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New paradigm inteaching- learning process

through integration of information and
Communication Technology(ICT).
ABSTRACT
There is a growing trend to use Information and
Communication Technology (ICT) in the teaching- learning process all
across the world today. Information and Communication Technology
is an important instrument, which can transfer the present isolated,
teacher-centered, book-centered learning environment into a rich
student-centered environment. Therefore it is imperative that the
teacher and learner must gain access to technology for improving
learning outcomes. ICT is a new paradigm of teaching- learning
process. A teacher being a pivot in the process of teaching- learning,
knowledge of ICT and skills to use ICT in teaching learning has gained
immense importance for todays teacher. Teaching must be considered
as a technology which a teacher should try to know and practice well if
he wishes to be successful in his teaching job. Teaching skills can be
developed and strengthened by means of feedback devices with or
without sophisticated techniques. The opportunities thrown open by the
technological advancement is mind-bloggling. The education sector
and teacher education in particular need to take a leadership role in
the transformation of educational processes to reap the full benefits of
ICT. Such a transformation would require substantial investments in
software and hardware acquisition, redesigning of infrastructure,
training and development, technical support, research and innovation.
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INTRODUCTION
Communication is one of the important dimensions of education and
education leadsto knowledgebuilding. This is an age of knowledge explosion
and exploration. Rapid progress in computer technology has invaded the arena
of education. Technology has significant effect on the education system for
many years. All over the world, there is a trend to use Information and
Communication Technology (ICT) in the teaching- learning process. The
teacher and learner must gain access to technology for improving learning
outcomes. Information and Communication Technology (ICT) is an important
instrument, which can transfer the present system which is isolated, teacher-
centered, book-centered learning environment, into a rich student-centered
environment. ICT is a new paradigm of teaching- learning process. ICT aims
at transferring the conventional examination centered learning system into a
new paradigm of knowledge building.
ICT defines learning as neutral, social, active, linear or non-linear,
integrative, and contextualized, based on ability and strength of the student.
Hence, use of ICT in the teaching- learning environment can bring a rapid
change in society. It has the potential to transform the nature of education, i.e.
Where and how learning takes place and role of learners and teacher in the
process of learning.
A teacher being a pivot inthe process of teaching learning, knowledge
of ICT and skills to use ICT in teaching learning has gained immense
importance for todays teacher. A teacher is expected to know successful
integration of ICT into his/her subject area to make learning meaningful.
TEACHING- A TECHNOLOGY
Teaching cannot merely be construed as a sum total of certain teaching
skills. It is true that being a skilled job it involves certain specific skills, yet a
mere acquisition of these skills does not make an individual an impressive
teacher. A teacher has to play a role of technician by learning the art and
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science of teaching in this sense; teaching must be recorded as a technology
which a teacher should try to know and practice well if he wishes to be
successful in his teaching job. Like an expert technician, he must be able to do
his job quite effectively. A technical knowledge and skill of a task demands
that it should be completed with reasonable bound of investment with greater
efficiency.
Greater insight can be brought about by interspersing the views of
Vedanayagam, E.G. (1988), about teaching technology which is distinguished
with certain characteristics and fundamental principles as under:
Teaching is a scientific process and its major components are content,
communication and feedback.
There is a choice relationship between teaching and learning.
It is possible to modify, improve and develop the teaching-learning
activities.
The terminal behaviour of the learner in terms of learning structures
can be established by appropriate teaching environments.
Teaching skills can be developed strengthened by means of feedback
devices with or without sophisticated techniques.
Pre-determined learning objectives can be achieved by suitable
teaching activities.
Training and development
If technology is to effectively impact teaching and learning within
teacher education institutions, teacher educator must be familiar with
computers, appreciating them as tools that enhance their
productivity.Therefore, training and development remains an integral part of
the programme.Training could be continuous and need based too. This would
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also help detect logical progression of process. Human mind set is an
important angle determinant of ultimate outcome of projects. Counseling
could precede the actual training highlighting the broader perspective. Indeed,
technology can help optimize teaching time through the use of multimedia CD
ROMs, word processing, presentation, database, spreadsheet, attendance,
course management and test generation software.
ICT Training Inputs for Teachers
For the successful implementation of ICT, teacher trainees, teachers and
teacher educators need to be trained in the following dimensions.
o Awareness phase.
o Learningconcept of theories and technology integration.
o Basic hardware skills.
o Understanding system software.
o Using application/ productivity software.
o Using multimedia.
o Using Internet.
o Pedagogical applications of ICT tools in subjects.
o Introduction to softwareas resource.
o Social, legal, ethical and health issues.
o ICT for professional and personal productivity.
Teacher Educators Initiatives:
Whatever may be the inputs in the training and however well designed
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it is, the transformation cant be achieved without the leadership,
commitment and initiatives of the teachers and teacher educators. Both
could take up initiatives like:
Self-learning using the tutorials available on the net or print
medium.
Hiring an ICT expert by a group of teachers/teacher educators.
Enrolling for online professionally development courses.
Enrolling for the best commercially available ICT training
programs.
Attending ICT training courses, seminars, conferences and
workshops.
Online learning by means of videoconferencing, discussion forum,
chat, blogging etc.
Visiting institutions where the ICT is already being integrated.
Membership and active participation in national and international
associations.
Taking up short-term or long-term projects related to ICT from
ERIC, UGC, and ICSSR.
Keeping up-to-date with the latest developments in ICT through
journals, magazines, newspapers, and the Internet.
Teacher educators modeling the ICT integration in their academic
work.
Creating a pool of ICT competent past teacher trainees and
involving them in the training programs.
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Designing and implementing self-financing certificate course in
ICT for in-service teachers.
CONCLUSION
Technological integration has been cornerstone in development
of any sector. The opportunities thrown open by the technological
advancement is mind-boggling. The education sector and teacher
education in particular need to take a leadership role in the
transformation of educational processes to reap the full benefits of
ICT. Although transformation would requiresubstantial investments in
software and hardware acquisition, redesigning of infrastructure,
training and development, technical support, research and innovation,
the positive fallout in long term would substantiate and support.