Information and communication technology in education of prospective teachers of non-ICT fields of studies
2017
Herout, L., Czech Univ. of Life Sciences, Prague (Czech Republic). Inst. of Education and Communication
Formal education in the Czech Republic has seen some notable changes during the recent years. One of the most significant ones may be the implementation of curricular documents which are essential for pre-school (ISCED 0), primary (ISCED 1, ISCED 2) and secondary (ISCED 3) education. These documents made it possible for schools to give up obligatory syllabus and to introduce their own educational programs. Some schools have modernised their previous plans while others have created new – i.e. alternative concepts. The second, no less important, change, which has influenced all areas of human life, has been massive development of information and communication technologies (ICT) in recent twenty years. Current generation is starting their education with more experience and competencies than their teachers possess. However, the support and application of information and communication technologies is – despite the novelty of curricular documents – still being underestimated or not suitably grasped point. In spite of that, the educational system is changing rapidly and the pace of this transformation is unprecedented. Modern technologies are being used by the youth on common – everyday basis – as a source of entertainment or as means of communication with peers. It is obvious that these changes must be reflected even by pedagogical faculties which educate prospective teachers. These institutions shall innovate their curriculum in order to enable the teachers to use these tools efficiently. This paper aims to conduct a survey concerning utilization of information and communication technologies within university studies of aspiring teachers of selected majors and pedagogic faculties in the Czech Republic. The survey is interested in the practical implementation of ICT into lessons of these teacher-trainees. From the viewpoint of curricular documents, this concerns the approaches to ICT and their efficient application in common classroom situations in the context of specific methods and forms of university education. However, the issue will not be researched as educational content included into the specific subjects.
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