Usage of E-Learning Tools: A Gap in Existing Teacher Education Curricula in India

Autor/inn/en	Gupta, Deepty; Singh, Gaurav
Titel	Usage of E-Learning Tools: A Gap in Existing Teacher Education Curricula in India
Quelle	In: Journal of Educational Technology, 11 (2014) 1, S.30-40 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Foreign Countries; Teacher Education Curriculum; Electronic Learning; Technology Uses in Education; Educational Technology; Use Studies; Educational Practices; Teacher Educators; Teacher Surveys; Questionnaires; Internet; Fundamental Concepts; Technology Education; Educational Objectives; Technology Integration; Access to Computers; India + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Benutzerschulung; Bildungspraxis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fragebogen; Grundlagenplan; Konzept; Technisch-naturwissenschaftlicher Unterricht; Educational objective; Bildungsziel; Erziehungsziel; Indien
Abstract	In India, usage of internet in education is not an innovation, but it is still considered to be in initial stages. Government of India has taken a lot of initiatives for the implementation of e-learning at all the levels of education from past many years, but still teacher education programmes around the nation continue to be challenged to prepare prospective teachers for using technology meaningfully in their instruction, as they are not yet prepared to do so. National Curriculum Framework for Teacher Education (2009) has also embedded the part of ICT (Information and Communication Technology) in the curricula of teacher education but there is disinclination for the usage by both teacher educators and trainee teachers. In order to explore deeper in the realm of it, the researchers had conducted a study to identify the status of e-learning in curricula of teacher education, infrastructural facilities, and usage of e-learning tools for instruction by teacher educators and trainee teachers. The findings of the study have revealed that though the curricula related to e-learning was ample in the selected university but the infrastructural facilities were not accomplished in many terms like internet connection and time provided to use it. The trainee teachers were skilled with the basic computer applications but they are lacking the skill of using various special skills required for e-learning. Also the usage of e-learning tools by teacher educators like email, chat, discussion groups, downloading the content was average but they are not involved in preparing online courses, taking online classes, video conferencing and uploading the educational content. Similar results were found in case of trainee teacher for which they are motivated to use the e-learning tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01