Study on the Best Practices of ICT in Teacher Education Programs

Authors

  • Dr. Sreejith Vignesh B P Author

Keywords:

Best Practices, ICT, Smart Class, Technical Faculty

Abstract

The main objective of this paper is to have a detailed study about the best practices of Information and Communication Technology adopted by the  higher education institutions in the Teacher Education. The Teacher Education is considered as  one of the noblest education services as it paves way for the  creation of the good people in the society. The Teaching profession is one of the noblest professions recognised and respected by the people in the society across the globe. The Teacher is known as a continuous learner as they often adopt the changes and ensure the quality education to the people demanding education in the society. The teachers are now changing their role from the general teaching to the role of a facilitator. The usage of the Information and Communication Technology has changed the way of teaching. It has also made the teacher’s extension activities very simple. 

Downloads

Download data is not yet available.

References

Caperton, G., Papert, S. Vision for Education : The Caperton-Papert Platf orm, National Governors’ Association,

Missouri, 1999. Available at www.papert.org/arti cles/Vision_for_education.html

Cobb, P., Confrey, J. diSessa, A., Lehrer, R. and Schaube, L. Design Experiments in Educational Research. The

Educational Researcher, 32 (1), pp. 9–13, 2003.

DBR Research Collective The Design-Based Research Collective: Design Based Research: An Empirical Paradigm

for Educational Inquiry. The Educational Researcher, 32 (1), pp. 5-8, 2003

Dagiene, V., Futschek, G. (2008) Bebras International Contest on Informatics and Computer Literacy: Criteria for

Good Tasks. In: Mittermeir, R.T. and Syslo, M.M. (Eds.) Informatics Education – Supporting Computationa

Thinking. LNCS 5090, Springer, pp. 19–30. ISSN 0302-9743.

Innovative Practices in Teacher Education, http://www.mu.ac.in/myweb_test/MA%20Teacher%20 Education/Chapter

8A%20&%208B.pdf.

Innovation and Initiatives in Teacher Education in Asia and the Pacific region, http://www.unesco.org/education/

pdf/412_35a.pdf.

Kalas, I. and Tomcsanyiova, M. (2009) Students’ Atti tude to Programming in Modern Informatics. To appear in Proc

of 9th World Conference on Computers in Education, IFIP, Brazil 2009.

Kalas, I. (2010) Recognizing the Potential of ICT in Early Childhood Education. IITE UNESCO, Moscow 2010.

ISBN 978-5-905175-03-9.

Moravcik, M., Pekarova, J., Kalas, I. (2009) Digital Technologies at Preschool: Class Scenarios. In Proc. of IFIP World

Conference on Computers in Education (on CD), ISBN 978-3-901882-35-7, 9th WCCE Bento Golcalves.

Papert, S. (1999) What is Logo? And Who needs it? Introduction in Logo Philosophy and Implementation. Highgate

Springs, Vermont: LCSI 1999. ISBN 2-89371-494-3.

Pratt, D. (1998) The Construction of Meanings in and for a Stochastic Domain of Abstraction. Doctor of Philosophy

Thesis, University of London, Institute of Education. Available at www.ioe.ac.uk/gems/ people/ dave_pratt

Tomcsanyi, P. and Vanicek, J. (2009) Implementation of Informatics Contest Bebras in Czechia and Slovakia. In

Mechlova. E. (ed.): Proc. of Information and Communication Technology in Educati- on, University of

Ostrava, ISBN 978-80-7368-459-4, Rožnov pod Radhoštěm, ICTE 2009, pp. 214–218.

Wang, F. and Hannafin, M. J. (2005) Design-Based Research and Technology-Enhanced Learning Environments.

Educational Technology Research and Development, 53 (4), pp. 5–23.

Downloads

Published

2026-01-24

Issue

Vol. 1 No. 1 (2021): International Journal Of Teacher Education & Teaching January 2021

Section

Research Articles

License

Copyright (c) 2021 International Journal Of Teacher Education & Teaching

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

  • Copyright Ownership
    All content published in this journal, including articles, images, and other materials, is the exclusive property of the journal. Authors transfer the copyright to the journal upon acceptance for publication.

  • Usage Rights
    The journal holds the rights to publish, reproduce, distribute, and archive all accepted works in any format or medium. Authors may share their published work for non-commercial purposes with proper acknowledgment of the journal as the original publisher.

  • Open Access Policy
    Articles are made available for reading and downloading for educational and research purposes. Any commercial use or reproduction requires prior written permission from the journal.

  • Restrictions
    Users may not alter, sell, or republish the content without formal authorization from the journal.

  • Third-Party Content
    Any material not owned by the journal is clearly identified, and separate permissions may be required for its use.

  • Disclaimer
    While every effort is made to ensure accuracy, the journal is not liable for any misuse, errors, or omissions in published content. Authors are responsible for the originality and authenticity of their submissions.