Knowledge Map : Teachers, Teaching and ICTs
Teacher training and on-going, relevant professional development are essential if benefits from investments in information and communication technologies (ICTs) are to be maximized. A shift in the role of a teacher utilizing ICTs to that of a facil...
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| Format: | Brief |
| Language: | English |
| Published: |
Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2005/03/10060675/knowledge-map-teachers-teaching-icts http://hdl.handle.net/10986/10757 |
| Summary: | Teacher training and on-going, relevant
professional development are essential if benefits from
investments in information and communication technologies
(ICTs) are to be maximized. A shift in the role of a teacher
utilizing ICTs to that of a facilitator does not obviate the
need for teachers to serve as leaders in the classroom;
traditional teacher leadership skills and practices are
still important (especially those related to lesson
planning, preparation, and follow-up). ICTs seen as tools to
help teachers create more 'learner-centric'
learning environments in Organization for Economic
Co-operation and Development (OECD) countries, research
consensus holds that the most effective uses of ICT are
those in which the teacher, aided by ICTs, challenge
pupils' understanding and thinking, either through
whole-class discussions or individual/small group work using
ICTs. ICTs are seen as important tools to enable and support
the move from traditional 'teacher-centric'
teaching styles to more 'learner-centric' methods.
Pedagogical practices of teachers using ICTs can range from
only small enhancements of teaching practices, using what
are essentially traditional methods, to more fundamental
changes in their approach to teaching. ICTs can be used to
reinforce existing pedagogical practices as well as to
change the way teachers and students interact. |
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