Impacts of ICT in education. The role of the teacher and teacher training.

Created Feb. 7, 2024 by Esma Choudhary


Defination : The use of Information and Communication Technology (ICT) in Dutch education is lagging behind expectation and desire. Hence, the advisory ‘Commitee On Multimedia In Teacher Training’ (COMMITT, at present PROMMITT), established by the Dutch Minister of Education, has drawn up recommendations on the design of the learning process in the future and the role of ICT to support this process, with a focus on teacher training. The committee argues for a powerful role of teacher training in the process of educational innovation and the implementation of ICT. The teacher training institutes are providing the teachers of the future and the committee assumes that teachers are the keyfigures in arranging learning processes. The institutes, therefore, have to anticipate new developments and prepare prospective teachers for their future role. The nature and extent to which ICT is being used in education is considered to be a result of synergy between ‘top-down’ and ‘bottom up’ processes. In the latter especially, a contribution of the teacher training institutes can be expected. According to commit, teacher training institutes therefore have to shift their focus from dealing with present education to that of ‘future education’. Within the PROMMITT action-programme, Stoas Research analyses the future educational practices of the vet-professional. Accordingly, teachers can be as much as possible prepared and thus, can encourage the implementation of ICT in secondary vocational education.
what_is_ict.Defination : The use of Information and Communication Technology (ICT) in Dutch education is lagging behind expectation and desire. Hence, the advisory ‘Commitee On Multimedia In Teacher Training’ (COMMITT, at present PROMMITT), established by the Dutch Minister of Education, has drawn up recommendations on the design of the learning process in the future and the role of ICT to support this process, with a focus on teacher training. The committee argues for a powerful role of teacher training in the process of educational innovation and the implementation of ICT. The teacher training institutes are providing the teachers of the future and the committee assumes that teachers are the keyfigures in arranging learning processes. The institutes, therefore, have to anticipate new developments and prepare prospective teachers for their future role. The nature and extent to which ICT is being used in education is considered to be a result of synergy between ‘top-down’ and ‘bottom up’ processes. In the latter especially, a contribution of the teacher training institutes can be expected. According to commit, teacher training institutes therefore have to shift their focus from dealing with present education to that of ‘future education’. Within the PROMMITT action-programme, Stoas Research analyses the future educational practices of the vet-professional. Accordingly, teachers can be as much as possible prepared and thus, can encourage the implementation of ICT in secondary vocational education.

Defination : The use of Information and Communication Technology (ICT) in Dutch education is lagging behind expectation and desire. Hence, the advisory ‘Commitee On Multimedia In Teacher Training’ (COMMITT, at present PROMMITT), established by the Dutch Minister of Education, has drawn up recommendations on the design of the learning process in the future and the role of ICT to support this process, with a focus on teacher training. The committee argues for a powerful role of teacher training in the process of educational innovation and the implementation of ICT. The teacher training institutes are providing the teachers of the future and the committee assumes that teachers are the keyfigures in arranging learning processes. The institutes, therefore, have to anticipate new developments and prepare prospective teachers for their future role. The nature and extent to which ICT is being used in education is considered to be a result of synergy between ‘top-down’ and ‘bottom up’ processes. In the latter especially, a contribution of the teacher training institutes can be expected. According to commit, teacher training institutes therefore have to shift their focus from dealing with present education to that of ‘future education’. Within the PROMMITT action-programme, Stoas Research analyses the future educational practices of the vet-professional. Accordingly, teachers can be as much as possible prepared and thus, can encourage the implementation of ICT in secondary vocational education.


The main research question is: What is the teachers’ prospective role in a richly ICT-designed learning environment and what competences are required for this role?

Research method This paper will discuss the questions concerning ICT and education (not ICT in occupational practice). Several methods of data collection were used for this component of the project. As described in the first paragraph, the main research question concerned the future learning environment and the teacher’s prospective role. To know more about this future, several scenarios on future developments in education have been studied. Because many scenarios have already been completed, we did not perform our own study, but used the available literature (e.g. Ter Woude, 1996, Van den Dool e.a., 1998, Pilot e.a., 1996). Published studies were scanned especially for the role and impact of ICT. Furthermore, experts were heard about this topic. We gathered additional information on the role of the teacher by visiting schools where ICT is already being used ‘extensively’. Information on organisational level was gathered and interviews were conducted with teachers. These interviews were aimed AT the teacher’s tasks, roles and required competences to fulfil these tasks and roles properly. In addition, literature on job profiles of teachers and implementation literature was studied.
Research Method:This paper will discuss the questions concerning ICT and education (not ICT in occupational practice). Several methods of data collection were used for this component of the project. As described in the first paragraph, the main research question concerned the future learning environment and the teacher’s prospective role. To know more about this future, several scenarios on future developments in education have been studied. Because many scenarios have already been completed, we did not perform our own study, but used the available literature (e.g. Ter Woude, 1996, Van den Dool e.a., 1998, Pilot e.a., 1996). Published studies were scanned especially for the role and impact of ICT. Furthermore, experts were heard about this topic. We gathered additional information on the role of the teacher by visiting schools where ICT is already being used ‘extensively’. Information on organisational level was gathered and interviews were conducted with teachers. These interviews were aimed AT the teacher’s tasks, roles and required competences to fulfil these tasks and roles properly. In addition, literature on job profiles of teachers and implementation literature was studied.

