Essay Sample on Research Proposal on Training Model of Information Technology Application Ability

Published: 2023-08-28
Essay Sample on Research Proposal on Training Model of Information Technology Application Ability
Essay type:  Proposal essays
Categories:  Teaching Learning Information technologies
Pages: 6
Wordcount: 1591 words
14 min read

There is a need to train Pre-service teachers to prepare them for the extra abilities that come with the teaching profession. It is even more critical to make sure they are conversant with the information and communications technology, which the whole world is moving to and ensuring learning activities become even easier using technology (Forkosh-Baruch, 2018). The world is moving towards technology, and thus there is a need for pre-service teachers to be trained on how to integrate the same in their teaching. Therefore, a study must be done on the importance of training these teachers and the models that can be used (Kumar & Vigil, 2011). This research proposal paper will focus on a training model of information technology application ability of pre-service teachers, its possible implementation, and the potential barriers that may arise.

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Research Questions

  • Why is it essential that Pre-service teachers learn about information technology applications in teaching?
  • What were previous training strategy models used to train Pre-service teachers for information technology applications in education?
  • Which is the best training strategy model to train Pre-service teachers after evaluating the models available?
  • What are the possible barriers to the training strategy model chosen to train the teachers for their greater responsibility?
  • How will the trainers overcome the barriers they will come across?

Research Objectives

  • The research aims to identify the importance of teaching pre-service teachers information technology applications.
  • The research aims to establish and look at the previous training strategy models and why they are not suitable anymore.
  • The research aims to establish the best training strategy model to train pre-service teachers for information technology applications in education.
  • The research aims to identify the possible barriers to the chosen training strategy model.
  • The research aims to identify loopholes that will be used to move past the barriers and ensure that the training is successful.

Literature Review

Husain, Noushad. (2011) acknowledges that information technology is an important aspect as far as a progression as a society is concerned. He thus argues that it is vital to incorporate it into education and hence support pre-service teachers' training to enable them to deliver as mandated. He opines that there has been a conspicuous failure in the integration, which can be attributed to the failure in training (Ololube, 2006). Swapna & Katya (2011) observe that another cause of failure is that there is very minimal use of technology by teachers in school as compared to their daily lives. That has affected the integration in a significant way. The same idea is shared by Gill & Dalgarno (2010). They argue that the level of pre-service teachers is paramount for them to succeed in integrating and teaching information technology to students.

Lim et al. (2015) examine how the design and how the training strategy models affect how pre-service teachers deliver their work as facilitators of learning through the use of information technology. Watson (2001) advocates for teacher training schools to embrace methods and models of teaching that engage and touch both the pre-service teacher's heart and also the students. He says that the old ways which were used before the inception of the internet and technology should be abolished and new methods which are current to the new era be adopted. Al-Zahrani (2015) supports that, too, and thinks it is better than policies are implemented to help with integration and Pre-service teacher training.

Baran & Cagiltay (2010) opine that pre-service teachers must find their motivators that will enable them to overcome the barriers to the strategic training model of information technology application. They must have self-awareness knowledge that will be sufficient to ensure they deliver during the training. Attitudes to technology are one of the barriers to effective implementation, as observed by Celik & Yesilyurt (2013). There are several other barriers to teachers' training to apply information technology rightly apart from their school-related factors. Drent & Meelissen, (2008) observe that the school plays an important role as far as the training of teachers is concerned; thus, working on them will be a significant step towards full implementation of the training model and its success.

Significance of the Study

As observed in the introduction of this research proposal, the world is moving towards technology-based operations, and soon everything will be computerized. There will be no need for more the traditional processes that many people know and are used to in their daily lives. The migration demands that all the generations be conversant with technology, even the younger ones. Thus, the younger generation needs to be introduced and learn about information technology from a tender age for them to be able to use it even better. It is the task of teachers to ensure that they are prepared beyond doubt for the shifting roles and way of working as the world embraces technology even more. Pre-service teachers tasked with the preparation of children need to be well conversant with the methods of information technology application in education (Haydn, 2014). They need to be trained, and the best model to do so should be sought to ensure the process is a success. This research will look at the training model of information technology application ability of pre-service teachers and its implementation.

