THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION Dr. G. R. Angadi Assistant Professor, BLDEA’s JSS College of Education, P. G. Dept. of Studies in Education and Research Centre, Vijayapur-586101Karnatak (India)

IJRESS Volume 6, Issue 4 (April, 2016) (ISSN 2249-7382)
International Journal of Research in Economics and Social Sciences (IMPACT FACTOR – 6.225)
International Journal of Research in Economics & Social Sciences
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THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER
EDUCATION
Dr. G. R. Angadi
Assistant Professor,
BLDEA’s JSS College of Education,
P. G. Dept. of Studies in Education and Research Centre,
Vijayapur-586101Karnatak (India)
Abstract : This study investigated that the quantity of computer and ICT use in teacher
education institutions is less and it is mainly focused on the learning of ICT skills which takes
optimum time computers are used. The framework is then improved towards a new framework
that can be effectively used to evaluate information and communication technology use in pre-
service teacher education. In this study the independent variables are derived from computer
use within the institution, some other extraneous factor may have impact on the results. Those
factors may be computer use at home, friends home and cyber or internet centers by the
respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher
education institutions be evaluated from periodically to ensure that the quality with program
objectives are met. The result shows that there is an urgent need to conduct intensive training
to all the teacher educators in the colleges of education. The curriculum developers should
develop global content for serving the local needs and make it to available to all the colleges of
education online as well as offline content or blended learning modules. Several factors have
been cited as responsible for low quantity of computer use in colleges of education. Some of
these factors are; attitude towards new technologies, poor management, lack of local content
serving local needs, shortage of equipments.
Key Words: Rationale, Evaluation Framework, ICT-CFT and ICT Use in Teacher Education.
Introduction
As technological advances continue to evolve and proliferate, teachers, teacher
educators and administrators have sought to integrate technological innovations into the
classroom. Introducing ICTs in the education sector can be quite costly in terms of up-front
costs (for acquiring basic infrastructure) and the recurrent costs (maintenance and human
resources training and development). With this rise in implementation and demand comes an
increased need to evaluate the effectiveness of technology in teacher education. A proper
evaluation of ICT-CFT use in education in general and teacher education in particular will help
us to learn from past experiences, improve service delivery, plan and allocate resources,
evaluate polices and demonstrate results as part of accountability to key stakeholders. This is

important since a bigger chunk of our implementation funds (MHRD NME-ICT) are to be
provided for by our development partners (Intel Teach to Teachers, Microsoft IT Academy) and
volunteers. The stakeholders will want to know whether the performance indicators are being
achieved.
It provides a rationale and framework for the process of training teachers and their
associates to adopt ICTs in education. It draws upon the new views of the learning process
outlined and describes appropriate approaches to professional development and organizational
change. A detailed framework and objectives for the ICT in teacher education are provided in
the following sections. ICTs are in the early stages of development, so it is important to
undertake a careful analysis using an approach to develop an organic strategy for the growth
and development of education and teacher education that takes advantage of ICTs. The vision is
not simply of ICTs, but of better education facilitated through the adoption and promotion of
ICTs.
Objectives of the Study
1. To evaluate the overall use of ICTs in colleges of education.
2. To identify the strengths and weaknesses of ICT-CFT in evaluating ICT use in colleges of
education.
3. To improve the ICT-CFT to meet evaluation needs of ICTs in teacher education.
Methodology
The descriptive survey research design has been used in the study. According Isaac and
Micheal (1997) descriptive method is used “…to describe systematically the facts and
characteristics of a given population or area of interest, factually and accurately.”
According to Isaac and Micheal (1997) “Descriptive studies are generally categorized
into two main groups.” These are, survey research and direct observation research. Survey
research makes use of questionnaires for data gathering, while direct observation research
makes use of observations. These indications make it clear that the current study is in fact a
survey research, as it uses questionnaire, and Interview towards the ICT-CFT to collect data
from the subjects.
[
Population and sample
The population of the study was Colleges of Teacher Education in Karnataka state. The
researcher has selected all the affiliated Colleges of Education in Rani Channamma University
jurisdiction as sample of the study.

