INTERNATIONAL RESEARCH FELLOWS ASSOCIATION’S …researchjourney.net/SPECIAL ISSUE 5 Use of ICT in...
Transcript of INTERNATIONAL RESEARCH FELLOWS ASSOCIATION’S …researchjourney.net/SPECIAL ISSUE 5 Use of ICT in...
Impact Factor – 3.452 ISSN – 2348-7143
INTERNATIONAL RESEARCH FELLOWS ASSOCIATION’S
RESEARCH JOURNEY Multidisciplinary International E-research Journal
PEER REFREED & INDEXED JOURNAL
October-2016
SPECIAL ISSUE-V
Use of ICT in Higher Education
This Journal is indexed in : - Scientific Journal Impact Factor (SJIF)
- Cosmoc Impact Factor (CIF)
- Global Impact Factor (GIF)
- Universal Impact Factor (UIF)
- International Impact Factor Services (IIFS)
- Indian Citation Index (ICI)
- Dictionary of Research Journal Index (DRJI)
Guest Editor - Chief Editor –
Dr. P. V. Rasal Mr. Dhanraj T. Dhangar
Coordinator-Dean - Mental Moral and Social Sciences, Assist. Prof. (Marathi)
Savitribai Phule Pune University, Pune [M.S.] India MGV’S Arts & Commerce College,
Principal - KGDM Arts, Commerce & Science College, Yeola, Dist – Nashik [M.S.] INDIA
Niphad, Dist – Nashik [M.S.] INDIA
I
N
T
E
R
N
A
T
I
O
N
A
L
R
E
S
E
A
R
C
H
F
E
L
L
O
W
S
A
S
S
O
C
I
A
T
I
O
N
S For Details Visit To : www.researchjourney.net SWATIDHAN PPPPUBLICATIONS
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
1 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Editorial Board
Guest Editor - Chief Editor –
Dr. P. V. Rasal Mr. Dhanraj T. Dhangar
Coordinator-Dean - Mental Moral and Social Sciences, Assist. Prof. (Marathi)
Savitribai Phule Pune University, Pune [M.S.] India MGV’S Arts & Commerce College,
Principal - KGDM Arts, Commerce & Science College, Yeola, Dist – Nashik [M.S.] INDIA
Niphad, Dist – Nashik [M.S.] INDIA
Co-Editors -
� Mr.Tufail Ahmed Shaikh- King Abdul Aziz City for Science & Technology,
Riyadh Kingdom of Saudi Arabia.
� Dr. Anil Dongre - Head, Deptt. of Management, North Maharashtra University, Jalgaon
� Dr. Shailendra Lende - R.T.M. Nagpur University, Nagpur [M.S.] India
� Dr. R. R. Kazi - North Maharashtra University, Jalgaon.
� Dr. Sharad Birhade - D. N. College, Faizpur.
� Prof. Munaf Shaikh - N. M. University, Jalgaon & Visiting Faculty M. J. C. Jalgaon
� Prof. Vijay Shirsath - Nanasaheb Y. N. Chavhan College, Chalisgaon
� Dr. P. K. Shewale - Vice Principal, Arts, Science, Commerce College, Harsul.
� Prof. Atul Suryawanshi - S. S. M. M. College, Pachora.
� Prof. B. P. Shewale - M. S. G. College, Malegaon Camp, Nashik.
Advisory Board -
� Dr. Marianna kosic - Scientific-Cultural Institute, Mandala, Trieste, Italy.
� Dr. M.S. Pagare - Director, School of Languages Studies, North Maharashtra University, Jalgaon
� Dr. R. P. Singh -University of Lucknow [U.P.] India
� Dr. S. M. Tadkodkar - Professor & Head, Dept. of Marathi, Goa University, Goa, India.
� Dr. N. V. Jayaraman - Director at SNS group of Technical Institutions,Coimbatore
� Dr. Bajarang Korde - Savitribai Phule Pune University Pune, [M.S.] India
� Dr. D. A. Suryawanshi - Principal, R. C. Patel College of Education, Shirpur, Dhule.
� Dr. Sandip D. Mundhe - Head, Lib. Science, Sambhajirao Kendre College, Jalkot, Latur
� Dr.Y. H. Saner - Principal, Abhay College of Education, Dhule
� Dr. D. D. Patil - Principal, Arts, Science and Commerce College, Chopda, Jalgaon
Review Committee -
� Dr. Uttam V. Nile - P. S. G. V. P. Mandals Arts, Cmmerce, Science College, Shahada
� Dr. Sanjay Dhondare - Abhay Womens College, Dhule
� Dr. Rekha Gajare - Head, Dept. of Hindi, P.O.Nahata College, Bhusawal
� Dr. Ramesh Sambhaji Kure - Head, N. W. College, Akhala Balapura Dist-Hingoli
� Dr. S. K. Wadekar – M. S. G.College, Malegaon Camp, Dist- Nashik
Published by -
� Mrs. Swati Dhanraj Sonawane, Director, Swatidhan International Publication, Nashik
Email : [email protected] Website : www.researchjourney.net Mobile : 9665398258
© All rights reserved with the authors & publisher Price : Rs. 225/-
Our Guest Editor has reviewed paper with experts’ committee, and they have checked the papers
on their level best to stop furtive literature. Except it, the respective authors of the papers are
responcible for originality of the papers and intensive thoughts in the papers.
- Executive Editor
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
2 Website – www.researchjourney.net Email - researchjourney2014gmail.com
INDEX
No. Title of the Paper
Authors’ Name Page No.
1 The Role of ICT in Enhancing Teaching and Learning in India
- Dr. Sanjay Sanap 03-05
2 Importance and Use of ICT in Social Science Research
- Dr. P. V. Rasal 06-09
3 Emerging Role of ICT in University Examination System
- Dr. R. M. Chintamani 10-14
4 The Uce of ICT in Teaching / Learning of English Vocabulary
- Dr. P. P. Parmar 15-19
5 (ICT) For Biodiversity Conservation and Sustainable Environment
- Smt. Vrushali A. Gagrepatil 20-23
6 Changes in the Role of Teachers in the Scenario of ICT Enabled Teaching
- Prof. Anand Sanap 24-28
7 Importance of Information Communication Technology in the
Administration of Higher Education - Dr. Vivek V. Jawale 29-33
8 Role of Ict in Education, Management and Administration
-S.A. Pathare, G.Y. Rohokale, A.R.Abhang, A.S. Shaikh and P.G.Rohokale 34-38
9 Administrative Software: Definition, Types, Characteristic features, &
Fedena - Prof. Rahul S. Sonawane 39-43
10 Use of ICT in Teaching Compulsory English in Rural Colleges
-Dr. Umesh D. Kambale 44-46
11 Use of ICT in Administrative Work
-Mr. A. R. Chintamani 47-50
12 The Role of ICT in English Language Learning
-Prof. Smt. Pranali Jivrakh 51-53
13 The Impacts of ICTs in Indian Banking Industry
-Dr. S. K. More 54-60
14 Ecological Differences, Cognitive Styles and Language Performance of
College Students -Dr. Narendra V. Deshmukh 61-65
15 Role of ICT in Mathematics
- Smt. S. S Kunde & Smt. J. S. Patil 66-68
16 The Integration of Information Technology (IT) and Learning Style in
the Chemistry - A. V. Kardel 69-72
17 Role of ICT In The Development of Rural Areas
Shradha P. Khatal 73-75
18 Role of ICT in Medical Laboratory Practices: an review on hemoglobin
determination - Smt A. U. Kadlag & Smt M. D Tajane 76--79
19 तमाशा आ�ण माहती संू ेषण तऽं�ान
- ूा. माधव खालकर ूा. माधव खालकर ूा. माधव खालकर ूा. माधव खालकर 80-82
20 माहती व संू ेषण साधनाचंी िश�णातील उपय"ुता
- ूा. एन. के. जाधव ूा. एन. के. जाधव ूा. एन. के. जाधव ूा. एन. के. जाधव 83-85
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
3 Website – www.researchjourney.net Email - researchjourney2014gmail.com
THE ROLE OF ICT IN ENHANCING TEACHING AND LEARNING IN INDIA
Dr. Sanjay Sanap
Associate Professor K. V. N. Naik Shikshan Prasarak Sanstha’s
Arts,Commerce and Science College, Canada Corner, Nashik, [MS] India.
Abstract :
The adoption and use of ICTs in education have a positive impact on teaching, learning, and
research. ICT can affect the delivery of education and enable wider access to the same. In
addition, it will increase flexibility so that learners can access the education regardless of
time and geographical barriers. It can influence the way students are taught and how they
learn. It would provide the rich environment and motivation for teaching learning process
which seems to have a profound impact on the process of learning in education by offering
new possibilities for learners and teachers. These possibilities can have an impact on student
performance and achievement. Similarly wider availability of best practices and best course
material in education, which can be shared by means of ICT, can foster better teaching and
improved academic achievement of students. The overall literature suggests that successful
ICT integration in education.
Quality of education has been issue of concern in the absence of standard parameters of to measure
the quality. Effective implementation of ICTs in the teaching-learning process to achieve our
educational objectives would help in increasing the Quality of education in schools. Teaching is
imparting knowledge or skill whereas learning is skill acquisition and increased fluency. Usage of
ICT is one of the way by which India„s large population base can be effectively reached.
Traditional lecture is not an effective learning environment for many of our students because so
many students do not participate actively during a traditional lecture. This is the mode of learning
most commonly present in classrooms whereas active learning involves the student through
participation and investment of energy in all three phases of the learning process (input,
operations, and feedback). This type of learning is more effective to stimulate higher cognitive
processes and critical thinking. In the past few years there has been a paradigm shift in curriculum
where teacher acts as a facilitator in a student centred learning. In Student centredlearning focus is
on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of
learning. Here students have to be active responsible participants in learning process. Teacher has
key role in the whole process whereas in case of ICT based education, various ICT tools are
supplemented to make the teaching-learning process more effective.
ICT increases the flexibility of delivery of education so that learners can access knowledge
anytime and from anywhere. It can influence the way students are taught and how they learn as
now the processes are learner driven and not by teachers. This in turn would better prepare the
learners for lifelong learning as well as to improve the quality of learning. In concert with
geographical flexibility, technology-facilitated educational programs also remove many of the
temporal constraints that face learners with special needs (Moore &Kearsley, 1996). Students are
starting to appreciate the capability to undertake education anywhere, anytime and anyplace. One
of the most vital contributions of ICT in the field of education is- Easy Access to Learning. With
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
4 Website – www.researchjourney.net Email - researchjourney2014gmail.com
the help of ICT, students can now browse through e-books, sample examination papers, previous
year papers etc. and can also have an easy access to resource persons, mentors, experts,
researchers, professionals, and peers-all over the world. This flexibility has heightened the
availability of just-in-time learning and provided learning opportunities for many more learners
who previously were constrained by other commitments (Young, 2002). Wider availability of best
practices and best course material in education, which can be shared by means of ICT, can foster
better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new
international educational markets. As well as learning at anytime, teachers are also finding the
capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile
technologies and seamless communications technologies support 24x7 teaching and learning.
Choosing how much time will be used within the 24x7 envelope and what periods of time are
challenges that will face the educators of the future (Young, 2002). Thus, ICT enabled education
will ultimately lead to the democratization of education. Especially in developing countries like
India, effective use of ICT for the purpose of education has the potential to bridge the digital
divide.
There are various ICT tools available which can be utilized for the knowledge creation and
dissemination in the modern world. Tools include Radio, T.V, Internet, Mobile phone, Computer,
laptop, tablets and many other hardware and software applications. Certain ICT tools like laptops,
PCs, mobile phones, and PDAs have their own implication in Education. These devices can be
used in imparting education and training for teachers and students. Use of radio for pedagogical
practices has been very much popular in past and is still in use in India by IGNOU. But One-to-
many broadcast technologies like radio and television are seen as less revolutionary„ ICTs in
education, as their usage is seen as reinforcing of traditional instructor-centric learning models,
unlike computers, which many see as important tools in fostering more learner-centric instructional
models. Successful ICT initiatives meet three intertwined objectives: availability, access, and
demand [10]. Educational ICT tools are not for making educators master ICT skills themselves,
but for making educators create a more effective learning environment via ICT. Teachers can
utilize ICT tools to get benefits from using these tools in the areas of content, curriculum,
instruction, and assessment. ICTs include fixed-line telephony, mobile telephony, newspapers,
radio, television, radio trucking, very small aperture terminal (VSAT), computer, and internet must
be accessible to rural public as per their demand.
ICT presents an entirely new learning environment for students, thus requiring a different skill set
to be successful. Critical thinking, research, and evaluation skills are growing in importance as
students have increasing volumes of information from a variety of sources to sort through ICT is
changing processes of teaching and learning by adding elements of vitality to learning
environments including virtual environments for the purpose. ICT is a potentially powerful tool for
offering educational opportunities. It is difficult and maybe even impossible to imagine future
learning environments that are not supported, in one way or another, by Information and
Communication Technologies (ICT). When looking at the current widespread diffusion and use
of ICT in modern societies, especially by the young the so-called digital generation then it should
be clear that ICT will affect the complete learning process today and in the future. Authenticity is
an important issue which should be addressed in the design and development of learning
environments (Collins, 1996). Learning environments need to reflect the potential uses of
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
5 Website – www.researchjourney.net Email - researchjourney2014gmail.com
knowledge that pupils are expected to master, in order to prevent the acquired knowledge from
becoming inert. In addition, teachers should stimulate pupils to engage in active knowledge
construction. This calls for open-ended learning environments instead of learning environments
which focus on a mere transmission of facts. ICT may contribute to creating powerful learning
environments in numerous ways.
Conclusions :
The rapid growth of new technologies has added to the quest for improved teaching and learning
methods. Teachers should be conscious of the quality of their teaching. Information and
communication technology (ICT)are becoming increasingly pervasive in our modern society and a
requirement for ideal means of teaching especially in the field of physical education (Zhang and
Martinovic 2008). Information and communication technology (ICT) has a significant role in
teaching and learning process as a tool. The use of ICT by learners offers a potential to enhance
learning as all subjects as well as physical education. Teaching will get new dimensions, as lessons
will be greatly enhanced by the technology tools. The uses of multimedia instructional tools will
significantly enrich the teaching content that will become more dynamic and captivating.
Information and communication technologies (ICT) have become commonplace entities in all
aspects of life. Across the past twenty years the use of ICT has fundamentally changed the
practices and procedures of nearly all forms of endeavour within business and governance.
Education is a very socially oriented activity and quality education has traditionally been
associated with strong teachers having high degrees of personal contact with learners. The use of
ICT in education lends itself to more student-Uof ICT in education is becoming more and more
important and this importance will continue to grow and develop in the 21st century.
References :
Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990).
Anchored instruction: why we need it and how technology can help. In D. Nix & R. Spiro
10 (Eds.), Cognition, education, multimedia Exploring ideas in high technology (Pp.
115– 141). Hillsdale, NJ: Lawrence Erlbaum Associates.
Collins, A. (1996). “Design issues for learning environments”. In S. Vosniadou (Ed.), International
perspectives on the design of technology-supported learning environments (Pp. 347–
361). Mahwah, NJ: Lawrence Erlbaum.
Flecknoe, M. (2002).“How can ICT help us to improve education”? Innovations in Education&
Teaching International, Vol. 39, No. 4, Pp; 271-280
Moore, M. &Kearsley, G. (1996). Distance Education: A Systems View. Belmont, CA:
Wadsworth.
Sharma, R. (2003), 'Barriers in Using Technology for Education in Developing Countries', IEEE0-
7803-7724-9103.Singapore schools', Computers & Education Vol .41, No.(1),Pp; 49--
63.
Young, J. (2002). The 24-hour professor.The Chronicle of Higher Education, Vol. 48, No. (38),
Pp; 31-33.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
6 Website – www.researchjourney.net Email - researchjourney2014gmail.com
IMPORTANCE AND USE OF ICT IN SOCIAL SCIENCE RESEARCH
Dr. P. V. Rasal
Coordinator-Dean of Mental Moral and Social Sciences, Savitribai Phule Pune University and
Principal, K.G.D.M. Arts, Commerce and Science College, Niphad Dist. Nashik
Abstract :
ICT stands for anytime, anywhere access to remote learning resources by facilitating the
acquisition of basic skills Active learning. ICT removes problems concerning space and time.
Through ICT we can communicate anywhere, any time. ICT makes saving – and sharing –
knowledge easier and user-friendly. Research in Social Science includes systematic analysis of
societal problems therefore ICT has a major role to play in it. ICT can be effectively used in data
collection and interpretation. ICT facilitates data analysis and interpretation.
Keywords: ICT, research, social science, Hypotheses
Introduction:
ICT stands for “set of technological tools and resources used to communicate, and to create, store,
and manage information.” ICT stands for anytime, anywhere access to remote learning resources
by facilitating the acquisition of basic skills Active learning.
But why ICT?
ICT removes problems concerning space and time. Through ICT we can communicate anywhere,
any time. The students can contact the teacher anywhere; any time and the students can collect and
exchange information anywhere, any time. Thus ICT gives access to knowledge and in principle
the students can draw on a global pool of knowledge. ICT makes saving – and sharing –
knowledge easier and user-friendly. People can, individually and/or together create records of their
activities and presentations (portfolio) and thus register their progress.
ICT if judiciously used can lead to sustainable development of mankind.
The concept of sustainable developmentIn Social Sciences
Economic Sustainability
(productivity)
Social Sustainability
(equity)
Environmental
Sustainability
(protect/enhance natural resources)
IntergenerationConcerns
Presentation by: Dr. P. V. Rasal (Principal. K.G.D.M. College Niphad ) Research:
Research is systematic, critical and self-critical enquiry which aims to contribute to the
advancement of knowledge.(Bassey, 1995) Research in Social Science includes systematic analysis
of societal problems therefore ICT has a major role to play in it. Solving them is a critical process
and it can be worked out with proper research methodology and statistical analysis.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
7 Website – www.researchjourney.net Email - researchjourney2014gmail.com
The concept of Research has number of factors:
� Enquiry: An enquiry conducted for some clearly defined purpose.
� Systematic: It should be systematic. There is a rationale to collection and analysis of data.
� Critical: The data is subject to scrutiny by the researcher in attempts to ensure accuracy.
� Self-critical: Researchers are expected to be self-critical of the decisions made by them in
pursuit of the enquiry.
� The advancement of knowledge: The enquiry should aim to increase knowledge which means
something is the case and knowledge how to do something: it includes theory-in-the-literature
and personal theory of individuals which has not been articulated in writing.
� Mailing paper questionnaires to respondents, who fill them out and mail them back
� Having interviewers call to respondents on the telephone and ask them the question in a
telephone interview.
� Sending the interviewers to the respondent’s home or office to administer the questions in face-
to-face (FTF) interviews etc.
Statistics :
• Statistics helps us to take rational decisions in the case of uncertainties. One of the main
functions of Statistics is to collect, analyze and interpret data. The data has categories:
• Descriptive:- Organization, Summarization
• With descriptive statistics we condense a set of known numbers into a few simple values (either
numerically or graphically) to simplify an understanding of those data. This is analogous to
writing up a summary of a lengthy book. The book summary is a tool for conveying the gist of
a story to others, and the mean and standard deviation of a set of numbers is a tool for
conveying the gist of the individual numbers (without having to specify each and every one).
• Inferential:- Reach decisions about a large body of data by examining only a small part of it.
Inferential statistics, on the other hand, is used to make claims about the populations that give
rise to the data we collect. This requires that we go beyond the data available to us.
Consequently, the claims we make about populations are always subject to error; hence the term
"inferential statistics" and not deductive statistics.
• Inferential statistics encompasses a variety of procedures to ensure that the inferences are
sound and rational, even though they may not always be correct. In short, inferential statistics
enables us to make confident decisions in the face of uncertainty.
• Use of ICT in data collection:
Alternatives methods of data collection
Face to face
Telephone
CATIcomputer assisted
telephone
interviewing
CAPI computer assisted personal interviewing
TDETouchtone
data entry
OCR/ICROptical/intelligent
caracter recognition
FAX
Disk by Mail E-mail Web
Computerised Self Administered
Questionnaires
IVRInteractive
voice response
SAQSelf administered
questionnaire
Walkman
Text
CASI
Audio
CASI
Video
CASI
Presentation by: Dr. P. V. Rasal (Principal. K.G.D.M. College Niphad )
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
8 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ICT facilitates data analysis and interpretation:
� The data analysis involves three major steps, done in roughly this order:
� Cleaning and organizing the data for analysis (Data Preparation)
� Describing the data (Descriptive Statistics)
� Testing Hypotheses and Models (Inferential Statistics)
� We can observe that research is rigorous activity and the efforts can be minimized while
bringing precision in the research activity and for this ICT is an important tool.
� ICT can bring an idea of collaborative research
� By Creation of National Knowledge Network
� Connecting 10,000 educational & R&D institutions
� Digital libraries
� Virtual class rooms with telecommunication facilities
PotentialOf
ICTs
AccessAccessAccessAccess
EfficiencyEfficiencyEfficiencyEfficiency
LearningLearningLearningLearning
TeachingTeachingTeachingTeaching
Skill Skill Skill Skill
FormationFormationFormationFormation
LifelongLifelongLifelongLifelong
LearningLearningLearningLearning
Planning &Planning &Planning &Planning &
ManagementManagementManagementManagement
Community Community Community Community
LinkagesLinkagesLinkagesLinkages
Potentials of ICT
Presentation by: Dr. P. V. Rasal (Principal. K.G.D.M. College Niphad )
ICT is best tool for expanding educational opportunities:
� Radio Broadcast
� Interactive Radio Instruction
� Television
� Virtual Schools
� Virtual Universities
ICT plays vital role in communication in business:
� between individuals
� between individuals and organisations
� within a business
� between a business and an external organisation
Communication takes place within networks.
Some of the examples of various types of network:
� Education: Akshaya (Kerala), Sub Titles on TV
� Health: Webhealthcenter.com, Sri Lanka, MIS in AP,SA, nLogue-Arvind Hospital
� Economic: eChaupal, GPS by fisherman, Tara Haat, Datamation, nLogue,Drishtee telecenters,
Agriwatch Portal, e-Krishi Vipnan (EKVI)MP
� E-Government: Bhoomi, eSeva, Drishtee
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
9 Website – www.researchjourney.net Email - researchjourney2014gmail.com
� Empowerment: Computerized milk collection, Lokvani (Sitapur), Lok Mitra (Jhalawar)
eChoupal Infrastructure and Services
� Direct marketing channel for farm produce
� ICT and Economic Growth enhanced competitiveness increased business opportunities - access
to market for rural communities
� ICT can improve delivery of Social Services
� ICT can best be used for greater transparency
� - improved efficiency on government procurement
� - reduced corruption
� - increased civil society participation
� ICT can be used for Empowerment of the Poor by allowing the poor to better communicate
their concerns.
Conclusion:
Thus ICT is best tool in the hands of researcher in social sciences. ICT can be effectively used
in data collection and interpretation.
Reference :
• Brace N, Kemp R and Snelgar R (2003). SPSS for Psychologists, A Guide to Data
Analysis Using SPSS for Windows, 2nd ed. McMillan.
• Daniel W. (1991). Bio-Statistics, A Foundation for Analysis in the Health Sciences, Wiley,
New York.
• Johnson R A, Wincher D W (2001). Applied Multivariate Statistical Analysis, Prentice
Hall, ND.
