Exploring the Role of ICT in developing teachers’ ICTs Competencies through Promotion-linked-training BS 17 to BS 18 QAED during PLT at the Punjab Level
DOI:
https://doi.org/10.54183/jssr.v3i1.209Keywords:
ICT, Competencies, Promotion- linked -Training, Continuous Professional Development, Quaid-e-Azam Academy for Educational Development (QAED), learning management system (LMS), Microsoft Office, PowerPoint, ExcelAbstract
The role of Information and, Communication Technology (ICT) in developing teacher competencies through promotion-linked training is a growing field of interest. This qualitative with case study research explores the impact of ICT on teacher training programs aimed at promoting competencies and improving teacher performance. By analyzing the use of technology in teacher training, this study seeks to understand how ICT can enhance teacher competencies and improve the overall quality of Education. Ten participants in the study were selected through a purposive sampling technique. For the data collection, face-to-face self-developed semi-structured interviews were conducted. Data were analyzed through thematic analysis. It was found that ICT has a great impact and role in developing teachers’ competencies through promotion-linked training of BS-17 to BS-18 during PLT at the Punjab level. The participants described the importance of ICT regarding their professional development. This training was described to be useful through different platforms. Resource persons used different engaging techniques like blended learning, flipped classrooms, project-based learning, and personalized learning. Microsoft applications helped them for smooth, efficient, and effective working. The results of this research provide valuable insights for policymakers, educators, and technology experts as they work to integrate ICT into teacher training programs and improve the effectiveness of teacher development initiatives.
References
Abbas, M., Jabeen, A., & Tariq, S. (2021). Mentoring Effectiveness for Primary School
Teachers' Competencies Through Continuous Professional Development (CPD).
Global Social Sciences Review (GSSR). 6(4), 96-107.
Angeli, C. & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1),154-168.
Backfsch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility! Computers & Education, 16 (6), 1–21.
Bicalho, R. N. d. M., et al. (2022). "Integration of ICTs in teaching practices: propositions to the SAMR model." Association for Educational communications & Technology: Springer, 1-16.
Brinkmann, S., & Kvale, S. (2015). InterViews: Learning the craft of qualitative. New York, Sage Publications.
Echoes from EFL pre-service teachers. Education and Information Technologies, 23, 2179–2200.
Engel, A., Coll, C., Membrive, A., & Oller, J. (2018). Information and communication technologies and students’ out of school learning experiences. Digital Education Review, 33, (1), 130–149.
Gordon, N. (2014). Flexible Pedagogies: technology-enhanced learning. Higher Education Academy. From the report series flexible Pedagogies.
Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development using ICT, 12(1).
Law, N., Yuen, A., & Fox, R. (2011). Educacional Innovations Beyond Technology: Nurturing Leadership and Establishing Learning Organizations: Springer
Lemke, C. (2010). Digital natives as pre-service teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97.
Newlands, F., Shrewsbury, D., & Robson, J. (2015). Foundation doctors and dyslexia: A qualitative study of their experiences and coping strategies. Postgraduate Medical Journal, 91(1073), 121-126.
Oner, U. & Nilay, T. B. (2012). Effects of the Professional Development Program on Turkish Teachers: Technology Integration along with Attitude towards ICT in Education”. The Turkish Online Journal of Educational Technology, 11(3), 115-127.
Prestridge, S. (2017). Examining the shaping of teachers’ pedagogical orientation for the use of technology. Technology, Pedagogy and Education, 26(4), 367–381
Rodriguez, F. M. M. (2012). Evaluation of Attitudes and Interests Towards ICT: Orientation for Problem Experiences. Problems of Education in the 21st Century, 43(1), 44-47.
Seufert, S., Guggemos, J., & Sailer, M. (2021). Technology-related knowledge, skills, and attitudes of preand in-service teachers: The current situation and emerging trends. Computers in Human Behavior, 115(1), 1–12.
Shand, P. (2019). Importance of ICT and How It Will Influence Our Future. Retrieved from: https://www.academia.edu/13723443/Importance_of_ICT_and_how_it_will_influence_ou r_future
Yin, R. K. (2018). Case study research and applications: Design and methods. New York: Sage publications.
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2014). Future of ICT as a Pedagogical Tool in ESL Teaching and Learning. Research Journal of Applied Sciences, Engineering and Technology. 6(7) 1-8.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Copyright in the Journal of Social Sciences Review is retained by the author(s). Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
SSR's Editorial Board shares the vision of providing free access to information, education, and science for everyone, thus promoting its content through an OPEN ACCESS POLICY, fulfilling the DOAJ definition of open access. The JSSR adheres to an Open Access and Copyright Licensing Policy based on the belief that making research freely accessible to the public promotes greater global knowledge sharing.
The JSSR uses the Creative Commons Attribution-NonCommercial 4.0 International License. The authors who apply and publish in JSSR consent to abide by the copyright policy set out in the Creative Commons 4.0 license (Attribution-NonCommercial 4.0 International license).
- Copyright in the Journal of Social Sciences Review is retained by the author(s).
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
While "By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself."
