIEW
(NEWVIEW
Learning is hard. Learning is a natural process
Many view learning as a difficult and often tedious process The natural state of the brain is to learn, however, not
everyone learns in the same way.—different learning,
perceptual, and personality styles.
Learning is based on a deficit model of the student Learning is based on strength model of student abilities,
The system strives to identify deficiencies and weaknesses of interest, and culture
the student .Designing learning activities that build on student strengths
Based on noted deficiencies, students are tracked, rather than focusing only upon re mediating weaknesses.
categorized, remediated or failed.
Learning is a process of information transfer and reception Learning is an active and not passive process.
Emphasizing students reproducing knowledge rather than People are faced with the challenge of producing
producing their own knowledge knowledge rather than simply reproducing knowledge
Learning is an individual / solitary process Learning is a social process
Most students spend long hours working alone at their desks .Computer-supported collaborative work in business,
completing worksheets or repetitive tasks. government, medicine and higher education
Learning is facilitated by breaking content/instruction into Learning is integrative and contextualized.
small isolated units Make connections and integrate knowledge
Neil Postman, Teaching as a Subversive Activity, “states that
our educational systems break knowledge and experience
into parts, history into events WITHOUT RESTORING
CONTINUITY” (Postman, 1969)
Learning is a linear process. Learning is either be linear or non-linear.
Textbooks or teachers provide only one linear path through Concepts of interconnecting through a complex network of
a narrowly bounded content area or sequence of standardized associations Students “learn” by augmenting, combining,
instructional units rearranging something.

16. As noted by Driscoll(1994),
l “We no longer can view learners
as ‘empty vessels waiting to be
filled, but rather as active
organisms seeking meaning’”

17. WHAT ARE WE GOING TO DO THEN?
l A SHIFT FROM TEACHER-CENTERED TO
LEARNER-CENTERED INSTRUCTION IS
NEEDED TO ENABLE STUDENTS TO
ACQUIRE THE NEW 21ST CENTURY
KNOWLEDGE AND SKILLS

18. Teacher-centered and Learner-centered Learning
Environments (Sandholtz,Ringstaff, and Dwyer, 1997)
Teacher-centered Learner-centered
CLASSROOM ACTIVITY Teacher-centered Learner –centered,
DIDACTIC interactive
TEACHER ROLE Fact teller, always expert Collaborator, sometimes
learner
INSTRUCTIONAL Fact’s memorization Relationships, inquiry and
EMPHASIS inventions
CONCEPTS OF Accumulation of facts Transformation of facts
KNOWLEDGE Quantity
DEMONSTRATION OF Norm referenced Quality of understanding
SUCCESS
ASSESSMENT Multiple choice item Criterion referenced,
portfolios and performances
TECHNOLOGY USE Drill and practice Communication, access,
collaboration, and expression

19. THUS,
Changes in Teacher Role A shift to:
A shift from: üLearning facilitator, collaborator
üKnowledge transmitter, primary ,coach, mentor, knowledge
source of information, content navigator, AND CO-LEARNIER
expert, and source of all answers üTeacher gives students more
üTeacher controls and directs all options and responsibilities for their
aspects of learning own learning
Changes in student role A shift to:
A shift from: üActive participant in the learning
üPassive recipient of information process
üReproducing knowledge üProducing and sharing knowledge,
üLearning as a solitary activity
participating at times as expert
üLearning collaboratively with
others

20. ICTs…
Ø Can provide powerful tools to help learners access
vast knowledge, and solve complex problems
using cognitive tools
Ø Also provide learners with powerful new tools to
represent their knowledge with text, images,
graphics, and video.
Ø Ultimately, the power of ICTs will be determined
by the ability of teachers to use the new tools for
learning to create RICH, NEW, AND
ENGAGING LEARNING ENVIRONMENTS
FOR THEIR STUDENTS.(UNESCO,1998)

21. SO, How ICTs affect to
TEACHERS & What is the ROLE
of the TEACHER then?
l One cannot move drastically
l Interesting and challenging
l Affects global competitiveness
l Learning from technology and with the
technology
Ø Computerized Instruction

22. 3 types of Application
l Tool Application
l CAI-Computerized Assisted Instruction
(Patrick Suppes-an innovator in computer
use in schools)
l Computer-managed instruction

23. The challenge for ICTs in
Teacher Education is to assure
that the new generation teachers,
as well as current teachers, are
well prepared to use new learning
methods, processes and
materials with the new ICT tools
for learning

24. THANK YOU VERY MUCH FOR
LISTENING & FOR YOUR TIME
l A PLEASANT
AFTERNOON FOR
ALL OF US!!!J

25. Take home Activity:
A reflection to be submitted together with
the checklist of self-evaluation
l HOW DO YOU SENSE YOURSELF CHANGING ROLES
FROM BEING A:
1. TRANSMITTER OF KNOWLEDGE TO FACILITATOR OF
KNOWLEDGE
2. CURRICULUM IMPLEMENTOR TO CURRICULUM
RESEARCHER
3. CLASSROOM TEACHER TO CLASSROOM RESEARCHER
4. TEACHER-CENTERED & TEXT-BOUND CLASSROOM TO
STUDENT-FOCUSED, ICT-BASED/INTERACTIVE
KNOWLEDGE ENVIRONMENTS