Data Collection Tools, Procedure and Analyses
The researcher has personally visited to each college and administered the following
tools to collect the data, the tools have been used in this study are:
 Questionnaire for teachers, principal and students
 Interview schedule for teachers, principal and students.
Statistical techniques
Descriptive and Inferential statistical techniques will be used for analysis of the data.
Scope and Limitations of the Study
This study was taken up to evaluate the overall use of ICTs Using the Information and
Communication Technology Competency Framework for Teachers (ICT-CFT), to identify the
strengths and weaknesses of ICT-CFT in evaluating ICT use in Colleges of Education and to
improve the ICT-CFT to meet evaluation needs of ICTs in Teacher education. The survey was
conducted by personally visited to each college of education under Rani Channamma University,
Belagavi. The study is limited to Information and Communication Technology Competencies of
the student teachers, teacher educators and principals of the colleges of education, under Rani
Channamma University, Belagavi.
The Society for Information Technology and Teacher Education has identified basic
principles for development of effective ICT teacher education (SITE, 2002). Those are:
 Technology should be infused into the entire teacher education programme: Throughout
their teacher education experience, students should learn about and with technology
and how to incorporate it into their own teaching. Restricting technology experiences to
a single course or to a single area of teacher education, such as methods courses, will not
prepare students to be technology-using teachers. Pre-service teacher education
students should learn about a wide range of educational technologies across their
professional preparation, from introductory and foundations courses to student
teaching and professional development experiences.
 Technology should be introduced in context: Teaching pre-service students basic
computer literacy-the traditional operating system, word processor, spreadsheet,
database, and telecommunications topics is not enough. As with any profession, there is
a level of literacy beyond general computer literacy. This more specific or professional
literacy involves learning to use technology to foster the educational growth of students.
Professional literacy is best learned in context. Pre-service students should learn many
uses of technology because they are integrated into their coursework and field

experiences. They should see their professors and mentor teachers model innovative
uses of technology; they should use it in their own learning, and they should explore
creative uses of technology in their teaching. Teacher educators, content specialists, and
mentor teachers should expose pre-service teachers to regular and pervasive modeling
of technology and provide opportunities for them to teach with technology in secondary
level classrooms.
 Students should experience innovative technology-supported learning environments in
their teacher education programme: Technology can be used to support traditional forms
of learning as well as to transform learning. A PowerPoint presentation, for example, can
enhance a traditional lecture, but it does not necessarily transform the learning
experience. On the other hand, using multimedia cases to teach topics that have
previously been addressed through lectures may well be an example of a learning
experience transformed by technology. Students should experience both types of uses of
technology in their programme; however, the brightest promise of technology in
education is as a support for new, innovative, and creative forms of teaching and
learning (SITE, 2002).
Teacher Education in and through ICTs
The most obvious technique for professional development for teachers is to provide
courses in basic ICTs knowledge and skills, delivered by experts in national and regional
centres. These types of courses, taught at training centres or universities or colleges of
education with a syllabus set by university or national agencies (NCTE/UGC), have been a
common practice in India. However, this approach has had limited success without follow-on
training and support, as compared to effective use of ICTs by trained teachers. Similarly, courses
for teachers in particular software and hardware applications are difficult to implement in a
way that result in use of these applications in classroom instruction or other professional
practices without additional support. The development of ICTs does not improve education if
the focus is on ICTs. The vision must focus on what ICTs can do to improve education.
Over the last decade, many countries especially India that included ICTs in education
were slowly to include it in teacher education. Recently national agencies like UGC and NCTE
has begun to realize the importance of educating teachers at the beginning of their careers.
Younger people are more likely to be familiar with ICTs, to be adaptable, and to not yet have
formed habitual modes of instruction that are more difficult to change with more experienced
teachers. It is in the pre-service stage that they are most open to learning how to infuse
technology into instruction. Based on their long experiences with traditional modes of learning,
teacher educators may find it challenging to incorporate ICTs into their own instructional

