1

ANALYSIS OF TEACHER EDUCATION AND TRAINING PROGRAMS OF

PAKISTAN FOR ICT-INTEGRATION THROUGH OPEN AND DISTANCE
LEARNING: A CASE STUDY

By

Yousaf Khan*

ABSTRACT

The purpose of the study was to analyze the teacher education and training
program of Pakistan for ICT-integration. It was hypothesized that there is a
possibility to integrate Information and Communication Technology in teacher
education and training program of Pakistan. It is a case study with the
objective to analyze the teacher education program of Pakistan for the
possibility to integrate-Information and Communication Technology through
Open and Distance Learning. The sample comprised of all students of M.Ed
Distance Education Program of University of Peshawar enrolled in session
2013. The data was collected through a self-made three point rating scale
comprising 58 factorized statements. The collected data was analyzed by
computing percentages and applying chi square for interpretation of
significance and inference. The results of study revealed that there is possibility
of ICT-integration with teacher education especially through Open and
Distance Learning System but there are threats and challenges also to be faced
and resolved for this purpose. The results revealed need for a policy framework,
revision of objectives, whole school Information and Communication
Technology literacy campaign, introduction of Information and Communication
Technology at all levels of schooling, training of educators, development of
curricula and training modules, presentation, production and development of e-
content, resolving the issues of connectivity, power crisis, religious conflicts,
developing and utilizing existing infrastructure, developing curricula at all
levels of schooling for ICT-infusion. The study recommends commitment to
resolve issues, face threats and converting these threats and challenges to
opportunities in teacher education of Pakistan through Open and Distance
Learning System.

Keywords: Teacher Education, ICT-Integration, Open and Distance Learning.

* Deputy District Education Officer in Elementary and Secondary Education, Khyber Pakhtunkhwa
(Pakistan)
Pakistan Journal of Education [Vol. XXIX, Issues I & II, 2012]

Introduction

The world view of teacher training program reflects the phenomenon of

Information and Communication Technology transformation. Advancement in
technology requires every person matured enough to handle and manipulate data into
his/her computer/calculator or mobile phone. The mobile phones literacy is emerging
as a component to be included in the definition of literacy along with the other three
skills of reading, writing and arithmetic, i.e. Information and Communication
Technology (ICT). When a child without schooling/formal education can comprehend
such an advanced Information and Communication Technology (ICT) tools then why
not a teacher be trained through these technological tools. Use of advanced ICT may
enhance the scope of trained personnel as they will be having advanced knowledge,
understanding, comprehension etc. (cognition). They can develop their interest,
changing their attitude, and appreciate new values. The teachers can acquire new
habits and skills (Psychomotor development) through the use of new technology in
their daily life; at home, school and community as well as in their professional life. So
a teacher can regulate his/her own learning through Information and Communication
Technology.

Otieno (2008, p. iv) discussed a framework for using Information and Communication
Technology in teacher education and said that teachers are under increased pressure to
use Information and Communication Technology in order to impart knowledge, skills
and attitudes to meet the challenges of 21st century. The teaching profession needs to
migrate from teacher-centered lecture-base instruction to student centered interactive
learning environment in which learning is self-regulated.

Afzal (2009) in his study has suggested that teacher training should have infusion of
Information and Communication Technology in Pakistan. It means that Information
and Communication Technology is creeping in the education system of Pakistan.

Open and Distance Learning (ODL) is flexible, time-free, age-free, space or

location-free but technology bound (Khan, 2014). This phenomenon is seen all over
the world including teacher education. In Pakistan, Allama Iqbal Open University,
Virtual University, Sarhad University and now some Dual Mode Universities such as
University of Peshawar, Gomal University etc. are competing to provide teacher
education through distance mode.

In Open and Distance Learning the pedagogy is shifted to andragogy

where the learners themselves are self-motivated to learn by using self-regulated and
self-paced methodologies and technologies while the tutors and instructors facilitates,
guides and mentors and the instructional technology used in this system requires
integration of Information and Communication Technology with education. So, that
learning and pedagogy would be more facilitated.

