Educational Thought (ET), ISSN 1596-969 Volume 9 No 1, pp 12-23 Journal of Education, Adekunle Ajasin University Available online at http://www.aauaeducationfac.

org

ICT Practices of Pre service Teachers in India-Case Study of a State

Nayar K , 2Kunle Oke Oloruntegbe and 3Sharifah Norul Akmar Syed. Zamri 1Indian Institute of |Information Technology and Management Kerala, Technopark, Trivandrum-695581, Kerala, Science Technical Education, Adekunle Ajasin University, Akungba-Akoko & Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia Correspondent Author E-mail: ajitha.nayar@iiitmk.ac.in Introduction Owing to favorable IT policies at the school level and to the encouraging approach of the various state governments in India, classrooms have become technology- enabled learning environments. It has become necessary for teachers to be accustomed to using technology in a variety of ways as technology has become an important resource for teachers and learners alike. How teachers use technology depends on their attitudes towards this resource, their readiness and willingness to exploit its pedagogical advantages and the infrastructure of the school. In this context, Teacher Education Institutions (TEIs) become very important places in which to mould future teachers. As such these institutions need to address the goals of technology enabled learning and teaching. Teacher education institutions are therefore faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. For many teacher education programs, this daunting task requires the acquisition of new resources and expertise as well as careful planning (UNSECO, 2008). To reap the full benefits of technology in learning, it is essential that preservice and in-service teachers have basic technology skills and competencies. Teacher education institutions and programmes must provide leadership for preservice and inservice teachers and model new pedagogies and tools for learning. They must also provide leadership in determining how the new technologies may best be used in the context of the culture, needs and economic conditions within the country in question. To accomplish these goals, teacher education institutions must work closely and effectively with secondary school teachers and administrators, national and state educational agencies, teacher unions, business and community organizations, politicians and other important stakeholders in the educational system. Teacher education institutions also need to develop strategies and plans to enhance the teaching and learning process within teacher education programmes and to ensure that all future teachers are well prepared to use the new tools for learning. (UNESCO, 2008) Recognizing that teachers are central to successful learning, UNESCO has supported the professional development of teachers for nearly 60 years. UNESCOs most recent initiative is the Next Generation of Teachers (NET) Project which is designed to assist teacher education institutions (TEIs) in the Asia-Pacific region in preparing the next generation of teachers to judiciously use technologies for teaching and learning. The NET project has been guided by the vision of the director of the UNESCO Asia and Pacific Regional Bureau for Education in Bangkok.
1Ajitha

12

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

Background of the study To develop a technology competent teacher population, it is necessary to focus on the nature of teacher programs in teacher education institutions. Preservice teachers must be trained in the pedagogical nuances of technology to use it effectively once they begin work in the schools. Teachers should be equipped with pedagogical competencies for integrating technology into the curriculum so that they can efficiently create the vital link between their individual approach, the local context and their knowledge of the given subject. These competencies help teachers to demonstrate a thorough understanding of the opportunities for using technology in the curriculum context and to implement and evaluate instruction in open and flexible environments (Odabasi,2006). If In-service teacher training can ease the transition to new methods by providing opportunities to experiment with available technologies, then preservice training also needs provide a foundation as well as a framework for exposing the prospective teachers to emerging technologies. Teacher education institutions represent a crucial part of teacher education not only because they lay the foundation for the acquisition of good pedagogical practices but also because they expose future teachers to the classroom environment. Studies have revealed that a lack of effective professional development targeting the pedagogical uses of computers in the classroom is one of the most serious obstacles to integrating computers into the curriculum (Fatemi, 1999; Grant, 1996; Gess-Newsome, 2001; Lieberman & Miller, 1991; Little, 1993; Schrum, 1999). The skill-based approach focuses on instructing teachers how to use computer applications such as word processing, spreadsheets, e-mail, the internet and graphics. Skill-based courses are not enough for preparing teachers to teach with computers, as they are usually taught in isolation from a pedagogical context (Becker & Riel, 2001; Selinger, 2001). In the last decade there has been a trend towards using subject-specific computer applications in Teacher Education Institutions. Every professional development program in the field of education should have a practical component that permits teachers to actually teach with computers in their classrooms. This type of experience will allow teachers to reflect on the feasibility of their curricular design involving technology and to situate their training in authentic contexts, i.e., the classroom (Valanide & Angeli, 2008). The research questions The present study was undertaken to investigate pre service teachers approaches to new methods and technologies as reflected in their teaching. The goal of Teacher Education is to train prospective teachers with the various techniques of teaching and to equip them with skills required for the classrooms of tomorrow. The extent to which the goals of technology-enabled learning and teaching were realized was considered based on the Information and Communication technology (ICT) practices employed by preservice teachers during four weeks of practice teaching in practicing schools. Practice teaching is the phase of the Teacher Education program where pre service teachers actually attempt the theory and methods of teaching their subject in actual classroom situations. During the period they are considered to be a member of the teaching faculty of the particular school they have been assigned and are expected to carry out all responsibilities and duties entrusted to them by administrators and the school mentors. The practicing schools are schools selected by the teacher education

