CIT is a new radium of the teaching-learning process; it aims at transferring the old traditional paradigm of teaching learning to the new paradigm of teaching learning. Introduction of CIT into teaching-learning process has changed the traditional concept. CIT defines learning as natural, social, active, linear or non-linear, integrative and conceptualize, based on ability and strength of the student. Hence, Use of CIT in teaching-learning environment can bring a rapid change In society. It is essential for the teacher to determine the best use of CIT In the context of culture, need and economic-social conditions.
Educational Institutions need to develop strategies, plan to Improve the teaching-learning process and ensure that all teachers are well prepared to use tools for learning. The emergence of the knowledge-based society is changing the global status of education. It is the time to develop a new knowledge based global society. The key to success lies in finding the appropriate points for integrating technology into new pedagogical practice, so that it supports more reflective self-directed activity. Designing and implementing emerging new technologies in higher education will enable to escape from conventional methods of caching and learning.
Technology acts as a catalyst to support change in teacher’s pedagogy. With new technologies, a teacher Is no longer the sole source of knowledge, but Instead Is a guide or facilitator who support student learning. Students In their new role become empowered as creators of things they could not create before, or as a researcher with technology providing access to Information from all over the world. It introduces students to a real world enquiry approach, rather than relying in solely on textbooks and the teachers for information to learn. This new way of thinking absent learning requires many changes e. It involves challenging teachers thinking about how technology is used and needs technical support, appropriate hardware, software continual skill development, new policies, new assessment procedures, school planning for networking etc. Therefore, CIT based teaching methodologies must be used in teacher education at present time. The last 20 years have seen some remarkable innovations In the delivery of education. The technologies available today and those about to emerge, have the potential to transform the nature of education and the roles of learners and teachers in the learning process.
Explosive growth of technology Is fuelling a new wave of teaching tools: Computer Aided Video Instructions (CAVE), Hypermedia, Multimedia, CD-ROOMS, LANA, WANTS, Internet Connections and Collaborative Software of passive students, Information & Communication Technology (ACT) based teaching- learning strategies have made this process, a ‘To-way’ information flow. These strategies have involved more student teacher interaction, collaboration between students and interdisciplinary approaches. That is why, CIT is seen as a wonderful knowledge media.
The extensive use of technology has enabled the teachers and earners to identify and use technologies that integrate with their teaching and learning process. One of the most powerful reasons for considering integrating CIT in Education is that they put learning in the hands of users. Importance of CIT for Teacher and Learner: , CIT in Teacher Education has the capacity to accelerate major changes both in pre-service teacher training as well as in in-service teacher professional development. ‘CT-based teaching-learning programmer can overcome a teacher’s isolation by breaking down their classroom walls and connecting them to colleagues, mentors, curriculum experts and the global teacher community. . Use of CIT in Teacher Education changes teaching and learning behavior. Instructions are increasingly conducted electronically and at times in small, informal meetings between faculty and students. Students attend to lectures broadcast to their homes, residence halls or workplace and draw reference materials from distant computers. . CIT facilitates the educational transaction between providers and users by keeping students well informed about the courses, enhancing teacher-learner contact through e-mail, chat, sessions, etc. Encouraging active learning, sharing ideas, providing immediate feedback, encouraging paced learning ND allowing for effective mapping of learning pathways. 4. With the advent of new information-based technologies I. E. Internet & online databases, there has been access to enormous qualities of information.
This information helps teachers to develop or improve lesson plans, exchange, ideas, obtain information and find free animations and simulations and simulation to enliven their lessons. 5. The new CIT enables self-paced learning through various tools such as assignments, tutorials, computers etc. With sensitivity to different learning styles and continuous assessment of students’ progress. With the result, the teaching-learning enterprise has become more result-oriented. In the light of the importance of CIT in Teacher Education, changing roles of learners and teachers, high-tech classrooms, etc. It may be said that integration of CIT in Teacher Education will made teacher highly interactive, individualized, flexible, accessible, more relevant and affordable and computer mediated. For successful integration of CIT in Teacher Education, as per International Society for Technology in Education (SITE) the following conditions for its implementation need to be fulfilled. Conditions for CIT in Teacher Education: 1. For shared vision, proactive leadership and administrative support from the entire system is needed.
In addition to this, the collaborative environment necessary for creating a shared vision is also needed to sustain that vision. 2. Educators should have adequate and consistent access to current technologies, (Computer labs, software, microscopes, Internet, word processing etc. ) In addition to CIT access in their course work, pre-service teachers must have technology access in their student teaching environments and in their classrooms in induction year and gust be able to apply technology in the presentation and administration of their coursework and facilitate the appropriate use of technology by their candidates. . Professional development is not a one-time event. Educators should have consistent access to professional development in support of technology use in the teaching- learning process. Development could be sustained through coaching and periodic updates. 5. It is a critical factor for success in implementing CIT in Teacher Education. As the main focus of educators and pre-service teachers is on teaching ND learning, not on maintaining and repairing technology beyond basic trouble shooting procedures, educators should be given technical assistance to use and maintain technology. 6.
Educators should learn to use technology in ways that meet the content standards and the technology standards for students and teachers. Technology brings relevant resources from the real world to subject area content, provides tools for analyzing and synthesizing data and conveys content through a variety of media and formats. 7. Teaching in all settings should encompass student- centered approaches to learning. Technology should not be used only as a tool for demonstration, as an electronic overhead projector or a blackboard; rather the use of technology by students should be an integral part of instruction.
In this approach, students should be given opportunities to identify problems, collect and analyze date, draw conclusions and convey results using tools to accomplish this task. On the other hand, faculty should model the use of CIT to demonstrate their usefulness and appropriateness. 8. There should be continuous assessment of the effectiveness of technology for learning throughout the teacher preparation environment. This continuous assessment will provide information regarding the learning strategies used, potential problems and data for altering policies and instructional strategies. . The community and school partners should provide expertise, support and resources for technology implementation in Teacher Education. 10. Policies either support or hinder the implementation of technology. School and university policies, financing and rewards structures related to technical assistance should support the use of technology rather than obstruct it e. G. Internet access to unwanted images and information at school level. CIT plan needs to identify the services needed to support the implementation of the plan.