The effective pedagogy used in ICT-Integrated learning and teaching is

cognitive apprenticeship (Khan, 2014) which also requires the application of learning
theories in E-Learning. In this scenario, the present study was designed to analyze the
teacher training program of Pakistan for ICT-Integration through Open and Distance
Learning System.
 3
Analysis of Teacher Education and Training Programs of Pakistan for ICT-Integration

Objectives

The study intended to achieve the following objectives:

1. To analyze the existing teacher education programs for the extent of use of
Information and Communication Technology.
2. To find the strengths and weaknesses of the existing teacher education
program for ICT-integration.
3. To determine the possibility and opportunities to integrate Information and
Communication Technology in teacher training program of Pakistan through
Open and Distance Learning.
4. To make recommendation for ICT-integration in teacher training program of
Pakistan through Open and Distance Learning System.

Hypotheses

H0: Teacher Education of Pakistan is having no possibility to integrate ICT in the

teacher training programs through Open and Distance Learning System.
HA: Teacher Education of Pakistan is having possibility to integrate ICT in the
teacher training program through Open and Distance Learning System.

Methodology

The study was descriptive in nature as it described the possibility to integrate

ICT in teacher education of Pakistan. It was a case study because the data was
collected in only one institution offering distance education of Peshawar University in
a learning center of district Swat. But, it was an intensive and extensive study to cover
all aspects of teacher education in Pakistan.

Population

The population of the study consisted of all the students of Master of

Education (M.Ed) with the area of specialization of teacher education enrolled in the
session 2013.
Sample

The sample of the study consisted of the students of Master of Education

(M.Ed) having teacher education as a special area in the distance education program
of Peshawar University for the session 2013 in the learning centre of District Swat.

Research Instrument

The instrument used for the study was a questionnaire developed by the
researcher after thorough literature review on the integrated use of Information and
Communication Technology in teacher training and education all over the world.
The questionnaire consisted of 58 statements factorized into fourteen main
categories covering all aspects of teacher education to analyze the program for ICT-
integration in Pakistan through Open and Distance Learning.
 Pakistan Journal of Education [Vol. XXIX, Issues I & II, 2012]

Pilot Testing

The instrument containing 57 statements developed on Thurston scale was

pilot tested through Ph.D scholar of Secondary Teacher Education in a workshop on
21st January, 2013. On the basis of pilot testing the instrument was modified by
adding one item as recommn3eded by the judges. Hence, the final rating scale
consisted of 58 statements to be evaluated on 3 point scale (agreed, undecided and
disagreed).

Data Collection and Analysis

The data was collected through questionnaire by the researcher himself. The
data was tabulated and analyzed on the basis of percentages while chi square test was
used for testing the hypothesis for its significance, interpretation and drawing
inferences and conclusion.

Results

1. Policy framework for ICT-integration in teacher training of Pakistan.

Table 1
Showing frequency, percentage, chi square (n=17) and significance for the
statements about policy framework

S.No Statement Agreed UND Disagreed Chi square Inference

f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1

1 The teacher training program in Pakistan is 2 0 15 9.94 Significant

supporting ICT integration policy. (11.76) (0.0) (88.23) (Disagreed)

2 There is no ICT integration policy in teacher 12 1 4 3.82 In significant

training and education of Pakistan. (70.6) (5.88) (23.5) (Agreed)

Table 1 indicates that significant number of respondents disagreed that the

teacher training program in Pakistan is supporting ICT-integration policy and
insignificant number of respondent agreed that there is no ICT-integration policy in
teacher training and education of Pakistan.

