- Information communication technology and education: Consequences and implications for the leadership and management of teacher education institutions ẢNH HƯỞNG CỦA CÔNG NGHỆ THÔNG TIN VỚI GIÁO DỤC VÀ MỘT SỐ GỢI Ý VỀ QUẢN LÝ Ở CÁC TRƯỜNG SƯ PHẠM THEO HƯỚNG ỨNG DỤNG CÔNG NGHỆ THÔNG TIN TS Phạm Thị Hồng Điệp Trường Đại học Kinh tế Đại học Quốc gia Hà Nội Tóm tắt Công nghệ thông tin và truyền thông (ICT) là nhân tố cơ bản ảnh hưởng tới nền kinh tế thế giới và tạo ra những thay đổi nhanh chóng trong xã hội hiện nay. - Information communication technology and education: Consequences and implications for the leadership and management of teacher education institutions Pham Thi Hong Diep, PhD College of Economics Vietnam National University, Hanoi. - It has the potential to transform the nature of education – where and how learning takes place and the role of students and teachers in the learning process. - Teacher education is facing the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. - This study examines current literature about the impacts of ICT on education in terms of student learning environments, teachers, teaching and learning process, school management and some of the key consequences of the impacts for pre-service teacher education. - The study discusses the role of educational leaders in leading and managing education innovation and change, and proposes a strategic technology plan for teacher education institutions with a particular emphasis on the integration of ICT.. - They also have the potential to transform the nature of education – where and how learning takes place and the role of students and teachers in the learning process. - According to UNESCO (2002), education systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century. - Teacher education is now faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. - In dealing with this challenge, it is helpful to understand the impact of the new technology on education and the implications for education in general and for teacher education in particular.. - This paper will select four aspects of education related to the student learning environment, teachers, teaching and learning process, as well as schools and school management to identify the impacts of ICT. - The consequences of those impacts for pre-service teacher education will also be considered. - The paper also underscores the important and difficult position occupied by an educational leader, in the management of the institution changes cause by ICT integration. - It discusses the role of educational leaders in leading and managing education innovation and change, and proposed a strategic technology plan for teacher education institutions as a response option of leadership and management in ICT integration.. - The impacts of ICT on education. - Since learning is mediated through the components of the learning environment and particularly the curriculum (pedagogy and content) therefore it is useful to start with a consideration of the impact of ICT on the curriculum. - Research has shown that the effectiveness in the use of ICT to support learning is a function of the curriculum content and the instructional strategy, such that when appropriate content is addressed using appropriate strategies, students and teachers will benefit (Cradler & Bridgforth, 2002). - The impacts of ICT on curriculum content may be viewed in terms of declarative knowledge (or knowing what) and procedural knowledge (or knowing how) (Newhouse, 2002). - The use of ICT impacts on both declarative and procedural knowledge to such an extent that clearly the current curriculum and models of teaching and learning were not designed to accommodate the increasingly rapidly expanding quantity of knowledge (Riel, 1998). - Much of the procedural knowledge required is supported by the use of ICT. - Most educators would perceive the impact of ICT on the curriculum to be positive. - The classroom can be transformed into a learning community making it “possible for many more people to be a part of the learning process in an open and continuing dialogue” (Riel, 1998, p. - Newhouse (2002) synthesises from the literature some important impacts of ICT on the learning environment, such as investigating reality and building knowledge, active learning, engaging students by motivation and challenge, providing tools to increase student productivity, providing scaffolding to support a higher level of thinking. - Studies have found that it is impossible to entirely remove the effects of other elements of the learning environment, such as teachers, curriculum, textbooks, and class interaction (Newhouse, 2002).The study of the European Commission (2005) also asserts that: New learning environments are not so much dependent on the use of ICT itself, but rely more on the reorganisation of the learning situation and the teacher’s ability to use technology to support pedagogical learning objectives that transform traditional learning activities. - 3) ICT impacts on teachers Teachers are a key component in the learning environment and therefore the impact of ICT on teachers and the strategies they employ to facilitate the learning environment are essential. - ICT impact on teachers may be identified as impact on the role of the teacher, the access to information, the workload of teachers. - In a broader extent, it is related to constructivism.. - The amount of information in the world is growing at an increasing rate. - For teachers and students, this means that firstly, there is more to know and secondly, it is important to be able to sift through information efficiently. - A number of studies have found that the access for teachers to a computer for the purpose of preparation and planning is one of the strongest influences on the success of ICT training and subsequent