13

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

institution and are situated in the approximate vicinity .All the schools selected follow the State school curriculum. At the time of practice teaching all schools are in the same curricular phase of the academic year (the first term of the academic year).The aim of this study was to determine whether the teacher education program was appropriate for these future teachers as indicated by the extent and nature of their ICT use. This study utilized the following two research questions to examine effectiveness of the teacher education program affected in a secondary teacher education institution which offers Teacher Education Courses leading to a Bachelors Degree in Education. 1. What is the nature and extent of preservice teachers technology use during practice teaching? 2. What is the most influential factor in determining preservice teachers ICT use? 1.31What is the nature and extent of preservice teachers technology use during practice teaching ? The pre service teachers undergo four weeks of practice in the practicing schools. They teach 30 instructional lessons and administer one achievement test. The nature and extent of their use of technology is a reflection of the effectiveness of the teacher education program in instilling confidence in these student teachers. Under trained teachers are often overwhelmed by high tech tools and have trouble developing lesson plans that use technology effectively. Various studies have reported that preservice teachers employ a variety of ICT practices ranging from the use of PowerPoint to more complicated tasks involving simulations and multimedia applications. Studies also indicate that preservice teachers use technology more often for explanations and visual displays than for conceptual understanding (Cleaves & Toplis, 2008; Osborne & Hennessy, 2003). 1.32 What is the factor most influencing pre service teachers ICT use? There are many factors that contribute to pre service teachers ICT use. The pre service teacher is acted upon by many influences- the teacher educator (tutor), the mentor, practicing school, nature of ICT training imparted, nature of ICT proficiency achieved and ICT infrastructure of the school. Earlier studies on the factors contributing to pre service teachers ICT use revealed that access to ICT encourages pre service teachers ICT use in the practicing school (Murphy,200;Opie and Katsu,2000;Selwood and Pilkington,2005). Studies have been cited that reports general culture of school which promotes teachers to innovate, encourage student teachers to innovate (Almas and Nilsen, 2006; Summer and Easdown, 1996;Lawson and Comber, 1999). The commitment of school administrators towards technology is another influential factor for student teachers (Lawson and Comber, 1999,Almas and Nilsen,2006).For the present study factors were selected which were the influences pre service teachers were exposed during the teacher education program-Teacher Education Institution, Tutor, Peer, mentor, practical school infrastructure, school administrators and confidence in use of computers . The attributes of the training institution can support and encourage technology use by insisting on Teacher Educators use of technology for teaching ,learning and training in the classroom. Assigning time slots for use of computer lab ensures that the technology infrastructure is available and accessible to all students and teachers and for all