practices. They may also lack experience in developing the complex partnerships between
higher education and schools that facilitate technology-rich contexts for training student
teachers. To bring this about, it is usually necessary that the faculty be held accountable to
standards and that the institution provides both incentives and resources to support
technology-rich programmes and initiatives.
One approach that encourages collaboration between the teacher education programme
and the community is the formation of computer clubs for students interested in computers and
education. This approach was used successfully in Russia and works well where computing
resources are limited. Care must be taken, however to ensure that the emphasis is on education
rather than on games or competitions. Peer tutoring models are very effective in club settings
and may develop into reciprocal mentoring with teachers in which the students provide ICT
training for peers and teachers and the teachers mentor the tutors’ developing skills as teachers.
Peer tutoring is a relatively common approach in classrooms of cultures around the world. This
approach is effective even when teachers have little ICT skill and knowledge. Community
members may also serve as teachers, tutors, and co-learners and the whole community may
benefit economically because of an increase in the ICT skills among diverse members of the
community. ICTs may also support effective professional development of teachers into how to
use ICTs. A limited initiative to integrate an innovative approach to teaching and learning with
one new technology for a large population of teachers can be an important early step for a
nationwide strategy.
A Framework for ICTs in Teacher Education
Planning for the infusion of ICTs into teacher preparation programmes, several factors
important to a program success must be considered. It provides a holistic framework to assist in
designing the integration of information and communication technologies (ICTs) into teacher
education. The framework is coherent with the context provided by today’s society and reflects
more recent understandings of the nature of learning, including aspects of learning
communities during the school years and beyond into lifelong learning. The holistic framework
will help teacher educators and administrators consider the cultural and educational system
context, technology resources, and other factors that are important in planning the integration
of technology into the pre-service curriculum. Limited technology resources and conditions of
rapid change in educational, economic and political systems challenge many contexts of this
curriculum. In some regions, the shortage of teachers, teacher educators, facilities and
standards has been chronic for years and has reached crisis proportions. Access to ICT
resources may also be quite limited.

A generic ICT in teacher education curriculum framework is provided in Figure 5.1 The
encompassing oval underscores that the framework should be interpreted as a whole. To select
parts or to simply copy the framework in rote fashion without taking care to understand the
synergy of the whole would be a mistake. As the term synergy implies, the whole is more than
the sum of its parts. For example, an approach resulting from informed leadership and vision is
essential for ensuring that all the components of planning and implementing a technology
integration plan are present and that they support one another.
The framework was designed by representatives of international projects to assist
policy makers, course developers, teacher educators, and other professionals who are charged
with developing the use of information and communication technologies (ICT) in teacher
education. The model will help assure that national and local infrastructure, culture and context,
among other factors, will be considered in designing new curricula, and that curricula will be
kept up to date, as new developments are forged in education and ICTs.
Figure 5.1 shows the curriculum framework is comprised of four clusters of
competencies encircled by four supportive themes. The curriculum framework also suggests
that each teacher is allowed to interpret the framework within his or her context and personal
approach to pedagogy, which is always related to the subject discipline or content area, rather
than to the technology itself. The four themes that bind the curriculum as a whole are described
briefly below, followed by descriptions of the four core competencies.
Four Themes
Context and Culture identifies the culture and other contextual factors that must be
considered in infusing technology into teacher education curriculum. It includes the use of
technology in culturally appropriate ways and the development of respect for multiple cultures
and contexts, which need to be taught and modeled by teachers. Leadership and Vision are
essential for the successful planning and implementation of technology into teacher education
and require both leadership and support from the administration of the teacher education
institution. Lifelong Learning acknowledges that learning does not stop after school. In common
with the other themes, it is important that teachers and teacher preparation faculty model
lifelong learning as a key part of implementation, and as an ongoing commitment to ICTs in
teacher education. Planning and Management of Change is the final theme, born of today’s
context and accelerated by technology itself. It signifies the importance of careful planning and
effective management of the change process.
These themes may be understood as a strategic combination of approaches that help
teacher educators develop the four core competencies. The core competencies may be seen as
clusters of objectives that are critical for successful use of ICTs as tools for learning.