classroom use (Office for Standards in Education, 2002, as cited in Newhouse, 2002). - ICT and the new paradigm of the teaching and learning process The traditional teaching-learning paradigm is typically teacher-centered, where the teacher is the expert and the dispenser of knowledge to the students. - Students are passive receptacles of the information provided. - It is largely a ‘broadcast’ model of learning where the teachers do most of the talking and intellectual work (UNESCO, 2002). - In contrast, a new paradigm of the teaching–learning process is emerging, based on three decades of research in human learning, that encompasses the following views of the human learning process: learning is a natural, social and active process. - As technology has created change in all aspects of society, the expectations of what students must learn in order to function in the new world economy have also changed. - This new environment also involves a change in the roles of both teachers and students. - In the study of “New learning environment in school education”, European Commission (2005) also emphasizes the change in the teachers’ role under the impact of ICT. - The study report states that there is a change in the perception of the appropriate role of the teacher from a “teacher to pupils” process of knowledge processing to more “group-based” or “pupil to pupil” processes where the teachers act more systematically as advisors, guides, and supervisors for students, as well as providers of the frameworks for the learning process of their student. - According to Newhouse (2002), the appropriate use of ICT by students can assist teachers in determining and catering for the prior knowledge of students. - ICT impacts on schools and school management The potential use of ICT to support students and teachers has challenges for the policies and practices of both school and schooling itself. - The impacts on schools may be viewed in terms of the policies and practices of schools. - There are many areas of policy and practice in schools that have been challenged by the presence of ICT. - The consequences of those impacts for pre-service teacher education According to UNESCO (2002), over the last decade, many countries that included ICT in education were slow to also include it in teacher education. - Steketee (2005) supports this opinion and provide evident that the use of ICT within teacher training programs around the world is being approached in a number of different ways, all with varying degree of success. - By training pre-service teachers to use ICT, it is hoped that they will transfer this knowledge and skills to their classroom. - It is in the pre-service stage that they are most open to learning how to infuse technology into instruction. - Below are three basic principles that the Society for Information Technology and Teacher Education (SITE) has identified for development of effective ICT teacher education (SITE, 2002). - Firstly, technology should be infused into the entire teacher education program. - Throughout their teacher education experience, students should learn about and with technology and how to incorporate it into their own teaching. - Pre-service teacher education students should learn about a wide range of educational technologies across their professional preparation, from introductory and foundations courses to student teaching and professional development experiences. - Teaching pre-service students basic computer literacy – the traditional operation system, word processor, spreadsheet, database, and telecommunications topics is not enough. - Thirdly, students should experience innovative technology-supported learning environments in their teacher education program. - hence, teacher education courses should embed ICT into students’ practicum experiences. - This becomes the consideration of leadership and management in teacher education institutions when integrating ICT into their programs at the beginning of teacher preparation. - Leadership and management become one of the significant factors in planning and leading the changes in education in the ICT arena to success. - Implementing the teacher education programs’ technology infusion plan and managing change are highly complex tasks, possibly the most challenging to face any leadership group. - This part provides a response option for educational leaders in general and leaders of teacher training institutions in particular for the process of introducing ICT into teacher education programs. - It is important to notice that the use of ICT in teacher education is likely to have the same far-reaching changes in teacher education faculties as the introduction of ICT in schools, and that there are many stakeholders involved, including funding of accreditation agencies and participants, such as teacher educators and student teachers. - However, it is assumed that the role of the organisation’s leader is the most important factor in bringing about change. - In teacher education faculties or departments, this leadership and vision must come from the dean, but there must also be strong support from the teacher education faculty’s university or college. - Important as the vision of the organisational leader is, it is insufficient by itself unless the teacher education faculty shares the same vision. - After all, it is they who will implement the use of ICT in their teaching courses. - One strategy is to take time out from regular departmental duties to work through the key issues – what Ely (1990) called dissatisfaction with the current way of doing things, and what Rogers (1995) termed relative advantage of ICT over traditional teaching approaches. - This discussion and sharing of the leader’s vision with teaching staff cannot be rushed. - For innovation to be successful and for lasting change