2. Objectives of Teacher Training for ICT-integration.

Table 2
Showing frequency, percentage, chi square (n=17) and significance for the
statements about objective

S.No Statement Agreed UND Disagreed Chi square Inference

f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
 5
Analysis of Teacher Education and Training Programs of Pakistan for ICT-Integration

3 The teacher training program in Pakistan has 1 0 16 13.22 Significant

the objectives to develop/upgrade knowledge (5.88) (0.0) (94.11) (Disagreed)
and skills in basic computer literacy.
4 The teacher training program in Pakistan has no 10 0 7 0.52 In significant
objectives to integrate use of ICT in teacher (58.82) (0.0) (41.18) (Agreed)
training.
5 The teacher training program in Pakistan has no 12 1 4 3.82 In significant
objective to develop specific/ concrete (70.6) (5.88) (23.5) (Agreed)
competencies to be improved among teachers
and other professionals, through ICT.

Table 2 indicates that significant number of respondents disagreed that the

teacher training program in Pakistan has the objectives to develop and upgrade
knowledge and skill in basic computer literacy and insignificant number agreed that
there is no objective to integrate use of Information and Communication Technology
and develop competencies of teacher for Information and Communication
Technology use in their pedagogy.

3. Scope of Teacher Training for ICT use in Pakistan.

Table 3
Showing frequency, percentage, chi square (n=17) and significance for the
statements about the scope of Teacher Training for ICT use
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1

6 In teacher training program of Pakistan the 11 1 5 2.17 In significant

importance of developing teacher skills in (64.7) (5.88) (29.41) (Agreed)
computer configuration and troubleshooting is
beginning to be realized by only a few programs.
7 In teacher training program of Pakistan, skills to 16 0 1 13.22 Significant
undertake online collaboration are gaining (94.11) (0.0) (5.88) (Agreed)
ground but require strong connectivity.
8 In teacher training program of Pakistan, a few 2 1 14 8.52 Significant
training programs also go beyond school based (11.76) (5.88) (82.35) (Disagreed)
training by offering training to the community
(or reaching the community).
9 The teacher training program of Pakistan are 3 1 13 5.93 Significant
providing technical advice and support or (17.64) (5.88) (76.47) (Disagreed)
continuing follow up support.
10 The teacher training program of Pakistan is 6 0 11 1.46 In significant
providing both types of training in ICT: pre- (35.29) (0.0) (64.70) (Disagreed)
service and in-service.
11 The teacher training programs do not provide 6 1 10 0.99 In significant
training in ICT in all subjects but in few areas. (35.29) (5.88) (58.82) (Disagreed)

12 The teacher training program provides training in 2 2 13 7.35 Significant

ICT to the administration/non-teaching staff. (11.76) (11.76) (76.47) (Disagreed)

Table 3 indicates that insignificant number of teachers agreed that there is

realization of developing teacher skills in computer configuration, trouble shooting
and technology, use online collaboration, community reach, continuing follow up,
pre-service and in-service training, training in all subjects and areas and to train
administrative and non-teaching staff for effective communication and linkages.
 Pakistan Journal of Education [Vol. XXIX, Issues I & II, 2012]

4. Use of ICT as Training Media at different levels in Teacher Training of

Pakistan.
Table 4
Showing frequency, percentage, chi square (n=17) and significance for the use of
ICT as training media
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1

13 The teacher training program uses ICT as training 10 1 6 0.99 In significant

media but not as training with ICT (ICT as a mode (58.82) (5.88) (35.29) (Agreed)
of instruction).
14 The teacher training program has no use of ICT 5 1 11 2.17 In significant
for pre-service teacher training. (29.41) (5.88) (64.70) (Disagreed)

15 The teacher training program of Pakistan is using 3 0 14 7.06 Significant

ICT based teacher training program for all levels: (17.64) (0.0) (82.35) (Disagreed)
primary, secondary and collegiate.
16 The teacher training program of Pakistan is not 15 1 1 11.6 Significant
using ICT based pre-service training for secondary (88.23) (5.88) (5.88) (Agreed)
school teachers.
17 Significant numbers of teachers in Pakistan are 2 0 15 9.94 Significant
trained through ICT or with ICT. (11.76) (0.0) (88.23) (Disagreed)

