Dept of Science and Technology Education, Faculty of Education A Study on the nature and impact of the ICT subject on Post Graduate Diploma in Education students P.K.J.E. Nonis Dept of Science and Technology Education, Faculty of Education Email : jnonis@edu.cmb.ac.lk

Introduction The most critical factor in the successful integration of Information Communication Technology(ICT) into education is the extent to which teacher educators are able to prepare teachers with the required knowledge and skills to utilize ICT effectively (ICT in Education, 2004) Formal training typically involves learning new knowledge, skills and attitudes in one environment that can be applied or used in another environment(Goldstein & Ford, 2002).

Contd… ICT application is very important to enhance professional development of the teacher today. Teacher has to process large number of information in their day today activities. From data storing to access new information available around the world need ICT. Online access of information using World Wide Web is a new way to save the time and other resources used in day today life of the teacher. All teacher development programmes around the world have recognized the importance of ICT incorporation to their teacher development programmes.

Purpose of the study This study examined the extent to which PGDE teachers were able to transfer their knowledge and skills to utilize and ICT teaching learning incorporation which they learned through the ICT subject in the PGDE course. In particular, the study sought to attain an understanding of how existing school environment characteristics influenced to transfer their learning to teaching practices.

Objectives of the study Identify what teachers themselves perceive as necessary ICT skills for contemporary teacher Education programmes. Examine how ICT subject impact on PGDE students personal and professional development Identify what nature of course content and delivery will be the most suitable for PGDE curriculum Examine what nature of training should be provided by the Faculty in Teacher Education courses

Research Design Mixed mode research design using quantitative and qualitative data gathering instruments and a case study approach were used in this study. However the main approach used to collect information was quantitative. Qualitative data were gathered using interview and on observation schedule.

Method Questionnaire Observations Interview were were used as main data collection methods. Purposive Sample selection technique were used to select the teacher sample. Sample was limited to 30 PGDE teachers who completed the PGDE course after the ICT subject was introduced to the curriculum. Five teachers were interviewed by using an interview schedule. As the sample teacher selection was done on a random basis, some teachers have been selected where electricity or computers are not available in their schools. Access to PGDE completed teachers were difficult due to unavailability of updated database at the Faculty. Some questionnaires had to be sent by post as well, due to communication problems.

Findings It was found that most teachers have highlighted the fact that the availability of ICT resource in the school is very important to integrate ICT in their teaching learning process. This is in agreement with studies (Bate, 2010; Benson &Palaskas, 2006; Snoeyink & Ertmer, 2002; Mumtaz, 2000) conducted in the western world that identified school-related factors as important in implementing ICT based innovations. The study showed that a significant variation in transfer of learning and the uses of ICT integrated activities at the classrooms. Most of the reasons for this variation was due to the existing characteristics of the school and classroom environments. Schools have to facilitate and increase access to ICT to teachers. Easy access to ICT facility will certainly contribute to teachers’ use of ICT in their classroom teaching and learning.

Conclusion The study found that transfer of ICT learning in Education programmes are not directly applicable to real classroom setting because of unfavorable school environment. It was also noted that school based in-service training opportunities and flexible time table and willingness to change existing traditional approaches are needed to consider for future improvements. The study recommends that the Faculty has to strengthen and enforce policies regarding the practical use of ICT for Educational practices in the curriculum to introduce more subject specific applications. A good framework of the teacher Education programme could ensure better grounding of learning and transfer of ICT enhanced activity based learning.

References Aguti, J. N., & Fraser, W. J. (2006). Integration of information communication technologies in the distance Education programme, Makerere university, Uganda. Distance Education, 7(3 ), 89–104. Benson, R., &Palaskas, T. (2006). Introducing a new learning management system: An institutional case study. Australasian Journal of Educational Technology, 22(4), 548-567. Bevernage. A., Cornille B., &Mwaniki, N. (2005). Integrating ICT in teacher training: Reflection on practice and policy implications- A case study of the Learning Resource Centre at the Kenya Technical Teachers College. Available at http://www.1drc.ca/en/ev-93060-201-1-DO_TOPIC.htmlICT in Education. (2004). Information and communication technologies in teacherEducation: A planning guide. available at http://www.unescobkk.org/index.php?ld=3806 Riel, M., & Becker, H. J. (2008). Characteristics of teacher leaders for Information and Communication Technology. In J. Voogt& G. Knezek (Eds.). International handbook of information technology in primary and secondary Education (pp. 397-417). New York: Springer.