• Kothari C R (2005). Research Methodology, Methods and Techniques, New Age
International Publications, ND.
• Malhotra N K (1999). Marketing Research: an Applied Orientation, 3rd Edition, Prentice
Hall, New York.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
10 Website – www.researchjourney.net Email - researchjourney2014gmail.com
EMERGING ROLE OF ICT IN UNIVERSITY EXAMINATION SYSTEM
Dr. R. M. Chintamani
Vice-Principal & College Examination Officer (CEO),
KGDM. Arts, Commerce & Science College, Niphad Dist-Nashik [MS] India
Abstract :
Information and communications technology (ICT) is a comprehensive term used for information
technology. It includes devices such as computers, network, hardware and software and satellite
systems as well as the various services and applications associated with them. Hence, the term ICT
is also called the union of audio-visual and telephone networks with computer networks. The term,
ICT has been used by the academic researchers since 1980 and it became popular after it was
used in a report to the UK government by Dennis Stevenson in 1997.
Examination mechanism is an effective tool for assessing the quality of knowledge and skills of the
students during a course of study. The university examinations can motivate both the students and
teachers. They encourage students towards study. For teachers examination gives goal oriented
stimuli. Success rate has now considered the significant criteria for teacher’s performance. Hence,
examination reforms have become inevitable.
ICT plays an important, valuable and critical role in the higher education of every country. ICT
has become one of the very significant tools for creating good governance. Every university has
now adopted ICT as a basic tool for good governance. The ICT used governance is also called a
“E-governance”. Initially, the university examinations were largely managed manually. But the
manual examination system faced many evils such as ineffective coordination, lack of accuracy,
overlapping, high inefficiency, delay in declaration of results, a number of mistakes in results
declared and so on. These drawbacks created stress among the students which ultimately lead to
students’ agitations. Today, for bringing efficient, transparent, reliable and strong examination
system, ICT is considered as an effective tool. Increasing number of students registered and the
numbers of courses started have increased the complexity of examination work on a large scale.
This increasing burden of examination is leading to inefficiencies. We can minimize human
intervention by adopting ICT. Therefore, in this research paper, I have tried to analyze the
emerging role of ICT in examination system.
Key Words: Information Communication Technology (ICT), Transparency, Examination
Mechanism, E-governance, Phases of Examination, Manual Examination System.
I) Introduction:
Examination mechanism is an effective tool for assessing the quality of knowledge and skills of
the students during course of study. The university examinations can motivate both the students
and teachers. They encourage students towards study and read various books. For teacher
examinations gives a goal orientation stimuli for his work. Students’ success in the examination
has now considered one of the significant criteria for the performance of the teacher. Hence,
examinations have become inevitable for students as well as teachers also.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
11 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Information and communications technology (ICT) is a comprehensive term used for information
technology. ICT is a term that includes devices such as computers, network, hardware and
software and satellite systems as well as the various services and applications associated with
them. ICT is used often in education, health care, libraries and so on. Hence, the term ICT is also
referred to the union of audio-visual and telephone networks with computer networks through a
single cabling or link system. The ICT has been used by the academic researchers since the 1980
and it became popular after it was used in a report to the UK government by Dennis Stevenson in
1997.
ICT plays an important, valuable and critical role in the higher education of every country. ICT has
become one of the very significant tools for creating good governance in the working of any
university. Every university has now understood the importance of ICT and has adopted it as a
basic tool for good governance. The ICT used governance is also called as “E-governance”.
Initially, the university examination system was largely managed manually. But the manual
examination system faced many evils such as ineffective coordination, lack of accuracy,
overlapping, high inefficiency, delay in declaration of results, a number of mistakes in results
declared and so on. Today, for bringing efficient, transparent, reliable and strong examination
system in universities, ICT is considered as an effective tool for integrating and automating the
activities in examination system.
II) Scope of the Study:
In this study I have made an attempt to analyze the role of Information and Communication
Technology in university examinations with special reference to the automation of examination
system adopted in the Savitribai Phule Pune University during different phases of examination.
III) Objectives of the Study:
Following are the objectives of this study:-
• To explain the terminology and evolution ICT.
• Analyzing the different phases of examination.
• Tracing the advantages of ICT for administration and students.
• To find out lacunas in automation of examination system.
• Finding the challenges and making suggestions for successful application of ICT.
IV) Statement of Hypothesis;
Application of the ICT for automating the examination system has really benefitted to students.
V) Methodology:
a) Phases of Examination Work:
University conducts examinations at various stages of learning till the end of the academic session.
For first, second and third years of Arts and Commerce faculty, university exams are conducted at
the end of every academic year. But, at the end of every session, there are semester-end exam for
PG Courses and Faculty of Science. Though, the responsibility of conducting first year exams is
shifted to colleges but the work of paper setting and question paper distribution is undertaken by
the university. There are following three stages in conducting the university examinations.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
12 Website – www.researchjourney.net Email - researchjourney2014gmail.com
i. Pre-Conduct Phase:
In this stage, for creating details like college code, permanent registration number, course code etc.
the admission forms of the students are processed. Any discrepancy in these forms is
communicated to the student for correction. Examination Centers are fixed for the conduct of the
exam. Supervisory Staff like external senior supervisors, custodians, members of Vigilance
Squads, paper setters are appointed. Duration of their sessions is fixed. Dates of different sessions
are notified. University examination answer sheets and other required stationary is supplied to the
colleges as per their requirements. Advance amount for the conduct of examination is also
released. Likewise, centers for CAP are finalized and assessment orders are dispatched by the
university. Displaying examination time-table and providing exam hall-tickets. These activities are
performed at least one month before the conduct of examination.
ii. Conduct of Examination:
This phase is directly related to the proper, timely and efficient examination. Hence, it is the most
serious phase for the university as well as for colleges. Providing CDs for filling-up internal marks,
release of question papers from university custody, deployment and replacement of invigilator
staff, issuance of barcodes and holograms, providing corrected hall-tickets, arrangements of
candidates according to the seating plan, verification of candidates, handling unfair means and
cases, disposal of cheating cases, intimating dates and venues for sending the bundles of answer
sheets etc. are the major tasks of this phase. Conducting examination is mostly a technical job.
Complexity of this phase increases with the increasing number of students, examinations and
centers during an academic session. With for regular students, the university examinations are also
conducted for repeaters and external candidates also. The regular students apply for examination
through the institutes they are studying and external students apply directly to the Controller of
Examinations (COE) as private candidates.
iii. Post-Conduct Phase:
The post-conduct examination phase consists of intimating CAP schedule to the appointed
examiners and moderators by the concerned CAP centers, collecting answers sheets from
university section offices for sending it to CAP centers, actual assessment of answer sheets, filling-
up marks, applying various concession codes, generating mark sheets, declaration of results,
sending results to examination canters, processing students’ request for revaluation and obtaining
zerox copy of revaluated answer sheets etc. All these activities are to be carried out in the time
specified.
Right from the enrolment/registration phase of students to the final phase of the declaration of
result, various jobs are required to be under-taken with secrecy, care and with full commitment.
All these functions are performed by the different sections of the examination department. These
sections are Co-ordination Sections, Registration Section, Conduct Section, Result Section,
Godown Section that work with secrecy and harmony. These sections are managed by different
officials. Their duties and jobs are clearly defined and they are accountable for any violation of the
examination activities.
b) Preservation of Examination Data:
The student exam data is preserved for a specific period of time and some of the data like
notification of results, mark lists, degree records etc need to be preserved permanently in order to
ensure future verification or to settle disputes if any.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
13 Website – www.researchjourney.net Email - researchjourney2014gmail.com
VI) Limitations of Manual Examination System
Following were the limitations of the manual system of examination work.
a. This process was very slow due to the lesser use of modern technology.
b. It was very difficult to store and preserve examination data for a long period.
c. It took longer times causing both physical and mental stress.
d. Delay in notification of results resulted in loosing chances of further studies.
e. There were wide variations in dates of declaration of results.
f. Wastage of valuable time and money of the students for correction of minor queries caused
unnecessary harassment.
g. Manual examination system leads to arithmetical errors and wastage of resources.
h. Manual maintenance of records was time consuming.
i. Possibility of tempering student’s record, no online verification, non-availability of zerox
copy of answer sheet etc. adversely affected the reliability of the university.
VII) Advantages of Using ICT in Automation of Examination Work:
Following are the advantages of using ICT in automation of examination work-
a. The numbers of students registered and courses have increased on a large scale. This
increasing burden of examination is leading to inefficiencies. We can minimize human
intervention by adopting ICT.
b. Use of ICT in examination process takes care of all the activities right from the admission
to alumina.
c. It has changed the nature of transferring, storing, retrieving, and processing results.
d. ICT has created centralized, secure and robust database of the examinees without
duplication of records.
e. Effective monitoring has improved the quality of services to the stakeholders.
f. The use of ICT has brought accuracy in statistical analysis of data.
g. ICT has brought transparency and effective management of examination work that resulted
in reduction of academic frauds. In Globalization and intense competition, use of ICT has
become essential.
VIII) Challenges of Using ICT:
Some of the key challenges are as follows:
a. Non-availability infrastructure for using ICT devices particularly in tribal and non-grant
colleges.
b. The employees are reluctant to learn and use ICT facilities.
c. Some colleges due to the shortage of manpower could not deploy trained separate staff.
d. Late availability of question paper pass words adversely affects the efficiency of
examination work.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
14 Website – www.researchjourney.net Email - researchjourney2014gmail.com
e. Non-access frequently disturbs the timely working examination.
f. Still, there is threatening problem of secrecy.
IX) Suggestions:
Following are important suggestions for fully utilization of ICT in examination automation:-
a. The university should provide funds to colleges for incurring full cost for examination
automation.
b. The workload of the CEO should be so reduced that they will fully concentrate on daily
examination work.
c. Utmost accuracy should be brought in examination work.
d. Corrections of mistakes should be made in the possible shortest period.
e. ICT has resulted in reduction of costs. So, the examination fees may be reduced.
f. All eligible university and college teaching staff should be used for assessment work by
developing data base.
Conclusion
ICT is a useful tool to have transparency, reliability and efficiency in university examination
system. There should be fullest use of ICT for bringing changes in the existing examination
system.
References
• Mishra, N.L. (1988). Organization and Management of University Examinations, National
Publishing House, Jaipur (Rajstan.).
• University Grants Commission (2008). ‘Higher Education in India-Issues Related to
Expansion, Inclusiveness, Quality and Finance’.
• www.sppu.ac.in (Examination Portal)
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
15 Website – www.researchjourney.net Email - researchjourney2014gmail.com
USE OF ICT IN TEACHING/LEARNING OF ENGLISH VOCABULARY
Dr. Premji P. Parmar
Head, Dept. of English
K.G.D.M. Arts, Commerce and Science College Niphad Dist. Nashik [MS] India
Email:[email protected]
Abstract :
Every human being has learnt his/her mother tongue by acquiring words from the very childhood.
The leaner’s aim is to recall and use these words and to recognize it in its spoken and written
form. With the help of ICT we can learn English language easily. Presently English Dictionary and
Encyclopedia are available in mobile phone and students should be encouraged to make use of
them. ICT contains information communication technology used as broadcast media and all types
of transmission and network including print, audio and video. ICT facilitates communication in
user-friendly manner. ICT removes problems concerning space and time and the learners can
communicate anywhere and anytime. Computer Assisted Language learning includes internet
technology and computer for learning of English vocabulary. A student's vocabulary bank can be
enriched on a gradual basis with the help of judicious use of ICT.
Keywords: ICT, IT, Group works activities, Blog, Chat Rooms, Twitter, Face book
Introduction :
Vocabulary is the first and foremost important step in language acquisition. This paper is an
attempt to study and explore how ICT facilitates the teaching/learning of English vocabulary.
Words are building blocks and Grammar performs role of cement and with vocabulary building
blocks and grammar cement we can construct building of language. Such is the importance of
words in language acquisition. Every human being has learnt his/her mother tongue by acquiring
words from the very childhood. According to Wallace, 1988 principle of Vocabulary is
“Meaningful presentation – clear and unambiguous denotation or reference should be assured.
Learning vocabulary is a complex process.” The leaner’s aim is to recall and use these words and
to recognize it in its spoken and written form. With the help of ICT we can learn a language easily.
Now a days Dictionary and Encyclopedia are available in mobile phone and students should be
encouraged to make use of them.
Origin of ICT :
The expression ICT was first used in 1997 in a report by Dennis Stevenson to the UK government
and promoted by the new National Curriculum documents for the UK in 2000. ICT is an
abbreviation of Information and communication technology. In its shortest form it is also
abbreviated as IT i.e. information and technology. It highlights the concept of telecommunication
(telephone lines and wireless signals) including audio-visual system, software, which enables user
to create, store, access, transmit, and manipulate data or information. In short ICT contains
information communication technology used as broadcast media and all types of transmission and
network including print, audio and video. It is a kind of network having control and monitoring.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
16 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Why ICT?
• ICT facilitates communication in user-friendly manner
• ICT removes problems concerning space and time
• the leaners can communicate anywhere, any time
• the speed is fast and low cost
• the students can collect and exchange information anywhere, any time
• ICT gives access to knowledge in principle the students can draw on a global pool of
knowledge
• ICT makes saving and sharing of knowledge easier
• the students can, individually and/or together create records of notes and presentations
(portfolio) and thus register their progress and use it for exams
Today the learner’s attitude is changing radically therefore use of ICT is revolutionizing the
English language teaching and learning.
Patterns of Difficulty in Vocabulary:
Robert Lado (1955) stated that while dealing with vocabulary one should take an account three
important aspects of words - their form, their meaning and their distribution - and one should
consider various kinds of classes of words in the function of the language. He said that the forms,
meaning distribution and classification of words are different in different languages. These
differences might lead to vocabulary problems.
Principles of learning and teaching vocabulary:
However many theories about vocabulary learning process were written, it still remains the matter
of memory. Thus, there are several general principles for successful learning and teaching, which
are valid for any method. According to Wallace, 1988 the principles are:
- Aim – what is to be taught, which words, how many
- Need – target vocabulary should respond students’ real needs and Interests
- Meaningful presentation – clear and unambiguous denotation or reference should be assured.
Thus learning vocabulary is a complex process. The students’ aim to be reached in learning
vocabulary process is primarily their ability to recall the word at will and to recognize it in its
spoken and written form. Generally, knowing a word involves knowing its form and its meaning at
the basic level. According to Harmer, knowing vocabulary implies abilities to know its:
1) Meaning, i.e. relate the word to an appropriate object or context
2) Usage, i.e. knowledge of its collocations, metaphors and idioms, as well as style and register
(the appropriate level of formality), to be aware of any connotations and associations the word
might have
3) Word formation, i.e. ability to spell and pronounce the word correctly, to know any derivations
(acceptable prefixes and suffixes),
4) Grammar, i.e. to use it in the appropriate grammatical form
How words are remembered?
Vocabulary knowledge is largely a question of accumulating individual items. The general rule
seems to be a question of memory. And during the process of teaching and learning vocabulary an
important problem occurs: How does memory work?
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
17 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Short - term store
Short-term store is the brain capacity to hold a limited number of items of information for periods
of time up to a few seconds.
Working memory
Working memory means focusing on word long enough to perform operations on them. It means
the information is manipulated via the senses from external sources and/or can be downloaded
from the long- term memory.
Long –term memory
Long-term memory can be seen as kind of filling system. Unlike working memory, which has a
limited capacity and no permanent content, this kind of memory has an enormous capacity and its
contents are durable over time.
However, to ensure moving new materials into permanent long-term memory requires number of
principles:
• Repetition - If the word is met several times over space interval during reading activities,
students have a very good chance to remember it for a long time.
• Retrieval - Another kind of repetition. Activities, which require retrieval, such as using the
new items in written tasks, help students to be able to recall it again in the future..
• Use - putting words to use, preferably in an interesting way, is the best way of ensuring
they are added to long – term memory. This is so called “Use it or lose it” principle.
• Personal organizing - It is achieved mainly through conversation and role-playing
activities.
• Imaging – Easily visualized words are better memorable than those that do not evoke with
any pictures.
• Motivation - strong motivation itself does not ensure that words will be remembered.
• Attention - It is not possible to improve vocabulary without a certain degree of conscious
attention. Use of ICT can enhance all these principles of vocabulary learning.
ICT in learning of English vocabulary:
The learners can use CALL-Computer Assisted Language learning in English language
vocabulary. It uses internet technology and computer for learning of English vocabulary. There
are very many Web based language learning websites on Internet that learners can have easy
access. Some of them are:
� www.learnenglish.org.uk
� www.examenglish.com
� www.english-course.com
� www.englishstudent.com
� www.executiveenglish.com
� www.peakenglish.com
� www.mytoday.com
� www.englishmandir.com
� www.britishcouncil.com
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
18 Website – www.researchjourney.net Email - researchjourney2014gmail.com
The learners can have their own community by way of
� Blog
� Chat Rooms
� Face book
� Conversation on Whatsapp and other such applications
Group works activities among interactive groups on social media:
Importance of group work in English language learning:
The quality of communication and feedback that group work offers stimulates language teaching
and learning as a communicative process. Foreign language learners can indeed effectively
develop their communicative competence and language performance through such intensive
communication and feedback. And the communicative tasks achieved within a group reflect better
real communicative situations which are very limited outside the foreign language classroom.
Practicing Group work activities in language learning prove more commendable since it is more
intensive way of organizing classroom practice. Famous linguists Simons and Squires advocate a
careful analysis of the interactional possibilities of small groups for the foreign language teaching
with a highly directed teaching model, moving from controlled to partially controlled to non
controlled activities. The quality of communication and feedback that group work offers stimulates
language teaching and learning as a communicative process. Foreign language learners can indeed
effectively develop their communicative competence and language performance through such
intensive communication and feedback. And the communicative tasks achieved within a group
reflect better real communicative situations which are very limited outside the foreign language
classroom. According to Richard and Rodgers (2001), group work assists actively in the
improvement of the learners’ communicative competence and its use in real communication
opportunities. Similarly, Johnson states that through group work, learners comprehend effectively
the meaning of vocabulary in foreign language. Thus, it enhances the process of linguistic
knowledge. According to Richards and Rodgers “Positive interdependence is created by the
structure of cooperative learning tasks and by building a spirit of mutual support within the
group”.
Word-play, crossword and puzzles through exchange by way of whatsapp:
The teacher can send some words, sentences or pictures to students with the help Whatsapp and
then he can ask them to describe/narrate or to write short paragraph.
Conclusion :
A student's vocabulary bank can be enriched on a gradual basis with the help of judicious use of
ICT and one should always show keen interest and enthusiasm in finding, learning and
understanding new words and can improve the vocabulary of the learners. The use of ICT thus
enhances teaching/learning of vocabulary and it creates rich environment of language learning.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
19 Website – www.researchjourney.net Email - researchjourney2014gmail.com
References :
• Adamson, B. (2004). Fashions in language teaching methodology. A Davies & C. Elder
• Asian Quarterly – An International Journal of Contemporary Issues Volume 8. Issue No. 4
feb.2011.
• Ellis, R. (1994). The Study of Second Language Acquisition. Melbourne: Oxford University
Press.
• Frisby A.W. (1957), "Teaching English", The English Language Book Society and Longmans
Green and Co., p.98.
• Jaiswal Deepak, M-Learning: a new paradigm in education, University news, Vol. 48 No. 42
Oct. 18-24. 2010
• Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.)
Oxford: University Press.
• Long, M. H. (1977). Group work in the teaching and learning English as a foreign language.
Cambridge.
• Long, M. H., & Porter, P. A. (1985). Group work, Inter Language and Second Language
Acquisition. TESOL Quarterly, 19, 207-228.
• Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in Language teaching
(2nd ed.). Cambridge: Cambridge University Press.
• Robert Lado (1964), "Language Teaching: A Scientific Approach", McGraw Hill: New York,
p.121.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
20 Website – www.researchjourney.net Email - researchjourney2014gmail.com
(ICT) FOR BIODIVERSITY CONSERVATION AND SUSTAINABLE ENVIRONMENT
Smt. Vrushali A. Gagrepatil
Head, Dept. Of Botany, K.G.D.M., Arts, Science and Commerce College, Niphad,
Dist. – Nashik [M.S.] India.
Email- [email protected]
Abstract :
The impact of human activity has cause the problems like climate change, biodiversity loss, ebbing
of natural resources and lack in non-renewable energy resources. It is becoming increasingly
clear that man is unlikely to avoid the environmental challenges resulting from his unsustainable
practices; the result of which is already noticeably triggering changes in agriculture; the
incidence of forest fires; flood and drought patterns, the movement of invasive species;
biodiversity loss, climate change and so on. This review is therefore directed towards evaluating
the application of ICT in biodiversity conservation. New Information and Communication
Technology (ICT) support environmental research and biodiversity conservation. In the course of
the study, it was gathered that ICTs are transformative technologies that put intelligence at the
edges of networks, thereby maximizing users capacity to create and adapt. Such transformation as
revealed include using ICTs to improve practices in agriculture and forestry; monitor air and
water pollution; improve disaster warning and relief; improve the efficiency of the energy,
transportation, goods and services sectors; harness social networking for transformative change
and biodiversity conservation. Hence, to better manage the environmental challenges highlighted,
there is the need to enhance the capacity to predict and track such changes, develop appropriate
management and adaptation strategies for better and sustainable environmental management.
Keywords : ICT, Conservation, biodiversity, sustainable development
Introduction :
Managing the environment in the modern world is becoming essential and requires the application
of modern technology. Meeting the diverse and growing needs of the public within the limited
environment is a task that calls for more precise planning. The accuracy of the planning will
depend on the information available to the planners. In land use, for example, one factor that will
affect the ability of land use planners to allocate lands appropriately to different uses will be the
quality of the information about the pertinent physical characteristic of the land available to them.
Environment such as forest, mangrove forest, rivers, deserts and ocean depths are not easily
accessible for physical monitoring hence the need for modern communication equipment to
monitor them. Air Pollution, green- house gases accumulation and ozone layers depletion can only
be accurately monitored with modern communication equipment. Information collected through
such equipment can be stored in databases and can be regularly updated and used to draw up
Environmental Impact Assessment (EIA). EIA is the major tool for environmental managers.
Traditional environmental monitoring and management methods cannot handle a wide range of
recent regional environmental and conservation problems. As a result of technical limitation
encountered in such traditional methods such as obstacles in data collection, dynamic tracking,
information processing and analysis, the development of geographic information system has made
these jobs less tasking. With the advancement in ICT, we have invented many applications for
biodiversity conservation. Examples are GIS, GPS, social networking devices, etc. Thus these
devices have helped a lot for making the fundamental research faster and more effective in order to
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
21 Website – www.researchjourney.net Email - researchjourney2014gmail.com
make ICT a powerful tool for preservation and development of biodiversity conservation. The
purpose of this discourse therefore is to discuss various roles of Information Communication
Technology (ICT) in providing relevant information necessary for effective management and
conservation of the biodiversity for better and sustainable environmental management.
Information Tools for biodiversity Conservation
G.I.S. (Geographic Information System) and G.P.S. (Global Positioning System) Tools used in
ecosystem monitoring and earth observations are given a collective name of geoinformatics or
geographic information system (GIS). These include technologies of Remote Sensing (RS), digital
cartography and Global Positioning System (GPS) (Ikhuoria, Ero and Ikhuoria, 2006). Ground
stations and monitors where the information systems are monitored are also included among these.