18 Significant numbers of pre-service teachers are 2 0 15 9.94 Significant

being trained with ICT or through e-learning. (11.76) (0.0) (88.23) (Disagreed)

19 The teacher training program with ICT is limited 15 1 1 11.6 Significant

to few cities and institutions. (88.23) (5.88) (5.88) (Agreed)

20 The teacher training program with ICT is located 17 0 0 8.5 Significant

in specific institution or universities such as AIOU (100) (0.0) (0.0) (Agreed)
and Virtual University or Intel and Agha Khan
Institute.
21 The duration of teacher training in ICT is two 1 3 13 8.99 Significant
weeks. (5.88) (17.64) (76.47) (Disagreed)

Table 4 indicates that insignificant number of respondent agreed to use

Information and Communication Technology as training media but not as training
with Information and Communication Technology, there is no use of Information and
Communication Technology for pre-services teacher training and there is no use for
primary, secondary and collegiate teacher training. Also significant number of teacher
disagreed that in Pakistan teachers are trained through Information and
Communication Technology or with Information and Communication Technology or
e-learning and the facilities are limited to few institutions such as Allam Iqbal Open
University, Virtual University, Agha Khan Institute and Intel and that there is no
training in Information and Communication Technology for about two weeks or of
short duration in other institutions.

5. Training of Teacher Trainer or Educator with ICT use in Pakistan.

Table 5
Showing frequency, percentage, chi square (n=17) and significance for the
statements about training of teacher trainer or Educator
 7
Analysis of Teacher Education and Training Programs of Pakistan for ICT-Integration

S.No Statement Agreed UND Disagreed Chi square Inference

f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
22 The teacher educator and trainer in Pakistan are 0 0 17 8.5 Significant
mostly ICT literate and expert to provide (0.0) (0.0) (100) (Disagreed)
training in ICT integrated curricula.
23 The teacher trainers in ICT are replaced by peer 4 4 9 2.40 In significant
approaches type training to provide training in (23.5) (23.5) (52.94) (Disagreed)
ICT skills to one another.

Table-5 indicates that all the respondents disagreed that teacher educator are
trained with Information and Communication Technology use and insignificant
number of respondents disagreed that there are peer approaches type training.

6. Issue to develop Curricula and Training Modules for ICT-integrated

Program in Pakistan.

Table 6
Showing frequency, percentage, chi square (n=17) and significance for the statements
about the issue to develop curricula and training modules
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
24 The teacher training in ICT integrated curricula 14 1 2 8.53 Significant
in Pakistan is usually sponsored by the donor (82.35) (5.88) (11.76) (Agreed)
agencies and not the government such as Intel-
sponsored programs.
25 The ICT integrated teacher training program 16 0 1 13.22 Significant
could not be flourished due to the issue of cost in (94.11) (0.0) (5.88) (Agreed)
developing modules.
26 The modules in ICT integrated teacher training in 15 0 2 9.94 Significant
Pakistan are required/needed to be adopted in (88.23) (0.0) (11.76) (Agreed)
local environment.
27 The training scheme, in teacher training program 4 5 8 2.67 In significant
with ICT in Pakistan has the issue of cascade (23.5 (29.41) (47.05) (Disagreed)
type or peer-training approaches and they skip
pilot testing.

Table-6 indicates that significant number of respondent agreed that teacher

training in ICT integrated curricula in Pakistan is usually sponsored by the donor
agencies and not by the Government, there is the issue of cost in developing module
and adaptation is also required in local environment while insignificant number of
respondents disagreed that there is the issue of cascade type or peer-training
approaches and they skip pilot testing.