Figure 1 Framework for ICTs in Teacher Education
Source: UNESCO’s Planning Guide: Information-Communication Technologies in Teacher
Education (2002)
Four Competencies
The ICT competencies are organized into four groups. Pedagogy is focused on teachers’
instructional practices and knowledge of the curriculum and requires that they develop
applications within their disciplines that make effective use of ICTs to support and extend
teaching and learning. Collaboration and Networking acknowledges that the communicative
potential of ICTs to extend learning beyond the classroom walls and the implications for
teachers development of new knowledge and skills. Technology brings with it new rights and
responsibilities, including equitable access to technology resources, care for individual health,
and respect for intellectual property included within the Social Issues aspect of ICT competence.
Finally, Technical Issues is an aspect of the Lifelong Learning theme through which teachers
update skills with hardware and software as new generations of technology emerge. As a final
reminder of the holistic nature of this curriculum, the model illustrates the interdependence of
the themes and competencies all themes interacting with all competencies. The following is a
description of the four competencies.
Pedagogy
The most important aspect of infusing technology in the curriculum is pedagogy. When
implementing the pedagogical competencies for infusing technology, the local context and the
individual approach of the teacher linked with that of their subject discipline must be
paramount. Teachers move through stages as they adopt ICTs. Initially, the teacher adopting

technology applies it simply as a substitute for current teaching practice where technology is
not used (e.g., teacher lecture becomes electronic presentation supporting lecture, students
writing papers by hand become students writing papers using a word processor, course
syllabus on paper becomes course syllabus online). The adaptation of ICTs by teachers should
(and does) challenge and support changes in teaching practice, building upon individual
pedagogic expertise. As teachers’ pedagogical practices with new technologies continue to
develop, and organizational support and access to ICTs grow, it becomes possible to move
beyond the adaptation of ICT applications that fit with existing practice.
Professional teachers’ educators continually develop their pedagogical use of ICTs to
support learning, teaching, and curriculum development, including assessment of learners and
the evaluation of teaching, they will:
• Demonstrate understanding of the opportunities and implications of the uses of ICTs
for learning and teaching in the curriculum context
• Plan, implement, and manage learning and teaching in open and flexible learning
environments
• Assess and evaluate learning and teaching in open and flexible learning
environments
Collaboration and Networking
ICTs provide powerful new tools to support communication between learning groups
and beyond classrooms. The teacher’s role expands to that of a facilitator of collaboration and
networking with local and global communities. The expansion of the learning community
beyond the classroom also requires respect for diversity, including inter-cultural education, and
equitable access to electronic learning resources. There is growing evidence that communities
learn through collaborative activities that reflect diverse cultures in authentic projects that
serve society. The development of teachers’ competencies in networking and collaboration are
therefore essential to ICTs in education. Through collaboration and networking, professional
teachers promote democratic learning within the classroom and draw upon expertise both
locally and globally. In this process, they will:
 Demonstrate a critical understanding of the added value of learning networks and
collaboration within and between communities and countries
 Participate effectively in open and flexible learning environments as a learner and as a
teacher
 Create or develop learning networks that bring added value to the education profession
and society (locally and globally)

 Widen access and provide learning opportunities to all diverse members of the
community, including those with special needs.
Social and Health Issues
The power to access information and communication technologies brings increased
responsibilities for everyone. Legal and moral codes need to be extended to respect the
intellectual property of freely accessible information. Copyright applies to web resources, too,
regardless of the ability of the user to purchase the rights. This respect can be modeled in
classroom practice with students from an early stage. The challenges faced by society, locally
and globally, by adoption of technology should become part of the curriculum in a way that
involves learners and helps them to develop an effective voice in the debates. Health issues of
ICTs also need to be addressed. For example, prolonged engagement with ICTs (including
screens and keyboards) requires appropriate support for the body, especially the hands and
back. Similarly, hazards of electricity and other power sources require care and the modeling of
safe practice. The technology standards for students and teachers from the International Society
for Technology in Education (ISTE) offer guidelines for social issues, under the topic of social,
ethical, legal, and human guidelines relating to the responsible use of technology.
Professional teachers need to understand social and health issues surrounding ICTs and
apply that understanding in their practice. Specifically, they need to:
 Understand and apply the legal and moral codes of practice, including copyright and
respect for intellectual property
 Reflect upon and lead discussion of the impact of new technology on society, locally and
globally
 Plan and promote healthy use of ICTs, including seating, light, sound, and related energy
sources (including electricity and radio signals).
Technical Issues
Technical issues regarding integration of ICTs into the curriculum include the technical
competencies and provision of both technical infrastructure and technical support for
technology use throughout the curriculum. Technical competencies of the individual are
perhaps the most obvious but perhaps the least important in the long-term because use of
technology should ultimately become transparent. When technology is robust and used
competently, it moves from the foreground to the background and remains essential. This is
similar to the process of gaining any new skill set, such as riding a bicycle. Each new skill must
be consciously attended to and practiced until it becomes an automatic response. Competent
bike riders do not focus on balance and the pedals of the bike, they focus on navigation and
safety. However, we do recognize that in many contexts, the lack of technology competence,

