The Arab Academic College for Education - Haifa (ISRAEL)
About this paper:
Appears in: ICERI2013 Proceedings
Publication year: 2013
Page: 4529 (abstract only)
ISBN: 978-84-616-3847-5
ISSN: 2340-1095
Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain
Successful internalizing of the ICT (Information and Communication Technology) program in the education system is considered a great challenge requiring many resources. ). Recently, the ministry of education operates a program aiming to lead the application of innovative pedagogy in the educational system (the Ministry of education, 2011). However, colleges did not have a suitable ICT program for qualifying teachers to teach in the schools intended to use ICT and innovative pedagogy massively.

Colleges have been applying the ICT in their teaching according to the students' needs and instructor’s competency. The major part of the activity in the ICT field aimed to implement a wise use of ICT in teaching. In other words, lecturers used ICT to teach and students used it to learn and study. During the recent years, there has been an increase in the demand of students to use ICT in the process of their teaching including the first stage of training and after graduation when they become actual teachers. The scientific research in the field indicates that there are many difficulties in internalizing the ICT program. This fact forces us to work carefully and pay special attention to the various elements which might endanger a successful process of internalizing in college. We believe that qualifying teachers with ICT tools is of great importance. They will be pioneers in applying pedagogical contents through ICT programs and will adapt this use in the school communities and will be innovative in the 21st Educational system. Deep understanding of the need for such teachers had led our College in Haifa to design a build-in program to upgrade teaching in the college to the 21st century.

The program took a year and a half and was designed according to the college academic framework of the ministry of education. The program is special because it was built in cooperation with all the relevant sides: the administration, the head department of ICT and distance learning, the department of information systems management, heads of the pedagogical instruction departments, heads of disciplinary departments, head of the excellence program and head of the advanced studies department.
The full and complete application of the program would take three years starting from 2014 until 2016. The program will be accompanied by an evaluation procedure throughout the whole process supervised by the evaluation and assessment department in college.
Our aim is to describe the constructional and processing model of the program in college.
Achieving and internalizing the program require: Supportive organizational structure, timetable and partners in the planning, applying and operating process, a process of planning and evaluation, Motivation and the ability to deter problems and solutions, staff professional development and implementing the program pedagogically.

The change process which occurred after implementing the program could affect all departments in the college. This process could be more successful if we take into consideration all the concerns of the relevant parts in internalizing the program: lecturers, students and pedagogical instructors. The internalizers' awareness of the concerns of the relevant parts would allow more effective management of the change process.

This poster has come to draw a primer map of the various insights in developing, applying and the assessment of implementing the ICT program in the college.
ICT program, 21st century, higher education, innovative pedagogy.