7. Issue related to ICT-integrated content presentation in teacher training

of Pakistan.
Table 7
Showing frequency, percentage, chi square (n=17) and significance for the
statements about the issue of content presentation
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
 Pakistan Journal of Education [Vol. XXIX, Issues I & II, 2012]

28 In teacher training program of Pakistan to adopt 17 0 0 8.5 Significant

ICT integrated content has faced the issues of (100) (0.0) (0.0) (Agreed)
access: to online, language, program coverage,
infrastructure and copyright.
29 The key issue in teacher training program of 15 1 1 11.58 Significant
Pakistan is to integrate ICT infrastructure to (88.23) (5.88) (5.88) (Agreed)
provide adequate access to the internet.
30 There is the issue of power/electricity to integrate 17 0 0 8.5 Significant
ICT in teacher training program of Pakistan. (100) (0.0) (0.0) (Agreed)

Table-7 indicates that all respondents agreed that teacher training program in
Pakistan has faced the issues of access to online, language, program coverage,
infrastructure and copyright and there is the issue of power break down, energy crises
and internet connectivity to integrate Information and Communication Technology in
teacher training program.

8. Issue of e-Content production and development in Teacher Training

program of Pakistan.

Table 8
Showing frequency, percentage, chi square (n=17) and significance for the
statements about the e-content production and developed
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
31 In Pakistan, the teacher training program has 5 3 9 1.47 In significant
produced modules for training with ICT. (29.41) (17.64) (52.94) (Disagreed)

32 The content focus in teacher training program of 5 3 9 1.47 In significant

Pakistan with ICT is being hardware and software (29.41) (17.64) (52.94) (Disagreed)
applications oriented with no link to
teaching/learning.
33 The content focus in teacher training program of 13 1 3 5.94 Significant
Pakistan with ICT is more pedagogy based and (76.47) (5.88) (17.64) (Agreed)
there is no integrated use of ICT.
34 The content focus in teacher training program of 8 3 6 0.76 In significant
Pakistan is neither ICT applications oriented nor (47.05) (17.64) (35.29) (Agreed)
pedagogy based integrated ICT.
35 In teacher training program of Pakistan, the 7 1 9 0.29 In significant
content focus in some subjects is learning with (41.17) (5.88) 52.94 (Disagreed)
ICT.
36 In teacher training of Pakistan the content focus in 3 0 14 7.12 Significant
all subjects/areas is learning with ICT. 17.64 (0.0) (82.35) (Disagreed)

Table-8 indicates that insignificant number of respondents disagreed that in

Pakistan, the teacher training program has produced modules for training with
Information and Communication Technology and that the content focus in teacher
training program of Pakistan is neither Information and Communication Technology
application nor pedagogy based integrated ICT. As significant number of respondents
also disagreed that the content focus in all subjects/area is learning with Information
and Communication Technology.

9. Use of online Tools and Collaborations in Teacher Training of Pakistan.

 9
Analysis of Teacher Education and Training Programs of Pakistan for ICT-Integration

Table 9
Showing frequency, percentage, chi square (n=17) and significance for the
statements about use of online tools and collaboration

S.No Statement Agreed UND Disagreed Chi square Inference

f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
37 Online communication tools are used in teacher 5 1 11 2.17 In significant
training program of Pakistan such as internet and (29.41) (5.88) (64.70) (Disagreed)
online collaboration.
38 There is possibility to use tele-collaboration or 17 0 0 8.5 Significant
video conferencing in teacher training of (100) (0.0) (0.0) (Agreed)
Pakistan.

Table-9 indicates that insignificant number of respondents disagreed that there

is internet based or online collaboration and all the respondents agreed that there is
possibility to use tele-collaboration or video conferencing in teacher training
programs of Pakistan.

10. Opportunities for ICT integration in Teacher Training of Pakistan.

Table 10
Showing frequency, percentage, chi square (n=17) and significance for the
statements about opportunities for ICT-integration
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
39 There are opportunities to link institutions with 10 1 5 1.70 In significant
the community in the form of telecenter. (58.82) (5.88) (29.41) (Agreed)

40 There are opportunities to motivate in-service 15 0 2 9.94 Significant

teachers for learning skills to teach with the ICT. (88.23) (0.0) (11.76) (Agreed)

41 There is opportunity to integrate ICT and 12 2 3 4.99 Significant

pedagogy in the contents of teacher training in (70.6) (11.76) (17.64) (Agreed)
Pakistan.