infrastructure, and technical support can create barriers to access and reliability resulting in
diminished support for the curriculum. Additional technical support or training is therefore
advised, depending on local circumstances.
Simply providing the technology for learners and teachers is not enough. The type and
level of access is also important. ICTs will improve learning very little if teachers and students
have only rare and occasional access to the tools for learning. Reasonable access to ICTs has
been shown to be important for the acquisition of competence with hardware and software,
especially for teachers. For example, provision of portable computers is an important strategy
for ICTs teacher education. Teachers with portable computers can use them for both teaching in
school and for other professional activities elsewhere.
Professional teachers, provided with reliable technology infrastructure and technical
assistance, demonstrate continual growth in their skill with ICTs and knowledge of their current
and emerging applications within education and local and global society. Specifically they are
able to:
 Use and select from a range of ICT resources to enhance personal and professional
effectiveness
 Willingly update skills and knowledge in the light of new developments.
General Framework for ICT Monitoring and Evaluation in Education
Figure 2 Conceptual Framework for ICT Monitoring and Evaluation (InfoDev, 2005)

This general conceptual framework for ICT monitoring and evaluation takes into account all the
broad development concerns including context-sensitive issues related to ICT use for
educational development. The use of ICT and its impact should be considered within this broad
development context. Once it is established, and the role of ICT is identified, then a plan for
evaluation can be designed. While the framework is identifies all the ICT interventions that need
to be evaluated, this study is concerned with the teacher training component. The teacher
training component has been divided into four key areas:
 Equipment operation
 Software use
 Instruction
 Interaction
These key components informed the development of the proposed framework. In the proposed
framework, new terminologies proper to teacher education as a discipline have been used to
express the above mentioned components. In the proposed framework, the terminologies have
been used as shown in the following table 5.1.
Table 1 Comparison of terminologies used in the general framework for monitoring and
evaluating ICT in education and the proposed framework for evaluating ICT in teacher
education.
General Framework for ICT
monitoring & evaluating in education
Proposed framework for ICT
evaluation in teacher education.
Equipment operation
ICT Usage Skills
Software use
Instruction Content and Pedagogy
Interaction Collaboration and Networking
The proposed ICT framework incorporates the social and health issues components to
take of the increase need for teachers to address the challenges posed by adoption of technology
in the society, locally and globally.

Proposed ICT Framework
Figure 3 Proposed ICT Frameworks
Proposed Competencies
Effectiveness of the competency framework for teachers as well as computer practice
framework indicated that it was reliable for measuring quantity of computer use but the focus
and mode dimensions were not reliable when applied to secondary descriptions of computer
use. Several respondents commented that the difficulties encountered were due to lack of clear
and detailed informative indicators. This lack of clear indicators on which to measure the focus
and mode dimensions and made the research to measure those dimensions were indirectly as
explained in the earlier chapter four in detail. The new framework proposed some
competencies on which indicators could be based. The teacher educators were asked through
the questionnaire to rate them on a three point Likert scale consisting of Very necessary,
Necessary, and Not necessary. The following results were got from 258 teacher educators who
answered the question.
Computer
Use
Focus of Use
IT Skills
Learning
tool
Teaching
tool
Other
ICT in Teacher Education Competencies
ICT Usage Skills
Content and Pedagogy
Collaboration and
Networking
ICT & Social
Issues
Development context
National economic & social context
-Infrastructure Development
Educational context
-ICT Master Plan
-ICT Curriculum
Mode of Use
Support
Extend
Transform