14

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

subjects .The influential nature of the tutor stems from the tutors attitude and confidence in terms of the pedagogical use of technology.Peers who use technology can motivate and stimulate other peers to use technology. It is likely that peer technology use can encourage and inspire other peers to also attempt use of technology . Methodology 1.41 Location of the study The study was undertaken in Kerala, the southern most state in India. The pre Service teachers were enrolled in a Secondary Teacher Education course in a teachers education institution in Kerala. The secondary teacher education course is of one year duration, comprising of two semesters. The successful completion of which earns a degree in Bachelors in Education. The majority of students are postgraduates in language, arts, mathematics or science as the case may be. During the training period stretched out into 12 months of two semesters pre service teachers are given hands on experience on using technology for teaching and learning. Pre service teachers receive training in the theoretical aspects of computers comprising of hardware and software. Computer Education did not involve teaching specific program but focused on the applications of various software programs and educational prospects of internet .Following the completion of these theoretical classes pre-service teachers entered a phase of teacher training in which they were also encouraged to utilize large sources of intranet materials stored in the Internet . 1.42 Description of the sample The sample comprised 95 pre-service teachers being trained in teaching English, Social Studies, Science and Mathematics in one Secondary teacher education college situated in Trivandrum District , Kerala was collected by means of a survey of Practicing schools and classroom observation of practice teaching of pre-service teachers . Observations of Practice teaching classes of 95 pre-service teachers , Feedbacks obtained from a sample of 10 Teacher Educators and 55 Teacher mentors . The Teacher Educators were the faculty responsible for training the pre-service teachers and the mentors was a teaching faculty of the school who was entrusted with the practice teaching of the particular pre service teacher. The mentor observed the class and submitted observation records from which data pertaining to ICT practices was made. The details of the sample is given in Table 1 Table 1: Details of sample Subjects English Social studies Science Mathematics Total No of Preservice Teachers 13 25 40 17 95 Type of Practicing School G* P** A*** 3 3 7 9 5 11 7 5 28 3 5 9

15

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

* Managed by Government Private Ownership ***Partly funded by Government but privately managed 1.43 Description of the practicing schools Majority of the practicing schools were Government schools and few were privately managed. schools. In India Education is imparted at four levels Elementary (6 year olds 9 year olds) , Middle (10 year olds 12 year olds) , Secondary (13-15 year olds) and Higher Secondary ( 16-17 year olds) . The Secondary Teacher Education course of one year duration is intended for those who want to teach at the secondary level. For elementary school teachers there is a two year Teacher Training course. All schools had fully fledged computer labs and were easily accessible at the request of the teachers. The student trainees were allowed to use the computer lab for the benefit of the students. The schools surveyed had computer labs with adequate lab resources ,the provision of which was made available out of the IT@school project .The IT@school project was a state sponsored IT venture which produced Educational software appropriate to the learning levels , subjects and school syllabus prescribed in different schools. Educational CDs were produced in all subjects and made available to Government schools free of cost and to privately managed schools at a nominal fee. Most of the Teaching and learning materials contained simulations and animation and most of the computer labs in the government schools had broadband connectivity and Internet access .Details with regard to technology use in the various schools are presented in Table2.

16

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

Table2: Details of Technology use : Type of school Government Private Aided No. of schools 5 2 3

Whether provision was available for incorporation of computers for learning? Yes No Accessibility to students At all class hours During lab hours At the discretion of the teacher 2 5 3 8 2

The sample of practicing schools comprised of 5 Government schools ,2 private schools and 3 aided schools. Aided schools are private schools which are supported by Government funds .Provision for using computers were given in 8 schools of the 10 schools. The mentors comprised of two categories. Secondary school teachers who had teaching experience of more than 10 years and less than 10 years. Mentors in Government schools were found to have more than ten years of experience, while mentors of private and aided schools were found to have less than ten years of experience. Mentors were mostly assigned to preservice teachers by the school authorities. Typically, school administrators entrusted the senior most teachers with the duty of mentoring. Details are provided in Table 3. Table 3:Details regarding the mentors Subjects English Experience of more than 10 Experience of less than 10 years years G* P** A*** G* P** A*** 3 1 2 2 2 2 7 5 10 4 21

Social studies 7 Science 5 Mathematics 2 Total 17 * Managed by Government **Private Ownership ***Partly funded by Government but privately managed

