GOOGLING THE GROUP: TEACHER EDUCATION THROUGH ICT

Abstract

Information and Communication Technology (ICT) has evolved as one of the major tools for improvising education in general and teaching-learning process in particular, at present. It, alongwith all its various dimensions, has proved to be indispensable for better teaching-learning approach from lowest level of learning to highest level of learning (Gagne, 1965, Patsula, 1999) and from nursery level to higher education level. As far as higher education is concerned it has, not only, boosted up the process of learning but also provided better opportunities for learners to construct, acquire, consolidate, share and expand their knowledge. Web 2.0 tools (Scott, 2008, 2011), some of the prominent tools of ICT, have provided the learner the facility for developing, actively contributing and collaborating, user created content, customizing technology and content alongwith playing a leading role for expressing his/her ideas more democratically and initiatively, especially in higher education, for the individual and the community. One of such tools is Google-group (Google, 2010). It provides learner/user the opportunities to raise and discuss a topic, invite new members, create pages, upload and share files. The current study talks of implications, made through Google-group, among learners at a teacher training course, in learning process, planning for activities, academic discussions on various issues, discussion about assignments and holding a debate on Continuous and Comprehensive Evaluation (CBSE, 2009). It throws light on the democratic (Shukla, 2004), scholarly, professional values (Pilichowski, Arnould, OECD, 2007) and leadership qualities (Meyer, 2008) developed among the learners of teacher training course during this pursue, and hence, the implication of ICT in general and Google group in particular, for better learning.