Abstract
This research paper is a reflection of the results of collected data from Teacher Educators (TEs) regarding their skills and expertise in Information and Communication Technologies (ICT). Seven themes were inductively identified and called, 7Es like as: (a). Expertise in use of windows programmes; (b). Expertise in use of security measures; (c). Expertise in use of hardware instruments; (d). Expertise in use of internet; (e). Expertise in creating accounts; (f). Expertise in installation of softwares; and (g). Expertise in use of softwares. All extracted themes reveal the utility of the study and thematic analysis.
Highlights
Information and Communication Technologies (ICT) are becoming popular in most of the world’s societies
Due to the use of ICT, many updated electronic resources are available in the universities; those are found very helpful at every stage of teaching and training, generally, and authentic for academic research
The (15%) Teacher Educators (TEs) were found with very high level of competency, while (22.5%) TEs had a high level of competency, (32.5%) TEs had a moderate level of competency and (30%) TEs had a low level of competency in ICT
Summary
Information and Communication Technologies (ICT) are becoming popular in most of the world’s societies. Studies are showing the importance of ICT in teaching learning process and achieving its outcomes Many scholars with their studies have witnessed that the knowledge, conceptual understanding, problem solving, team working skills, etc. That is why most of the documents especially related to curriculum, state the importance and utility of ICT and encourage all stakeholders to use them efficiently and properly for maximum benefits and lifelong learning. For this purpose, teachers are to be trained to integrate ICT into their daily teaching (Batane, 2004; Jacobsen, Clifford & Friesen, 2002; Markauskaite, 2007; Mitchem, Wells & Wells, 2003; Yildirim, 2000). Because ICT is necessity of life that children enjoy to learn and use in daily life (Hepp, Hinostraza, Laval & Rehbein, 2004) as ICT unlock the doors to education while education unlocks the doors to development (UN, 2003)
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