Topics: Education, Educational psychology, E-learning Pages: 24 (7866 words) Published: April 17, 2013
Global Journal of Management and Business Research

Vol. 10 Issue 9 (Ver 1.0) December 2010 P a g e | 23

Eteaching/Epedagogy Threats & Opportunities for Teachers In Heis Allah Nawaz ,Qamar Afaq Qureshi
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GJMBR-A Classification (FOR) 930203

Abstract- Information and Communication technologies (ICTs) have not only changed the learning process for the students but also the teaching theories, models and practices. Teacher is now an eTeacher who is fully equipped with the knowledge and applications of different digital gadgets in preparing for lecture, delivering to students, as well as coaching, mentoring and facilitating purposes. Given these contemporary requirements from a teacher, he is no more a ‘sage on the stage’ rather a ‘guide on side’ allowing self-learning to the students. It is however; pinpointed by a huge body of research that adoption of ICTs by the teachers is neither effective nor quick due to several problems particularly in the developing countries like Pakistan. This paper is an effort to bring together the threats and opportunities for eTeacher and eTeaching especially in the higher education of the developing countries.

Keywords: ICTs, eTeacher, Virtual-class/campus, Blendedlearning. I.


CT is the most fundamental of changes in education so far (Jager & Lokman, 1999). The phenomenal development of sophisticated communication technologies has pushed universities, companies and educational institutions to experiment with alternatives to the traditional classroom teaching methods (Favretto et al., 2003). The increasing speed and dissemination of ICT is already showing that our local universities and learning and research communities are no more strictly local rather they have gone global (Beebe, 2004). Integrating technology in teaching and learning transforms the teacher's role from being a "sage on the stage" to a "guide on the side", and student roles also change from being passive receivers of content to being more active participants and partners in the learning process (Mehra & Mital, 2007).Information technology has significant potential in education (Sirkemaa, 2001) because pedagogical improvement can be successfully achieved by using technology (Zapalska, 2004), for example, in a very short time, technology has become integrated so quickly into our consciousness that we cannot fully absorb the full range of changes due to ICTs (Drucker, 2006). The teachers of 21st century have to update his/her knowledge for making appropriate use of new technologies either as a teacher in the classroom, or as an eTeacher or eModerator of open and distance learning (Blázquez & Díaz, 2006). The design of computer-based learning environments has undergone a paradigm shift; moving away from the instructions to promote technical rationality grounded in objectivism, to the application of computers for cognitive tools usable in constructivist learning (Young, 2003). In education, many factors complicate the process of innovation including


technical, legal and social while education do not readily accepts change rather reacts gradually to these external pressures (Aaron et al, 2004). ICTs are changing not only the face of education but also the nature of work and the workplace. The knowledge revolution and globalization is making knowledge-based industries as successful ventures. Knowledge-based industries require an educated labor force of computer-literate individuals who themselves understand and can harness the power of ICT. In response to the demands for producing such a labor force, many countries have changed the objectives of their education system and have directed much of their attention to the development of ICT skills in schools (Ezziane, 2007).The teacher’s role has changed. The centre of gravity has moved from the passive acceptance of “well-cooked” teacher’s knowledge to active “self-cooked” inputs (Hvorecký, 2005). The pedagogical and socio-economic forces that...
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