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In this technological epoch, the effects of ICT could be seen in all professional areas including teaching and training of teachers. Teachers must possess adequate and sound ICT skills in order to be effective practitioners and competitors in theglobal arena. In Pakistan, teacher education is accessible through diverse modes like on-campus programs, distance learning, and affiliated colleges, etc. In these programs, ICT is offered as a unit of subject or as a distinct course. Now, it is a query that whether the prevailing programs are adequate to develop the projected ICT competencies in teachers? This study is an endeavor to explore the teachers’ proficiencies of working with ICT. In this pursuit, the researchers employed quantitative plan and investigated participants who were holders of master degrees from these three modes of teachers’ education. A rating scale was employed for retrieving information regarding application of ICT. The findings revealed that on overall basis, most of the students were found below average on the applied facets of ICT. In comparison, learners of University campus showed slight eminence. It could be drawn that the prevailing curricula of teacher training are mainly directed towards the theoretical aspect of ICT and has little or no concerns with application and assessment of practicing. It is proposed that the practical aspect of ICT may be given due attention to the teachers’ education. It may also be incorporated as a distinct subject in diverse programs of teacher education. Further, the research scholars are suggested to reconnoiter and design schemes for operational inclusions of ICT at various level of teachers’ Education

Dr. Asfandeyar Fida, Dr. Abdul Ghaffar, Dr. Amir Zaman. (2018) Assessment of the Applied Aspect of ICT in Teacher Education, Sir Syed Journal of Education & Social Research (SJESR), Volume-01, Issue-2.
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