Introduction

ICT stands for “Information and communication

technology”. It refers to technologies that provide access to

information through telecommunication. It is similar to

Information Technology (IT) but focuses primarily on

communication technologies. This includes the internet,

wireless networks, cell phones and other communication

mediums. It means we have more opportunities to use ICT in

teacher training programmes now days and improve quality

of teacher for teach effectively. According to UNESCO

“ICT is a scientific, technological and engineering discipline

and management technique used in handling information, its

application and association with social, economic and

cultural matters”. Teacher is the main part of the educational

field in our society. He more works for the improvement

level of our society in the every field. Skilled teachers can

make the creative students in form of the good social

worker, politician, poet, philosopher etc. for the society.

Teachers can play a friendly role with the learner. The rapid

development in technology has made creatively changes in

the way we live, as well as the demands of the society.

Recognizing the impact of new technologies on the

workplace and everyday life, today’s teacher education

institutions try to restructure their education programs and

classroom facilities, in order to minimize the teaching and

ICTs are making dynamic changes in society. They are

influencing all aspects of life. The influences are felt more

and more at schools. Because ICTs provide both students

and teachers with more opportunities in adapting learning

and teaching to individual needs, society is, forcing schools

aptly respond to this technical innovation.

Operational definition of terms Information

Communication Technologies (ICT) in this review article

refers to the computer and internet connections used to

handle and communicate information for learning purpose.

E learning: is a learning program that makes use of an

information network- such as the internet, an intranet (LAN)

or extranet (WAN) whether wholly or in part, for course

delivery, interaction and/or facilitation. Web-based learning

is a subset of e learning and refers to learning using an

internet browser such as the model, blackboard or internet

explorer (Tinio, 2002).

Blended Learning: refers to learning models that

combines the face-to-face classroom practice with e-learning

solutions. For example, a teacher may facilitate student

learning in class contact and uses the model (modular object

oriented dynamic learning environment) to facilitate out of

class learning.

Constructivism: is a paradigm of learning that assumes

new knowledge based on their prior knowledge and

experience (Johassen, 1991). Educators also call it the

emerging pedagogy in contrast to the long existing

behaviourism view of learning.

Learner- centred learning environment: is a learning

environment that pays attention to knowledge, skills,

attitudes, and beliefs that learners bring with them to the

learning process where its impetus is derived from a

paradigm of learning called constructivism. In the context of

this article, it means students personal engagement to the

learning task using the computer and or the internet

connection.

To effectively harness the power of the new information

and communication technologies (ICTs) to improve

learning, the following essential conditions must be met:

 Students and teachers must have sufficient access to

digital technologies and the Internet in their

classrooms, schools, and teacher education institutions.

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 High quality, meaningful, and culturally responsive

digital content must be available for teachers and

learners.

 Teachers must have the knowledge and skills to use the

achieve high academic standards.

Generation of teachers to effectively use the new

learning tools in their teaching practices. For many teacher

education programmes, this daunting task requires the

acquisition of new resources, expertise and careful planning.

In approaching this task it is helpful to understand:

 the impact of technology on global society and the

implications for education

 The extensive knowledge that has been generated

about how people learn and what this means for

creating more effective and engaging student-centred

learning environments

 The stages of teacher development and the levels of

adoption of ICTs by teachers

 The critical importance of context, culture, leadership

and vision, lifelong learning, and the change process in

planning for the integration of technology into teacher

education

 The ICT competencies required of teachers related to

content, pedagogy, technical issues, social issues,

collaboration, and networking

 The importance of developing standards to guide

implementation of ICTs in teacher education

 The essential conditions for successful integration of

 Important strategies to consider in planning for the

infusion of ICTs in teacher education and managing

the change process.

The document provides a framework for ICTs in teacher

education and describes the essential conditions that must be

met for successful technology integration. It offers case

studies illustrating the variety of approaches that may be

used in integrating ICTs into teacher education and provides

guidelines for the development of a high quality strategic

technology plan. Lastly, it discusses the importance of

planning and managing the change process and building a

broad base of support among all stakeholders to achieve the

goals of integrating ICTs into the teacher education

programme

Information Communication Technologies in Education

ICT helps to keep pace with the latest developments

with the help of different technologies included in it.

www – www stands for world wide web which is one of

the most important and widely accepted services (like IRC,

E-mail etc.) of the Internet. Its popularity has increased

dramatically, simply because it’s very easy to use colourful

and rich content.

According to Dennis P. Curtin (2002): -

“Web is a series of interconnected documents stored on

E-learning– E-learning is also known as online learning.

E–learning encompasses learning at all levels both formal

and non-formal that uses an information network– the

Internet, an intranet (LAN) or extranet (WAN). The

components include e-portfolios, cyber infrastructures,

digital libraries and online learning object repositories. All

the above components create a digital identity of the user

and connect all the stakeholders in the education. It also

facilitates inter disciplinary research.

Group Discussion – Internet Relay Chat (IRC) is among

the popular Internet service people mostly use for live

chatting. Group of people with common interest can

exchange views / opinions with each other instantly through

Internet. Description of the internet technologies required to

support education via ICTs (www, video conference, TeleConference, Mobile Conference, CD Database,
WordProcessor, Intranet, Internet etc.)

E-Modules – Modules written are converted and stored

into digital version into a computer using word processor

accessible by the user through internet.

Teleconferencing

1. Audio – Conferencing – It involves the live (realtime) exchange of voice messages over a telephone
network

when low – band width text and still images such as graphs,

diagrams or picture can also be exchanged along with voice

messages, then this type of conferencing is called audiographic. Non-moving visuals are added using a
computer
keyboard or by drawing / writing on graphics tablet or

whiteboard.

2. Video – Conferencing – Video Conferencing allows

the exchange not just of voice and graphics but also of

moving images. Video-Conferencing technology does not

use telephone lines but either a satellite link or television

network (broadcast / cable).

3. Web – Based Conferencing – Web-based

conferencing as the name implies, involves the transmission

of text and graphic, audio and visual media via the internet;

it requires the use of a computer with a browser and

communication can be both synchronous and asynchronous.

4. Open and Distance Learning – All these services

availed through ICT plays a great role in teacher education.

It allows higher participation and greater interaction. It also

improves the quality of education by facilitating learning by

doing, directed instruction, self-learning, problem solving,

information seeking and analysis and critical thinking as

well as the ability to communicate, collaborate and learn.

Conclusion

The use of such technology in teaching training

programmes the quality of teaching will increase effectively.

A well-designed teacher training program is essential to

meet the demand of today’s teachers who want to learn how

to use ICT effectively for their teaching. It is thus important

factors affecting effectiveness and cost-effectiveness of

different approaches to ICT use in teacher training so

training strategies can be appropriately explored to make

such changes viable to all. So if use of ICT in teaching

training programmes by the institute of conducting teaching

training programmes, our teaching learning process will be

too smooth and able to understand for every type of

students of our country. Finally, more attention should be

paid to specific roles of ICT in offering multimedia

simulations of good teaching practices, delivering

individualized training courses, helping overcome teachers‟

isolation, connecting individual teachers to a larger teaching

community on a continuous basis, and promoting teacher to

teacher collaboration. Intended outcomes as well as

unintended results of using ICT for teacher professional

development need to be explored.