Research Methodology

The more extensive research will include a survey into the strategic training models that have been used before training pre-service teachers on the information technology application and the success rates of the models. The data will also be collected through qualitative research, where the models will be evaluated and establish how good they were for the examination (Denzin & Lincoln, 2005). There will also be a study on the spatial distribution of the number of pre-service teachers who underwent the training and how they turned out to be in delivering their mandate. They will be selected to be used as research sources to offer their knowledge of the study. The rationale that shall be used will be focused on the fact that different pre-service teachers have interacted with the model in their unique way, and that is why it will be essential to go for teachers from different schools. The study will compose and analyze the evidence available about the training strategy models and how suitable they are (Liang et al., 2007). The research that will be written on this paper will scrutinize the methods identified and how to correctly engage the pre-service teachers in training.

Methods of data collection that will be used include interviews, library research, and finally, evaluation and analysis of the data gathered. Peer-reviewed journals and studies will also be used to exhaust the knowledge about the topic of study. There will also be classroom evaluations to see how the previous teachers used their acquired skills to implement the information technology application models used.


Al-Zahrani, A. (2015). The Place of Technology Integration in Saudi Pre-Service Teacher Education: Matching Policy with Practice. Turkish Online Journal of Educational Technology-TOJET, 14(1), 151-162.

Baran, B., & Cagiltay, K. (2010). Motivators and barriers in the development of online Communities of Practice. Egitim Arastirmalari-Eurasian Journal of Educational Research, 39, 79-96.

Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy, and computer anxiety as predictors of computer-supported education. Computers & Education, 60(1), 148-158.

Denzin, N.K., & Lincoln, Y.S. ( 2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The handbook of qualitative research (3rd ed., pp. 1-32). Thousand Oaks, CA: Sage.

Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?. Computers & Education, 51(1), 187-199.

Gill, L., & Dalgarno, B. (2010). How does pre-service teacher preparedness to use ICTs for learning and teaching develop during the first two years of teacher training? Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney, 371-381.

Haydn, T. (2014). How do you get pre-service teachers to become 'good at ICT'in their subject teaching? The views of expert practitioners. Technology, Pedagogy, and Education, 23(4), 455-469.

Husain, Noushad. (2011). Integrating ICT in Pre-Service Teacher Education: The Challenges of Change. Journal of Education and Development. Vol. 1.

Forkosh-Baruch A. (2018) Preparing Preservice Teachers to Transform Education with Information and Communication Technologies (ICT). In: Voogt J., Knezek G., Christensen R., Lai KW. (eds) Handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education. Springer, Cham

Kumar, S., & Vigil, K. (2011). The net generation as pre-service teachers. Journal of Digital Learning in Teacher Education, 27(4), 144–153.

Liang, X. Y., Li, Z. G., Tang, S. K., & Zhao, l. J. (2007). A study on the spatial distribution of Chinese hi-tech industries——spatial econometrics analysis based on province-level industrial output value [J]. Studies in Science of Science, 3.

Lim, Cher Ping & Yan, Hanbing & Xiong, Xi. (2015). Development of pre-service teachers’ information and communication technology (ICT) in education competencies in a mainland Chinese university. Educational Media International. 52. DOI: 10.1080/09523987.2015.1005425.

Ololube, N. P. (2006). Appraising the relationship between ICT usage and integration and the standard of teacher education programs in a developing economy. International Journal of Education and Development Using ICT, 2(3), 70-85.

Swapna K. & Katya V. (2011) The Net Generation as Preservice Teachers, Journal of Digital Learning in Teacher Education, 27:4, 144-153, DOI: 10.1080/21532974.2011.10784671

Watson, G. (2001). Models of information technology teacher professional development that engages with teachers' hearts and minds. Journal of Information Technology for Teacher Education, 10(1-2), 179-190. DOI: 10.1080/14759390100200110

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