E-learning is also known as online learning. E–learning encompasses learning at all levels both formal and non-formal that uses an information network–
The Internet, an intranet (LAN) or extranet (WAN). The components include e-portfolios, cyber infrastructures, digital libraries and online learning object repositories. All the above components create a digital identity of the user and connect all the stakeholders in the education. It also facilitates inter disciplinary research. Group Discussion – Internet Relay Chat (IRC) is among the popular Internet service people mostly use for live chatting. Group of people with common interest can exchange views / opinions with each other instantly through Internet. Description of the internet technologies required to support education via ICTs (www, video conference, TeleConference, Mobile Conference, CD Database, WordProcessor, Intranet, Internet etc.)
E-Modules – Modules written are converted and stored into digital version into a computer using word processor accessible by the user through internet.
Teleconferencing
1. Audio – Conferencing – It involves the live (realtime) exchange of voice messages over a telephone network when low – band width text and still images such as graphs, diagrams or picture can also be exchanged along with voice messages, then this type of conferencing is called audiographic. Non-moving visuals are added using a computer keyboard or by drawing / writing on graphics tablet or whiteboard.
2. Video – Conferencing – Video Conferencing allows the exchange not just of voice and graphics but also of moving images. Video-Conferencing technology does not use telephone lines but either a satellite link or television network (broadcast / cable).
3. Web – Based Conferencing – Web-based conferencing as the name implies, involves the transmission of text and graphic, audio and visual media via the internet; it requires the use of a computer with a browser and communication can be both synchronous and asynchronous.
4. Open and Distance Learning – All these services availed through ICT plays a great role in teacher education. It allows higher participation and greater interaction. It also improves the quality of education by facilitating learning by doing, directed instruction, self-learning, problem solving, information seeking and analysis and critical thinking as well as the ability to communicate, collaborate and learn.
Conclusion
The use of such technology in teaching training programmes the quality of teaching will increase effectively. A well-designed teacher training program is essential to meet the demand of today’s teachers who want to learn how to use ICT effectively for their teaching. It is thus important for teacher trainers and policy makers to understand the factors affecting effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so training strategies can be appropriately explored to make such changes viable to all. So if use of ICT in teaching training programmes by the institute of conducting teaching training programmes, our teaching learning process will be too smooth and able to understand for every type of students of our country. Finally, more attention should be paid to specific roles of ICT in offering multimedia simulations of good teaching practices, delivering individualized training courses, helping overcome teachers‟ isolation, connecting individual teachers to a larger teaching community on a continuous basis, and promoting teacher to teacher collaboration. Intended outcomes as well as unintended results of using ICT for teacher professional development need to be explored.