Remote sensing encompasses all of those means of examining planetary features that do not
involve direct contact. These methods rely on detection, recording, and analysis of wave-
transmitted energy (Montgomery, 2000). Data collected through remote sensing may include aerial
photography and radar mapping of surface topography. Remote sensing, especially using satellites,
is a quick and efficient way to scan broad areas, to examine regions, rugged topography or hostile
climate and to view areas to which access is limited.
The Global Positioning System (GPS) is a space-based satellite navigation system that provides
location and time information in all weather conditions, anywhere on or near the earth. It is a
system of satellites that are mounted to orbit the earth by nations that are wealthy enough to own
them. Global Positioning System, or GPS, is a method for accurately determining positions and
elevations almost anywhere on earth. It uses an array of satellites placed into orbit by the U.S.
government. In order to fix a position using GPS, a special receiver and data processing circuitry
are required. The receiver must make contact with a minimum of 4 of the satellites. Accuracy can
vary from approximately ±30 feet or more for inexpensive hand held receivers, to somewhere on
the order of ±1 centimeter for sophisticated systems that use a base station located at a known
position on earth to provide a reference signal, a technique known as "differential processing". The
original user of GPS was the U.S. military, for whom the system was initially created. But GPS
technology is now open and available to all. It has found applications as diverse as tracking the
locations of transit vehicles to data collection for mapping. GPS technology continues to improve
and decrease in cost. GPS offers the advantage of efficient single person mapping - just roam
around the garden with the GPS receiver. The Biodiversity reservoir-Map GPS Interface allows
importing GPS data directly into Biodiversity reservoir-Map for automatic mapping of plants and
non-plant objects
Remote sensing is the process of acquiring data/information about objects/substances not in direct
contact with the sensor, by gathering its inputs using electromagnetic radiation or acoustical waves
that emanate from the targets of interest. An aerial photograph is a common example of a remotely
sensed (by camera and film, or now digital) product. Remote sensing and Geographic Information
System are providing tools for advance ecosystem management. Such data also provide a vital link
between intensive, localized, ecological research and the regional, national and international
conservation and management of biological diversity (Wilkie and Finn, 1996).
Remote Sensing techniques using various plate form has provide its utility in agricultural survey
Satellite data provides the actual synoptic view of large are at a time, which is not possible from
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
22 Website – www.researchjourney.net Email - researchjourney2014gmail.com
conventional survey methods. The process of data acquisition and analysis is very fast through
Geographic Information System (GIS) as compared to conventional methods. Remote sensing can
also be used to measure vegetation productivity and make the information available quickly and
timely to land managers. It has also been used to measure the presence and population densities of
calving ungulates in Kalahari Desert as a function of grass greenness (Verlinden and Masogo,
1997 as reported in Nagendra, 2001). Nagendra and Gadgil (1999) used Remote Sensing to assess
angiosperm species distribution in India's Western Ghats. It has also been utilized to identify
deforestation zones within protected areas, and to assess areas that are inaccessible due to war or
wild animals. ICT is providing data for vegetation and land cover mapping to describe broad
patterns of distribution of plant communities. Remote sensing data in combination with other data
has been used to predict species abundance (De Sherbinin, 2005). Landsat TM imagery and digital
elevation model has been used to predict the total and rare species richness in agricultural
landscapes (Luoto, Toivonen and Heikkinen, 2002). Remote sensing therefore can help facilitate
management decisions and allocation of scarce resources for establishment of survey stations.
Schools, NGOs, and others are now using the Internet to expand their distance learning programs.
Some offer formal courses with mandatory assignments that offer academic credits; others are less
formal. Teachers and administrators may use computers and IT to improve their roles in education
process. e.g. Convenient sharing of expertise, increasing professional development activities by
taking distance education courses, accessing education research and classroom materials such as
lesson plans, provide in-house training for their staff etc. IT makes it possible to learn about the
topics very conveniently, without making special efforts. It is in human nature that only those
topics take precedence in priority list which are related to immediate pleasure and/or satisfaction.
Biodiversity conservation is a long term process so it becomes important to spread awareness by
making the whole process easy and effortless for people. Hence, Biodiversity conservation
education and communication aims to bring about changes in the attitude and behavior of youth,
concerned people, societies and leaders through various awareness programs, so that they become
catalysts in efforts to raise voices supporting conservation.
ICT can be used to improve agricultural practices. All stakeholders in agriculture need information
and knowledge about crop cultivation, water management, fertilizer application, fumigation, pest
management, crop harvesting, post-harvest techniques and so on. In agriculture, the use of GPS
provides benefits in mapping survey and geo-fencing. GPS has been used to monitor the
movement of large animals, such as elephant, when approaching farmlands (Wikipedia, 2013).
Because of the usefulness of GIS in soil analysis and topography mapping, it helps in decision
making such as what to plant and where.
Information and Communication Technologies can help achieve significant improvements in solid
waste management in low and middle income countries. ICT-based solid waste management can
increase efficient use of resources through reduction, re-use and recycling. Illegal dumping could
also be monitored with the aid of GPS. Selection of appropriate landfill sites, precise estimation of
solid waste generation and optimum allocation of commercially available containers could be
realized through GIS-based analysis (Dorvil, 2007). ICTs can also be employed in waste exchange.
Waste exchange system is the one which connects firms discharging, recycling and utilizing
industrial wastes. Communication Technology networks help professionals in mountain regions to
counter natural obstacles inherent to mountain territories. The most important role that ICT plays
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
23 Website – www.researchjourney.net Email - researchjourney2014gmail.com
in mountain territories is the development of interment, which facilitates the exchange of
information.
Conclusion
Traditional environmental monitoring and management cannot adapt to a wide range of regional
eco-environmental problems, ecological and environmental protection so the major obstacle is
encountered in the data collection, dynamic tracking, information processing and analysis for
ecological environment monitoring. Information communication technology helps to assess the
environment better than the traditional methods of monitoring the environment and gives
opportunity to prepare ahead of emergencies and facilitates quick response to environmental
disasters. In conclusion therefore, it was gathered that ICTs are transformative technologies that
put intelligence at the edges of networks, thereby maximizing users capacity to create and adapt.
Integrating ICT into environmental management will minimize deterioration of ecosystems and
improve their productivity. The use and promotion of ICTs as an instrument for environmental
protection and the sustainable use of natural resources, the initiation of actions and implementation
of projects and programmes for sustainable production, consumption and the environmentally safe
disposal as well as recycling of discarded hardware and components used in ICTs and the
establishment of monitoring systems, using ICTs, to forecast and monitor the impact of natural and
man-made disasters. Hence, to better manage the environmental challenges highlighted, there is
the need to enhance the capacity to predict and track such changes, develop appropriate
management and adaptation strategies, and plot a course towards better and sustainable
environmental management.
References :
• Abhishek Tiwari (2010), Role of Information Technology (IT) in Biodiversity
Conservation,
• DeSherbini, A. M. (2005). Remote Sensing in Support of Ecosystem Management Treaties
and Trans- boundary Conservation. A Report prepared by the Center for International Earth
Science Information Network (CIESIN) under the Remote Sensing Technologies for
Ecosystem Management Treaties project funded by the U.S. Department of State Bureau of
Oceans, Environment and International Scientific Affairs. Columbia University. Pp 99.
• K V Krishnamurthy(2003), Textbook of Biodiversity, Science Publishers Inc USA
• Nagendra, H. and Gadgil, M. (1999). Biodiversity assessment at multiple scales: Linking
remotely sensed data with field information. Proceedings of the National Academy of
Sciences, 96 (16), 9154-9158.
• Nohr, H. and Jorgensen, A. F. (1997). Mapping of biological diversity in Sahel by means of
satellite image analyses and ornithological surveys. Biodiversity and Conservation, 6 (4),
545-566.
• Saveraid E.H., Debinski D.M., Kindscher K. and Jakubauskas M. E. (2001). A comparison
of satellite data and landscape variables in predicting bird species occurrences in the
Greater Yellowstone Ecosystem, USA. Landscape Ecology, 16, 71-83.
• .Wilke, D. S. and Finn, J. T. (1996).Remote Sensing Imagery for Natural Resources
Monitoring. New York: Columbia University Press.
• wikipedia.org.in
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
24 Website – www.researchjourney.net Email - researchjourney2014gmail.com
CHANGES IN THE ROLE OF TEACHERS IN THE SCENARIO OF ICT ENABLED
TEACHING
Prof. Anand Jagannath Sanap
Asst. Professor, Dept. of English
K.V.N. Naik S.P. Sanstha's Arts Commerce and Science College, Canada Corner, Sharanpur Road, Nashik, [MS] India
Email: - [email protected]
Abstract :
The paper discusses the changing role of English language teacher in Indian context. It
tries to analyse the difference that has come in the teacher's responsibility as the controller of the
class to the facilitator of learning. An attempt is also made to find out how the teacher could play
an important role even in the era of computer assisted language learning.
Keywords :- Role, English Language Teaching, facilitator, teacher-centred, pedagogy
Teacher plays a vital role in all teaching learning situations to evolve class room environment.
Learners also have to change and modify their role with the teacher. Hence, teachers must have a
clear view about the role they play in class room situations. This view is restricted to what the
teachers should or should not do in the classrooms only.
The 'role' is a technical term. According to Dorneyi and Murphey the term 'role' "which originally
comes from sociology and referes to the shared expectation of how an individual should behave. In
other words, roles describe what people are supposed to do". In English Language Teaching
(ELT), various methodologists have suggested many different kinds of roles for a language
teacher. Richard and Rodgers (1986) think about teachers' roles as part of the 'design' component
of a method. They point out that the teachers' roles are related to the following things:
1. the type of function teachers are expected to realize,
2. the degree of control the teacher has over how learning takes place,
3. the degree to which is the teacher responsible for defining the content of teaching,
4. the patterns of interaction that develop between teachers and learners
According to Littlewood (1981), in Communicative Language Teaching (CLT) teacher is not an
'instructor', he is rather a 'facilitator of learning' and 'co-communicator' with the learneres. Harmer
(2001) looks at the term “facilitator� with a broader and different point of view. He points out that
the ultimate aim of all roles is to facilitate the students’ progress in some way or the other. He
discusses certain “precise” terms for the roles that teachers play in the classroom: controller,
organizer, assessor, prompter, participant, resource, tutor, and observer. Tudor (1993) views the
role of the teacher in the context of the notion of the learner-centred classroom. In a learner-
centered classroom the focus is on the active involvement of the learners in the learning process.
However, before considering what involves the role of the teacher in such a changed view of the
classroom, it is sensible to have look at the traditional roles that an English language teacher has
performed so far (especially, in the Indian context). This is important for us if we want to
understand the factors which have compelled a change in the perspective, and if we want to
consider to the extent to which that change is suitable in the Indian context.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
25 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Conventional role of teacher
Search for the synonyms of the word "traditional", gives us many words: old, legendary, historical,
handed down, customary, conventional, long-standing, established, correct, proper, etc. These
words describe the most common traditional method of teaching English in the India. It brings us
to the features of traditional method of teaching English in India. Traditional method is to a great
extent teacher-centred. It always keeps the focus on the teacher. The teachers would lecture on the
given topics at length and the students would listen to them attentively. English has been taught
using this methodology for several decades. This methodology has been used various topics of
grammar or phonology. It focuses mainly on formal features of language, instead of focusing on
encouragement to the learners to use the language. Mechanical drills, extensive and repetitive
practice, and rote memorization of grammar rules are important features of this traditional
approach to language teaching. Wilkins (1976) calls it a “synthetic” approach in which “different
parts of the language are taught separately and step by step so that acquisition is a process of
gradual accumulation of parts until the whole structure of language has been built up”. Assumption
behind this approach is that the purpose of all teaching is to simplify learning. The proper way of
such simplification is to break down the contents into smaller parts and then present them in a
sequential and graded manner. This approach of linear presentation of contents of language
learning is explained well by Nunan (1996).
The teacher is responsible for constructing “the language wall.” The teacher in this conventional
approach is not only an organizer and controller of all classroom activities but also the sole
evaluator of the learners' performance. It makes clear that traditionally the teacher is supposed to
be the source of all knowledge; hence he has always played a dominant role. The learner has
always been at the receiving end. His brain is a receptacle to be filled the knowledge imparted by
the teacher.
Freire (1982) compares this system of education to banking system. He calls it "banking" system
of education. Learners, here are like bank accounts wherein deposits of contents of learning are
made at regular intervals. These deposits are to be withdrawn at the time of examination.
Obviously, the responsibility here lies on the individuals making the deposits. Using this analogy
signifies that the teacher bears the burden of the entire class on his shoulders. The learners are
mere passive listeners to the teacher with rare exception when they repeat or react to the teacher's
directions. The learner has no control over content of learning or the methods of teaching. This
authoritative or sometimes autocratic role of the teacher is based on the conventional notion that
success of teaching-learning process depends on how articulately a teacher delivers.
However, it is a misleading notion to believe that learning depends on articulate or "eloquent"
teaching. Kumaravadivelu (2006) points out, “teaching, however purposeful, cannot automatically
lead to learning for the simple reason that learning is primarily a personal construct controlled by
the individual learner” (p. 44). Therefore, learning opportunities may be maximized only by
involving the learner in the learning process. A teacher must remember that teaching and learning
are interrelated and two way processes. It is hard to believe the traditionally sacrosanct view that
teaching is broadcast of knowledge and learning is accumulation of knowledge.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
26 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Focus on teacher
The traditional approach presents the teacher as the supreme authority in the classroom. It,
sometimes, altogether denies the existence of the learner. Dewey (1938) opposed this kind of
spoon-feeding of knowledge. He pointed out that the learner plays an importance role of an active
agent in his or her learning. Dewey is the founder of the well known current notion of "learner-
centredness." Tudor (1996) says that it reflects, “a widespread desire in the language teaching
community to develop means of allowing learners to play a fuller, more active and participatory
role in their language study” (p. 1). However, it cannot be firmly stated that the learner-centredness
in ELT is a product of a single school of thought. It actually is a result of the convergence of
several innovative perspectives on language teaching. Among them, prominent are:
1. the humanistic approaches to language teaching which emerged in the later half of the
twentieth century. It emphasized on equal attention to both the intellectual and the
emotional development of the learner,
2. communicative language teaching, which emerged in the 1960s and 1970s. It was a
reaction against the prevalent structural approach to language teaching based on drill
methods. The communicative approach aimed to make language teaching "more flexible
and more responsive to students' real world communicative needs."
Role of the teacher in task-based language teaching
In the current model of Task-based Language Teaching (TBLT), which is basically an outcome of
communicative language teaching, learner-centredness has been in great focus. Nunan (2004)
points out that the main conceptual basis for TBLT is, “experiential learning” or “learning by
doing”. TBLT has broken down the hierarchies of the traditional classroom because the process of
trying to complete a communicative task entails planning and using strategies on the part of the
learner.
The role of learner is significantly altered in a learner-centred approach to language teaching, like
TBLT. The learner is engrossed with all classroom activities. He/she gets a hands-on practical
experience of using the language for communicative purposes. This does not necessarily diminish
the role of the teacher. Although, the teacher is not really in the focus here, the teacher has to
perform an important "mediational" role which includes a wide range of responsibilities. These
responsibilities of the teacher are qualitatively different from the traditional role of the teacher as
the preacher who imparts information. In the process of mediation, the teacher becomes a true
facilitator of learning for the language learners, who guides them through dialogic communication
(Vygotsky, 1978) as they co-construct knowledge with the help of the teacher. In this process, the
teacher's role of the instructor is restricted. The teacher is supposed to be "a guide by the side". He
is expected to be an advisor who advises the learners after observing their strengths and
weaknesses. The teacher also plans the tasks for the future and stimulates the learners' intellect by
presenting new language content and motivating them to acquire them.
We need to understand an important thing that the teachers do not really have control over the
learner's natural process of learning a second or a foreign language. Learners' process of achieving
communicative ability in the second language is also beyond teachers' control. What a teacher can
do better is to create conducive classroom environment for language learning. Motivation helps the
learners to develop communicative skills. Therefore, teachers should facilitate this process by
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
27 Website – www.researchjourney.net Email - researchjourney2014gmail.com
involving them in diverse communicative activities. Pair work and group work are especially
useful for this.
Learner centred environment in (Computer Assisted Language Learning) CALL
Research in cognitive learning theories has made clear that students learn most efficiently when
they feel 'engaged' with the learning process and the learning material, and feel in control over
their progress. This is related with the sense of progression the learners receive. It may be
disastrous to offer complete freedom to navigate through complex learning routines. Carefully
planned levels of help, conditional branching and timely feedback help the learner to receive that
'sense of progress.'
The difficulty lies with necessity of carefully designed work. It often happens that the important
step of creating a full instructional document is omitted. This step requires considerable thought so
that the end user will think that we try to put together meaningful sequences of activities to enable
student progression.
The important step of trial of prototype material with learners before the programme is finalized is
often neglected. The designers and programmers do not believe this step to be necessary very
often. The 'designer arrogance' is likely to take over at this point. In reality, nobody can be sure
how a learner as end user will react to what is offered to them. The amount of research in this field
is so insufficient that making hard and fast rules is extremely difficult. Adequate research is
necessary. When, trials of prototype are conducted and the trials are monitored, even with just a
few learners, the results are often surprising.
Conclusion
The teacher has to play an altogether different and innovative role of facilitator in CLT or TBLT
classroom is absolutely different from the role of controller and organizer the teacher has to play in
a conventional classroom. Role of a facilitator involves learners' empowerment by giving them
more initiative and responsibility. In the traditional teacher-fronted classroom, the learner is
always under the power of the teacher. The teacher determines who says what to whom and when.
In learner-centered classroom the teacher is expected to give up some of his or her power. In other
words, learner-centredness allows the learner to have greater say in the determination of the course
of the lesson. However, this may sound well in principle, in practice, especially, in the larger
Indian context, it would be quite difficult for a teacher of English to undertake the innovative role
of the facilitator because our education system is strictly syllabus- and textbook-oriented and
examination-driven. In addition to that, our learners and teachers might not be ready to accept such
different and innovative roles in attitudinal terms. Of course, this can be overcome by making the
learners and the teachers aware about the benefits of the innovative practices. One more crucial
issue needs our attention while we advocate the case of innovative roles of teachers, is the
importance of the social context in which the language classroom is situated. What is suggested
here is the overhauling of the power structure of the traditional classroom, and a
reconceptualisation of the whole process of language learning. However, this "overhauling" and
"reconceptualisation" should not have harsh effects on the cultural beliefs and assumptions of the
teachers and learners about the behavioural patterns in the language classroom. Therefore, it is
necessary that we take into account cultural patterns while considering the innovative roles of both
teachers and learners in the language classroom.
The use of computers, which was a concern of only few experts a few decades ago, has become a
matter of interest for a large number of language teachers. It clearly signifies growing interest in
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
28 Website – www.researchjourney.net Email - researchjourney2014gmail.com
the use of computers for language teaching and learning. There has been a growing interest in use
of computers for language teaching and learning. Despite many difficulties, use of ICT in language
teaching by multitude of teachers is a reality today.
References:
• Dewey, J. (1938). Experience and education: The Kappa Delta Phi lecture series. Toronto:
Collier Books.
• Dörneyi, Z. & Murphey, T. (2003). Group dynamics in the language classroom.
Cambridge: Cambridge University Press.
• Harmer, J. (2001). The practice of English language teaching. London: Longman, 3rd
edition.
• Bangs, P. (2003). Engaging the learner- how to author for best feedback. In U Felix (ed),
Language Learning Online; Towards Best Practice. Zurich: Sweets & Zeitlinger.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
29 Website – www.researchjourney.net Email - researchjourney2014gmail.com
IMPORTANCE OF INFORMATION COMMUNICATION TECHNOLOGY IN THE
ADMINISTRATION OF HIGHER EDUCATION
Dr. Vivek V. Jawale
Assistant Professor
B.Y.K. College of Commerce, Nashik [email protected]
Abstract :
The Information Communication Technology plays a vital role in administration of
spreading the knowledge quickly and accurately. The sharing of the information is very beneficial
to every member of the society. There are different types of tools to communicate the information
in the society. But notably the Information Communication Technology is the fastest and most
favoured one in the world community. It enabled the benefit of experience to everybody in the
society. There are various uses of the internet but here we are mainly concentrates upon the uses
of the Information Communication Technology in the administration of the higher education. It is
the most notable aspect of the Information Communication Technology is that it helps to the
students in the open learning. i.e. external students are blessed more with the utility of the online
media to get access to the study material. There are various benefits of the Information
Communication Technology in the administration of the higher education. It is more flexible to
deliver the contents. It maintains the combination of the education and work.
Key Words: Information, Communication, Technology, administration, higher, education, access,
computer, internet, online, learner, flexible, media, education, utility, broadcasting, radio, open
resources, open university, study material, importance.
Introduction
Recently there is very increasing trends in the uses and application of the internet in the
administration of the higher education as it helps to provide the effectiveness and quickness in the
education. Moreover, it is very beneficial in Formal as well as in the informal education. The
Information Communication Technology is always developed rather upgreded due to the sucessful
administration of the higher education.
It is found that the use of the Information Communication Technology in the combination
of another technique is more beneficial rather appreciable in the community of the students. The
administration of the Kothmale Community Radio Internet had very successfully used both the
radio broadcasts and the computer and Internet technologies in the education so as to make easy
sharing of the information. It facilitated the sharing of the information more quickly and easily in
the rural students. Indira Gandhi National Open University in India combines the use of print,
recorded audio and video, broadcast radio and television, and audio conferencing technologies in
the administration of the higher education.
Need of Study
It was observed that the administration of the higher education education today is more
advanced in the world. There are so many uses of the use of the Information Communication
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
30 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Technology in the administration of the higher education. Therefore, the researcher is inclined
towards the research paper to find out the Importance of the use of the Information
Communication Technology in the administration of the higher education. Furthermore, the need
of this research paper is to find out whether the Information Communication Technology has the
importance in the administration of the higher education over the traditional system of the
education.
Objectives of the study.
1. To study the Information Communication Technology.
2. To study the importance of the Information Communication Technology in the administration of
the higher education.
Hypothesis.
1. The Information Communication Technology has importance to determine the cost and quality
of the administration of the higher education.
Nature and Scope:
The Information Technology Act, 2000 and the relevant provisions of the said Act in the
light of the Indian Constitution and the necessary case laws is the scope of this research paper.
Therefore, the relevant provisions of the relevant chapters from the secondary data are used to
write the research paper. Moreover, the importance of the use of the Information Communication
Technology in the administration of the higher education as compared to the traditional
educational system is the focus of the research paper.
Research Methodology.
This is an arm chair research. Therefore, the researcher used the secondary data to
complete the research paper. Since, it is essential to use the relevant books, journals; the
Information Communication Technology, Act 2000, online subject material, case laws, and the
Indian Constitution etc are the secondary sources are used to complete the research paper. The
attempt of the researcher is to verify the hypothesis i.e. the Information Communication
Technology has importance in cost; quality of the higher education system over the traditional
educational system on the basis of the secondary data.
Definition of the Information Communication Technology.
Information Communication Technology is defined as a “diverse set of technological tools
and resources used to communicate, and to create, disseminate, store, and manage
information.”Therefore, the Information Communication Technology includes the computers, the
Internet, broadcasting technologies (radio and television), and telephony
Importance of the the the the Information Communication Technology in the administration of the
Higher Education.
