Abstract:
Technology cannot be effective in the classroom without trainers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use in the classroom is increasing, improving learning through its application should remain the goal. In this study, the author explored some major training providers’ attitudes about and use of educational technology in training and Application of photo-voltaic solar energy technology and application. I sought to understand how Trainers use and perceive technology in practice and the factors influencing their pedagogical decisions to incorporate technology into their practice and also available training material/curricula, standards. Data collection included used of Questionnaire, administered online real time and hard copies to interested groups and trainers’ interviews. The online portion along with the hands-on is very rewarding; the online courses should be informative and thorough without being repetitive and too lengthy, which a common problem is with any online course (Ijad Madisch (2008).Since long many (Government, private, and NGO-run) training providers in both countries have been organizing and delivering (usually) short-term training on this cutting-edge technology. So far, no such study has been conducted in this particular area. Therefore, this study concerns with photo-voltaic solar energy technology training and application with particular focus on the curriculum, curriculum materials, the training modes, strategies and methods, which are the key determining factors, among others, for producing occupationally competent workforce.