Research method This paper will discuss the questions concerning ICT and education (not ICT in occupational practice). Several methods of data collection were used for this component of the project. As described in the first paragraph, the main research question concerned the future learning environment and the teacher’s prospective role. To know more about this future, several scenarios on future developments in education have been studied. Because many scenarios have already been completed, we did not perform our own study, but used the available literature (e.g. Ter Woude, 1996, Van den Dool e.a., 1998, Pilot e.a., 1996). Published studies were scanned especially for the role and impact of ICT. Furthermore, experts were heard about this topic. We gathered additional information on the role of the teacher by visiting schools where ICT is already being used ‘extensively’. Information on organisational level was gathered and interviews were conducted with teachers. These interviews were aimed AT the teacher’s tasks, roles and required competences to fulfil these tasks and roles properly. In addition, literature on job profiles of teachers and implementation literature was studied.


Looking at the afore mentioned research results, it seems unnecessarily to argue for specific ICT-skills for teachers as a key for the problems experienced by the implementation of ICT in education. How to implement ICT in education mainly seems to be a design-problem (how does a teacher create a powerful learning environment?) Required competences for solving this problem are defined within the concept of core problems. Core problems can be defined as the central problems and dilemmas in professional practice as regularly encountered by professionals and thus characteristic of the profession (Onstenk, 1997). Core problems are an interesting basis for education, because they define the professional core and structure and select the professional content. The professional, as an acting individual, is positioned in the centre. To guide learning processes can be mentioned as one of the core problems of future education . One of the dilemmas the teacher has to cope with is whether he should ‘direct’ students learning processes or ‘leave students at their own devices’. A student has to work as independently as possible, but when should a teacher intervene? And in what way can a student accomplish the best (independent) learning activity? How should the teaching- learning process be formed to establish the best learning achievements? The teacher has to constantly consider which teaching aids or materials are most suitable to use. Other dilemmas will arise. For example, how much a teacher has to know about each ICT application (to be aware that the application is available or to know how to use it). Another dilemma concerns the question whether the teacher develops the teaching material himself or lets someone else do it for him.
ICT-in-education-

STRENGTHS

  1. It is applicable to use for both Elementary and Intermediate students.

The program is designed for different level, such as A1 and A2 are for elementary classes. B1 and B2 are for intermediate classes. C1 and C2 are for upper intermediate classes.

The students need to take entry test or placement test before they are put in to the level so every student in the same class will have the same English language ability.

  1. It is a good way to motivate students to learn English.

The program could be used to motivate my students because the activities are guided and well organized. The students can check their achievement by them self without being seen or heard by their classmate.

  1. It is designed from general to specific topics related to the students’ background. 

The students will learn about daily conversation first before they go to the specific topics. The specific topics will be related to their education background so they will be familiar with the topics and they will find them useful for their future when working on board.

  1. It gives feedback for the students so they can see which answers are correct and wrong.

After they see the feed back, it is expected that they will know which areas they need to improve.

  1. Students can repeat doing the same activity when they are not satisfied with their achievement and this will make them learn more from their mistakes.
  2. Since the program has graded activities, it can arouse the students’ confidence without being ashamed by their classmates because one computer is only for one student, and each student will be working on the same computer all the time. In addition, their score is confidentially saved in to the main server, and to open it, the students need the computer user’s pass word.
  3. It encourages students to speak English because it provides sample dialogues for them so they can see how to make conversation on those situations. 
  4. Students can improve their listening skill, pronunciation and at the same time enriching their vocabulary because they can listen how the words in the dialogue are pronounced, they can see the words on the computer screen, and they can write down the words that they don’t understand from the exercises or from the sample dialogue so at the end of the session they will be ready to make conversation using their version since they will have been fully equipped with useful vocabulary.
  5. The teachers can point out certain difficult vocabularies taken from the topics and explain or put them in to exercises so the students will learn a lot.