17

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

1.44 Description of classroom instruments and the procedure for the study To ascertain the nature of the technology and the instruments used in the various classrooms, an observation schedule of the practice teaching was devised. The observation schedule simplified the recording of the teaching activities, learning tasks and classroom management methods utilised in the respective classes. Under normal circumstances, each preservice teacher was observed by four evaluators: the mentor, the tutor, the head of the teacher education institution and a core course tutor who taught the foundation courses of Philosophy, Psychology of Education and Technology of Education. This system of evaluation indicates that preservice teachers were accustomed to being observed as it was a routine procedure that typically did not adversely affect the atmosphere of the classroom. Observations began either during the second or the third week of training. The core course tutor observed three classes in a given subject taught by each preservice teacher. Although information was available with regard to all aspects of teaching ranging from presentation to communication, the present study places significant emphasis on whether the preservice teachers used technology and the ways in which it was used. Observations of classroom sessions during teaching practice revealed that the use of technology was not required; however, the researcher observed classes in which the preservice teachers used technology. Detailed information was obtained from the subject tutor regarding each preservice teachers practice teaching, ranging from the lesson plan, teaching methodology and schedule of classes to the practicing school. In many schools there was only I computer lab so preservice teachers needed to check the availability of the computer lab during their scheduled teaching slot. As many teachers were not using the computer lab for teaching and the use of computer lab was not time tabled or made mandatory in many schools pre service teachers had open access to computer labs. Upon completion of their teaching practice, preservice teachers who used technology (n=8) were asked to rank six factors (one individual, one school, one mentor, one school administrator, one tutor, one peer) that influenced their use of technology. The six factors identified in the present study represented the same six factors that have previously been found to influence preservice teachers. A Friedmans test was used to evaluate and interpret the results with respect to each of these six factors. Details of the findings are presented in Tables 5 and 6. Table 5: List of factors influencing teachers ICT use Factors confidence in computers School infrastructure Mentor school authorities tutor peer group Mean rank 3.50 3.33 2.58 3.75 4.08 3.75

18

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

Table 6:Most influencing factor for technology use Factors T*1 T2 T3 T4 T5 1 3 2 6 4 5 T6 1 3 3 5 6 4 Sum of ranks 6 16 15 29 27 32**

My confidence in 1 1 1 1 computers School infrastructure 2 2 3 3 Mentor 3 2 3 2 School administrators 4 4 4 6 My Tutor 5 4 4 4 Peer 6 6 6 5 *T=Teacher An interview with two preservice teachers was findings.

conducted to clarify and interpret the

Findings of the study and discussion of results 1.51 The nature of the preservice teachers ICT use The results indicate that preservice teachers of three subjects viz., Mathematics, Science and Social Studies took it upon themselves to exploit opportunities to use technology in their teaching. Of the eight preservice teachers who used technology, there were four science teachers, two English teachers and two social studies teachers. The absence of mathematics teachers from the findings is notable. Nearly all of the preservice teachers identified topics that represented a rich scope of visual images and simulations. It is to be noted that the topics were not chosen by the pre service teachers but assigned to them by the mentors. The topics that were required to be taught varied form school to school and was allotted at the discretion of the mentors. The preservice teachers stated that their primary motivations for using technology in the classroom were the nature of the topic and the availability of technology-based learning resources for its instruction as well as the availability of a related simulation. With regard to the learning resources used, only one participant prepared her own learning resource, i.e., a PowerPoint presentation for teaching English grammar. Three of the preservice teachers used Microsoft Encarta, which was available in the computer lab. The details in Table 5 also reveal that of the total of 8 technology based lessons observed only three were held in classrooms and the remaining 5 were held in Computer labs . This revealed that classrooms were not technology equipped and computer labs were more popular places for teaching using technology. 1.52 What is the most influential factor in determining preservice teachers ICT use? The pre-service teachers who used technology were asked to assign ranks to the six factors which were selected .The Friedmans test was used to test the consistency of the ranks assigned by the teachers. A statistically significant difference (2 = 2.892, p=0.717) was not found. This result implies that there was consistency among preservice teachers with regard to the ranking of these influential factors. The sum of the ranks identified the extent of influence on preservice teachers technology use during teaching practice with the most influential factor scoring the least sum of ranks and the least influencing factor being the factor scoring least sum of ranks . The details are provided in Table 6.

