ࡱ> XZW7 ;bjbjUU .P7|7|6lzzzzzzz8& B $s&2r  ": : : : : : %%%%%%%$' )j&-z: : : : : &zz: : -&: z: z: %: %h $|zz%: f m`%%C&0s&%/*/*%zzzz(15)ICT IN EDUCATION: THE CHANGING ROLE OF TEACHERS Vesna Markovac, Dipl.ing.el.1 and Ljubica Bakic-Tomic, Ph.D.1 1University of Zagreb, Faculty of Teacher Education, Savska cesta 77, 10000 Zagreb, Croatia  HYPERLINK "mailto:vesna.markovac@ufzg.hr" vesna.markovac@ufzg.hr and  HYPERLINK "mailto:lbakicto@yahoo.com" lbakicto@yahoo.com Vladimir Mateljan2, PhD 2University of Zagreb, Faculty of Philosophy, Ivana Lu ia 3, Zagreb HR-10000, Croatia, vladimir.mateljan@zg.t-com.hr Abstract Computers and Internet connections are becoming widely available in schools and classrooms. The new learning environments demand new teaching and learning skills. Worldwide, many countries are making the creation and diffusion of information and communications technology (ICT) an important priority. As ICT becomes more widely available, teachers and policymakers are turning their attention to the difficult task of understanding how best to integrate this technology into learning environments. ICT can be used in many different ways, and how it is integrated into educational settings depends largely on teacher's instructional goals and strategies. Changes in the goals of education during the latter part of the twentieth century, coupled with increases in the amount and type of available technology, has created changes in teachers' use of technology. It has big impact on teachers and teaching. Introducing ICT in education is challenge for teachers and pupils. Teachers have to develop their own ICT skills and change their existing practices. The role of teching is changing. Successful integration into the curriculum depends on teachers being convinced of the relevance of ICT as a means of providing access to a richer range of resources for themselves and pupils. Key words: ICT in education, Impact of ICT on teachers and teaching, ICT skills, Changing role of teachers ICT in Education ICT is a generic term referring to technologies which are being used for collecting, storing, editing and passing on information in various forms. ICT is changing education system, not only technologicaly but also socialy. A personal computer (PC) is the best known example of the use of ICT in education, but the term multimedia is also frequently used. Multimedia can be interpreted as a combination of data carriers, for example video, CD-ROM, DVD, Internet and software in which the possibility for an interactive approach is offered. ICT was originally intended to serve as a means of improving efficiency in the educational process. Furthermore, it has been shown that the use of ICT in education can help improve memory retention, increase motivation and generally deeper understanding (Dede, 1998). ICT can also be used to promote collaborative learning, including role playing, group problem solving activities and articulated projects (Forcheri and Molfino, 2000). Introducing ICT in school system has important financial aspect: supplying every student with ICT facilitiies (multimedia and internet-connected PCs) requires considerable funding, and therefore school administration and community must take their part of responsibility to support this process along with teachers. Generally, the following functions of the use of ICT in education are described in literature: ICT as object. It refers to learning about ICT. Mostly organised in a specific course. What is being learned depends on the type of education and the level of the students. Education prepares students for the use of ICT in education, future occupation and social life. ICT as an assisting tool. ICT is used as a tool, for example while making assignments, collecting data and documentation, communicating and conducting research. Typically, ICT is used independently from the subject matter. ICT as a medium for teaching and learning. This refers to ICT as a tool for teaching and learning itself, the medium through which teachers can teach and learners can learn. It appears in many different forms, such as drill and practice exercises, in simulations and educational networks. ICT as a tool for organisation and management in schools. Benefits of using ICT in education (Wheeler, 2001): Shared learning resources. One of the most striking examples of ICT in action in American schools is the apposite use of video systems to transmit television programmes and information throughout an entire school and even between schools in the same district. Shared learning spaces. Networked computing facilities create a distributed environment where learners can share work spaces, communicate with each other and their teachers in text form, and access a wide variety of resources from internal and external databases via web based systems through the Internet. The promotion of collaborative learning. Reil (2000) argues that much of what we now see as individual learning will change to become collaborative in nature. Reasoning and intellectual development is embedded in the familiar social situations of everyday life (Donaldson, 1978) so the social context of learning has a great deal of importance. Collaborative learning is therefore taking an increasing profile in the curricula of many schools, with ICT playing a central role. The move towards autonomous learning. At the same time, computers - and the power they bring to the student to access, manipulate, modify, store and retrieve information - will promote greater autonomy in learning. Inevitably, the use of ICT in the classroom will change the role of the learner, enabling children to exert more choice over how they approach study, requiring less direction from teachers. According to recent researches, Ch. Dede highlites at leat four kinds of improvements in educational process as a result of using ICT in schools: increased students' motivation, students are highly motivated to use ICT advanced topic mastered, easier learning and adopting new skills students acting as experts do, students are behaving as teams of scientist or designers better outcome of standardized tests, researches show that students' outcomes on conventional achievement test rise when ICT based educational innovations are implemented. Teachers in ICT Environment ICT will require a modification of the role of the teacher, who in addition to classroom teaching, will have other skills and responsibilities. Many will become specialists in the use of distributed learning techniques, the design and development of shared working spaces and resources, and virtual guides for students who use electronic media. Ultimately, the use of ICT will enhance the learning experiences for children, helping them to think and communicate Many are predicting that ICT will bring about several benefits to the learner and the teacher. These include sharing of resources and