Impact of Information and Communication Technology (ICT) on Teaching
among Teacher Educators in Thiruvallur District.
Significance of the
problem:
It is a well accepted fact that a
single teacher cannot provide the complete and up-to-date information in any
subject. ICT can fill this gap as it provides access to different sources of
information. Educational institutions are also in the midst of information
waves. Instead of big schools or large universities, virtual university or
on-line learning systems have emerged. Accordingly the duties and
responsibilities of teachers and learners are to be changed to adjust with the
new society and the new environment.
§ In
the early 1995, the department of
education and employment (DEE) Britain set the criteria for making ICT an
integral part of initial teacher training (ITT) course, stating that ICT is more
than a teaching tool.
§ Its
potential for improving the quality and
standards of pupil’s education is significant.
Objectives :
1.
To find out the level of impact of ICT on teaching among teacher
educators.
2.
To find out the level of impact of ICT on teaching
among teacher educators with respect to background variables such as Sex,
Nature place, Type of the college, Location of
the college, Religion, ICT programme attended, Experience and
Educational Qualification of the Teacher Educators.
Methodology :
1)
Sample:-
The
sample is total population. It consists of all Teacher Educators who are
working in colleges of education and teacher training institutions in
Thiruvallur district. 13 Colleges of Thiruvallur district offered their help by
providing a total of 140 teacher’s.
2)
Tool:-
For
collecting dates, to study the impact, a questionnaire was prepared on the
impact of Information and Communication
Technology (ICT) on Teaching among Teacher Educators. It requested the personal
details of the teacher educators such as the name, sex, native place, type of
the college, location of the college, Religion, ICT programme attended,
Experience and Educational qualification of the Teacher Educators. The
questionnaire was divided into four dimensions namely.
·
Preparation and Planning
·
Motivation or stimulation
·
Communication
·
ICT as a tool
At the initial stage under the four
dimensions there were 74 items in the IICTT scale; which was reduced to 35
after expert opinion.
3) Findings:-
The
filled up questionnaire were collected and scored as per the scoring key. The
data thus obtained were tabulated, processed, analysed and interpreted. The
hypothesis were tested using mean, standard deviation and ‘t’ test. The direct
opinions of the teacher educators were also considered for assessing the impact
of ICT on teaching among Teacher educators. The result of the study were
4) There
is significant difference between male
and female teacher educators in the dimension of impact of ICT on teaching-
preparation and planning. But there is no significant difference between male
and female teacher educators in the dimension of impact of ICT on teaching –
motivation, communication, ICT as a tool and impact of ICT on teaching.
5) There
is significant difference between rural and urban teacher educators in the
dimension motivation. But there is no significant difference between rural and
urban teacher educators in the dimension
of impact of ICT on teaching preparation and planning, communication, ICT as a
tool and impact of ICT on teaching.
It
is inferred from the above table that 20.7% of teacher educators have low
level, 65.5% of them have moderate level and 15.4% of teacher educators have
high level of preparation and planning of using ICT, in their teaching.
The
table reveals that 20.0% of teacher educators have low level, 65.0% of teacher
educators have moderate level, and 15.0% of teacher educators have high level
of motivation of using ICT in their teaching.
It
is observed from the table that 15.7% of teacher educators have low level, 77.1%
of them have moderate level and 7.1% of teacher educators have high
level of communication of using ICT, in their teaching.
The
table reveals that 20.7% of teacher educators have low level, 70.0% of teacher
educators have moderate level and 9.3% of teacher educators have high level of
using ICT as a tool in their classroom
teaching.
Conclusion
The
‘t’ test reveals that the male teacher educators are better than the teacher
educators in their preparation and planning of using ICT for their classroom
teaching. This may be due to the fact that the male teacher educators may get
exposure of using ICT for their classroom teaching. More than that Michael J
Leo and Dr. P. Ammaraja (2006) found that male SSA teachers had better attitude
in using ICT for their teaching. Female teacher educators do not have the opportunity of using ICT like male
teacher educators.
The
ANOVA test reveals that there is significant difference among boys, girls and
co-education teacher educators in their preparation and planning of using ICT
for their classroom teaching.
Suggestions for teacher education institutions.
1. There
should be well designed ICT learning situations for the training of future
teacher educators.
2. The
curriculum in the colleges of education should incorporate ICT components.
3. The
colleges of education should establish the learning networks.
Limitations of the study:
1. The
present study is limited to Thiruvallur educational district only.
2. The
present study has included only four dimensions of Information and
communication Technology (ICT) preparing and planning, motivation and
stimulation , communication and ICT as a tool.
Reference:
Alexis Leon and Mathews Leon (1999) fundamentals of
Information Technology, Vikas Publishing House Private Limited, New Delhi.
Allen L. Edwards (1957) Technique of attitude scale
construction, Appleton Century Crotts, Inc, USA.
Scamus and Dunn (1987) The impact of the computer on
Education, Prentice-Hall International Publishers, New Jersey.
0 comments:
Post a Comment