It is the clearest fact that in India, the knowledge, economy, depends on the development of
its educational sector. Therefore, the higher education sector plays an important role in the life of
the country. The Development in the higher education sector is very basic to strengthen the
competition and in employment generation. Even though there is not yet the stage achieved of total
literacy in the country. Therefore, the Information Communication Technology plays an important
role in the providing the solution to the above issues discussed.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
31 Website – www.researchjourney.net Email - researchjourney2014gmail.com
As it is the well known fact that the effective administration of the Information
Communication Technology is able to provide the education to the students not only in the urban
areas but also in the rural areas equally. Therefore, it is the importance of the Information
Communication Technology to be able to deal with the issues of the effective education of the
students of the rural areas as well as the issue of the spreading the education with combination of
the interesting programme so as to achieve the total literacy and availability of the skilled
manpower, which may be the asset for the economic, cultural and social development of the
country.
Accordingly, the last two decades had witnessed a revolution in the development of the
Information Communication Technology in the administration of the higher education. The
internet use is spread out in home as well as at work place very exponentially. Therefore, the
Information Communication Technology has the potential to decrease the cost of the education.
The challenges before the administration in higher education
The challenges before the higher education are the scarcity of resources and limited
infrastructure to provide the effective higher education to the interested students as per their
choice. The Information Communication Technology has succeeded very aptly to face the
challenges before the higher education system in India. Therefore it may be said that the
Information Communication Technology has helped to the Administration to cope up the barriers
of the higher education very nicely and neatly. Therefore, it is the success of the Information
Communication Technology in the administration of the higher education to strengthen the quality
of education, decrease the costs of the education, to spread it in the rural areas, to face the number
of good teachers and their limits, limited infrastructure, minimum recourses, access to resources
etc.
Information Communication Technology as an important administrative tool
1. Informative tool: As the informative tool the Information Communication Technology
provides the different types of data in various ways like documents, audio, video etc. It is very
beneficial for the effective administration of the higher education.
2. Situating tool: As the informative tool the Information Communication Technology creates the
circumstances and situations similar to the experiences in the real life. Therefore the simulation
and virtual reality is possible. It is the basic task in the in the administration of the higher
education.
3. Constructive tool: As the informative tool the Information Communication Technology uses
and manipulate the data and generate the data analysis which may be useful to draw different types
of conclusions. It is the crux of the smooth administration of the higher education
4. Communicative tool: As the informative tool the Information Communication Technology may
remove the communication barriers like that of the space and time. Therefore the working as the
informative tool the Information Communication Technology in the administration of higher
education is effective at every time and place.
5. Duplication of work avoided The Information Communication Technology in the
administration of the higher education made it very easy to sharing the study material. as well as
the allow the networking of academics and researchers for the smooth sharing of scholarly
material. This avoids duplication of work.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
32 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Criticism.
1. The deacease of plagiarism is very dangerous. It may affect the learning and developing skills of
the students in the higher education.
2. The Information Communication Technology is merely a communication tool rather than face
to face conversation.
3. The use of the Information Communication Technology may cause hindrance in the
development of the student ability to think independently
Hypothesis: . The Information Communication Technology has importance to determine the
cost and quality of the administration of the higher education.
It is verified and found true on the basis of the secondary data.
Findings and Conclusion.
The various changes made in the sullabus of the higher education are as per the need of the
learners and conveniance of the use of the Information Communication Technology in the
administration of the higher education. The administration of the Information Communication
Technology in the administration of the higher education may require new skills , qualities and
abilities of the learners. They would be developed by the effective use of the different tools of the
Information Communication Technology in the administration of the higher education like the
internet. The factors like the national policy,the syllabus, the learners interest and the
administraton of the Information Communication Technology in the higher education plays vital
role in the qulity, cost of the higher education. It decreases the cost of the higher education and
increases the quality of the higher education. Thus, Information Communication Technology in the
administration of the higher education is proved to be better to prepare the learners for lifelong
learning as well as to join the industry. Further, it is able to improve the quality of learning and
thus directly contributing for the development of the country’s economic growth. It may be the
effective tool to foster better teaching. However, there are some lacunas of the Information
Communication Technology in the administration of the higher education as are discussed above.
But there should be the proper balance between the use of the Information Communication
Technology in the administration of the higher education and the accountability , tranceperency,
contol, licence, qulity etc so as to lead to the democratization of education.
References:
• US Department of Labor (1999), Futurework—Trends and Challenges for Work in the 21st
Century.Quoted in EnGauge,“21st Century Skills,” North Central Regional Educational
Laboratory; available from http://www.ncrel.org/engauge/skills/21skills.htm
• International Labour Organization,“Learning and Training for Work in the Knowledge
Society;” available from http://www.Ilo.org/public/English/employment/skills/
recomm/report.
• Blurton, C.,“New Directions of ICT-Use in Education”. Available online
http://www.unesco.org/education/ educprog/lwf/dl/edict.pdf.
• Potashnik,M.and J.Capper,“Distance Education:Growth and Diversity;”available from
http://www.worldbank. org/fandd/english/pdfs/0398/0110398.pdf.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
33 Website – www.researchjourney.net Email - researchjourney2014gmail.com
• Haddad,Wadi D. and Jurich, Sonia (2002),“ICT for Education: Potential and Potency”, in
Haddad,W. & Drexler, A. (eds),Technologies for Education: Potentials, Parameters, and
Prospects (Washington DC: Academy for Educational Development and Paris: UNESCO),
• Agarwal, P. (2006), 'Higher education in India : the need for a change', Indian Council For
Research On International Economic Relations.
• Amutabi, M. N. & Oketch, M. O. (2003), 'Experimenting in distance education: the
AfricanVirtual University (AVU) and the paradox of the World Bank in Kenya',
International Journal of Educational Development.
• Bhattacharya, I. & Sharma, K. (2007), 'India in the knowledge economy – an electronic
paradigm', International Journal of Educational Management Vol. 21 No. 6.
• Chandra, S. & Patkar, V. (2007), 'ICTS: A catalyst for enriching the learning process and
library services in India', The International Information & Library Review.
• Cholin, V. S. (2005), 'Study of the application of information technology for effective
access to resources in Indian university libraries', The International Information & Library
Review .
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
34 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ROLE OF ICT IN EDUCATION, MANAGEMENT AND ADMINISTRATION
S.A. Pathare, G.Y. Rohokale, A.R.Abhang, A.S. Shaikh and P.G.Rohokale*
Arts, Science and Commerce College, Rahuri. Pin- 413 705 Dist. Ahmednagar, [M.S.] India
*Corresponding Author: P.G. Rohokale- [email protected]
Abstract :
Information Communication Technology (ICT) plays an important role in enhancing the quality of
education. Administration and management applications of ICT are currently popular in
institutions due to its capabilities in facilitating administration activities from data storage to
knowledge management and decision making. In the present article review of literatures regarding
applications of ICT, types of applications and their effectiveness for administrative activities in
institution is presented. Result may shed light on administrators to improvise and increase the
utilization of ICT in daily administrative tasks to make their work more efficient and effective.
Keywords : ICT; applications; administration; management;
Introduction :
In the current information age, educational institutions are expected to play crucial role as the
engine for knowledge generation and learning environment. In this regard, Information
Communication Technology (ICT) becomes the vital means to facilitate this task. ICT has become
an essential part of our everyday life; accordingly, its integration in education is inevitable and
cannot be avoided. This is due to the fact that using ICT in education has become one of the most
effective factors in institutional improvement (Tosun and Baris 2011) not only for the purpose of
teaching and learning, but also for administrative use.
ICT applications in education can be considered as an effective enabler to create access, store,
transmit and manipulate different information in audio visual form, due to the capability of ICT in
providing proactive environment (Kawade & Kulkarni, 2012). ICT applications in education may
be used for various purposes. It may be used for effective teaching-learning processes to achieve
quality and overall development of students or for administrative purposes by teachers, staff and
management team.
Many countries including India has formulated ICT strategies and policies for their education
systems administration and management. The reason is that the national governments are taking a
higher inventions position to make the technology strategy a reality.
The Indian Ministry of education articulation of ICT in education focused on developing an ICT
literate community which believe that technology will support success in the global market of the
future. Our three main areas of interests in the ICT application in education as follows:
• ICT will be used as an enabler to reduce the digital divide between the country’s
educational institutes by enabling ICT access for all students.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
35 Website – www.researchjourney.net Email - researchjourney2014gmail.com
• ICT will be used as teaching and learning tools in education, taught as an independent
subject and integrated into others; and
• ICT will be used to enhance the efficiency, effectiveness and productivity of management
in education.
To achieve the above goals and objectives, the Ministry provided some facilities such as
computers, ICT based tools and internet connections to all institutes nationwide. Recently, Indian
government established one new programme called “Digital India” to advance the country towards
a developed digital economy by 2020. Digital India is a national programme, based on three
strategic planning; i) to create an ecosystem that promotes the pervasive use of ICT in all aspects
of the economy to connect communities globally; ii) to interact in real time resulting in increased
Gross National Income, enhanced productivity and iii) to improve standards of living. This will
result in a developed digital economy that connects and empowers government, and citizens.
This paper reviews the various the various factors that influence the choices made by the
administrators as well as the reasons why certain ICT usages are adopted and why some are
abandoned. Moreover, the technological revolution is a major challenge for administration. One of
the challenges facing by institutes is the lack of ICT applications safe among teachers because of
their low level of literacy in ICT knowledge and capability. The purpose of this article aims to
understand the ICT applications usages in institute administration and management. More
specifically this review set out to address the following objectives:
• To identify applications of ICT for college administration and management.
• To learn about ICT application tools which are being used by college administration
and management;
• To understand effectiveness of ICT applications for administrative and management
activities.
The result of a qualitative review and analysis of the related literatures on aspects of ICT
applications in education management and administration are presented in this paper
ICT applications in Education Administration and Management :
In the recent years, ICT applications have been using in education administration and management
to support sustainable development. A software based tools and applications are piece of computer
program which execute useful tasks for tasks for education, such as word processing, desktop
publishing, running a database, creating a presentation or e-mail program. There are three main
administration groups that applying ICT in their various activities and actions in their daily
administration and management job at institutions including: Administration head, Administration
teachers and Administrative staff.
Administration Head
According to Afshari et al (2012) as an administration head, Principals should have basic skills of
using ICT in daily administrative and management job. Principals function as a role model when
computer technology is applied to administrative and management task. As an instructional leader,
principals facilitate teacher’s integration of computers in teaching and learning, as a
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
36 Website – www.researchjourney.net Email - researchjourney2014gmail.com
transformational leaders they encourage creativity, open-mindness and facilitate conditions and
event that create a positive environment for technology adoption.
While, administrators usually apply powerpoint presentation to give an instruction and giving in
house training in a more interesting way, teachers have a more favourable attitude toward the
instruction in this way. Mwalongo (2011) has found that administration use ICT applications, to
prepare college announcements, reports, letters for meeting, student registration and teachers and
staff employment. Besides, ICT applications also used effectively by administrator in decision
making process, store information as well as online applications.
Webb (2011) noted that instructional leaders directly and indirectly determine the success or
failure of teacher competencies in instructional technology. These leaders are also instrumental in
integrating technology into classroom curriculum through the teachers that are employed.
Administrators play major role in providing successful learning environments and they should
make it possible for their teachers to adopt technology to make difference.
Administrative Staff
ICT applications also can be used by administrative staff for doing their daily responsibilities
faster and more accurate. Administrative staff uses different type of tools to handle financial work,
maintain communication, keep records, process documents and to collect data. By using ICT
applications they can handle these responsibilities more effective and efficient. Besides, using ICT
applications would help them in recording college financial documents such as balance sheet, pay
slip, audit reports, non- salary grants and stocks keeping as well as student evaluation report and
overall student records for future references.
ICT Application Tools in Education Administration and Management
There are lots of ICT application tools that have been vastly using in education administration and
management. Available ICT applications for education administrative purposes are internet,
websites, software and hardware such as printers, scanners, photocopy machines and computers.
The brief information on ICT tools that been widely used in Arts, Science and Commerce College,
Rahuri Tal- Rahuri Dist. Ahmednagar (Maharashtra, India) education administration and
management are as follows:
Internet-based and web-based tools
In the last two decades, the Internet and ICT application tools have been expanded into the field of
education all over the world. This is due to capability of internet to provide opportunities for
introducing advanced teaching-learning methods. The advanced and modern methods of learning
are able to prepare students as skilled workforce for future.
There are much evidence on the application of the internet in Rahuri College education administration as well as for teaching. Teachers encourage students to communicate with them personally via email, online forum etc. Social networks like facebook and twitter are used to share insights on a particular academic topic to create subject awareness and liking among students.
Sms alerts - Effective communication time. Better decisions and ease to students and staff. Better planning of resources. Eg. Time saved by a student travelling to college from 15km. Faster actions or results. Eg. Fast fee recovery on sms compared to traditional communication modes. In our
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
37 Website – www.researchjourney.net Email - researchjourney2014gmail.com
college, during examination period students are getting their room number and hall number through sms. Reducing information delivery time - providing students and staff with required information as fast as possible on self query. Transparency in transactions.
Detailed and customized reports for datamanagement. Analytics and trend reports to help improve management and administration decisions. further Research based on the data. Methods used by college to make rural students digital device friendly. Introduce to new devices and software tools. Eg. Orientation courses for softwares related to chemistry or biology labs.
It shows the trust by teachers that the internet provides access to valuable online resources of data and tools that can be useful for both groups of students and teachers. On the other hand, web based or internet based searching, communicating and managing materials will directly and indirectly improves the organization’s performance. Moreover, internet based tools also have created wide opportunities for college management to leverage their resources. Internet is the most dominant enabler toward better, faster and cheaper approach in operating administration and management daily tasks such as information processing, information transferring, information storing and information retrieving. Thus, College’s administrations ought to pay more attention to give knowledge and information access on the Internet based educational applications and tools to all academic and non- academic staff.
Hardware applications
Each year computers and other information technology and Communication hardware evolve. New
machines and new equipment create new opportunities especially in education administration to
make management process easier, faster and cheaper. In this context, we can see there are some
common ICT application tools that have equipped college administration and management such as
computers, photocopy machines, TVs, radio, digital cameras, scanners, DVD players, Laptops,
multimedia projector and overhead projectors. Computers were used to store various documents of
the administration, pupils and other staffs. Furthermore, interactive whiteboard, smart board and
multimedia projectors are widely used by administrator for handling meetings, in- house training
for teachers and staff, video conferencing and presentation purposes.
In Rahuri college all the above equipments are being used creatively for effective teaching and
learning as well as good and fluent management tasks.
Software applications
College administration and management tend to use various software applications in their
administration job purposes. The most frequently used applications by college administration and
management were office tools such as Microsoft Office and Tally. Now a day’s administrators are
familiar with range of softwares that handles information, particularly spread sheets and databases.
Although this will be time consuming, databases potentially offer much more efficient and
effective ways to manage information that most colleges currently use.
In our Rahuri College, we have constructed software as per our requirements. By using that
software we are very much close to be identified as an Paperless office college. With the help of
that software we are maintaining our day to day record, leave management, accounts etc. more
effectively and efficiently.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
38 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Effectiveness of ICT application in an Educational Administration and Management
Effectiveness is degree to which an organisation’s desired goals are correctly achieved bearing in
mind the demands from both internal and exterior environments. According to Lin et.al (2011)
“Effectiveness” is a goal set by administrative leaders through their leadership strategies to help
institutes reach certain achievements. Using of ICT applications in educational administration will
help them to achieve goal easily.
The evidence of Rahuri college shows that teachers response positively in job satisfaction with
using ICT applications such as hardware and softwares to support their administration and
management responsibilities.
Apart from sufficient financial support, data management is also effective part of college headship.
It is important that college maintains accurate with update information on its all level and aspects.
In this regard ICT application helps a lot to keep the records of all levels and aspects of college
including students, teachers’ staff, and details of meetings minutes, college publicity, curriculum
development materials and entire management information. Moreover, by using ICT application
transaction between colleges and educational department will be more direct and efficient, that
alleviating the manual collection and checking of necessary data minimising the duplication of
data on college teachers and students.
In addition, ICT applications also save time and man power, make students active, simplify
teachers works, reduce office cost and increase reusability. Overall ICT applications increase
quality of teaching significantly and at same time it reduces the workload.
Conclusion
In order to fully benefit from the current information era, everyone should be equipped with
knowledge and skills related to ICT. In this regard, capacity building and ICT literacy are essential
to be considered by the authorities especially in education field. College administration and
management should consider the fact that application of ICT in education can contribute to achieve
universal educating worldwide. For that reason, effective strategic planning for use of ICT
application for administration and management that facilitate opportunities for all students,
teachers and staff is essential.
References:
• Tosun N & Baris M.F. The Turkish online journal of educational technology, 10(01), 223-
231
• Kawade D.R. Pioneer Journal, Conference Proceeding.
• Afshari M; Ghavifekr S; Saedah Siraj; Rahmad Sukor; Life Science Journal, 9(1), 281-284.
• Webb L; National Forum of Educational Administration & Supervison Journal, 28(4), 1-7.
• Lin R; Xie J; Jeng Y; Wang Z; Management in Education SAGE. 25(3) 112-118.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
39 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ADMINISTRATIVE SOFTWARE: DEFINITION, TYPES, CHARACTERISTIC
FEATURES, & FEDENA
Prof. Rahul S. Sonawane
Asst. Professor, Dept. of English Samajshri Prashant Dada Hiray, Arts, Science, & Commerce College, Nampur,
Tal. Baglan, Dist. Nashik [MS], India.
Abstract :
Administrative software is computer programs that are used to expedite (accelerate/ Speedup)
storage of data while streamlining the complexity of administrative and management tasks. Some
domains where this software can be implemented include student management systems;
transportation mapping packages, personnel records systems, and so on.
Keywords : Administrative software, office productive software, MS Word, MS Excel, MS PowerPoint, MS Access, MS Publisher, Capterra, ERP Software, Fedena. Introduction :
With the advancements in technology and communication, educational professionals continue to face higher expectations around productivity, transparency and accountability. As expectations of students, teachers, administrators and the greater community continue to rise, schools/ Colleges need to adjust the efficiency with which they perform tasks. (SchoolDude, 2016) Traditionally in Schools/ Colleges administrators used to manage work individually. Now a days Administrative software is gaining more importance as we are moving from traditionally maintained offices to the automated offices and classrooms. Administrative software takes over the tradition and provides a comprehensive solution. It improves efficiency and effectiveness in School/ College Administration. It also brings down the cost in administration. (EGA Futura, 2016) So, Let us examine the important definition of “Administrative Software” Administrative Software – Definition :
“Administrative software is computer programs that are used to expedite (accelerate/ Speedup) storage of data while streamlining the complexity of administrative and management tasks. Some domains where this software can be implemented include student management systems; transportation mapping packages, personnel records systems, and so on.”
(EGA Futura Business Encyclopedia, 2016) Aims :
1. This research article will lead us through an exploration of administrative software and how its types of programs can assist us in our professional responsibilities, from managing our classroom to helping our students learn.
2. It will also helps us to gain the skills we need to effectively evaluate and select the software that will help us to do our job and benefit our students.
Objectives :
1. To explore the differences between administrative and academic software 2. To identify how various types of administrative software can help us to be more effective
and efficient in carrying out our professional responsibilities
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
40 Website – www.researchjourney.net Email - researchjourney2014gmail.com
3. To examine how the major types of administrative software such as Fedena can be used to enhance the learning environment
Types of Administrative software :
1. Productivity software
Productive software is generic business application software that can perform administrative tasks such as documents, spreadsheets, databases, presentations, charts and graphs, and so on. Productive software is generally used in offices in Schools/ Colleges. These are called office productive software. Office Productive Software :
Office productivity software can serve user well by doing their administrative tasks. Any program that helps people “produce” information is referred to as productive software. Some popular examples of office productivity software include Excel, PowerPoint, Word, Access, Publisher, etc.
a. Word processing is widely used to create and edit a typed document. b. A spreadsheet is used to organize data in rows and columns in a word sheet. Data stored
in cells can hold numbers, formulas and functions. 2. School/ College and Class-room management software
This type of software assists educators in accomplishing tasks associated with the day-to-day
management of their classrooms or their schools. This is primarily meant to save teachers and administrators time and energy so they can concentrate on their students. It assists them in keeping student records, taking attendance, creating an up-to-date seating chart, or managing fees. 3. Portfolio Assessment Software
Portfolio assessment is a type of performance assessment tool that enables the teacher to assess competencies on the basis of a collection of student work. It provides the teacher with the tools necessary to document student achievements. These tools include portfolio formats and checklists, cross-referencing to standards, the ability to add comments, and create custom reports. 4. Remote Administrative Software
This is the most popular software Now-a-days. It allows a remote operator to control a system that is to run remotely on one system while being displayed on a separate client device. Remote administrative software has varying features and is usually customized to cater to the client’s requirements. Some allow attaching to an existing user's session and "remote controlling". Taking over a desktop remotely is one of the more prominent types of remote administration. The operator controls through a network connection. Characteristic Features of Administrative Software
A true Education Administration Software System is designed to help the administrator to manage all aspects of our organization. The Administrative software should handle the essential as well as day-to-day operations. (Administrative Software Application, 2016) The details of the essential as well as day-to-day operations are as follows: 1. Online Registration System
Students can register and enroll online easily.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
41 Website – www.researchjourney.net Email - researchjourney2014gmail.com
2. Class and Activity Management
Student/ Teachers Timetables, Schedules, Fee charts, Student Data, Dropouts and transfers management
3. Payments and Financial Reporting
Collect online payments, track the revenue, cash and receivables 4. Student Information Management
Customizable (Editable) Student registration forms, Comprehensive history of students, Families, Find and retrieve information when needed, Systematize information retrieval system.
5. Communication Tools
Send data to selected students based on filters and conditions, always find information when you needed
6. Reporting Analytics
Ability to create academic reports (attendance, roll call), financial (Cash, revenue), analytics (trends)
After studying the basic functions of administrative software. Let us analyze some trends in Administrative software in the online market. www.capterra.com is an online tool where we can find the latest business software. Every month, Capterra helps thousands of businesses & nonprofits to find the software that will allow them to improve grow and succeed.(Capterra, 2016) In this research article, we are going to study Fedena (www.fedena.com). Fedena is considered as All-in-one College and School Management Software. Fedena : School/ College Enterprise Ressource Planning (ERP) Software – A Case Study
Fedena School ERP has every feature you will ever need to run your institution efficiently. Fedena School ERP System provides user-friendly dashboards with login access for teachers, non-teaching staff, students, parents and management personnel of your institution. The various modules available in Fedena facilitate all the processes of your institution, from admission of new students to generating transfer certificates when students complete their studies. (Foradian Technologies, 2016) Fedena : 18 Core Modules
1. Courses and Batches
Configure and manage multiple courses and batches according to your institution’s systems and process.
2. Human Resources
Record and organize all employee details enabling quick access to employee information, and effective management of employee payroll and leave.
3. Student Attendance
Mark and track student attendance quickly to enable teachers to focus on the lesson at hand.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
42 Website – www.researchjourney.net Email - researchjourney2014gmail.com
4. Timetable
Create clear and error free timetables within minutes ensuring the best utilization and optimization of teachers and employees across your institution.
