“Each year, a substantial portion of educational institutions’ budgets are allocated to support the integration of computers into instructions with the assumption that computers benefit teaching and learning, and can improve student academic performance” (Lunts, 2002). Developed countries have been using computers for instruction for over four decades and they are considered a vital aid to the instructional process, just like the integration of the blackboard was long ago. Computer hardware and software development, on one hand, is helpful in improving the quality and effectiveness of instructional process. On the other hand, it is generating new challenges. It is equipped to transform pedagogical practices. The educational managers have realized the benefits of technology and they are trying to integrate computer technology into actual classroom instruction. In Pakistan INTEL has been working in collaboration with University of Education and Directorate of Staff Development (DSD) to provide a training facility to prospective teachers and in-service teachers. A week-long workshop of the Master Trainers was held as the DSD building and the assignment given to the Master Trainers was to train more than 4,000 prospective teachers in one month to incorporate computers effectively for their classroom teaching. This month-long training involved hands-on work with MS Word, PowerPoint and Excel. Students were allowed to select a topic of their own interest and develop a unit plan so as to inculcate the higher cognitive skills like analysis, synthesis and evaluation described in Bloom’s taxonomy of educational objectives.
The study was focused to investigate the effect of training on prospective teachers’ self confidence and self concept as defined by Woolfolk. To accomplish this the researchers designed a rating scale comprised of 33 statements. The research tool was piloted on 50 randomly selected students, and reliability was ensured at α=0.91. Face validity and the construct validity were ensured by getting expert opinion. The developed instrument was administered before the start of the training. The prospective teachers worked on predefined activities and developed a unit e-portfolio. One of the researchers was a Master Trainer and was involved in the training of 140 prospective teachers over month-long training period in which prospective teachers were divided into three groups working two hours daily. The subjects were allowed to search the internet and Encarta Encyclopedia to enrich their units. INTEL provided a CD ROM including sample unit plans and a binder providing tutorials for each activity. The same rating scale was administered on the last day of the training.
|Keywords:||Prospective Teachers, Self Confidence, Self Concept, Learning Technologies|
Lecturer, Education, Secondary Teacher Education Department, Allama Iqbal Open University, Pakistan
Lecturer, Department of Early Childhood and Elementary Education, Faculty of Education, Allama Iqbal Open University, Pakistan
Assistant Professor, Secondary Teacher Education Department, Allama Iqbal Open University, Islamabad, Pakistan
Lecturer, DNFCE, Allama Iqbal Open University, Pakistan
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