Looking at the afore mentioned research results, it seems unnecessarily to argue for specific ICT-skills for teachers as a key for the problems experienced by the implementation of ICT in education. How to implement ICT in education mainly seems to be a design-problem (how does a teacher create a powerful learning environment?) Required competences for solving this problem are defined within the concept of core problems. Core problems can be defined as the central problems and dilemmas in professional practice as regularly encountered by professionals and thus characteristic of the profession (Onstenk, 1997). Core problems are an interesting basis for education, because they define the professional core and structure and select the professional content. The professional, as an acting individual, is positioned in the centre. To guide learning processes can be mentioned as one of the core problems of future education . One of the dilemmas the teacher has to cope with is whether he should ‘direct’ students learning processes or ‘leave students at their own devices’. A student has to work as independently as possible, but when should a teacher intervene? And in what way can a student accomplish the best (independent) learning activity? How should the teaching- learning process be formed to establish the best learning achievements? The teacher has to constantly consider which teaching aids or materials are most suitable to use. Other dilemmas will arise. For example, how much a teacher has to know about each ICT application (to be aware that the application is available or to know how to use it). Another dilemma concerns the question whether the teacher develops the teaching material himself or lets someone else do it for him.


The new learning environment differs from the one we are familiar with; the teacher has to cope with many more uncertainties. A curriculum in which lessons and content are fixed no longer exists. As a result, the teacher has to organise his work in another way (working in projects is mentioned explicitly). Moreover, the teacher cannot create new learning environments completely independently (anymore). He has to depend on al kinds of things like the technical infrastructure, timetables and the activities of other teachers. In doing so, the teacher looses a part of his autonomy (another core problem) and therefore, he is forced to collaborate with his colleagues in a way entirely different from that he was used to.
Important role of teacherThe new learning environment differs from the one we are familiar with; the teacher has to cope with many more uncertainties. A curriculum in which lessons and content are fixed no longer exists. As a result, the teacher has to organise his work in another way (working in projects is mentioned explicitly). Moreover, the teacher cannot create new learning environments completely independently (anymore). He has to depend on al kinds of things like the technical infrastructure, timetables and the activities of other teachers. In doing so, the teacher looses a part of his autonomy (another core problem) and therefore, he is forced to collaborate with his colleagues in a way entirely different from that he was used to.

The new learning environment differs from the one we are familiar with; the teacher has to cope with many more uncertainties. A curriculum in which lessons and content are fixed no longer exists. As a result, the teacher has to organise his work in another way (working in projects is mentioned explicitly). Moreover, the teacher cannot create new learning environments completely independently (anymore). He has to depend on al kinds of things like the technical infrastructure, timetables and the activities of other teachers. In doing so, the teacher looses a part of his autonomy (another core problem) and therefore, he is forced to collaborate with his colleagues in a way entirely different from that he was used to.

It requires skills like:

Furthermore, the interviewed teachers especially underline the teachers’ attitude concerning the use of ICT in education. New things are intimidating and are causing resistance. The teachers point out a ‘professional attitude’. Important features of this attitude are being accessible for innovations in general and of ICT in particular. In the published literature, there are indications for this as well (compare Voogt en Odenthal, 1998). Within this topic, one of our respondents pointed out the fact that ICT is the most fundamental of changes (in education) so far. For the first time, children can do something their parents cannot and which parents actually will never learn it in the same way. Typically for vocational education in The Netherlands is the fact that schools often (called Regional Training Centre) provide small-scaled courses, mostly for the regional labour market. This requires an open attitude with a strong accent on exchanging information and a diverse offer of opportunities. Even for this, the teacher requires specific skills. It concerns skills like constructing and maintaining networks, social skills and sympathy for the problems companies are facing.

Furthermore, the interviewed teachers especially underline the teachers’ attitude concerning the use of ICT in education. New things are intimidating and are causing resistance. The teachers point out a ‘professional attitude’. Important features of this attitude are being accessible for innovations in general and of ICT in particular. In the published literature, there are indications for this as well (compare Voogt en Odenthal, 1998). Within this topic, one of our respondents pointed out the fact that ICT is the most fundamental of changes (in education) so far. For the first time, children can do something their parents cannot and which parents actually will never learn it in the same way. Typically for vocational education in The Netherlands is the fact that schools often (called Regional Training Centre) provide small-scaled courses, mostly for the regional labour market. This requires an open attitude with a strong accent on exchanging information and a diverse offer of opportunities. Even for this, the teacher requires specific skills. It concerns skills like constructing and maintaining networks, social skills and sympathy for the problems companies are facing.


New_requierement and New competenciesFurthermore, the interviewed teachers especially underline the teachers’ attitude concerning the use of ICT in education. New things are intimidating and are causing resistance. The teachers point out a ‘professional attitude’. Important features of this attitude are being accessible for innovations in general and of ICT in particular. In the published literature, there are indications for this as well (compare Voogt en Odenthal, 1998). Within this topic, one of our respondents pointed out the fact that ICT is the most fundamental of changes (in education) so far. For the first time, children can do something their parents cannot and which parents actually will never learn it in the same way. Typically for vocational education in The Netherlands is the fact that schools often (called Regional Training Centre) provide small-scaled courses, mostly for the regional labour market. This requires an open attitude with a strong accent on exchanging information and a diverse offer of opportunities. Even for this, the teacher requires specific skills. It concerns skills like constructing and maintaining networks, social skills and sympathy for the problems companies are facing.