5. Examination
From supporting grading systems such as ICSE, CCE, CWA, and GPA to generating various student examinations reports, schedule and manage examinations effortlessly to fit the needs of your institution.
6. Customisable Dashboards
Simple, yet beautifully designed live dashboards for each user role featuring customizable ‘dashlets’ that allows quick access to your favorite and most important information, and an innovative search bar with 'Action Search' functionality.
7. Student Admission
Efficiently manage the complete student admission process using customized admission forms and help welcome applicants that are the best fit for your institution.
8. News Management
Spread the news and keep all your employees and students engaged by bringing the latest happenings on campus right to their dashboards and mobile phones.
9. User Management
Four user roles—Administrator, Employee, Student, and Parent—that determine what the user can and cannot do within Fedena. Administrators can assign and manage employee privileges based on the role played in the institution.
10. Institute/Event Calendar
Inform, and be informed of events happening on and off campus by glancing at your color coded Fedena calendar.
11. Finance
Secure, comprehensive, and robust—the Finance module provides a fast and efficient way to register financial transactions, automate transactions, and generate financial reports that will help you gain financial insight on managing costs and expenditures.
12. Student Information
A quick and easy way to search and access all your student records, both current and archived using various filters.
13. Student/Parent Login
Secure personalized login credentials for every student and parent; to empower all students to make the most of Fedena and achieve their educational goals, while facilitating parents to monitor and track their ward’s progress reports, results, attendance, and many more.
14. Employee/Teacher Login
Secure personalized login credentials for every employee, allowing them to perform their tasks efficiently depending on the privileges assigned by their roles.
15. Messaging System
An inbuilt messaging system for quick and easy communication between employees, students, and parents that also acts as a reminder system by sending the user prompt reminders.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
43 Website – www.researchjourney.net Email - researchjourney2014gmail.com
16. Report Center
Generate various reports on your students, employees, courses, and fee schedules.
17. Custom Student Remarks
Provide feedback and general comments about a student’s performance in class and in examinations.
18. SMS integration
Communicate with students, parents, and employees on a more personal level by sending SMS text messages right to their mobile phones from Fedena. Customize the SMS settings to deliver alerts when specific events occur in Fedena.
Conclusion :
Continuous development, automation is not hard, but it chages the people work in any institution. In this research article, I have provided the basic background information and a case study of Fedena, Which is necessary to understand the term “Administrative Software”. The next step is yours: How you get to put these concepts in action.
References :
• Administrative Software (2016, August, 15). Retrieved from - http://www.egafutura.com/wiki-en/administrative-software
• School Administration Software Platform (2016, August, 17). Retrieved from - http://www.asapconnected.com/
• ASAP – Core Essential Features (2016, August, 18). Retrieved from - http://www.asapconnected.com/features/
• Maintenance Management (2016, August, 21) Retireved from - https://www.schooldude.com/Solutions/Overview/Maintenance/Maintenance-Description
• Productivity Software (2016, August, 23) Retrieved from - https://en.wikipedia.org/wiki/Productivity_software#Office_suite
• Classroom Management (2016, August, 27) Retrieved from - https://en.wikipedia.org/wiki/Classroom_management
• Portfolio Management (2016, August, 30) Retrieved from - https://en.wikipedia.org/wiki/Portfolio_management
• Remote Administration Software (2016, September, 5) Retrieved from - https://en.wikipedia.org/wiki/Remote_administration_software
• School Administration software (2016, September, 7) Retrieved from - http://www.capterra.com/school-administration-software/
• All-in-one College and School Management Software (2016, September, 10) Retrieved from - http://www.fedena.com/
• Ultimate School ERP software for all kinds of Institutes (2016, September 15) Retrieved from - http://www.fedena.com/feature_tour
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
44 Website – www.researchjourney.net Email - researchjourney2014gmail.com
USE OF ICT IN TEACHING COMPULSORY ENGLISH IN RURAL COLLEGES
Dr. Kamble Umesh Dattatraya
Shri. Dnyaneshwar Mahavidyalya Newasa [M.S.] India
Abstract :
At the outset the paper tries to find out the possibilities of immense transformation with the
introduction of ICT in rural India and the same time identifies various ICT tools and their use in
making learning English a best experience.
Key Words : ICT, Rural India, Compulsory English
The Knowledge explosion in the present era is rapidly changing educational scenario in India,
diminishing the gap of rural and urban learning process. The focused educational environment
expects the students to get competent to meet global challenges. It must be said that present
transition is result of government policies and advanced technology, reciprocal with the future
employment. The immediate changes introduced in the form of infrastructure, internet
accessibility, the use of software and hardware are contributing in both ways generating the
employability and launching proficient employers catering the need of the newer setup. The paper
proposes that the use of ICT in teaching compulsory English in Rural colleges would be of greater
help to the students. It must be said basic knowledge of English along with the adequate soft skills
can help them to secure good job and better life style. In metro cities new careers options in
medical transcription, BPOs and Call centres are arresting the attention of students as its basic
requirements are good command over English language and soft skills while rural students are
somewhat far from tapping the opportunity. The next citation makes it clear how ICT technology
has changed Indian economy, “about 90 per cent of BPO are situated in 9 cities-Ahmadabad,
Bangalore, Chennai, Hyderabad, Kochi, Kolkata, Mumbai, Greater Delhi, and Pune. Most of the
BPO services in India are related to medical transcription, call centre, and back office operations.
The BPO has registered a significant growth both in terms of revenue and employment between
2001 and 2003. Its revenue grew to US$ 2.3 and it employed over 171,100 skilled people in 2002-
03. The ITES-BPO sector in India in 2002-03 accounted for 2 per cent of the global market and its
revenue grew by 59 per cent to Rs. 113b1.” The metalized facts are the results of the proper
training given to the Indian workers taught with the help of ICT. It may be said that same potential
of ICT can be exploited for the bigger classes through it we may achieve two things, one early
exposure to ICT techniques will make them competent in use of it. Their assignments, notes or
PPT presentation would give them opportunity to rethink topics and achieve the results on the
defined curriculum line. User friendly software can contribute in examining and difficulty solving,
‘make available data sets to process and retrieve information form used in learning process. Online
resources – books, courses, and media materials’ have become common sources which are
enhancing possibilities of easier and cheaper education mode to the masses.
But the contrast in the rural India is quite darker considering the present time. The classes in the
rural area are going with traditional approach giving no opportunity to the learners, passive
receivers confined to jotting down notes or referring books without understanding the real
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
45 Website – www.researchjourney.net Email - researchjourney2014gmail.com
application. But the invention of user-friendly technical advances discussed above is quite
promising which can easily cater education flexibly and effectively to the students. Considering
the following proposition it must be said that technology has an important role in teaching
secondary language, English in rural colleges. The crowded compulsory class is a common picture
in India. I propose that the student’s attendance about eighty to hundred in rural colleges hardly
bring them on the same platform of learning process. The result is students are confused and
unwilling to involve spontaneously in the learning process. The disaster is complemented with the
overburdened teachers and unwillingness of the stakeholders to bring about change in the milieu.
The Information and Communication Technology (ICT), tools can transform the learning process
and can make it simpler and more interactive for the students. The use of ICT tools Multimedia,
Desk Top, Laptop, Notebook, Tablet, CDS, DVDS, Android phone, Handy Cam and Still Camera
are decisive digital teaching aids. It can radically change and replace the traditional approach.
Teachers in the newer setup will be enjoying firsthand knowledge of technology and freedom in
subject presentation. He can combine variety of methods for teaching such as discussion, synopsis
or communicative, intended primarily to mobilise them. With the help of LCD projector he can
create common virtual book; supported with the audio mode wherever necessary. The teacher
occupies main place in the process of imparting knowledge as he is equipped with power of the
technology. The topic presentation would be more colourful and specific. Audio setting will make
him audible in the large classes. More effective voice more face to face teaching will be. It will
contribute in creating a potent learning environment for participants. Net connected classes would
transform the process. The four basic skills reading, writing, listening and speaking can be
designed according to the need of the student. The process would be simple with liberal material
borrowing form search engines such as images, charts, readymade notes, unavailable original texts
library, experts view in the form of writing or videos, movies based on texts or at the same time
college can develop one’s own ‘digital archive’1 for future. Use of online dictionary for
pronunciation or study the class of words with variety usage may give them extensive exercise on
articulation and listening practice too. An article or passage from the online library British library
may be downloaded for the students. The clips will be easily available on their mobiles. The
connectivity can make the teacher capable to share internationally accepted models and make the
learning experience unique for them. Even foreign faculties and their views can be easily inducted
in the ongoing classes. Same kinds of benefits are addressed on the website of NCERT, according
to it, community radio, local language tool and local content, translations; subtitling video;
disability and assistive technologies – screen readers for the visually impaired, audio books,
talking books; collaborative tools and talking books; collaborative possibilities –wiki, open maps,
data repositories and forums’2 It means a range of resources can be assimilated to achieve the
effective teaching and the ICT will transform the teaching and learning process in the coming
days. To conclude, teacher with the help of technology can easily channelize students and can
help them to identify the learning process on priority basis. The colourful presentation with
adequate combination of material such as images, sounds can contribute in their comprehension.
Above all the activity will be time bound and more interactive achieving goals of teaching.
Reference :
• Chun Lu, Chin-Chung Tsai, and Di Wu. "The Role of ICT Infrastructure in Its Application
to Classrooms: A Large Scale Survey for Middle and Primary Schools in China." Journal
of Educational Technology & Society 18.2 (2015): 249-61. Web.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
46 Website – www.researchjourney.net Email - researchjourney2014gmail.com
• Florian, Lani, and Hegarty, John. ICT and Special Educational Needs. Berkshire, GB:
Open University Press, 2007. ProQuest ebrary. Web. 15 September 2016.
• http;//www.ncert.nic.in/announcements/notices/pdf_files/ICT/20Curriculuma.pdf
• Murat Hismanoglu. "Prospective EFL Teachers' Perceptions of ICT Integration: A Study of
Distance Higher Education in Turkey." Journal of Educational Technology & Society 15.1 (2012): 185-96. Web
• OULTON, NICHOLAS. "ICT AND PRODUCTIVITY GROWTH IN THE UNITED
KINGDOM." Oxford Review of Economic Policy 18.3 (2002): 363-79. Web.
• Qiyun Wang, and Huay Lit Woo. "Systematic Planning for ICT Integration in Topic
Learning." Journal of Educational Technology & Society 10.1 (2007): 148-56. Web.
• Zhang, Tiedao. International Review of Education / International Zeitschrift Für Erziehungswissenschaft / Revue Internationale De L'Education 51.4 (2005): 369-70. Web
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
47 Website – www.researchjourney.net Email - researchjourney2014gmail.com
USE OF ICT IN ADMINISTRATIVE WORK
Mr. Avinash R. Chintamani
Assistant Professor B.Y.K. (Sinnar) College of Commerce, Nashik [MS] India.
Email: [email protected]
Abstract :
For the sake of effective administration use of Information and Communication Technology
(ICT) is must. ICT helps to bring efficiency and transparency in the daily practices of
administration. Administrative working complexity in the area of higher education is increasing
day by day. To handle such complexity in this areas use of ICT will be beneficial. Now a days
various tools of ICT are available. Institution can select these tools as per their nature of work and
ability to employ.
Keywords : ICT, administration, administrative staff and teaching staff.
Introduction:
The very expression Information and Communication Technology has lots of ideas in it. It
is not just using gadgets. The focus is on what is being transacted through this medium. We have
information technology and communication technology. Managing of large quantities of
information and communicating the same to the concerned people is the need of the hour. Hence
the name is ICT. It is a very comprehensive expression. It is not limited to the computers or the
internet. It ranges from the use of FM radio to the use of satellite for communication. It includes
both the form and essence of communication. ICT has the potential to make learning more
experiential. Moreover the large amount of data, visuals available on any topic can be brought to
the classroom from all over the world. That is why ICT has been considered an emerging area with
lots of potential for making educational process more meaningful.
This paper deals with use of Information and Communication Technology in administrative
work of higher education. Various administrative activities performed by teachers and
administrative staff are considered. Teachers in higher education successfully complete various
administrative tasks alongwith administrative staff. Use of ICT can smoothen the task perform by
them. Various possible ICT techniques are discussed in this paper.
Objectives:
1. To understand various possible uses of ICT by teaching staff in administrative work.
2. To understand various possible uses of ICT by administrative staff.
3. To study benefits of respective ICT tools to be used in administrative work in brief.
Scope:
This paper deals with use of ICT in administrative work of higher education.
Uses of Various Tools of ICT to Teaching and Administrative Staff:
Teaching staff in higher education also works on various administrative committees. Use of
ICT while delivering administrative task helps to work smoothly. For the sake of this following
tools related with ICT are considered useful.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
48 Website – www.researchjourney.net Email - researchjourney2014gmail.com
1. Separate Computer Lab:
Separate computer lab can be established for teaching staff where they can do their
administrative work belongs to their respective committees which are assigned to them.
Without this it could be difficult to perform administrative work or committee work
smoothly, efficiently and in time. Benefits of this tool are as follows:
• Faster communication of information to inside and outside elements.
• Self-dependency while making communication.
• Preparation of information and using this for communication in electronic
form.
• Maintenance of administrative data in electronic form.
• Use of printing technology in computer lab helps to convert digital reports
in print form. This further can be utilized for communication.
2. Networking Tools:
Networking means connecting two or more computers with each other through
LAN or WAN. This also helps to connect printers, scanners and other digital equipments
through networking. Following are the benefits.
• It helps to transfer the data from one computer to another one without any
removable storage.
• Centralize data storage system is possible.
• Easy sharing of data is possible.
• Information can be collected from one single place.
• Sharing of other devices from one place is possible.
• Information flow becomes easy.
3. Wi-Fi Campus:
It is system through which devices can be connected with radio signals. This
connectivity allows devices to get information from internet and also helps to make
communication properly. Wi-Fi campus also helps to connect devices with wireless
technology. Benefits of this are are as follows:
• Any time and any where connectivity in the campus.
• Individual location tracking is possible.
• Easy to make communication thorough emails and messengers as sender get
the signals of Wi-Fi in the campus.
• One more step towards digitalization.
• Password protected signals makes this connection safe.
4. Printing Tools:
Printing technology includes traditional printing and cloud printing. Technology
setup in the institution helps to generate information from digital form into print form.
Cloud printing helps to convert digital reports into printing form from any place. Sender
can send the request of printing from any place. There is no any kind of requirement of
wire and Wi-Fi connectivity. Internet and cloud account helps for the same.
• Barrier of location is resolved.
• Any kind of devices is possible to use for sending and receiving printing
orders that is connected with cloud account.
• Mobile and portable devices are also able to connect.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
49 Website – www.researchjourney.net Email - researchjourney2014gmail.com
• Free to use. It does not contribute to cost.
5. Google Calendar:
Google calendar is another step towards the maintenance of events. This provides
extra ground of working than traditional calendar system. Events can be shares with other
persons and it helps to remind that another person about upcoming events in nearest future.
• Sharing of administrative event is possible with other staff members.
• It is useful for events like meetings, programmes, guest visits, inspections
etc.
• No need of manual reminders to respective persons. Google calendar send
such reminders electronically.
• Shared events can be kept closed or public. So that confidentiality can be
kept.
• It is free to use.
6. Google Docs:
Computer helps to create documentation with the help of software. Transfer of such
documents is possible by way of removable devices and networking. Google docs help to
work on documentation online. This can be accessible by anywhere where internet is
available and by the person with whom it is shared.
• Many persons can work on the same documents from their location.
• Creation and filling of form is possible.
• Accessibility of documents at any place.
• Free and does not contribute in terms of cost for software.
7. Intranet And Internet Portal:
Intranet portal works as a web portal which works inside in the organization on
which documentation and communication can be done internally in the organization. When
web portal is managed through internet and above activities is done on this portal then it is
called as internet portal. These portals can bear login id and password facility for
prevention of information hacking.
8. E Mail Client:
Apart from regular emails, administrative office can set separate email client
software for more effective communication. This can work on computers and mobiles also.
Because of this external internet traffic will get blocked.
9. Presentation Aids Like Projector, Digital Boards:
Digital boards and projectors can help to make presentation with new and modern
techniques infront of other outside committees and officials also.
10. SMS Alert Facilities:
Portal based SMS facilities can be used for making people aware in the office and
institution. With the help of this one can make communication for meetings, events and
many things.
11. Use Of Software:
Use of readymade or customize software can be done by administrative staff.
Nature of software depends on the type of work performed by the person. Therefore
considering comfort of that person software can be prepared.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
50 Website – www.researchjourney.net Email - researchjourney2014gmail.com
12. Video Conferencing Facility:
This facility can be used by staff members so that they can make digital
communication with other person who far from the location.
13. Online Admissions:
For efficient and smooth administrative work online admission can also play
important role. Institution may ask to student to enroll themselves on web portal of the
institution for admission. The data generated through online admission can be used further
for preparation of roll call, examination hall tickets and for final examination.
14. Kiosk:
Kiosk is the self serving and response generated digital system. It is now gaining its
importance in India. One can serve himself through this system. Kiosk provides certain
menus through which one person can get the information and also can order the desired
information. Kiosk needs input of data which can be stored or updated by the respective
person who is working in administration.
Conclusion :
Information and Communication Technology (ICT) has its own importance for better
administration. Smooth, efficient and transparent administration is possible because of ICT. There
are various tools available in ICT because of which administrative work can be performed
effectively. These tools of ICT can be selected as per the requirement of institution. There would
be one time capital investment of such tools belongs to ICT but on the other hand some tools are
available for free of cost. There are long term uses and benefits of ICT.
References :
• Saxena S.S., (2016), ‘Critical Understanding of ICT’, Rakhi Prakashan Pvt Ltd, ISBN:
938142781X.
• Gary B., (2013), ‘ICT in the Primary School’, Routledge, ISBN: 1317861280.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
51 Website – www.researchjourney.net Email - researchjourney2014gmail.com
THE ROLE OF ICT IN ENGLISH LANGUAGE LEARNING
Prof. Smt. Pranali P. Jivrakh.
Arts and Commerce College, Satpur, Nashik [MS] India.
Abstract :
This article discusses the role of ICT in learning English language. Information communication
technologies (ICT) at present are influencing every aspect of human life. The influences are felt
more and more at schools and colleges. Because ICT's provide both students and teachers with
more opportunities in adapting learning and teaching to individual needs. The main purpose of
this paper is to investigate how English can be taught with ICT. This paper also focuses on the
advantages and disadvantages of the ICT in teaching and learning process of English language.
Keywords : Information Communication Technologies (ICT), English, Teaching, Learning,
language, Internet.
English is dominant language of the internet. An estimated 80% of online content is in English. A
large proportion of the educational software produced in the world market is in English. The
technical innovations of ICT's is trying to improve the quality of education in developing countries
like India .Information and Communication Technologies (ICT's)-- which include radio and
television, as well as newer digital technologies such as computers and the Internet--have been
used as potentially powerful enabling tools for educational change and reform. It helps to make
teaching and learning into an engaging, active process connected to real life. This article refers to
the computer and internet connections used to handle and communicate information for learning
purpose.
The field of English language education is also keeping pace with the progress of educational
informationization, sparked by growing awareness that English and information literary skills
would maximize the opportunity to interact with the outside world and eventually bring about the
country's economic wealth and geopolitical leadership. Moreover in the belief that a good
command of the English language is of vital importance in reaping the benefits of new
technologies and vice versa. And so many school and colleges are now actively undertakes
technology enhanced curriculum reform in English language education. Many universities are now
highlighted the use of ICT for learning and teaching English to foster communication skills
formative evaluation and student centered learning.
In many Indian universities students lack of oral proficiency even after spending so many hours on
learning English. And to solve this major problem now many universities called for integrating
computer based teaching materials and software into English teaching and learning. The following
are the most important learning methods of ICT.
E learning: -is a learning program that makes use of an information network-such as the Internet,
an intranet (LAN) or extranet (WAN) whether wholly or in part , for course delivery, interaction
and/or facilitation Web-based learning is a subset of e -learning and refers to learning using an
internet browser such as the Moodle, blackboard or internet explorer.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
52 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Blended Learning: - refers to learning models that combines the face-to-face classroom practice
with e-learning solutions. For example, a teacher may facilitate student learning in class contact
and uses the Moodle (modular object oriented dynamic learning environment) to facilitate out of
class learning.
Thus an internet Connection would be needed for a computer to be included in the term ICT. There
is rapid technological development over the last forty years .Now a days many useful webpages
and lesson plans are available to integrate ICT in language teaching it is important to plan the
lessons well and if working with the Internet ensure that the webpage has existed for a longer
period of time. It should be preferably not be a personal homepage but rather a professional one
that is likely to stay the same for a longer period of time. Furthermore the teacher should be
prepared for unexpected power cuts or technical problems of some other kind . The best to prepare
for this is to have a back-up plan. Not at all material found on internet is safe or advisable for
children of teenagers to use and it is teachers’ responsibility to check the material and webpages
that are to be used, as well as observe the pupils during the class.
Apart from working on computers in class there is possibility to work with interactive white boards
some time called smart boards. A smart board is also work as traditional white board but is also
connected to the internet. There is special teaching material is related to be used on a smart board
.It includes instance interactive exercises where words or pieces of sentence can be dragged around
the board. Clever boards are the newer version of smart boards and function in a similar way.
There are several tips for teachers who want to interact with other language teachers who use ICT,
for example to subscribe listserv for language teachers. The listserv is free for anyone to subscribe
to and a way to receive many suggestions on how to work with ICT.
When it comes to ICT and language learning, a common term used is CALL, which stands for
Computer-Aided Language Learning. When CALL started, in the 1960s, most of its exercises were
drill-exercise, but over the years CALL has come to include tasks of more communicative nature
.ICALL ( Intelligent CALL) is an attempt to create programs that adapt to the pupil. The program
can be aware if the language components that a specific pupil needs to practice more. CALL -
exercises usually mean tasks where the computer is the tutor and pupil need to provide some kind
of response, either by clicking ,filling in a word or saying something in a microphone. There is
CALL -exercises that let students practice grammar and these can be found on the Internet or on
CD/DVD. Most common are webpages with different kinds of 'fill in the gap'-exercises. The user
can choose what subject or grammatical features s/he wants to practice and the correct answer will
appear instantly, or as soon as all the exercises on the page are filled in. There are games also that
let the pupil practice linguistic features such as word classes. Teachers or students can create their
own exercises on Internet. Another useful resource on the Internet is the many corpora available.
There are different kinds of corpora, some are more general while others deal with comparisons
between different languages, or are tailored for language teachers to analyze common mistakes
made by students.
The advantages and disadvantages of ICT
There are several benefits of using ICT in the language classroom. First of all, ICT helps to create
more variation in classroom, it motivate the students to learn the target language. Secondly the
Internet provides the opportunity for students from all over the world to interact with each other.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
53 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Also pupils with learning disabilities can greatly benefit from the use of ICT. There are great
number of computer resources produce especially with such pupils mind , for instance text with an
easier languages or more images and colors lastly .ICT offer the opportunity for more student
center teaching which create enthusiasm for learning amongst students .It tries to broadening
access to quality educational service for learners at all levels of the education system.
