Intl Conference 2008: ICT in Initial Teaching Training Programmes

ICT in Initial Teaching Training Programmes

JORGE LILLO,
Teacher of English, Specialist in Educational Computing and Master of Arts in Linguistics from Concepcion University. IPA Certificate of Proficiency in the Phonetics of English from the UCL. Certificate of Multimedia and the New Technology in ELT from NILE. Certificate of Using Computers and Multimedia from Sussex University. Currently teaching at Universidad Catolica de la Santisima Concepcion in Concepcion, Chile.

HECTOR VEGA PINOCHET, EFL Teacher with 15 years of experience in binational institute and higher education. He teaches English Grammar in the English Teaching Degree at the Universidad Catolica de la Santisima Concepcion, from which he is the Head of the Programme. He is also an English-Spanish Translator and possesses a Masters degree in Linguistics. He acts as an oral examiner in Cambridge ESOL examinations. He has presented papers in various Chilean Universities.

PRESENTATION ABSTRACT

The introduction of Information and Communication Technology (ICT) competencies in initial teaching training programmes is tackled in this paper. The authors share the view expressed by the teaching community that the ability to work experimentally with ICT from a very early initial training stage helps to create a culture of innovation and change which is central to developing activity and quality in initial teacher training programmes. Technology has been largely used in Education; however, it is far away from causing the expected impact the educational community has been waiting for. We believe there is a fundamental change to be promoted so as to improve the quality and standards of education for students significantly. An innovative curriculum integration of new communication and information technologies in the curriculum of an ITT programme should be directed to enable the teacher trainer with the knowledge, skills and understanding to identify and decide when and how to use the ICT efficiently in their area of expertise. An interesting example that provides a clear vision of what is expected of a curriculum is the English model. Two are the key themes that guide it: effective teaching and methods of assessment, on one hand, and knowledge, understanding, and competence that teachers have on ICT. The former refers specifically to what trainee teachers must learn when to use ICT in a useful manner to achieve academic goals, and when the use of ICT is less effective or inappropriate. The latter covers the training of teachers, trainers and trainees on a wide variety of experiences in ICT. The assumption that a big majority of our EFL trainee students have some degree of knowledge in ICT just because of their social experience as citizens of the society of information and communication does not guarantee that they will make good use of technology in their teaching practice. A method of incorporating ICT competencies in initial training programmes in Chile and a possible taxonomy to ensure professional confidence will be presented and discussed. The conclusions come from reflective sessions with a group of experienced teacher trainers at University level. Key Words: Information and Communication Technology, Teacher Training, ICT Competencies.


http://tesolchile.cl/conf2008/postconf2008f.php