Table 10 indicates that insignificant number of respondents agreed that there

are opportunities to link institutions with the community in the form of telecenter
while significant number of respondents agreed that there is opportunity to motivate
in-service teachers and to integrate Information and Communication Technology in
the contents of teacher training in Pakistan.
11. Present state of ICT-use for Teacher Training in Pakistan.

Table 11
Showing frequency, percentage, chi square (n=17) and significance for the
statements about present status of teacher training
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
 Pakistan Journal of Education [Vol. XXIX, Issues I & II, 2012]

42 In Pakistan, the teacher training is provided by 7 1 9 0.29 In significant

face to face mode (41.17) (5.88) (52.94) (Disagreed)

43 In Pakistan, the teacher training is provided in 2 0 15 9.94 Significant

online collaboration mode. (11.76) (0.0) (88.23) (Disagreed)

44 In Pakistan, the teacher training is provided 3 3 11 4.29 Significant

offline/computer assisted mode. (17.64) (17.64) (64.70) (Disagreed)

Table 11 indicates that insignificant number of respondents disagreed that

teacher training is provided by face to face mode and significant number of
respondents disagreed that teacher training is provided in online collaboration mode
or offline/computer assisted mode.

12. Possibilities of ICT-integration in Teacher Training of Pakistan.

Table 12
Showing frequency, percentage, chi square (n=17) and significance for the
statements about possibilities of ICT-integration
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
45 In Pakistan, there is possibility to provide teacher 13 2 2 7.35 Significant
training in online and collaboration mode. (76.47) (11.76) (11.76) (Agreed)

46 In Pakistan, there are distance teacher training 10 0 7 0.52 In significant

program that utilize online and offline ICT (58.82) (0.0) (41.17) (Agreed)
pedagogy for teacher professional development.
47 The infrastructure and facilities in teacher training 11 0 6 1.46 In significant
institute of Pakistan have the possibility to provide (64.70) (0.0) (35.29( (Agreed)
ICT based integrated training program.
48 In Pakistan, the teacher training employ a 13 0 4 4.76 Significant
combination of teaching methodological i.e. (76.47) (0.0) (23.5) (Agreed)
lectures/presentation, discussion etc.
49 In Pakistan, the teacher training employ project 5 4 8 1.47 In significant
based learning in which teacher work in teams. (29.41) (23.5) (47.05) (Disagreed)

50 In Pakistan, the teacher training methods are based 6 3 8 0.76 In significant

on constructivist learning approaches where learners (35.29) (17.64) (47.05) (Disagreed)
are encouraged to participate in small group
discussion, peer projects, peer review activities in a
reflective learning experiences.
51 In Pakistan, there is inquiry based critical thinking 8 0 9 0.06 In significant
and creativity based approaches employed in (47.05) (0.0) (52.94) (Disagreed)
training of teachers.
52 In Pakistan, the teachers are trained to play the role 8 1 8 0.06 In significant
of facilitator and the students as self-disciplined, (47.05) (5.88) (47.05) (Disagreed)
self-regulated and using emotional intelligence and and (Agreed)
self-motivation.

53 In Pakistan, the method of training known as 12 1 4 3.82 Significant

cognitive apprenticeship is used in teacher training (70.6) (5.88) (23.5) (Agreed)
programs.
54 In Pakistan, the teacher training program train 9 1 7 0.29 In significant
teachers to evaluate and assist students on the basis (52.94) (5.88) (41.17) (Agreed)
of reflection and exploration.
 11
Analysis of Teacher Education and Training Programs of Pakistan for ICT-Integration

55 In Pakistan, the teacher training program has three 4 3 11 3.11 Significant

components: theory, practice and ICT (three (23.5) (17.64) (64.70) (Disagreed)
dimensional approach).