There are some problems that might occur in language classroom where ICT is implemented, first
is the lack of computer, or that the computers are old and slow. Secondly there is lack of technical
support in many schools, and then the fact that many teachers do not possess enough knowledge of
working with ICT.in general or specifically in the teaching of English .Sometimes pupils lack
sufficient knowledge of computers. Computers may limit students’ imaginations. Students may be
easily distracted from their learning and they visit unwanted sites. Students may have less
opportunity to use oral skills and handwriting.
Thus this article attempts to discuss the role of ICT in learning English language. E-learning,
Blended learning, CALL, Corpora, Smart boards are some important activities and tools which we
can use to learn English language. ICTs are making major differences in the teaching approaches.
ICT- enhance learning environment facilitates active, collaborative, creative, integrative, and
evaluative learning as an advantage over traditional method.
References :
• Brosnan, T. (2001). Teaching Using ICT .University of London: Institute of education
• Dudeney, Gavin. (2007). The Internet and the Language Classroom .Cambridge :
Cambridge university press I
• Kenning, Marie-Madelin., (2007). ICT and Language Learning. Chippenham and
Eastbourne : Antony Rowe Ltd.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
54 Website – www.researchjourney.net Email - researchjourney2014gmail.com
THE IMPACTS OF ICTS IN INDIAN BANKING INDUSTRY
Dr. S. K. More
Assistant Professor in Dept. of Commerce, K.G. D.M. College,
Niphad, Dist –Nashik [M.S.] India
Mob. +91 9923138418 / E-mail:- [email protected]
Abstract :-
ICT help banks improve the efficiency and effectiveness of services offered to customers, and
enhances business processes, managerial decision making, and workgroup collaborations, which
strengthens their competitive positions in rapidly changing and emerging economies. This paper
considers the impacts and trends of ICTs on the banking industry of the 21st century. Information
and communication technology (ICT) has become the heart of banking sector, while banking
industry is the heart of every robust economy. The effect of globalization, competition and
innovation in the banking industry by its providers to offer their services makes essential the
understanding of how various aspects of consumer behavior affect the innovation. The present
paper discusses the Impacts of ICTs in Indian banking industry.
Key Words : - ICT, E-Banking, Electronic Payment Systems, Electronic Crime.
Introduction:-
The ICT development has a significant effect on development of more flexible and user friendly
banking services. Today, information and communication technology has become the heart of
banking sector, while banking industry is the heart of every robust economy. If it collapses so will
the economy. ICT has created a new infrastructure for the world economy to become truly global
and also provided the users of new technology a competitive advantage over their rivals. Electronic
banking system has become the main technology driven revolution in conducting financial
transactions. However, banks have made huge investments in telecommunication and electronic
systems, users have also been validated to accept electronic banking system as useful and easy to
use.
Objectives of The Study:-
1. To study the impacts of ICTs in Indian Banking Industry.
2. To study electronic payment systems in India
3. To study the electronic crime in Banking Sector in India.
Importance of The Study:-
In the banking sector, developments in ICT have had large effect in development of more flexible
payment methods & more efficient banking services. New banking delivery channels have made
banking services convenient to customers and bank customers may now perform their banking
transactions at the place and time of their choice. Indian banking & financial sector have seen
several transformations over the last decade. Implementation & use of ICT began from back office
automation, which was aimed largely at processing of voluminous data & automation of cheque
clearing operations, technology moved to the front desk in the form of total branch automation.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
55 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Research Methodology:-
This study is descriptive in nature. Data used in this study are collected basically from secondary
sources. Secondary data is collected from various sources like annual report of Reserve Bank of
India, journals, books, journals, magazines, research papers and Internet websites.
Review of Literature:-
Sharma, Surinder; Singh, Ramandeep (Nov 2011) ICT is helpful to the banking regulatory
authorities, customers and the researchers in the area for the qualitative expansion of Internet
banking in India.
A review of the work done in the area of Electronic crime or or Computer crime. In this paper
some of the pertinent literature available scanned which are collected from various research
papers, articles and books related with the topic which shows that work have been carried out in
the area of Electronic crime by several researchers.
Statement of The Problem:-
The concept of Electronic Crime is a vital aspect. In the paper, researchers make an attempt to
study the Electronic crimes and major crimes of Indian banking sector. With the introduction of
“Electronics” in the banking system several problems are emerged as
1. Hacking and Stealing of data
2. Failure of ATMs
3. Money laundering
4. Credit card theft
ICT:-
To identify and examine the impact of ICT on bank’s performance and customer service delivery. In today’s business, competition, deregulation and globalization have compelled Banks to offer service 24 hours around the globe, whereas the significance drawback, on the other hand, lies in its inconvenience and security factors. The relationship that revolves between ICT expenditures, bank’s performance delivery is conditional upon the extent of network effects. If the networks are low, ICT is likely to:
1. Reduce payroll expenses.
2. Increase market share.
3. Increase revenue and profit.
In a broader perspective, ICT, deregulation and globalization in the banking industry could reduce
the income streams of banks and thus the strategic responses of the banks, particularly the trend
towards internal cost cutting, mergers and accusations are likely to change the dynamics of the
banking industry.
E- Banking In India – Role of RBI.
The use of technology in expanding banking has been a key focus area of the RBI. The RBI has
taken several initiatives to popularize usage of technology by banks in India. Almost once in five
year since the early 1980s, the RBI appointed committees & working groups to deliberate on and
recommended the appropriate use of technology by banks given the circumstances and need . In
1998, RBI awaited the technical assistance project of department for international development.
Products & Services of E-Banking In India:-
1) Internet Banking
The internet banking is changing the banking industry & is having the major efforts on banking
relationships in India (ICICI) RBI issued a guideline in June 2001 which followed the
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
56 Website – www.researchjourney.net Email - researchjourney2014gmail.com
recommendations of the committee on technology up gradation in the banking sector, under M.R
Srinivasan chairmanship which focused on three major area of Internet banking i.e.
1) Technology and security issues
2) Legal issues
3) Regulatory, Supervisory issues.
2) Telephone Banking:-
Telephone banking is specific provision of banking services over the banking use an interactive
voice response (IVR). Most of banks are providing SMS alert facility to their customers in India.
The RBI issued the guidelines for Mobile banking Transactions in October 2008. The mobile
banking guidelines were relaxed in December 2009. RBI has permitted 40 banks to do mobile
banking and customer base availing of mobile banking facilities as on September 30, 2010.
3) Electronic Money:-
Implementation of electronic money requires a certifying authority and trust among customers. In
Jan, 2002 the RBI constituted a working group on Electronic money. The group identified certain
areas of concern from the point of view of the central banks in the context of more widespread use
of E-money.
4) ATM (Automated Teller Machine):-
ATM is the most popular device in India, which enables the customers to withdraw their money 24
hours a day. The first bank to introduce ATM concept in India was the Hong Kong and Shanghai
banking Corporation (HSBC) in the year 1987. Now, almost every commercial bank gives ATM
facilities to its customers. Since April 2009 access in any ATM machine is free of charge in India.
The RBI promoted Institute for Development & Research in Banking Technology (IDRBT) at
Hyderabad in 1996, has set up a national switch for ATMs to hook-up ATM networks of all banks
across the country.
5) Plastic Cards:-
Credit and debit cards have gained greater acceptance as a medium of financial transactions. Use
of plastic money/cards started in India in the form of credit card in the year 1981. Credit card
enables the card holder to enjoy credit from the issuing bank for a specific period after payment.
During this intervening period, the card holder is allowed to use card for incurring further
expenses. Some credit cards are called charge cards where the card holders enjoy credit only up to
the next billing cycle. In India most of the credit cards issued by banks are of type charge cards.
Electronic Payment Systems In India:-
1) MICR Clearing:-
Traditional cheque clearing process is time consuming and lengthy it affects value of transaction
of settlement. To enhance speed of cheque clearing the RBI has started MICR cheque and MICR
clearing system. Magnetic Ink Character Recognition (MICR) is a character recognition
technology adopted mainly by the banking industry to facilitate the faster processing of cheque. it
is called MICR clearing system. There are 64 MICR clearing centers are operated in India in 15
divisions in India.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
57 Website – www.researchjourney.net Email - researchjourney2014gmail.com
2) Electronic Fund Transfer (EFT & NEFT):-
EFT System hosted and operated by the RBI, permits transfer of funds, upto Rs. 5 lakh from any
account at any branch of any member bank in any city to any other account at any branch of any
member bank in any other city. The Reserve Bank of India acts as the service provider as well as
regulator. The NEFT was introduced in 2005. It is called Special Electronic Fund Transfer (SEFT)
also. It is covering about 30,000 branches in 500 cities.
3) Card Based Clearing (CBC):-
Credit and Debit cards have been in use in the country for many years now. In India card fashion
increasing day by day due to its convenience and utility. Many banks have providing customized
credit and debit cards to increase their business in India. However the card base as well as the
usage has picked up during the last five years drastically.
4) Real Time Gross Settlement System (RTGS)
RTGS is system for large value clearing operated since 2003; the minimum amount to be remitted
through RTGS is Rs.1 lakh. There is no upper ceiling for RTGS transactions. It provides
facilitates to settlement of transactions on a gross basis. The system facilitates Inter-bank as well as
customer payments. In India all bank branches are not RTGS enabled because only core banking
(CBS) enabled bank branches can extend this facility.
5) On Line Tax Accounting System (OLTAS):-
Tax payers were the introduction of the On line Tax Accounting System (OLTAS) with a network
of various banks authorized for collection of tax receipts. The Reserve Bank and the Tax
Information Repository at the National Securities Depository Ltd. (NSDL) are also part of the
OLTAS. The collection and transmission of data on tax collection have thus been made efficient
on a T+1 cycle basis.
Electronic Crime
Electronic Crime in Indian Banking Sector
1) Credit card Fraud-
A major kind of electronic crime is credit card fraud. Most of the credit card fraud is committed
with the use of counterfeited cards. Credit card fraud is also termed as “Identity Theft” in which a
person may use the identity of other person for exercising fraud or deception. Credit card fraud in
banking sector can be committed as-
1. Use of unauthorized account or personal information to consider as an act of criminal
deception
2. Illegal or unauthorized use of account for personal gain
3. Misrepresentation of account information to obtain services
2) Money Laundering:
E-commerce has come into existence due to the attributes of Internet like ease of use, speed,
anonymity and its International nature. Internet has transformed the planet into a frontier excluding
market place that never sleeps. This shift can be done in many ways like use of credit cards,
Internet banking, e-cash, e- wallet etc. for example, smart cards. In some other forms of computer-
based e-money, there is no upper limit. Two persons also can shift funds in a straight line using e-
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
58 Website – www.researchjourney.net Email - researchjourney2014gmail.com
wallets. This problem is further compounded by the fact that, in several countries, non-financial
institutions are also allowed to issue e-money.
3 ATMs Frauds:
The use of ATM is not only safe and sound but also suitable. This safety and convenience, has an
evil side which is reflected in the form of “ATM FRAUDS” that is an international problem. The
use of plastic money is increasing for payment of shopping bills, electricity bills, school fees,
phone bills, insurance premium, traveling bills and even petrol bills. The convenience and safety
that credit cards carry with its use has been instrumental in increasing both credit card volumes and
usage. A few of the accepted techniques used to carry out ATM crime in banks are:
1. ATMs card reader is tampered with in order to trap a customer’s card through card
jamming.
2. Card Skimming is the unlawful technique of stealing the card’s security information
from the card’s magnetic stripe.
3. Card Swapping, is another technique in which customer’s card is swapped with
another card without the knowledge of cardholder.
4. Website Spoofing, here a fresh fabricated site is prepared which looks valid to the user
and customers are asked to give their card number PIN and other information, which
are used to reproduce the card for use at an ATM.
5. ATM machine is physical attacked for removing the cash
Findings of Studies:-
In Indian banking system we have evident that, the payment and settlement system has changing
according to market need. ICT revolution has availed new means to financial transaction and
settlement process than traditional payment system. Some of the major findings are.
1) MICR technology has providing faster cheque collection and clearing facilities to
customers in India, but there are only 64 MICR clearing centers working in India.
Hence there is essence need to increase MICR clearing houses and modify the Non-
MICR clearing centers in MICR clearing centers to enhance payment system.
2) ECS has available only mostly in city and semi urban area in India it is not available in
rural branches. So, the RBI should provide such facilities in rural branches to provide
facilities to rural peoples.
3) EFT and NEFT is network based service now it covers only urban areas so; there is an
urgent need to ramp up technology based delivery channels particularly in the rural
areas. It should extend the benefit of the financial system even to remote areas.
4) Card based transactions are increasing continuously in India but is not to assured
service according to Indian customers experiences. Because there are so many
complaints are registered in RBI's banking ombudsman offices. It clears that, it is not so
good and secure facility in India. Hence, RBI should enhance the quality and security
of card based transactions.
5) In Indian banking system, there are competition of provide modern banking facilities
to their customers, but some banks are ignoring security in transaction and convenience
of the customers.
6) In India all branches of commercial banks has not under core banking solution hence
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
59 Website – www.researchjourney.net Email - researchjourney2014gmail.com
they have not extending RTGS facilities, therefore remaining banks should adopt core
banking to use the RTGS and other efficient services.
7) The electronic clearing and settlement system is useful to bankers and customers but
there is need of controlling non-secure transaction, EFT fraud, mistakes in settlement
etc.
8) Other than 6 principles (Safety, Security, Soundness, Efficiency, Authorization and
Accessibility) used to develop payment system of the vision there is need of
international standard, transference, user-friendly techniques, assurance and
convenience also.
9) In the financial transaction having transactional risk it affects assurance about the
services. For this reason there is need to minimize the transactional risks in the
electronic payment system.
Suggestions of The Study
It is always necessary to take some preventive measures to prevent banking transactions from
banking frauds and other threats. For this, the following suggestions can be made-
1. Make sure with a protection program that gives power over cookies that forward
information back to Web sites.
2. Make sure web servers in a row public site are physically separate and individually
confined from in-house corporate network.
3. Bring into play latest anti-virus software, operating systems, Web browsers and email
programs
4. Place firewall and develop your content off line.
5. Forward credit card information just to safe and sound web sites
6. If Web site serves up active content from a database, consider putting that database behind
a second interface on your firewall, with tighter access rules than the interface to your
server.
7. Systematically confirm out the site to business regularly.
8. Don not forgets to verify out the site you are doing business carefully
9. Don’t transmit credit card information to unfamiliar sites
10. Don’t reveal password with other people
Conclusion :
The developments in information and communication technology resulted in numerous
innovations in the payment system of India. There are a variety of electronic clearing options are
available in banking system. But these options are too limited than demand of bank customers in
India. In the sense of rural India these facilities are not provided sufficient level by the banking
institutions due to lack of ICT connectivity and other infrastructural facilities. In developing
countries, like India, electronic crime is a serious problem because there is a lack of training on the
subjects to investigate the electronic crime.
The ATM fraud is not the sole problem of banks alone. It is a big threat and it requires a
coordinated and cooperative action on the part of the bank, customers and the law enforcement
machinery. The ATM frauds not only cause financial loss to banks but they also undermine
customers' confidence in the use of ATMs. Credit card fraud can be devoted using a credit card or
any similar payment mechanism as a fraudulent source of funds in a transaction. The reason may
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
60 Website – www.researchjourney.net Email - researchjourney2014gmail.com
be to obtain goods without paying, or to obtain unauthorized funds from an account. At last it can
be concluded that to eliminate cyber crime from the cyber space is not a possible task but it is
possible to have a regular check on banking activities and transactions.
References:
• Jain T.R., Indian Financial System, VK Global Publications Pvt. Ltd, New Delhi.
• Gopinath R.(2010) “ Inauguration of Inter – Bank Mobile Payment Service” at the
inauguration of Inter – Bank Mobile Payment Service ( IMPS) of the National
Payment Corporation of India (NPCD) , Mumbai , 22 Nov 2010.
• Muthukumaran.B (2008). “Cyber Crime Scenario in India” , Criminal Investigation
Department Review, January, pp.17-23
• Kakoli Saha “Computerization in Banks : Implications for Organizational
Development” , Vikalpa Vol. 11, No 3, ( July –September 1986)
• S.S.Hugar, Trends and challeges to Indian Banking, Deep & Deep publications,
New Delhi.
• Payment Systems in India - Vision 2005-16, RBI.
• Report on Trends and progress of banking in India – 2009-16, RBI.
• R.B.I. Annual Report 2009 - 2016.
• Statistical Tables Relating to Banks in India – 2009-2016, RBI.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
61 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ECOLOGICAL DIFFERENCES, COGNITIVE STYLES AND LANGUAGE
PERFORMANCE OF COLLEGE STUDENTS
Dr. Narendra V. Deshmukh
M.S.G. College, Malegaon Camp, Dist. Nashik
[M.S.] India
Abstract:
This study investigates the effect of ecological factors and cognitive styles (field-
dependence/independence) on the speaking performance of College students. Ecological factor
was determined by student’s residential status as urban and rural and to measure the students’
cognitive level the GEFT was administered. Language performance and errors are measured by
the use of self constructed test which is comprised spelling, grammar, punctuation, translation and
vocabulary. Two-way ANOVA was used for data analysis. It was found that Urban and Rural
students differ significantly in their Errors in English. As well as Field Dependent and Field
Independent students differ significantly in their Errors in English.
Key words: Ecological Differences, Cognitive Styles, Language Performance
Introduction:
The ecological factor has great influence on individual’s behavior. Behavior is comprised
by the language, thought and feelings. We can evaluate someone’s behavior by his or her spoken
and written language, and the language is determined and developed by various factors. One of
them is ecological factor (outside determinant) and another is his or her cognitive makeup or style
(inner determinant).
The concepts of regional and ecological differences in personality and behavior have been
investigated by various psychologists (Barker, 1968; Spielberger, 1966).
In their study of the effect of geographical setting on behavior, they found significant
differences on personality between the individual of different region and ecology. Since, language
is an expression of behavior, it is expected that people of different ecology may differ on language
performance.
Witkin and associates (1974, 1975) have suggested that ecological factors or cultural
patterns of socialization in the family form the basis for an individual’s cognitive style. They have
argued that cognitive style develops as a function of socialization and ecological and cultural
‘press’ that tend to form distinctive patterns of field dependent or independent perceptual style
between cultures differing along certain parameters of ecology. These socialization experiences
and ecological factors determine to a great extent individuals language performance.
Cognitive Styles:
The first studies in FI/dependence were conducted by Witkin (Witkin, 1969; Witkin and
Goodenough, 1981 cited in Ehrman & Leaver, 2003). It has been among the most commonly used
language learning style dimensions (e.g., Chapelle & Green, 1992; Ehrman, 1997; Jamieson,
1992). Early studies that applied this concept to foreign language learning, e.g., Stansfield and
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
62 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Hansen (1983) found that field independent learners were better at classroom learning, as tested by
discrete item instruments. However, the construct has been little tested with communicative
outcomes.
Cognitive styles are the manner in which an individual acquires and processes information.
They have significant influence on the way and quality of intellectual functioning of the individual
and, therefore, are important factors in his learning. Though a wide range of ‘styles’ has been
discovered, the polar construct of field dependence (FD) and field independence (FI), is the most
recognized and researched style.
People who are less influenced by the surrounding or background field and can easily
extract an element are called field independent; those who can’t, field dependent. Although both
styles are important for successful learning of a language, the Field Independent learners, on
account of being more analytical, focused and detail-loving, are better suited for the ‘classroom’
learning.
Speaking and writing of English has always been problematic for English language
learners, and this has been revealed in some research. One of the potential sources of problems in
speaking test performance refers to differences in the cognitive characteristics of test takers. One
of these cognitive characteristics is field dependence/independence. Brown (2000) defines field
independent as the ability to perceive a particular relevant item in a field of distracting items. He
defines field dependence as “the tendency to be ‘dependent’ on the total field so that the parts
embedded within the field are not easily perceived, although that total field is perceived more
clearly as a unified whole” (Brown, 2000, p. 115).
Morgan (1997) describes findings that when the field is not clearly organized, individuals
who tend to be field independent are relatively likely to impose their own structure on the material,
whereas field dependent persons (FD) often accept it as it is. Ehrman (1997) indicates that a field
independent learner is adept at focusing a spotlight on data, distinguishing and focusing deeply on
some specific aspect of the material being learned. Such a learner can look at the forest and pick
out exactly the kind of tree in which she or he is interested. A field independent learner is likely to
be relatively skilled at chunking information and working further with it.
The term ‘‘field dependence’’ is used in two ways in the literature: absence of the kind of
discrimination referred to as field independent and awareness of the entire field. Since field
dependence is always measured by tests of FI, it can safely be defined only as absence of FI.
However, because learners need to be able to be aware of background activity as well as
bring information into focus and reorganize it, there is a positive aspect to what is traditionally
called ‘‘field dependence,’’ which can enhance functioning in complex social situations. Complex
social situations are in turn often involved in real language use, so this kind of ‘field dependence’’
is likely to play a constructive role (Ehrman & Leaver, 2003).
However, an attempt is made in this study to verify the following objectives:
Methodology:
Objectives:
1: To examine the effect of ecological differences on language errors.
2: To assess the effect of cognitive styles on language errors.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
63 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Hypotheses:
1. Urban and Rural students would be differ significantly in their Errors in English.
2. Field Dependent and Field Independent students would be differ significantly in their Errors in
English.
Design of the Study:
Survey Research Method was made use of for the purpose of the present investigation.
Sample:
The total sample was randomly selected and comprised 120 students from MA English
classes from Nashik urban (N=60) and rural (N=60) colleges. Mother tongue of each student was
Marathi and English was their second language. Their cognitive style was decided on the basis of
score of GEFT.
Description of the Tools:
The following tools were used to collect data:
1. The Group Embedded Figures Test (GEFT) developed by Herman A. Witkin, Philip K. Oltman,
Evelyn Raskin and Stephen A. Karp.
2. The Test of Errors in Written English (Self Constructed). In this test statements are constructed
on the basis of Spelling, Grammar, Translation, Vocabulary and Punctuation
Results:
Table 1: Showing ANOVA
Dependent Variable: Language Performance
Source Sum of
Squares
df Mean
Square
F Sig. Partial
Eta
Squared
Ecological
Factor (A) 94.169 1 94.169 3.938 0.05 .01
Cognitive Style
(B) 8.723 1 8.723 7.265 0.01 .13
A * B 68.221 1 68.221 2.075 NS --
Error 13017.895 116 32.873
Total 1126703.000 120
Corrected Total 13150.437 119
The above table shows that the ecological factor is significant, F (1,116) = 3.94, P<0.05.
The mean score for urban group is 65.63 (Sd=11.26) and for rural group is 71.05 (Sd=15.48). The
mean score for rural group is higher in language errors and interprets that their performance is
weak than urban students.
As well as cognitive style variable also significant, F (1,116) = 7.27, P<0.05. The eta
square value indicates large difference. The mean score for field dependent group is 77.13
(Sd=16.25) and for field independent group is 69.15 (Sd=14.68). The mean score for field
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
64 Website – www.researchjourney.net Email - researchjourney2014gmail.com
dependent group is higher in language errors and interprets that their performance is weak than
field independent students.
Discussion:
The statistically significant effect of the ecology and cognitive style of the student’s
language performance, which has been demonstrated in above table, reveals that, ecological factors
and cognitive styles play a major role in language performance.
