Perceptions of Teacher Educators and Pupil Teachers towards Using ICT in Teacher Education Programme: A Case Study of Balasore District, Odisha, India

Abstract

This study examined the perceptions of teacher educators and pupil teachers towards the use of Information and Communication Technology (ICT) in teacher education programmes in Balasore District, Odisha. It also investigated the problems faced by both groups when integrating ICT into the teaching-learning process. A descriptive survey method was used, and data were collected using a researcher-developed questionnaire for pupil teachers and an interview schedule for teacher educators in the three-year integrated B.Ed.-M.Ed. programme at F.M. University and CTE Balasore. The investigator randomly selected two teacher education institutions, namely Fakir Mohan University and CTE Balasore, and employed stratified random sampling. The sample comprised 80 participants: 56 pupil teachers, including 28 first-year and 28 second-year students, and 24 teacher educators. Percentage analysis showed that pupil teachers had positive perceptions of ICT tools such as digital cameras, digital projectors, and interactive whiteboards. ADSL and Wireless LAN were the most commonly accessed internet technologies. Insufficient pedagogical support, inadequate infrastructure and technical support, and limited technological resources were the principal barriers to effective ICT integration. Teacher educators also reported inadequate ICT skills and an insufficient number of laptops as important challenges affecting professional and instructional use. The findings indicate the need to strengthen ICT infrastructure, technical and pedagogical support, and professional training for teacher educators and pupil teachers.