learning environments as well as the promotion of collaborative learning and a general move towards greater learner autonomy. One of the key points in effective usege of ICT in education is teacher's positive acceptance of new technologies. In practice, many teachers have to change their pedagogical approaches to adopt and apply ICT. Also other structers relating to education system shool's management, institutional structures and relationship to the community must take effort and take their part of responsibility in order to enhance usage of ICT in schools. Teachers have been polarised in their acceptance of the new technologies. While some have enthusiastically integrated computers and the Internet into the classroom, other have been cautious in their welcome, and some have simply rejected the technologies. There is a level of justifiable cynicism based on previous experience of computer based applications such as CAL. Ironically, some enthusiasts have inadvertently damaged the reputation of ICT by poor classroom practice - using the technology for the sake of its novelty value, or failing to think through the issues before implementing the technology (Littlejohn, et al, 1999). Technology in Education Computers and Internet connections are becoming widely available in schools and classrooms. For example, in 1999, 99 percent of teachers in the United States had access to a computer in their schools, and 84 percent had one or more computers in their classrooms. At the same time, Internet connections were also widespread, with 95 percent of schools and 63 percent of classrooms having access. Worldwide, many countries are making the creation and diffusion of information and communications technology an important priority. Organizing instruction around problem solving makes new demands on teachers, including locating meaningful problems and projects and providing students with the resources and guidance for solving them. Teachers are finding that ICT can help them meet these demands, and they are integrating it into their instruction in many new and exciting ways. Technology and New Forms of Instruction: Using technology to find and represent educational problems. One major challenge for teachers interested in problem-based learning is locating problems that are appropriate for their students and for the topics that they need to learn. Using technology to find educational resources. A second function of technology in problem-based learning environments is locating information needed to solve problems or do other kinds of research. Using technology to summarize and present findings. In the past, students memorized and used formulas and models created by others to solve problems. Students often used these formulas, especially in the early stages of learning, with little understanding. In the early twenty-first century computer tools provide the opportunity for students to construct and test their own models using tools such as spreadsheets or concept maps. Using technology for collaboration and distance education. There are many opportunities for individual students to use technology to enhance their learning. These include online courses that provide students in remote locations with opportunities for customized curriculum and advanced placement courses. Future Trends Advances in hardware and software have the potential to bring about fundamental changes in how technology is integrated and even in education itself. Computers formerly  HYPERLINK "http://www.answers.com/topic/tether" \t "_top" tethered to desktops by cables are being rapidly replaced by wireless laptop and  HYPERLINK "http://www.answers.com/topic/palmtop" \t "_top" palmtop models that free students to move about the school; collect, share, and graph data on field trips; and communicate their  HYPERLINK "http://www.answers.com/topic/whereabouts" \t "_top" whereabouts and progress to teachers and parents. The big challenge in effective usage of ICT will be developing and introducing effective pedagogical methods to take advantage of new technologies. Conclusion Usage of ICT is increasing more and more, changing traditional role of teacher in education process. ICT brings new opportunities, but it requires new approach from teachers and students to take adventage of these new technologies. It is stressed the crucial role of teachers but also school administration and community who must take their part of responsibility. In order to use ICT effectively, teachers have to integrate technology and learning methods. Teachers have to create environment in which students actively engage in cognitive partnership with ICT. To be able to promote usage of ICT, teachers have to change themselves, thaey have to learn continuously to adopt and apply new technologies. Recent researches show that applying ICT brings many improvements in educational outcomes. Reference: Abbot, C. (2001); ICT: Changing Education, Routledge, Taylor & Frances Group, (pp 144), ISBN 0750709502 Balanskat, A., Blamire, R., Kefala S. (2006); A Review of Studies of ICT Impact on Schools in Europe, European Schoolnet (pp. 75)  HYPERLINK "http://ec.europa.eu/education/doc/reports/doc/ictimpact.pdf" http://ec.europa.eu/education/doc/reports/doc/ictimpact.pdf Dede, C. (1998); Learning about teaching and vice versa. Paper presented at Conference of Society for Information Technology in Education. Washington D.C., USA. Forcheri, P. and Molfino, M. T. (2000): ICT as a tool for learning to learn. In Watson, D. M. and Downes, T. (Eds.) Communications and Networking in Education. Boston, MA: Kluwer Academic (pp. 175-184) Hooper, S., & Rieber L.P. (1995); Teaching with Technology, In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170) Needham Heights, Ma: Allyn and Bacon Littlejohn, A., Stefani, L. and Sclater, N. (1999); Promoting effective use of technology, pedagogy and the practicalities: a case study. Active Learning. 11, (pp. 27-30) Riel, M. (2000): The future of technology and education: Where are we heading? in: Watson, D. M. & Downes, T. (Eds.) Communications and Networking in Education. Boston, MA: Kluwer Academic Press. (pp. 9-24) Reil, M. (2000.); New Designs for Connected Teaching and Learning.  HYPERLINK "http://www.answers.com/topic/white-paper" \t "_top" White paper commissioned for The Secretary's Conference on Educational Technology Evaluating the Effectiveness of Technology, Washington, DC, September 11 - 12.  HYPERLINK "http://www.answers.com/topic/white-paper" http://www.answers.com/topic/white-paper Wheeler S. (2001); Information and Communication Technologies and the Changing Role of the Teacher,  HYPERLINK "http://www.ingentaconnect.com/content/carfax/cjem" \o "Journal of Educational Media" Learning, Media and Technology, Vol. 26,No. 1, (pp. 7-17) Willams D., Wilson K., Richardson A., Tuson J. Coles L. 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