That is, the evidence in this study, which is in consistent with the results of almost all of the
studies reviewed in the literature, assessing FD/I cognitive styles such as that of Witkin's (1969) in
language learning, Bialystok's and Fröhlich's (1978) and Brown's (1987) in classroom foreign
language learning, Dulay's, Burt's, and Krashen's (1982) in the conscious learning of metalinguistic
skills, Stansfield's and Hansen's (1983) in classroom learning, Chapelle's and Roberts' (1986) and
Carter's (1988) in L2 learning in the case of college students, Chapelle's (1992) in cloze, dictation,
and multiple-choice language tests, and so on, indicates that field independent individuals do not
perform better in their speaking test than do field dependent ones; or vice versa. Based on this data,
it appears that FD/I cognitive style does explain L2 speaking performance.
However, the present findings are contrasts with the findings of the most recent study done
in this area by Yang (2006), who has found that learning style is not the effective factor
influencing student achievement, and maintains that field-independent students do not differ
significantly from field-dependent students in their achievements. He concludes that students with
different learning styles and backgrounds learn equally well and do not differ much in their use of
learning strategies.
With respect to the findings of this study, Brown’s (1987) findings and those of Carter
(1988), who had found that field-dependence was more advantageous for language learning and
performance.
Conclusions:
1. Regarding language performance, high numbers (or percentages) of both Urban and Rural
students make large numbers of errors in English.
2. As per concerned the performance of language, the Rural students make significantly more
errors in their use of English language than the Urban students.
3. According to statistical analysis it is found that Field Dependent students make more errors in
their use of English language than the Field Independent students.
References:
• Abraham, R. G. (1983). Relationship between the use of strategy of monitoring and the
cognitive style. Studies in Second Language Acquisition, 6, 17-32.
• Bachman, L. F. (1990). Fundamental considerations in language testing. London: OUP.
• Barker, R (1968). Ecological Psychology. Stanford, Calif.: Stanford University Press.
• Berry, J. W. (1976). Human Ecology and Cognitive Style. New York; John Wiley.
• Brown, H. D. (2000). Principles of Language Learning and Teaching (3rd ed.). Englewood
Cliffs, NJ: Prentice-Hall, Inc.
• Ehrman, M. & Leaver, B. L. (2003). Cognitive styles in the service of language learning.
System, 31, 393-415.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
65 Website – www.researchjourney.net Email - researchjourney2014gmail.com
• Morgan, H. (1997). Cognitive Styles and Classroom Learning. Praeger, Westport, CT.
• McKenna, F.P. (1983). Field dependence and personality: A reexamination. Social
Behavior and Personality, 11, 51-55.
• McKenna, F.P. (1984). Measures of field dependence: Cognitive style or cognitive ability.
Journal of Personality and Social Psychology, 47, 593-603.
• Salmani-Nodoushan, M. A. (2006). Does field independence relate to performance on
communicative language tests? Manager’s Journal of Educational Technology, 3(3), 79-
85.
• Spielberger, C. D. (1966). Theory and Research on Anxiety. In C. D. Spielberger (Ed).
Anxiety and Behaviour. New York, Academic Press.
• Witkin, H.A.; Dyk, R.B.; Faterson, H. F.; Goodenough, D. R. and Karp, S. A. (1962).
Psychological Differentiation. New York; Halsted.
• Witkin, H., Moore, C.A., Goodenough, D., Cox, P.W. (1977). Field-dependent and field
independent styles and their educational implication. Review of Educational Research, 47,
1–64.
• Witkin, H.A. (1979). Socialization, culture, and ecology in the development of group and
sex differences in cognitive style. Human Development, 22, 358-372.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
66 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ROLE OF ICT IN MATHEMATICS
Smt.S.S Kunde* & Smt. J. S. Patil*
* Assistant Professor, K.G.D.M Art’s , Comm. & Sci. College, Niphad Tq. Niphad, Dist.-Nashik [M.S.] India.
Abstract :
The role of ICT in teaching of Mathematics has been Governed by Ministry of Education in 2003.
Generally, it is observed that the most of teachers are not using ICT facilities of ICT in their daily
teaching. The present paper focuses to study the barriers preventing the adoption of ICT in
teaching Mathematics. There are lots of barriers were identified: insufficient knowledge of
ICT,insufficient time in daily schedule, for ICT project ,there are lack of teachers training
opportunities , insufficient technical support, most of the students are from rural area therefore
they are not access the necessary educational material at home for unavailability of resources. for
these barriers, we are consider lesson planning for improving the learning in Mathematics, digital
form of material & question bank had used in Mathematics for teaching and learning .
Key Words : ICT, Mathematics, Educational Material, Teaching & Learning
Introduction -
As Dr.A.P.J.Abdul Kalam has a vision of 20-20, we are supposed to be implement use of ICT in
educational aids. In order to implement project smoothly, Government has provide lot of funding
facilities for improving the teaching and learning process.ICT play an important role for
understanding the basic concept of Mathematics to the students . Many research people have
carried out studies to evaluate the benefits of using ICT in Mathematics. Becta in 2003
summarized the key benefits – ICT promotes greater collaboration among the students ,
encourages communication & the sharing of knowledge. ICT gives quick & accurate feedbacks to
the students and this contributes towards positive motivation.ICT also supports constructivist
pedagogy, wherein students use technology to explore and reach an understanding of mathematical
concepts. This approach promotes higher order thinking and better problem solving strategies
which are in line with the recommendations forwarded by the National Council of Teachers of
Mathematics (NCTM); students would then use technology to concentrate on problem-solving
processes rather than on calculations related to the problems (Ittigson & Zewe, 2003)
For a successful integration of ICT into the mathematics curriculum, the knowledge of the existing
software i.e used by mathematics teachers are very essential . A survey carried out by Forgasz &
Prince in 2002 found that 61% of the teachers used spreadsheets, 45% used word processing &
30% used Internet browsers. In the same survey, it was found that 19% used Geometer’s
sketchpads, 19% used CD-ROMs that accompanied mathematics textbooks, 18% used
Graphmatica, 14% used Maths Blaster and 8% used other mathematics-specific software.The
teachers knowledge of the use of software is insufficient for integrating ICT into Mathematics
lesson. In a separate study, Jones in 2004 found that seven barriers existed at the time of
integrating ICT into lessons. These barriers were i) confidence among the teachers was very low
during integration (21.2% responses), ii) shortage of access to resources (20.8%), iii) insufficient
time for the integration (16.4%), iv) lack of effective training (15.0%), (v) at the time were
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
67 Website – www.researchjourney.net Email - researchjourney2014gmail.com
software is in use many technical problems are to be faced (13.3%), vi) the shortage of personal
access during lesson preparation (4.9%) & vii) the teachers age (1.8%)
Objective –
The true purpose of this study was to help mathematics teachers in the integration of ICT into their
teaching. The real view of this study is that to identify the most common ICT applications used by
these teachers and by which way ICT was used in the classroom. It has an important aimed that
how the internet was used by teachers for understanding , to analyzed their training needs and
further assessed the level of ICT usage in instructional programmed.
Methodology –
In this research we used a survey method for finding the use of ICT and the barriers are
involving for integrating ICT into the teaching of mathematics. The question was divided into
following areas (1) profile of the teachers, (2) teachers use ICT in which way, (3) ICT
experience for the teachers, (4) the steps are use in ICT, (5) the barriers faced by teachers and (6)
the proposed solution.
Results And Discussion of ICT-
Applications of ICT in general:
In general, about 80% of the peoples are used computer in daily life. The percentage of usage by
teachers in the various ICT applications: 1) word processing packages (80%), spreadsheets
(56.2%), Internet activity (58.1%), presentation software (40.8%), databases (24.3%) ,drill and
practice (26.3%), hypermedia/multimedia (22.7%), graphical applications (18.2%), Flash
presentations (10.6%) and desktop publishing (11.5%) . The above percentages show that the
computer literacy rate has been high among mathematics teachers.
Applications of ICT in classroom:
52.5% of the peoples used projector in the class, 42.1% used ICT for presentation , 9.8% used
ICT for graphical visualization , 7.2% used ICT for an online demonstration and 4.7% used it for
other purposes in classroom. About 26.8% of the peoples did not use ICT in the class.
Uses of Internet:
For different purposes,the Internet was used. 70.6% peoples are used internet for browsing, 65.1%
used it for e-mail , 50.8% used it for chatting , 10.5% used it for IRC, 9.9% used it for discussion
and 3.7% peoples are it for other purposes. 15.9% peoples did not use the Internet.
Professional development and training needs:
To integrate ICT into Mathematics training should be required for number of teachers ,generally
this training programmed should implement for those people who having age above 35 because at
the time of their joining into teaching field there is very negligible use of ICT. This training is also
required for rural area teachers because they are not aware of ICT approx 75 % people still not
use ICT in their teaching.
Durig integration the number of barriers are faced by teachers :
The six major barriers are found were insufficient time in the school schedule for projects
involving ICT (56.5%), the teacher training opportunities for ICT projects are insufficient (42.8%),
insufficient technical support for ICT projects (40.1%), insufficient knowledge about ways to
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
68 Website – www.researchjourney.net Email - researchjourney2014gmail.com
integrate ICT to increase the curriculum (39.9%), in a single lesson by using different ICT tools
(38.6%) and their will be no availability of ICT devices at the homes of students (35.4%).
Comprehension of mathematics teachers toward the proposed solution:
The positive response to the proposed solution are very strong .About 72.1% of the peoples are
considered ICT to be very useful and helpful and 27.2% viewed ICT as useful and helpful. Only
0.7% of the peoples are considered that the ICT would not be very useful and helpful.
From the survey, the following thinks we had found:
i. The mathematics teachers were used word processing packages (80%), spreadsheets
(56.2%), presentation software (40.8%) and drill and practice software (26.3%) and these
are the most popular application packages . However, the flash presentations & graphical
applications have great potential for the teaching of mathematics because they inspire
explorations & higher order thinking.
ii. Graphical visualization and online demonstrations have educational values as well. It’s
time for educators to inspire mathematics teachers to use them in the classroom .For the
abstract concepts in mathematics by using graphical visualizing tools, many ideas can be
easily shown to the students.
iii. About 70.6% of the peoples were used the browser for
collecting the information. It’s timely that educators inspire mathematics teachers to use
the Internet for online demonstrations.
Conclusion –
By knowing the knowledge of ICT, we can improve the teaching and learning process of
Mathematics amoung the teachers and students.By the use of ICT ,we can essily understand
different types of problem and barriers which can be occurs during the studies of Mathematics.
References –
• IR. (1998). Teacher Technology Survey. US: American Institutes for Research.
• Becta. (2003). What the Research Says about Using ICT in Maths. UK: Becta ICT
Research.
• Forgasz, H.J. & Prince, N. (2002). Software used for mathematics learning – reporting on a
survey. Vinculum, 39(1), 18-19.
• Ittigson, R.J. & Zewe, J.G. (2003). Technology in the mathematics classroom. In Tommie,
L.A (Ed.). Challenges of Teaching with Technology across the Curriculum: Issues and
Solutions. Hershey: Information Science Publishing, 114-133.
• Jones, A. (2004). A Review of the Research Literature on Barriers to the Uptake of ICT by
Teachers. UK: Becta.
• Mahathir, Mohamad. (2002) - the 2003 Budget Speech.
• http://www.portsworld.com/budget/Budget%20Speech%202003%20 (English).pdf
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
69 Website – www.researchjourney.net Email - researchjourney2014gmail.com
THE INTEGRATION OF INFORMATION TECHNOLOGY (IT)
AND LEARNING STYLE IN THE CHEMISTRY
A. V. Kardel* & Dr. J. S. Aher*
*Assitant Professo , Department of Chemistry, K. G. D. M. College, Niphad Tq. Niphad, Dist.-Nashik [M.S.] India.
Abstract :
IT has more application in the field of education s well as also in chemistry.Chemistry has lot of
importance in the day to day life because from the early morning to end of the day we are habit to
use number of product which is made by using chemicals. IT is useful to deliver the knowledge of
chemicals forthe teachers & learners which help them to aware from chemicals.
Keywords: IT, integration, learning style, chemistry curriculum, centred learning, resources
Introduction
The IT information is helpful for teaching & learning also for communicate & to realise the sense
of digital learning. What is the significance of IT in changing chemistry learning style? This paper
attempts to start from the perspective of chemistry teaching to understand the significance of
integrating IT with learning style, analyze its development situation and put forward a number of
issues for further study.
Integration IT is one of educational technology which develops from visual movement (1918-
1928) and audio-visual education campaign (1918-1942) into an educational technology focusing
on audio-visual media (after World War II or the 1960s). Meanwhile, the application of computer
technology education forms computer-assisted instruction (beginning from the 1950s), CAI for
short. In the late twentieth, network technology has developed rapidly and become more popular,
especially the connection of the Internet and campus network, providing a broader out
Integration of IT and Learning Style
Look and more abundant resources for higher education and creating a web-based teaching form
(Web-Based Instruction, referred to as WBI) (LI & WANG, 2000). The development process of
applying computer technology into chemical learning is in line with the above process. The basic
process is shown in Figure 1.
These stages develop with the improvement of educational technology. In the late stage, it is the
comprehensive application of various media and various methods, with computer multimedia and
Visual media stages: Models → Video, film and television → Animation, video, audio,
→ Chemical resources network→ Models, charts →Video, film and television →Animation,
video, audio → Chemical resources network.
Figure-:1 Basic Process for Applying Computer Technology
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
70 Website – www.researchjourney.net Email - researchjourney2014gmail.com
network technology as its core. The following chart shows that according to the extent of the
application, “integration” can be divided into different levels.
1) Ideal level
2) Higher level
3) Basic level
According to the explanation American Students provide the correlation between IT & curriculum
along with that they also provide the knowledge of IT in multidisciplinary field. IT enables
students to study in an unprecedented way. Only when the students are able to choose tools to help
them timely acquire, analyze, and integrate information and skilfully express it will the integration
of technology and curriculum be effective. Technology should, like other available teaching aids,
become an integral part of the classroom. Thus, as Professor Cleburne D. Maddux majoring in
Educational Technology in American University of Nevada pointed out, “It is clearly not enough if
educators only consider how to introduce interactive network into the classroom, which cannot
produce any educational effect. Only when they truly connect interactive network with schools’
teaching goals and students’ learning process in a close way will it play a huge educational value”
(Maddux, 2012).
Produce a profound impact on chemistry learning concept
For science education, the modern educational technology mainly embodies the expansion and
externalization of human cognitive potential. Therefore, some education experts call modern
educational technology “cognitive technology” which can help students go beyond the limits of
thinking, learning and solving problems. IT, as a cognitive tool, has promoted the changes of
chemistry education ideas. Its impact is mainly manifested in the following aspects. Firstly,
emphasize student-centred chemical education. Secondly, provide chances for students to get
experience. Thirdly, enhance students’ thinking and innovation in learning activities. Fourthly,
take a fresh look at the authority of knowledge.
Realize the integration and optimization of chemistry learning resources Chemistry is the core
science in the 21st century. It is the foundation of research in medicine, materials, energy,
environmental protection, and other disciplines and is increasingly connected with human social
activities.
Integration of Information Technology and Learning Style
Construction concept has a fundamental impact on the modes of presenting chemistry teaching
content, mainly manifested in the following aspects. Firstly, hypertext technology makes a
breakthrough in the logical structure of chemistry with traditional teaching content. Secondly,
Internet technology has greatly enriched the information resources of studying chemistry. Thirdly,
multimedia technology optimizes the modes of presenting chemical knowledge.
Analysis of the Situation of Students Use of Information Technology for Chemical Learning
The Chemistry Teaching and Research Section of Teaching Research Centre of Fundamental
Education, Beijing Academy of Educational Sciences has made several surveys on the applications
of IT in chemistry teaching of middle school from 1998 to the present, which involves the issue of
students using IT for chemical learning. Related research findings are mainly as follows.
Survey of 1998:-Firstly, students’ familiarity with computers. Secondly, students’ attitude towards
the application of computer in chemistry teaching Thirdly, students’ understanding of computer-
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
71 Website – www.researchjourney.net Email - researchjourney2014gmail.com
aided chemistry teaching Fourthly, understanding of forms of IT application from the perspective
of students Fifthly, students’ views on courseware of chemical information technology Sixthly,
students’ views on the learning materials of chemical information technology
Survey of 2001:-For a more comprehensive and timely understanding of the actual situation of
applying computer technology in chemistry teaching of Beijing middle schools to conduct relevant
research and practice further, the Chemistry Teaching and Research Division conducted a
questionnaire for 400 chemistry teachers of eight districts in Beijing in April, 2004 and held a
forum for the city's key teachers. The survey and visit results about students’ application of IT in
their study are as follows.
Firstly, the application of computers in classroom is mainly presented by teachers, and the students
watch the big screen. Secondly, some teachers do not know the situation of students’ application of
computers in chemistry learning. Students have time to use computers for chemical learning. But,
they mainly use computers for online chatting or playing video games after school. Thirdly,
teachers have not paid enough attention on how to guide students to use IT for changing leaning
style.
Survey of 2013:- After more than ten years of curriculum reform and practice, IT is developing
rapidly and has been fully integrated into all aspects of life and education. In the implementation of
chemistry curriculum of Beijing middle school, teachers use IT in almost every class. IT has
become one of the key indicators to measure the basic teaching skills of teachers. The following is
the part of questionnaire results of 2013 Beijing middle school teachers’ basic teaching skills, more
than 1,400 junior high school chemistry teachers under the age of 50 in Beijing are involved in this
research. The findings of relevant questions indicate that teachers attach great importance to
enhance their IT capabilities. 96.95% of teachers think that mastering IT in modern education is
more important or important. Classroom observation and research results in recent years show that
the use of PPT is still the main form, main content of which is the teachers’ explanation,
demonstration, and assignment of tasks. Some teachers encourage students to use the Internet for
consulting resources after school and use mind mapping software to complete their homework,
etc., but they are still in a small number.
Conclusions :
The survey it is observe that the time, frequency and quality of using IT by vast chemistry teachers
have significantly improved. This gives more students more opportunities to learn chemical
knowledge through IT and achieves a better effect. Secondly, a number of good research lessons
have been produced, which highlights the main role of students and guides students to use IT for
chemical study. But the quantity and quality of these lessons are to be improved, especially the
improvement of students’ use of IT in regular lessons and daily teaching, making students become
masters of IT applications. today it is still dominated by the learning style focusing on traditional
books, pens, and paper, to which teachers and students are comparatively accustomed; there are
less effective integrated learning resources. Many students like to use computers to play games or
chat online rather than learn subject knowledge. The significance of integrating information
technology and learning styles is analyzed in above parts and the research situation of the students’
application of IT in learning
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
72 Website – www.researchjourney.net Email - researchjourney2014gmail.com
References :-
• Huang D. (2013). The investigation report of chemistry course teachers’ basic skills in Beijing
Junior High School (unpublished).
• Huang, D. (2001). The computer technology application survey of the chemistry course
teaching and learning in Beijing Middle Schools (unpublished).
• Li, B., & Wang J. (2000). The construction and thinking of network teaching mode.
Curriculum, Textbook and Pedagogies, 10, 41-45.
• Ma, S., & Huang, D. (1998). The investigation report of computer aided chemistry course
teaching and learning status in Beijing Middle Schools (unpublished).
• Maddux, C. D. (2012). Distance education: Issues and concerns. Haworth Press Inc.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
73 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ROLE OF ICT IN THE DEVELOPMENT OF RURAL AREAS
Shradha P. Khatal
K.G.D.M. Arts, Comm, Sci College, Niphad Tq. Niphad, Dist.-Nashik [M.S.] India.
Abstract :
Last few years ICT has gained a tremendous popularity in developing countries especially in
India. It depicts the convergence of video, audio and data services supported by various
institutions and service providers. The services provided by media and mass communication, T.V.,
telephone exchange, computer networks needs a different and varying in fracture and channels.
Hence a single communication network has been merged in Converged networks. The aim focused
in this paper is to demonstrate the usage and adoption of ICT in various areas of rural
development, belonging to supporting initiatives led by the Indian Ministry of Rural Development.
This study not only emphasis on the achievements and importance of ITC but also failures in the
adoption and implementation of Information Communication Technology in rural areas.
Keywords : ICT, Adoption, Implementation, ConvergedNetworks, failure, Rural Development,
Introduction
The major asset of each and every developing country has always been pointed on
development in rural areas and India is the better example. As 65% of Indian population belongs
from rural areas and resides in villages as per the World Bank survey data. As a drawback, a lot of
initiatives have been undertaken for the upliftment and betterment of poor and needy section s of
the community and also for increasing the graph of social and economical standards of people
living there. In order to provide better and good opportunities to the rural areas for employment,
education, agricultural sector, electricity, water and sanitation, it has been necessary to induce and
inculcate. The awareness and participation of people in rural development programs,
workshops/exhibitions, skill development programs, improved agriculture land reforms etc. The
paper mainly focuses on 3 parts- first, highlighting the schemes and initiatives undertaken by the
government of India and their agencies under Rural Development act. Second, it emphasis the role
of ICT and its applications used to empowering and enhancing tools to support development in
rural areas. Third, it also analyses to which extent ICT has been adopted, implemented and utilized
in rural parts of the country.
Rural development Schemes and agencies in India
This section provides a review of various schemes and agencies that has been started by
Government of India for betterment of rural development:
1. (PMGSY) Pradhan Mantri Gram Sadak Yojana: This was launched and
sponsored by the Central Government. The aim was every village must be joined and falls
in boundaries of city. The basic needs of person such as health, water, medical facilities
should be made convenient to the villagers. The main objective was to connect all the rural
areas and all habitations with more than 500 individuals residing by the weather proofed
paved roads.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
74 Website – www.researchjourney.net Email - researchjourney2014gmail.com
2. (SGSY) Swarnjayanti Gram Swarozgar Yojana: This yojana was implemented with all
characteristics of self employment for personal training, infrastructure development,
financial bank credits, subsidiaries etc.
3. (Rural Housing) Indira Awaas emphasis on giving housing benefits to all the people
residing in rural areas.
India-Organizations And Rural Development
1. The rural department provides normances and services like HRD, research and training
facilities, DRDA functional assistance, schemes and project oversees the execution.
2. HSCAPB ltd. (Haryana State Cooperative Apex Bank Limited): The banks main purpose is
to assist the people in rural areas, farmers, unskilled labours financially.
3. NBARD (National Bank for Agriculture and Rural Development): The main aim is to
provide credit help for agricultural sector, handicraft industries, etc. Purpose of the
National Bank for Agriculture and Rural Development is to provide credit for the
development of handicrafts, agriculture, small scaled industries, village industries, rural
crafts, cottage industries, and other related economic operations in the rural sector.
ICT Applications Seen in Rural Development Areas
Information and Communication Technology has fully changed the way information that was
generated, stored, received, regained, processed and transmitted earlier for decade. ICT
infrastructure like cell phones, internets assess and service such as (OKR) e-learning,
administrative health care, dissemination of information in India.
Agriculture sector and ICT:
The most important occupation of people living in rural areas is farming, hence agriculture sector
need to be improved for the betterment population depending upon it. Increased land productivity
increases employment opportunities for middle class farmers and labours. On other hand, it leads
to economical development of the region.
ICT can help farmers in by arranging E-seminars (presentations or recorded audio, videos) can be
accessed on topics related to agricultural interests (using Internet). E-commerce platforms can
connect farmers to direct, consumers and traders and will get them better market prices for crops.