19

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

The factor with the lowest ranking was that of confidence in computers, which indicates that preservice teachers technology use is strongly influenced by their confidence in computer use. This finding suggests that it is necessary to make preservice teachers technologically competent before they begin their teaching practice. Confidence in the use of technology will enable teachers to transfer their computer skills to pedagogy. This finding is supported by earlier studies which have found that student teachers who have the most sophisticated understanding of ICT use have generally transferred pedagogical principles learnt in other contexts (Albion, 1999; Barton & Haydn, 2006). The findings also indicate that mentors represent an influential factor with respect to preservice teachers ICT use. In the practicing school, the mentors are in con trol of the preservice teachers and, in all likelihood, the preservice teachers are teaching the students of the mentors. The mentors know the class dynamics and therefore play an authoritative role in encouraging student teachers to use technology. As a result, mentors create an environment within the school that is conductive to the use of technology in the classroom. This finding is supported by earlier studies in which mentors or supervising teachers place expectations on student teachers with respect to ICT use (Cuckle, Clarke & Jenkins, 2000; Summers & Easdown, 1996). The fact that school infrastructure was found to be a reasonably influential factor as they were getting the third least sum of ranks (16) reveals that the role of school infrastructure in influencing pre service teachers technology use was instrumental. As novice teachers, many of the student teachers are nervous during the initial phase of practice teaching as they may be facing a group of 40 or 50 students for the first time. In such a context, a conducive school environment could do much to encourage student teachers attempts to use technology. Peers were not seen as influencing factor with respect to preservice teachers ICT use. Even if peer use of technology had triggered student teacher motivation to incorporate technology into their teaching, these teachers may have faced limiting factors such as a lack of confidence in their own computer skills, technology constraints within the practicing school or a lack of initiative of the mentor which would have been difficult to overcome. School administrators were not ranked highly by the pre service teachers as was reflected by considerably high sum of ranks (29) implying that the role of school administrators in preservice teachers technology use was not very influential. This result is contrary to research evidences cited . But the reason may be that even if school administrators provide conducive environment of technology use the ultimate deciding factor is ones confidence in using technology which stems from the way one has been trained and the amount of practice put in at the TEI . Finally, the results indicate that tutors (teacher educators) did not have much influence on preservice teachers ICT use, perhaps because they were not confident in their abilities to use technology. Another reason that these tutors have so little influence on preservice teachers is that their technology use tends to be limited to their own teaching and is therefore not utilised for pedagogical purposes (Author, 2009).

20

Ajitha Nayar K, Kunle Oke Oloruntegbe and Sharifah Norul Akmar Syed. Zamri

Conclusion This study highlights the need for effective professional development with respect to the pedagogical uses of computer technology in teacher education.Tutors must be technologically competent and should be encouraged to use technology in their teaching.Only when they become confident in the use of technology can this confidence be instilled in preservice teachers. It has often been observed that seeing teachers teach using technology builds and enhances students ICT competencies. Teacher education must address the learning and teaching goals of the 21st century. Measures need to be taken to ensure that preservice teachers who do not have basic ICT skills are given a foundation course that will provide them with a working knowledge of computers. This familiarity with computers will give teachers the confidence necessary for the effective pedagogical use of technology. Teacher education should equip preservice teachers with comprehensive ICT skills that include knowledge of how to teach using technology. Subject-specific computer applications need to be created and contexts for subject-specific pedagogies must be explored. The establishment of a greater number of practicing schools that have adequate ICT infrastructure could create a conducive environment for teaching preservice teachers to successfully incorporate the use of technology into their classrooms. Insisting that preservice teachers make conscious and concerted efforts to utilise school computer labs or the existing ICT infrastructure created to support technology-based teaching methods would oblige them to strive towards this end. References. Albion, P.R. (1999). Self-Efficacy Beliefs as an Indicator of Teachers' Preparedness for Teaching with Technology. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp. 1602-1608). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/8156 Alm s, A. G. and Nilsen, A. G. M ndez-Vilas, A. , Solano Mart n, A. , Mesa Gonz lez, J.A. and Mesa Gonz lez, J. (eds) .(2006). ICT competencies for the next generation of teachers. Current developments in technology-assisted education Retrieved February 1, 2008, from http://www.formatex.org/micte2006/book1.htm Author,(2009). [details removed for peer review] Barton, R. and Haydn, T. (2006). Trainee teachers' views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer Assisted Learning 22:(4) , pp. 257-272. [ crossref ] Becker, H. J. and Riel, M. M. (2000) .Teacher professional engagement and constructivist-compatible computer use Centre for Research on Information Technology and Organisations, University of California , Irvine Retrieved February 1, 2008, from http://www.crito.uci.edu/tic/findings.html Cleaves, Anna and Toplis, Rob. (2008) .'Pre-service science teachers and ICT: Communities of practice?, Research in Science & Technological Education, 26: 2, 203 213 Cuckle, P. , Clarke, S. and Jenkins, I. (2000) Students' information and communications technology skills and their use during teacher training. Journal of Information Technology for Teacher Education 9:(1) , pp. 9-22.