Table 2 Rating of the proposed competencies and indicators by the teacher educators
Dimension
Frequencies of teacher
educators
Percentage of teacher
educators
Very necessary 68 26.36%
Necessary 138 53.49%
Not necessary 52 20.15%
Total 258 100%
The above table 5.2 reveals that the 26.36% of the teacher educators considered the
competencies and indicators proposed in the new framework were very necessary, 53.49% of
the teacher educators as necessary and 20.15% of the teacher educators considered them as
not necessary.
Development Context
The best practices in the integration of ICT into teacher education points to the guiding
principles are proposed and recommended by international bodies. These best practices and
guidelines can be adapted to meet the specific needs of every nation. International bodies like
UNESCO (2002), InfoDev (2005) and SITE (2002) have recommended some guidelines to be
followed when implementing ICT in teacher education.
The indicators of good ICT uses in teacher education that are set up at the national level
include:
 The ICT policy through which the government articulates his levels of support and
commitment towards ICT implementation at the institutional level.
 The ICT infrastructure which enables to the internet.
 The ICT curriculum guide to the application of ICT in teacher education.
These are direct and indirect effect on computer use at the institutional level.
Computer Use
The quantity of computer use as a proportion of the available time for the learning, the
dimension is concerned with the proportion of the college day during which one or more
computers are in use by the student teachers or teacher educators, the college day is taken to
mean the time when student teachers are in college and includes rest time, the number of
student teachers using a computer is relevant or irrelevant and the number of computers in use
is relevant or irrelevant. In this new framework, the learning time includes all the eight hours
(as per UGC guideline) student teachers are in college of education, given a strict and tight
schedule for lessons in colleges of education, then student teachers make use of computers
during the rests.

Focus of Use
It explores the purpose of the computers use. The dimension deals with the objectives
underlying the computer use (Twining, 2002). This dimension is subdivided into four parts in
the proposed framework.
 Information Technology Skills: Using computers to help students to acquire computer
skills.
 Learning Tool: Computer supports the learners to any aspect of their learning other than
IT. Student teachers applying IT in classroom activities like seminar, assignments and
projects etc.
 Teaching Tool: Focus is on how teacher educators use the computers to create better
learning environments.
 Other: The use of computers for other purposes that except, IT skills, teaching-learning.
It includes objectives that do not relate directly to learning and teaching.
ICTs in Teacher Education Competencies
These competencies that teacher educators and student teachers should have in order to
use ICT effectively, these are in line with the SITE (2002) basic principles for development of
effective ICT in teacher education, these are as follows:
 Technology should be infused into the entire teacher education program. Student
teachers should learn about and with technology and how to incorporate it into their
own teaching.
 Technology should be introduced in context. Pre-service student teachers should learn
many uses of technology because they are integrated into their course study and field
experiences. Teacher educators should expose the pre-service student teachers to
regular and pervasive modeling of technology and provide opportunities for them to
teach with technology.
 Student teachers should experience innovative technology supported learning
environments in their teacher education program.
ICT Usage Skills
In the proposed ICT framework, ICT usage skills support all the areas of technology use
in teacher education. This approach is taken because technology should pervade the entire
teacher education program (SITE, 2000). Indicators for evaluation in ICT usage skills can be
developed around the following two areas.
 Demonstration of introductory knowledge, skills and understanding of concepts related
to technology.

