Abstract
The Ministry of Education in Egypt (MOE) has worked very hard to launch different initiatives to improve the Egyptian education system by using Information and Communication Technology (ICTs).
 
 The current research seeks to explore how Asyut student teachers perceive the upshots of these initiatives. Results are expected to shed light on the overall teacher education process in Asyut University and its role in preparing 21st century teachers.
 
 The current research is evolved to answer the following questions:
 
 1) How Asyut student teachers describe their investment of ICTs to achieve academic purposes?
 
 2) How Asyut student teachers describe their ICTs competencies?
 
 3) How Asyut student teachers classify obstacles hindering the enhancement of their ICTs competencies?
 
 Results authenticate the growing awareness Asyut student teachers developed about ICTs and how it has become a substantial component of everyday 21st century education experience. They understand that it has become their gateway to the 21st century teaching platform. In the meantime, they recognize that their ability to successfully integrate ICTs into their teaching practice is a complex and multifaceted process.
 
 The current research adds to the body of literature in a few ways. Through analyzing the gains and drawbacks, Egyptian teacher education experienced in its attempt to integrate ICTs into teachers’ preparation process. The current research recommends: first, improving the existing training mechanism; second, ensuring funds will have the biggest impact on the largest number of student teachers; finally, getting training right is a priority.
Highlights
Introduction and Theoretical BackgroundThe emergence into the 21st century, where societies transform into information and innovations-based ones, put a huge demand on the education system to continuously improve itself to be able to deal with the complexity and flexibility of this new era
They recognize that they need an extensive Information and Communication Technologies (ICTs) training to be able to select the appropriate form ICTs that will assist them to transform traditional classrooms into 21st century learning environment (Beriswill, Bracey, Sherman-morris, Huang, & Lee, 2016)
ICTs present a challenging topic in 21st century teacher education, as teachers need to understand that one of their major responsibilities is to assist their students to understand and to participate in a competitive demanding insecure, rapidly changing world (Chen & Chang, 2008; Husin et al, 2016)
Summary
Introduction and Theoretical BackgroundThe emergence into the 21st century, where societies transform into information and innovations-based ones, put a huge demand on the education system to continuously improve itself to be able to deal with the complexity and flexibility of this new era. Egypt has 18 state universities and 16 private universities producing 300,000 graduates every year, many of whom are stuck in the unemployment whirlpool. Employers claim that they have difficulty in hiring university graduates because they do not possess the required 21st century skills. They confess that university graduates possess the required knowledge, but they have difficulties in transcending this knowledge to the work place In other words, they claim that university graduates lack experiential education that blends theoretical knowledge with world experiences They claim that university graduates lack experiential education that blends theoretical knowledge with world experiences (Kirby & Ibrahim, 2012, p. 100)
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