21

Ertmer, P. , Conklin, D. , Lewandowski, J. and Osika, E. (2003) Increasing preservice teachers' capacity for technology integration through the use of electronic models. Teacher Education Quarterly 30:(1) , pp. 95-112. Fatemi, E. (1999) Building the digital curriculum. Education Week on the Web www.edweek.org/sreports/tc99/articles/summary.htm Gess-Newsome, J. , Blocher, M. , Clark, J. , Menasco, J. and Willis, E. (2003) Technology infused professional development: A framework for development and analysis. Contemporary Issues in Technology and Teacher Education 3:3 , pp. 324-340. Grant, C. M. (1996) Professional development in a technological age: New definitions, old challenges, new resources http://ra.terc.edu/publications/TERCpubs/techinfusion/prof_dev/prof_dev_frame. html Kenny, J. (2002) What did we get for our training money?. TES Online http://www.tes.co.uk/search/story/?story_id=357732 Lawson, T. and Comber, C. (1999) Superhighways technology: Personnel factors leading to successful integration of information and communications technology in schools and colleges. Journal of Information Technology for Teacher Education 8:(1) , pp. 4153. Lieberman, A. and Miller, L. (1991). Staff development for education in the 90's: New demands, new realities, new perspectives Teachers College Press , New York Little, J. W. (1993). Teachers' professional development in a climate of education reform. Education Evaluation and Policy Analysis 15:2 , pp. 129-151. Murphy, C. Crawford, C. , Willis, D. A. , Carlsen, R. , Gibson, I. , McFerrin, K. , Price, J. and Weber, R. (Eds.). (2000) Effective use of ICT by student teachers - Is it improving?. Society for Information Technology & Teacher Education, 16th international conference Association for the Advancement of Computing in Education pp. 16561661. Chesapeake, VA Odabasi, F., Akbulut, Y., Cuhadar, C., Dursun, . ., Kabakci, I., Kilicer, K., Kurt, A. A., Sendag, S., & Tanyeri, T. (2006). Turkey basic education project: Baseline study on Technology integration. Ankara: Ministry of National Education Projects Coordination Center [WWW document].URL http://home.anadolu.edu.tr/~fodabasi/doc/ey6.swf Opie, C. and Katsu, F. (2000). A tale of two National Curriculums: Issues in implementing the National Curriculum for information and communications technology in initial teacher education: Preconceptions of history and geography interns, with reflections of mentors and tutors. Journal of Information Technology for Teacher Education 9:(2) , pp. 155-172. Osborne,J and S. Hennessy, 2003. Literature review in science education and the role of ICT: Promise, problems and future directions, Nesta Future Lab, Bristol. Schrum, L. (1999) Technology professional development for teachers. Educational Technology Research and Development 47:4 , pp. 83-90. Selinger, M. (2001) Learning information and communications technology skills and the subject context of the learning. Journal of Information Technology for Teacher Education 10:1/2 , pp. 143-154. Selwood, I. and Pilkington, R.(2005). Teacher workload: Using ICT to release time to teach. Educational Review 57:(2) , pp. 163-174. [informaworld] Summers, M. and Easdown, G.(1996). Information technology in initial teacher training. Journal of Information Technology for Teacher Education 5:(1) , pp. 155-172.

22

Taylor, L. (2004) How student teachers develop their understanding of teaching using ICT. Journal of Education for Teaching 30:(1) , pp. 43-56. [informaworld] UNESCO (2008).ICT in Teacher Education: Case Studies from the Asia-Pacific Region. Bangkok: UNESCO. Valanides,N and Angeli,C.(2008). Professional development for computer-enhanced learning: a case study with science teachers. Research in Science & Technological Education, 26(1), 3 12

23