ICTs are able to reach students in any place at any time. This has a potential to promote revolutionary changes in the traditional educational model. 1.With ICTs, we can reduce classroom time by engaging students in educational activities at home, in a library, or in any other unconventional setting. 2. ICT can provide courses that small rural or urban schools to teach mathematics ,science and foreign languages. 3. One teacher can manage several schools at a time through on line instruction or TV. 4. With the help of ICT , experts can teach the on line courses. 5. ICT can make multi-grade schools viable in areas with low population density.Students can interact with multimedia computer software.
Transformation__impact_of_ict.ICTs are able to reach students in any place at any time. This has a potential to promote revolutionary changes in the traditional educational model. 

 1.With ICTs, we can reduce classroom time by engaging students in educational activities at home, in a library, or in any other unconventional setting. 

 2. ICT can provide courses that small rural or urban schools to teach mathematics ,science and foreign languages. 

 3. One teacher can manage several schools at a time through on line instruction or TV. 

 4. With the help of ICT , experts can teach the on line courses. 

 5. ICT can make multi-grade schools viable in areas with low population density.Students can interact with multimedia computer software.

ICTs are able to reach students in any place at any time. This has a potential to promote revolutionary changes in the traditional educational model. 1.With ICTs, we can reduce classroom time by engaging students in educational activities at home, in a library, or in any other unconventional setting. 2. ICT can provide courses that small rural or urban schools to teach mathematics ,science and foreign languages. 3. One teacher can manage several schools at a time through on line instruction or TV. 4. With the help of ICT , experts can teach the on line courses. 5. ICT can make multi-grade schools viable in areas with low population density.Students can interact with multimedia computer software.


Its show : What do we know about successful pedagogical strategies utilizing ICTs for teaching and learning? What is known about effective teacher professional development? What do we know about the impact of ICTs on teacher performance? What do we know about the impact of ICTs on teacher motivation?
21st_century_classroom.Its show : What do we know about successful pedagogical strategies utilizing ICTs for teaching and learning? What is known about effective teacher professional development? What do we know about the impact of ICTs on teacher performance? What do we know about the impact of ICTs on teacher motivation?

Its show : What do we know about successful pedagogical strategies utilizing ICTs for teaching and learning? What is known about effective teacher professional development? What do we know about the impact of ICTs on teacher performance? What do we know about the impact of ICTs on teacher motivation?


Most teachers that are new to using computers in the classroom starts by using Internet as a source of information, using the computer to share content (from teacher to student, the other way around or both ways) and as a substitute for pen and paper, just as is shown in the chart above. There is nothing wrong with using computers this way, but this is not what computers excel at. Todays computers are really, really good at calculating huge amounts of data almost instantly as well as creating simulations, animations and multimedia. The next level for using computers in the classroom should be to start using tools for these ”higher level use of ICT” shown in the chart above in the classroom.
ITL_how_students_use_ICT.pngMost teachers that are new to using computers in the classroom starts by using Internet as a source of information, using the computer to share content (from teacher to student, the other way around or both ways) and as a substitute for pen and paper, just as is shown in the chart above. There is nothing wrong with using computers this way, but this is not what computers excel at. Todays computers are really, really good at calculating huge amounts of data almost instantly as well as creating simulations, animations and multimedia. The next level for using computers in the classroom should be to start using tools for these ”higher level use of ICT” shown in the chart above in the classroom.

Most teachers that are new to using computers in the classroom starts by using Internet as a source of information, using the computer to share content (from teacher to student, the other way around or both ways) and as a substitute for pen and paper, just as is shown in the chart above. There is nothing wrong with using computers this way, but this is not what computers excel at. Todays computers are really, really good at calculating huge amounts of data almost instantly as well as creating simulations, animations and multimedia. The next level for using computers in the classroom should be to start using tools for these ”higher level use of ICT” shown in the chart above in the classroom.


This resource explores the nature of creativity and how to encourage creativity particularly using collaborative ICT activities. This unit engages with the debates surrounding the term ‘creativity(tool)' and explores ways in which ICT creates new opportunities for creativity and collaboration...
Take_home_message.This resource explores the nature of creativity and how to encourage creativity particularly using collaborative ICT activities. This unit engages with the debates surrounding the term ‘creativity(tool)' and explores ways in which ICT creates new opportunities for creativity and collaboration... Without knowledge of ICT oer cannot done.. 

This resource explores the nature of creativity and how to encourage creativity particularly using collaborative ICT activities. This unit engages with the debates surrounding the term ‘creativity(tool)' and explores ways in which ICT creates new opportunities for creativity and collaboration...





Return to top