Table12 indicates that significant number of respondents agreed that there is

possibility to provide teacher training in online and collaboration mode and that the
method of training known as cognitive apprenticeship is used in teacher training of
Pakistan to facilitate it while insignificant number disagreed that the teacher training
program at present has three components: theory, practice and Information and
Communication Technology and there is inquiry based approaches employed in
training of teachers in a constructivist environment.

13. Threats and challenges in ICT-integration in teacher training of Pakistan.

Table 13
Showing frequency, percentage, chi square (n=17) and significance for the
statements about threats and challenges
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
56 In Pakistan, there are threats and challenges 15 1 1 11.58 Significant
such as religious groups, power crises, (88.23) (5.88) (5.88) (Agreed)
connectivity and others to implement ICT
integrated teacher training strategies.

Table 13 indicates that significant number of respondents agreed that there are
threats and challenges to implement ICT-integrated teacher training strategies such as:
power crises, internet connectivity and accessibility etc.

14. Attitude and perception of teacher towards ICT integration in Teacher

Training of Pakistan.

Table 14
Showing frequency, percentage, chi square (n=17) and significance for the statements
about attitude and perception
S.No Statement Agreed UND Disagreed Chi square Inference
f (%) f (%) f (%) ( χ2) χ20.05
at d.f = 1
57 In Pakistan, the teacher educators have positive 12 2 3 5.00 Significant
attitude towards using ICT in their personal life. (70.6) (11.76) (17.64) (Agreed)

58 In Pakistan, the perceptions of students teacher, 9 2 5 1.47 In significant

community and the government as well as (52.94) (11.76) (29.41) (Agreed)
administration is positive towards integrating
ICT with curricula.

Table 14 indicates that significant number of respondents agreed that the

attitude and perception of teacher educator, student teachers, government and
administration in Pakistan is positive towards integration of Information and
Pakistan Journal of Education [Vol. XXIX, Issues I & II, 2012]

Discussion

Any program for education and training of teachers is implemented in a

country on the basis of policy framework for that program, so without provision of
policy guidelines for implementation of ICT-integration in teacher training of
Pakistan, it will be impossible to provide other related facilities such as: curriculum,
training modules, infrastructure, connectivity and trained staff etc.

The teacher education and training program is effective only when it is based
on concrete objectives. So, there must be objectives in all aspects: cognitive
(knowledge), affective (attitude and disposition) and psychomotor (skill and habit) for
ICT-integration in teacher training and education. In Pakistan, the new trend is
standard based teacher education and there is a professional standard that the teachers
must have knowledge, skill and disposition in Information and Communication
Technology.

For ICT integration in teacher education and training not only the teachers but
other staff such as Headmasters, Principals and other non-teaching staff are also
required to make its useful, more effective.

For integration of Information and Communication Technology in teacher

training as a media, it is necessary need to include all levels from elementary and
secondary to collegiate and university levels while presently in Pakistan, there is no
provision to have training teachers with Information and Communication Technology
even for short duration.

ICT-integrated teacher training requires the teacher educator having

experience of the effective use of Information and Communication Technology.
When the instructors or trainers are lacking the knowledge and skills and disposition
to use Information and Communication Technology, how they can develop ICT
trained students and the teacher, so training will be ineffective.

The ICT-integrated teacher training also require curriculum and training

modules to be developed according to the national, international and local needs of
the country or state and in Pakistan, presently there is no step taken in this direction. It
also requires pilot testing before its initiation.
Every curriculum and training module consists of contents and activities to be
presented to the student teachers and their performance is evaluated in it. But, in
Pakistan there are issues such as access to internet, energy crises, infrastructure
inadequacy, religious conflict etc. that provide hindrances for the e-content
presentation by the educators.

For ICT-integration in teacher training of Pakistan, there is the issue of e-

content production and development for training modules because there is lake of
expertise in the field of software application and programming and there is only
pedagogy based Information and Communication Technology which is not integrated.

ICT-integrated teacher training in Pakistan requires that the teachers and

students should have knowledge and skills to use Information and Communication
 13
Analysis of Teacher Education and Training Programs of Pakistan for ICT-Integration

Technology for online collaboration and video conferencing to meet the global
requirements/standards of knowledge.

