Published on April 2022 | Humanities

Emerging Trends in ICT and its influence on digital competency of teachers in higher education
Authors: Dr.K.Guru, Dr.S.Raja, Ms.A.Umadevi
View Author: Dr. Guru K
Journal Name: International Journal of Early Childhood Special Education (INT-JECS)
Volume: 14 Issue: 1 Page No: 2396-2402
Indexing: Web of Science
Abstract:

The quality of education delivered and its methods influence the country's prosperity. India's Gurukul system of instruction was well-known throughout the Vedic era. India's educational system has gone through various eras and phases of development, from the Vedic period to the post-independence period. Individuals inner potential is created via contemplating about their particular potential, according to famous Indian philosophers. Outside of the classroom, modern technological advancements have revolutionised the globe. As a consequence of information technology, students have been affected. This is due to two sorts of changes brought about by technological advancements: The first is through aiding people in actively engaging in social, economic, and political life in a broader society in order to improve human potential. Second, by emphasising technological innovation as a tool for human development as a consequence of increased productivity and economic wealth. Pedagogical adjustments and innovations are becoming increasingly significant as ICT becomes a more fundamental component of secondary school pedagogy. This situation needs a boost in pre-service ICT training for future teachers. The study of ICT integration at the pre-service level for both trainees and teacher-educators is the focus of this chapter in the present circumstances. We observed considerable differences in educational institution best practices and opportunities for growth in this research paper. The objective of this researchis to create a model that describes the important features of utilising digital technology to enhance educational institutes and assists in recognising differences across schools, as well as best practices and issues. In this study we discovered substantial differences in best practices and opportunities for improvement across the schools and colleges. It was notably beneficial for those components that largely dealt with the responsibility of being a leader in educational field. The differences in several features across schools were due to school-level practices rather than socioeconomic status. To summarise, we feel that all components of the model should be analysed and improved in order to improve schools utilising digital technology.

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