Changes

In a society that is termed as the '[[wikipedia:Information_society|digital society]]', educational processes too can be meaningfully impacted by ICT. So far, the  significant focus of ICT in education has been on students learning to use few software applications, without much involvement of the teachers, this has made these programs stand-alone. Perhaps the beginning of ICT integration should be in Teacher Professional Development (TPD). Digital technologies (popularly known as Information and Communication Technologies, or simply ICT) can provide opportunities for connecting teachers and reducing intellectual isolation. The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] says 'Any effort to strengthen teachers’ professional practice must equally respect them as professionals. This includes matters of training in content and approach, how trainings are announced and how they are implemented. Programmes must build on and strengthen the teacher’s own identity as a professional teacher and in many cases also establish and nurture the linkage with the academic disciplines of their interest. Programmes that compromise on the professional identity of the teacher and his/her autonomy will be unsustainable in the long run, providing very little psychological motivation for teacher to internalize what they have been ‘told’ in their practice'. to TPD essential for effectiveness'.

In a society that is termed as the '[[wikipedia:Information_society|digital society]]', educational processes too can be meaningfully impacted by ICT. So far, the  significant focus of ICT in education has been on students learning to use few software applications, without much involvement of the teachers, this has made these programs stand-alone. Perhaps the beginning of ICT integration should be in Teacher Professional Development (TPD). Digital technologies (popularly known as Information and Communication Technologies, or simply ICT) can provide opportunities for connecting teachers and reducing intellectual isolation. The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] says 'Any effort to strengthen teachers’ professional practice must equally respect them as professionals. This includes matters of training in content and approach, how trainings are announced and how they are implemented. Programmes must build on and strengthen the teacher’s own identity as a professional teacher and in many cases also establish and nurture the linkage with the academic disciplines of their interest. Programmes that compromise on the professional identity of the teacher and his/her autonomy will be unsustainable in the long run, providing very little psychological motivation for teacher to internalize what they have been ‘told’ in their practice'. to TPD essential for effectiveness'.

ICT can support participatory models of teacher education.  

ICT can support participatory models of teacher education. ICT can be used to support self-directed, need based, continuous, peer learning and mentoring based teacher education. This tool-kit discusses one such model of ICT integration. 

=== Teacher learning spaces / forums ===

=== Teacher learning spaces / forums ===