 Demonstration of continual growth in technology, knowledge skills to stay abreast of
current and emerging technologies.
Content and Pedagogy
Content and pedagogy can further divided into three areas mainly to ease the
development of indicators.
1. Planning and Designing Learning Environments. Teachers should be able to plan and
design learning platforms that are supported by technology that include:
 Design appropriate learning opportunities that apply technology to support diverse
needs of the learners.
 Apply current research on teaching and learning with technology when planning
learning environments.
 Identify and locate technology resources and evaluate their potential value in
classroom use sustainability.
 Plan for the management of the technology resources within the context of learning.
 Plan strategies to mange student learning in technology enhanced context.
2. Teaching, Learning and Curriculum. Indicators in this areas can be clustered around the
following areas:
 Use technology to support learner centered strategies that address diverse needs of
the student teachers.
 Apply technology to develop student teachers higher order skills and creativity.
 Mange student learning activities in a technology enhanced environment.
3. Assessment and Evaluation. It involves evaluating a teacher educator’s competence in
applying technology to a variety of effective assessment and evaluation.
 Application of technology in assessing student teachers learning of a subject using a
variety of assessment strategies.
 Using technology resources to collect data, interpret the results, and communicate
findings to improve instructional strategies.
 Determine student teachers appropriate use of technology resources for learning,
communication and productivity.
 Evaluate the ways in which use of ICTs changes the nature of teaching and learning.
Collaboration and Networking
Teacher educators use technology to enhance their productivity and professional
practice.
 Use of technology to engage in on-going professional development and lifelong
learning.

 Using technology to share best practice and reduce bureaucracy.
 Use technology to collaborate with peer professionals, subject forums and the larger
community in order to nurture student learning.
Social and Emerging Issues
Teacher educators should understand the social, ethical, legal and human issues
surrounding the use of ICTs in school and colleges and apply that understanding in practice.
 Model and teach legal and ethical practice related to technology use.
 Apply technology resources to enable and empower learners with diverse
backgrounds, characteristics and abilities.
 Promotion of safe and healthy use of technology resources.
 Facilitate equitable access to technology resources for all student teachers and
teacher educators.
Mode of Computer Use
The mode of computer use component of the proposed framework is concerned with the
impact that computer use has on the curriculum.
Summary and Conclusion
As technological advances continue to evolve and proliferate, teachers, teacher
educators and administrators have sought to integrate technological innovations into the
classroom. Teacher educators who wish to update and upgrade their teaching and learning
designs using new learning technologies have some difficult issues to confront. Whether they
are working in colleges, or colleges of education the incorporation of new technologies into
their teaching requires them to learn about a very different approach to teaching and learning,
and develop new digital materials and online activities ahead of the start of the course. This is
complex design and development work that has to be done on top of the delivery of their
current teaching. Some institutions recognize this and allow staff significant time to develop
their ideas, skills, and designs. Very few allow adequate time. However, the expectations of
teaching staff keep expanding: that they should learn to be ahead of their ‘digital native’ student
teachers, should build 21st century skills into the curriculum even though they have not been
trained themselves, and should develop wholly new ways of conducting teaching and learning.
It is an impossible task, and it is time we recognize that teacher educators are deserve far more
help with the development of digital learning.
This study investigated that the quantity of computer and ICT use in teacher education
institutions is less and it is mainly focused on the learning of ICT skills which takes optimum
time computers are used. The study concludes that the reality rhetoric gap of the impact of ICTs
in teacher education institutions be evaluated from periodically to ensure that the quality with

program objectives are met. The result shows that there is an urgent need to conduct intensive
training to all the teacher educators in the colleges of education. The curriculum developers
should develop global content for serving the local needs and make it to available to all the
colleges of education online as well as offline content or blended learning modules. Several
factors have been cited as responsible for low quantity of computer use in colleges of education.
Some of these factors are; attitude towards new technologies, poor management, lack of local
content serving local needs, shortage of equipments, Lack of Hardware, Lack of Quality
Hardware, Lack of Software, Lack of Quality Software, Lack of Training, Lack of Confidence, Lack
of Knowledge, Lack of Interest, Relevancy, Technical Support, Lack of Realization of Advantages,
Lack of Time, Peer Support, Lack of Administration/Organization and Power Failure. Teacher
educators need to ‘learn by doing’, become a network, use pedagogical patterns to exchange
good ideas, use OER to populate the well-designed pattern and to improve the use of ICT in
teaching and learning.
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THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION Dr. G. R. Angadi Assistant Professor, BLDEA’s JSS College of Education, P. G. Dept. of Studies in Education and Research Centre, Vijayapur-586101Karnatak (India)

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THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION Dr. G. R. Angadi Assistant Professor, BLDEA’s JSS College of Education, P. G. Dept. of Studies in Education and Research Centre, Vijayapur-586101Karnatak (India)