This publication contains a collection of examples of information and communication technologies (ICT) in Teacher Education programmes from the Asia-Pacific region. While these programmes may not always have been successful and are not necessarily examples of best practice, an examination of such programmes offers insights into the process of educating teachers to integrate ICT into teaching and the process of utilising ICT tools for training teachers.
Overall, the study found that schools are very enthusiastic about being part of an ICT initiative. ICT administrators, in particular, have taken ownership of the initiative and are very engaged, often investing considerable personal time.
However teachers and schools face a considerable range of challenges, including infrastructural issues such as lack of power, telephone and Internet access, which hinder the effective use of ICT in teaching and learning. Schools also struggle to optimise use of the technology, due to a lack of appropriate professional development. While many teachers have developed basic computer skills, they have not yet become confident in using the technology to improve their own productivity and bring about pedagogical change.
Further to this, the ongoing costs are also a major concern for school principals and school committees. Organisational challenges, such as lack of personnel to manage community access, coupled with external challenges, such as lack of after-hours public transport, constitute critical barriers to further access. Teachers and schools are also struggling to clarify roles and responsibilities concerning the larger education system and are unclear about the support that they can expect from the government and other actors in the country.
The study found that great advances have been made at the national level in formulating guiding policies for the use of ICT in education. At the same time, however, important follow-up activities, such as targeted budget allocations, the harmonisation of school development strategies with national education development objectives, and the necessary organisational adjustments (distribution of roles and responsibilities) within government and other education stakeholders, have not yet been fully implemented.
