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In this technological epoch, the effects of ICT could be seen in all professional areas including
teaching and training of teachers. Teachers must possess adequate and sound ICT skills in order
to be effective practitioners and competitors in theglobal arena. In Pakistan, teacher education
is accessible through diverse modes like on-campus programs, distance learning, and affiliated
colleges, etc. In these programs, ICT is offered as a unit of subject or as a distinct course. Now,
it is a query that whether the prevailing programs are adequate to develop the projected ICT
competencies in teachers? This study is an endeavor to explore the teachers’ proficiencies of
working with ICT. In this pursuit, the researchers employed quantitative plan and investigated
participants who were holders of master degrees from these three modes of teachers’ education.
A rating scale was employed for retrieving information regarding application of ICT. The
findings revealed that on overall basis, most of the students were found below average on the
applied facets of ICT. In comparison, learners of University campus showed slight eminence. It
could be drawn that the prevailing curricula of teacher training are mainly directed towards the
theoretical aspect of ICT and has little or no concerns with application and assessment of
practicing. It is proposed that the practical aspect of ICT may be given due attention to the
teachers’ education. It may also be incorporated as a distinct subject in diverse programs of
teacher education. Further, the research scholars are suggested to reconnoiter and design
schemes for operational inclusions of ICT at various level of teachers’ Education
Dr. Asfandeyar Fida, Dr. Abdul Ghaffar, Dr. Amir Zaman. (2018) Assessment of the Applied Aspect of ICT in Teacher Education, Sir Syed Journal of Education & Social Research (SJESR), Volume-01, Issue-2.
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