The ICT-integrated teacher training program of Pakistan has the opportunity to

initiate it through in-service teacher training programs, because the present lot of
teachers is unaware off this technology which hinders and discourages the new
comers trained in pre-service and initial teacher training institutions with Information
and Communication Technology competences.

Teacher training in Pakistan is imparted through both modes; face to face and
open and distance learning. The most important mode is now open and distance
learning because the geographic conditions of Pakistan and religious/cultural
restrictions of girls to have higher education outside the home points to the new trend
of Information and Communication Technology to resolve the issue and solve the
problem of accessibility and gender parity.
The teacher training should be made three dimensional and there is possibility
in Pakistan because it requires the inclusion of Information and Communication
Technology only; while the existing program is already based on cognitive
apprenticeship and on constructivist approaches as well are used in teaching.

The ICT-integrated teacher training program in Pakistan will face the threatsof
internet connectivity, energy crises and other issues and problems but these should be
faced with challenges and determination to resolve and solve.
The most important hindrance is the perception and attitude of teachers,
administration, community and government but, here the perception and attitude is
positive towards integration of Information and Communication Technology in
teacher training program of Pakistan.

Conclusions

On the basis of findings and discussion the following conclusion are drawn:
1. For ICT-integration in teacher training a policy framework is required to be
developed in Pakistan.
2. In Pakistan, the objectives of teacher training must include Information and
Communication Technology related knowledge, skill and attitude.
3. The whole school Information and Communication Technology literacy
campaign will be needed to broaden its scope to the community.
4. ICT-integration in teacher training requires its introduction as a media of
instruction at all levels: school, college and university to make it need base
integrated in teacher training.
5. Information and Communication Technology integrated teacher training will be
initiated from the educators or trainers so that they must be trained first for the
purpose to become effective and efficient educators.
6. Before, initiating ICT-integrated teacher training programs the issue of
curriculum and modules development needs to be resolved first.
7. The issue of access to internet, energy crises, development of infrastructure etc.
needs to be resolved for ICT-integration in teacher training of Pakistan.
8. The issue of e-content production and development need to be resolved by
linking teacher training to the professionals in the fields of computer science and
Pakistan Journal of Education [Vol. XXIX, Issues I & II, 2012]

software engineering to produce and develop ICT-integrated softwares and

programs for e-contents production and development in training modules.
9. The school curriculum also needs to be revised and reviewed to have integrated
ICT for developing the skill of teachers and students to use online tools for
communication, collaboration and community networking.
10. Most of the teachers are trained in Pakistan but they need the new knowledge and
skill in Information and Communication Technology to be developed through in-
service teacher training crash programs in the form of cascade training and peer
reviewing.
11. The present infrastructure can be used for ICT-integrated teacher training
programed to have more access and effectiveness especially for girls and remote
areas students.
12. There is the possibility to integrate ICT in teacher training of Pakistan because
the program has rich infrastructure and supportive constructivist environment.
13. A resolve and commitment is required to face the threats and challenges for ICT-
integration in teacher training program of Pakistan.
14. The positive attitude of teachers should be utilized for introducing ICT-integrated
curricula in all types and levels of teacher training program and to provide the
facilities needed for its initiation and implementation.

Recommendations

To integrate Information and Communication Technology in teacher training

program of Pakistan, study recommends its conclusions to be used as a vision and for
strategic planning in future; to keep pace with the new trends and developments in
teacher training and higher education in the world and to face the challenges in the
field of education and in Open and Distance Learning.
There is possibility to integrate ICT in teacher training of Pakistan but that
requires political will and strong commitment to face the threats and convert them
into opportunities and challenges to keep pace with the globalization and its emerging
needs, trends and issues in teacher education through Open and Distance Learning.
The study suggests further research to explore how to integrate ICT in
pedagogy, e-content design and delivery in teacher education programs of Pakistan.

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