to be achieved, a share vision of ICT is the initial, key step. - If there are planning and technology committees within the teacher education faculty, they will be influential in shaping attitudes towards ICT. - Shared vision and shared leadership are key goals in the early stage of introducing ICT in teacher education. - If the innovation is to succeed in changing teachers’ curriculum, modes of assessment, and approach to teaching, ICT need to be integrated, embedded, or infused in the teaching of all topics in the teacher education program. - As part of the planning process, the philosophy, aims, goals and objectives of the institution should be used as a guide for the vision, goals and objectives of the technology program with the main focus on the educational needs and skills of the students. - Organisational Development Approach Because teachers have a more difficult job in the ICT era, many studies emphasise the need to support teachers’ professional learning. - According to Elliott (2004, p.3), “it urges education authorities to promote pre-service teacher education and in-service professional development programs that focus on the integration of ICT into classroom practice, across all curriculum areas”. - Firstly, the university needs to make full use of existing ICT resources for teaching and learning. - Then, to gradually provide more resources including professional/technical staff and equipment, to enable all members of the university to contribute to and take full advantage of the enhancements to teaching, learning, research and administration available through information technology. - Secondly, it is the aim of the university ICT plan to put focus on the development, integration and effective use of IT, Multimedia and Educational Technologies for Teaching and Research in order to promote constructivism. - To implement the teacher education programs’ technology infusion plan successfully, there are several success factors to consider.. - When teachers possess a comprehensive set of ICT skills, they can contribute to the development of advance skills for other staff and students.. - This environment can be improved by building a learning community in the university for staff professional development in general and ICT skill development in particular. - establishing a forum to discuss ways of ICT integration to meet teaching and learning needs with teachers and students. - The use of ICT in the university must support a constructivist learning environment by supporting the processes of learning, teaching, and assessment. - Fourthly, leadership should be provide in the appropriate use of technologies to enhance teaching and learning experiences.The university provides leadership and planning structures based on clear goals that encourage and support teachers and students in their use of ICT. - Technology training can be provided within the Teacher Education program, rather than as a stand alone course. - Regarding curriculum organisation and support, the intended curriculum is organised in a manner that is conducive to the use of ICT to support learning and teaching processes. - Teachers are provided with adequate support to select appropriate applications of ICT to address the requirements of the intended curriculum. - The barriers of ICT integration into education in the institution. - If the teacher training institution has well organised plans and enormous budget to equip software and hardware for the technology implementation, as well as provide ICT skills training for education staff and students, there are still some hindrances to overcome in the process of ICT integration. - In the context of many faculties, there is a small number of academic staff working in comparison to the workload and scale of training. - Because older teachers are experienced in curriculum content and methodology while younger teachers are usually technology advanced, those groups are the model of collaboration in the process of integrating ICT to teaching and learning. - It is also a remarkable step to promote constructivist learning, to make the organisation mission and vision a reality which is to provide highly skilled teachers and educational practitioners who lead in their chosen professions in the technology age. - Conclusion This study has involved an examination of the ICT impacts on education in certain aspects such as on student learning environment, on teachers, ICT and the new paradigm of teaching and learning process, and ICT impacts on schools and school management. - The consequences of those impacts for pre-service teacher education were also considered. - With the emerging new technology, teacher education institutions may either assume a leadership role in the transformation of education or be left behind in the swirl of rapid technological change. - The study discussed strategies for educational leaders in managing the change process in the teacher education program as technology becomes a catalyst for transforming the teaching-learning process. - It is possible to conclude that ICT has increasingly impacted on almost all aspects of education. - ICT integration into education and teacher education is inevitable in the “information society”. - It is the art of leadership and management to lead this process and make full use of ICT in reforming the education organisation in general and innovating teacher education programs in particular.. - References: Committee on Developments in the science of learning (2000). - The impact of ICT in schools: classroom design and curriculum delivery. - Literature review: the impact of ICT in learning and teaching. - In Abu Dhabi: The fourth annual conference of the Emirates Center for Strategic studies and research. - Information and communication technologies in teacher education: A planning guide