Health Care and ITC:
Health care service and medical aids is the most important and basic amenities of a social setup.
ICT has helped in the betterment of health facilities viability in rural regions, diagnosis,
consultation, treatment of patients via online access such as internet cell phones, email
questionnaires etc. ,guidance can be given to medical practitioners and staff ,people belonging to
rural places for critical problems and specialized training by online mode of communication.
Distribution of E cards to maintain the history of patients instead of paper and reports.
Challenges Faced in Application of ICT in Rural Area:
The most basic problem faced for application of ICT in rural areas is that the Education. As
45% of population in India is illiterate. It is said that education is the first step towards success.
Even after achieving increased level of growth lack of education will not bridge disparities and
eradicate poverty.
i. Illiteracy is the most basic challenge faced by ICT usage in vast population.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
75 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ii. Electricity breakdown and power cuts for 5-12 hrs everyday affecting most villages and
rural areas.
iii. Financing difficulties encountered by the local level institutions and also by the state
governments. Funding should be implemented properly.
iv. Project leaders and guides shortage is the most commonly faced problem, which could
ensure ICTs implementation at the grass root levels.
v. Most leaders and guides unfortunately want to work only in urban areas and not at
rural region as there is ample of opportunities knocking their doors.
Conclusion :
The ICT tool usage has help to strengthen various sectors of growth in rural areas which includes
agricultural sector, education, self employment, skill development, healthcare and medical
facilities etc. Those States that have implemented ICT programs have showed a vast growth in last
few years for the adoption to a newer means of development and better socio-economic standards.
ICT will continue to be a field of increasing interest in the coming years for rural population.
However, it is expected that more enthusiastic involvement of the rural people in rural
development schemes and initiatives is still desired.
References :
• State-wise Per Capita Income and Gross Domestic Product at current Price. [Online].
Available: http://pib.nic.in/archieve/others/2014/aug/d2014070801. Pdf. [Accessed: March
18,2016]
• “Rural Development: Institutions and agencies since independence; Rural development
programmes: foci and strategies; Decentralization and Panchayati Raj; 73rd Constitutional
amendment”,urlhttp://publicadministrationtheone.blogspot.in/2012/09/rural-development-
institutions-and.html, September 2012.
• “India’s top 25 states with highest GDP”, press article, rediff.com, February 2012
• Agrawal, B.C. (ed.) (1985). Anthropological Methods for Communication Research;
Experiences and Encounters During SITE, New Delhi: Concept Publishing Company
• Ban, A.W. van den (2004). World Trend in Agricultural Extension, paper presented at the
International Seminar on Best Practices in Poverty Alleviation through Education in the
Next Century, Suwon, Republic of Korea, and October 2004.
• Annual report, 2014-2015, Ministry of Rural Development Government of India.
• Conroy, C. & Sutherland, A. (2004). Participatory Technology Development with Resource
Poor Farmers: Maximising Impact through the Use of Recommendation Domains, AgREN
Network Paper 133.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
76 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ROLE OF ICT IN MEDICAL LABORATORY PRACTICES : AN REVIEW ON
HEMOGLOBIN DETERMINATION
Smt A. U. Kadlag* & Smt M.D Tajane*
*Asst. Prof. Microbiology Department, K.G.D. M. Art’s, Comm. And Sci. College, Niphad
Tq. Niphad, Dist.-Nashik [M.S.] India.
Abstract : The hemoglobin (Hb) level is the most-used parameter in Blood testing, it is used to calculate
various hematological indices Which include MCV, MCHC, the presence of anemia, the most-used
methods for measuring Hb levels are Sahli’s method, cyanmetahemoglobin, as an alternative to
this technology, CO oximetry, WHO hemoglobin color scale (HCS) has developed method. This
method is used in combination of high technology. ICT improves technology regarded
hemocytometer .it has advantages over Hemiglobincyanide - A Spectrophotometric method.
Sodium louryl Sulphate method, Azide met hemoglobin method.
Key Words: Hemoglobin. . Portable hemoglobinometers Methods.. MCHC, MCV.
Introduction
In today’s life Blood tests are suggested for analysis of many infections and used in the hospital
laboratory, pathological laboratory and in various healthcare centre’s.
Blood tests involves
-Blood group checking
-Hemoglobin checking
-RBC count
-WBC count.
Various methods used for measuring hemoglobin concentration, most of automated machines used
to perform different tests on blood sample. Within the machine, the red blood cells are broken
down to get the hemoglobin into a solution. The free hemoglobin is exposed to chemical
containing cyanide that binds tightly with the hemoglobin molecule to form cyanomethemoglobin.
By fluorescence through the solution and measuring how much light is absorbed (wavelength of
540nm), the amount of hemoglobin can be measured.
The hemoglobin level is expressed as the amount of hemoglobin in gm/dl of whole blood, a dl=
100 ml.
Normal range of hemoglobin of individuals according to their age is as follows:
Sr. No. Age Hb range in gm/dl
1 Neonate 17 to 22
2 One week 15to 20
3 One month 11 to 15
4 Children 11 to 13
5 Adult males 14 to 18
6 Adult women 12 to 16
7 Men after middle age 12.4 to 14.9
8 Women after middle age 11.7 to 13.8
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
77 Website – www.researchjourney.net Email - researchjourney2014gmail.com
These all values may changes slightly between laboratories.
A low hemoglobin concentration in blood called anemia or low RBCcount.
Cause because of:
• blood loss,
• iron deficiency
• vitamin B12 deficiency
• folate deficiency
• bone marrow problems (replacement of bone marrow by cancer),
• by chemotherapy drugs,
A high concentration of hemoglobin than normal range hyper anemia. Cause - because of Loss of body fluid (vomiting, dysentery, diarrhea…etc), Routine methods of hemoglobin measurements in laboratory are modified by using various technologies
Methodology : Sample Selection. A total of 50 blood samples were collected. Blood was collected with the
Vacutainer system, containing EDTA to a total volume of 4.5 ml
Hemoglobin Levels. All samples were evaluated by methods:
1. Hemiglobincyanide- A Spectrophotometric assay - This method involves beers and
lamberts law ,in which absorbance of final solution is measures at 540 nm wavelength.
Final solution is prepared by diluting blood sample in solution of potassium fericyanide and
potassium cyanide.
Absorbance of final solution ( blood sample cyanide solution) and hemoglobin cyanide is
compared to find blood hemoglobin concentration.
2. Sodium Laoryl sulphate Method - Sodium lauryl sulphate is detergent used to lyse red
blood cells and forms a complex with released hemoglobin. This complex absorbs
maximum wavelength of light at 590 nm
This method gives linear correlation between hemoglobin concentration and absorbance of
sodium lauryl sulphate hemoglobin complex. In this method 25 ml of blood sample is
mixed with 5.0 ml of a 2.08 ml/lt solution of sodium lauryl sulphate ( buffer solution of pH
7.2) and measured absorbance of this mixture at 539 nm wavelength. Advantage of this
method is , it has less interference of lipemia ( increase WBC count) and use of non toxic
reagents.
3. Azide Met Hb Method - In this method hemoglobin is converted into a stable colored
product azide-Met Hb ,which has an identical absorbance spectrum to that of HiCN . this
method ressembles sodium lauryl sulphate method. In this Sodium azide is substituted for
toxic substance potassium cyanide. Hemoglobin is converted into met hemoglobin by
formation of complex ( potassium ferricyanide-azide.
New techniques of hemoglobin measurement:
1. Portable hemoglobinometers
2. Co –Oximetry
3. World Health Orhanization Color Scale
1. Portable Hemoglobinometers
Portable hemoglobinometers allows acxcurate hemoglobin determination. They determine
hemoglobin concentration by measuring color intensity of solutions with standard
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
78 Website – www.researchjourney.net Email - researchjourney2014gmail.com
photometers. Microcuvettes are used this method which contain reagents necessary for
release of hemoglobin from RBC and conversion of hemoglobin to a stable colored product
are present in dried form on the walls of the cuvette.
Blood sample is introduced in the micro cuvette -10 microlitre and insert the cuvette in
photometer to measure color intensity of solution .
The photometer is calibrated by using HiCN standard and absorbance of test solution is
automatically converted to hemoglobin concentration. Result obtains in less than one
minute. This method is more accurate as compared to laboratory techniques.
2. Carbon monoxide oximetry
A carbon monoxide is a spatial type of spectrophotometer , used to measure corboxylated
hemoglobin and met hemoglobin.
This method is based on colored protein of hemoglobin which absorbs light at specific
wavelength by using spectrophotometer . absorption spectrum of hemoglobin is prepared
to find out unknown concentration of hemoglobin.
3. World Health Organization Hemoglobin Color Scale
This technique is used in areas ,where there are laboratory facilities are not available and
blood color is compared with chart of six shades of red, each shade shows specific range of
hemoglobin concentration of given blood sample.
Color Hemoglobin concentration
lightest 4gm/ dl
darkest 14gm/dl
This technique is very simple, Research and technology was used in the development of detection
of accurate hemoglobin concentration.
Conclusion:
ICT improves Quantitative analysis of hemoglobin without the need of lots of chemicals. WHO
color scale allowed hemoglobin checking even in the absence of laboratory. These newer
techniques has advantages over previous used techniques are as follows;
i. Small volume of blood sample is used.
ii. Require less time for detection of hemoglobin concentration
iii. Minimum Staff required for testing
iv. Easy to analyze
v. Require less equipments
vi. Time saving
Summary:
Hemoglobin checking is regularly used in analysis of health related problems .It is used to
calculate various hematological indices for example MCH, MCHC .
Numerous methods are used in routine analysis of hemoglobin concentration, which help to
determine hemoglobin concentration. In all this techniques new modified techniques has various
advantages over the previous ones, which improve laboratory skill, accuracy, short time detection.
ICT helps to modify laboratory techniques.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
79 Website – www.researchjourney.net Email - researchjourney2014gmail.com
References:
• Ananthnarayana. General Microbiology
• Kanhaiya Mukharjee. Medical Laboratory Techniques VollumeII
• Haldane J. The colorimetric determination of hemoglobin .J Physiol 1901;
• Hoffbrand A V , Pettit JE .Essential Hematogy 3rd edition
• Van Kampen EJ , Zijlstra WJ. Standardization of hemoglobinometry ii The Hemiglobincyanide
method .Clin Chim Acta 1961
• Roberts W, Fontenot J D, Lehman C M Overestimation of hemoglobin in a patient with an IgA
monochlonal Gammopathy . Arch Pathol Lab Med2000
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
80 Website – www.researchjourney.net Email - researchjourney2014gmail.com
rek'kk vkf.k ekfgrhrek'kk vkf.k ekfgrhrek'kk vkf.k ekfgrhrek'kk vkf.k ekfgrh lalalalaizs”k.kizs”k.kizs”k.kizs”k.k ra=Kkura=Kkura=Kkura=Kku
çkçkçkçk----ek/ko [kkydjek/ko [kkydjek/ko [kkydjek/ko [kkydj ejkBh foHkkxizeq[k] deZohj x.kirnknk eksjs egkfon;ky;] fuQkM
rk- fuQkM] ft- ukf’kd ¼egkjk”Vz½ Hkkjr
vki.k ekfgrh ra=KkukP;k ;qxkr okojr vkgksr- ra=KkukP;k lk/kukarwu mPp ntkZps laKkiu djrk ;sÅ ‘kdrs] dkj.k nksu’ks o”kkZiwohZ dqByhgh lk/kus ulrkauknsf[ky rek’kk dykoarkuh] ‘kkfgjkauh lkekftd tM.k?kM.khr] euksjatukr] lekt izcks/kukr eksBs ;ksxnku fnys gk vkiyk bfrgkl vkgs- R;kauh fuekZ.k dsysyk veksy lkfgR;:ih Bsok vktgh frrdsp pkaxys izcks/ku d# ‘kdrks- rh dyk mftZrkoLFksr vk.kyh o uO;k ra=KkukP;k lkgk¸;kus iznf’kZr dsyh rj iqUgk ,dnk pkaxY;k fopkjkaph o dysph nsok.k&?ksok.k gksÅ ‘kdrs- izLrwr la’kks/ku ys[kkpk gkp gsrq fuf’pr d#u ikjaifjd dysrhy Kku] euksjatu o fopkj vk;-lh-Vh- P;k ek/;ekrwu ekaMrk ;sby-
‘kkfgjh dforsph iksokMkiksokMkiksokMkiksokMk vkf.k yko.khyko.khyko.khyko.kh gh nksu izeq[k vaxs vkgsr- iksokMkiksokMkiksokMkiksokMk Eg.kts Lrqrh dj.ks] MQ rq.krq.;kP;k lkFkhus vfHkfuos’kiw.kZ xk;ukrwu dsysys ijkØekps o.kZu gks;- N=irh f’kokth egkjktkaP;k dkGkr iksokM;kapk tUe >kyk- rkukth ekyqljs ;k ‘kwj y<o¸;k ohjkus dsysY;k ijkØekps o.kZu d#u R;kaP;k lkj[;k vusd ijkØeh fojkaP;k ‘kkS;kZpk izlkj dj.ks] yksadke/;s ohjJh fuekZ.k dj.ks gk iksokM;kpk eq[; gsrw gksrk- R;krwu ohjjl vkf.k d#.k jlkapk ifjiks”k gksbZ- rkukth ijkØe d:u ohjxrhyk izkIr gksrks] rsOgk R;kpk eqyxk jk;ck jMrkauk Eg.krks 'vkx ykxks g;k
yXukyk! dk ek>k ckck fu?kwu xsyk !!' rj '’kwj enkZpk iksokMk ’kwj enkZus xkok' v’kk ‘kCnkr ohjkusp ohjkps xq.kxku xkos- vls izlax vk;- lh- Vh- P;k ek/;ekrqu ekaMrk ;srhy- Ykko.khYkko.khYkko.khYkko.kh Eg.kts loZlkekU; tukaP;k euksjatuklkBh R;kauk #prhy v’kk ykSfdd] ikSjkf.kd] v/;kfRed fo”k;kaoj jpysyh] <ksydhP;k rkykoj fof’k”V <axkus lknj dsysyh [kVdsckt o lQkbZnkj in~ekorhZuh] Hk`axkorZuh jpuk gks; fdaok ‘ksrkr jksikaph yko.kh djrkauk Eg.kko;kph xhrs- ‘kkfgjkauh ;k jpuk rek’kkP;k ek/;ekrwu gkoHkkoklfgr lknj dsY;k- rek’kk Eg.kts x.k]xkSG.k]ox v’kk Øekus jk=Hkj yksdkaph dje.kqd d:u Kku ns.;kps lk/ku gks;- v’kk rek’kklkBh yko.;k o iksokM;kaP;k #ikus ts dkO; fuekZ.k dsys o R;krwu eksBh lekttkx`rh ?kMfoyh- R;kr izkeq[;kus ‘kkghj ij’kjke] jke tks’kh] gksukth ckGk] vuar Qanh] izHkkdj] lxuHkkÅ] iBBs ckiqjko ‘kkghj vej’ks[k ;kaP;k ys[k.khrwu mrjysY;k do.kakuh dsysys izcks/ku vk;-lh-Vh- P;k ek/;ekrwu uO;kus ekaMrk ;sbZy-
mf|”Vsmf|”Vsmf|”Vsmf|”Vs & 1- vk;-lh-Vh- P;k ek/;ekrwu rek’kk ;k ikjaifjd dysPkk lekt izcks/kuklkBh okij dj.ks- 2- vk;-lh-Vh- P;k ek/;ekrwu ‘kkfgjh okM~e;krhy Kkukpk dyspk KkuizlkjklkBh mi;ksx dj.ks- 3- reklfxjkauh o yksddykoarkauh ;k dys}kjs dsysyh lsok letwu ?ksmu vk;-lh-Vh- P;k ek/;ekrwu frps
iqu#Tthou dj.ks- 4- vR;ar mi;qDr ijarq yksi ikoysY;k ;k dyspk izpkj o izlkj vk;-lh-Vh- P;k ek/;ekrwu djrk ;sbZy dk \ ;kpk
vH;kl dj.ks-
XkXkXkXk`fgrds`fgrds`fgrds`fgrds & 1- ra=KkukP;k lkgk¸;kus ;k dysyk mftZrkoLFkk ;srs- 2- rek’kk dysrhy Kku izcks/ku o euksjatukps lknjhdj.k djrk ;srs-
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
81 Website – www.researchjourney.net Email - researchjourney2014gmail.com
3- vk;-lh-Vh- ¼ra=Kku½ P;k okijkeqGs [kpZ vfr’k; deh ;srks- 4- MQ] rq.krq.ks] <ksydh] VkG] iSat.k vknh lk/kus lax.kdkP;k ek/;ekrwu okijrk ;srhy Eg.kwu ;k izR;{k lk/kukaph
xjt iM.kkj ukgh- iwiwiwiwoZkH;klkpk vk<kokoZkH;klkpk vk<kokoZkH;klkpk vk<kokoZkH;klkpk vk<kok & N=irh f’kokth egkjktkaP;k dkGkr] is’kos dkGkr gh dyk MQ] rq.krq.ks] <ksydh] VkG] iSat.k ;k lk/kukaP;k vk/kkjs HkjHkjkVhyk vkyh gksrh- vktgh dkgh izek.kkr rh thoar vlwugh lqf’kf{kr yksdkaP;k n`f”Vus dkyckg; >kY;klkj[kh okVrs- mRd`”V laokn ‘kSyh] mRd`”V xk;dh o vfHku;krwu ,dsdkGh yksdekulkoj jkT; dsysY;k ;k dysP;k ek/;ekarwu vk;-lh-Vh- }kjk izcks/ku euksjatu lkdkj.;kl enr gksbZy- vktP;k lSU; nykpk R;kx] lsok] iq#”kkFkZ frrdkp ekSY;oku o jk”VªkP;k laj{k.kklkBh mi;qDr vkgs- Eg.kwu R;kaP;k ijkØekps iksokMs] eksckbZy] baVjusV] nqjn’kZu] vkfn ek/;ekarwu jaxhr laxhr isgjkokP;k o xk;u] vfHku;kP;k lkFkhus izdV dsY;kl lektkrhy gjoysyk iq#”kkFkZ mHkk dj.;kl enr gksbZy- vktP;k ‘ka`xkfjd izsexhrkis{kkgh ‘kkfgjh dkO;krhy ‘ka`xkfjd yko.;kaph Hkk”kk’kSyh vk’k;]vfHku;]fopkjlkSan;kZlfgr iqUgk iznf’kZr djrk ;sbZy- R;klkBh ‘kkfgjh dkO;krhy egRokps izlax] mins’k] Kku] uO;kus lknj dsY;kl R;kpk ekufld o ckSf/nd ikrGhoj gks.kkjk laLdkj ewY;o/kZuklkBh enr#i gksbZy- yko.;karhy fdrhrjh lkSan;ZLFkGs] lkSan;Zorhaph o.kZus] NksVs NksVs Hkko izlax] yko.;kaph iksokM;kaph NksV;k NksV;k foHkkxkr ra=KkukP;k lkgk¸;kus izHkkohi.ks fufeZrh d#u vusd d#.k] xaHkhj] gkL;] ijkØe nk[kfo.kkjs izlax jfld izs{kdkauk f[kGowu Bsorhy o lektkph] fudksi Kkukph] euksjatukph Hkwd Hkkxsy R;klkBh vk;-lh-Vh-pk okij mi;qDr Bjsy-
leL;k o mik; & leL;k o mik; & leL;k o mik; & leL;k o mik; & 1- vktP;k ekfgrh ra=KkukP;k dkGkr vki.k >ikV;kus iq<s tkr vlyks rjh ;k izoklkr vktph fi<h pqdhP;k
izokgkae/;s lkiMqu pqdhP;k ekxkZus tkr vlY;kus /;s;kiklqu nqj gksrkauk fnlrs- 2- vk;- lh- Vh- ;k ek/;ekeqGs ikjaifjd dysrhy thoari.kk fnlwu ;ssbZy- 3- rek’kk gh dyk vk;-lh-Vh- ek/;ekrwu nk[kfo.;klkBh fLdyQqy Vsªfuax vko’;d vlsy R;klkBh ykx.kkjk
[kpZ ‘kklukus] f’k{k.klaLFkkauh ] ,u-th-vks- ;kauh dsyk ikfgts- 4- dykdkjkauk vk/kqfud ra=kph vksG[k d#u ns.;klkBh o izf’k{k.kklkBh vkfFkZd enr djkoh ykxsy- 5- vk;-lh-Vh- ek/;ekrwu ;k dysps iqu#Tthou djrk ;s.ks ‘kD; >kys rjp ;k dysiklwu nqjkoysyk izs{kdoxZ
toG vk.krk ;sby-
fu”d”kZ & fu”d”kZ & fu”d”kZ & fu”d”kZ & 1- rek’kk ;k dyspk vk;-lh-Vh- P;k ek/;ekrwu izlkj dsY;kl jkstP;k lkekftd thoukrhy folaxrh nqj gksby- 2- fouksnh n`”Vh mijksf/kd ‘kSyh ;kaP;k vk/kkjs lektthoukrhy ekuoh izo`Rrhaps lw{e n’kZu ?kMfork ;sby- 3- MQ] rq.krq.ks] <ksydh] VkG] iSat.k o brj ok|s rlsp ykbV fLidj ;k lk/kukaPkh xjt jkg.kkj ukgh rj Vsi]
lax.kd] baVjusV bR;knh lk/kus oki#u lkekftd iz’ukaph lksMo.kqd djrk ;sby- 4- ’kkfgjh okM~e;krhy ikjrarRz;kP;k vk/khP;k o ikjraRz;krhy ns’kfLFkrhps ‘kkfgjkauh dsysys o.kZu] v/;kRekrhy
<ksaxhi.kk] loZlkekU;kauk dsysyk jks[kBksd mins’k rlsp lk/;kHkksG;k] fnynkj] ejkB;kaP;k ck.ksnkj] gkS’kh LoHkkokps] m?kM;k eukps o [k&;k [kq&;k egkjk”Vªkps n’kZu ?kMsy-
5- ‘kkfgjh dkO;krhy ‘ka`xkj] lkSan;Z] b”dkps eukiklwu vLly xzkfe.krsrwu ?kMfoysys n’kZu iqUgk vk;-lh-Vh- P;k ek/;ekrwu izHkkohi.ks ?kMfork ;sby- o lektlq/kkj.kk dj.ks lgt ‘kD; gksbZy-
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
82 Website – www.researchjourney.net Email - researchjourney2014gmail.com
lanHkZxazFk lwlanHkZxazFk lwlanHkZxazFk lwlanHkZxazFk lwph % &ph % &ph % &ph % &
• Jh- lar ‘kkghj ij’kjke & i-iw Lokeh f’kokuanfxjh- izdk’kd & Jh-fl/nsÜoj nsoLFkku VªLV eatqj
• ejkBh yko.kh& e-ok-/kksaM] ekSt izdk’ku
• ejkBh yko.kh okM~e; & xaxk/kj eksjts] inexa/kk izdk’ku
• izkphu ejkBh okM~e;kpk bfrgkl & y-jk- ufljkckndj] QMds izdk’ku
• iSat.k & laiknd e-uk-vnoar] lkfgR; izlkjd dsanz ukxiqj
• ejkBh ‘kkfgjh ijaijk& e-ok-/kksaM] yksdjkT; 1 es- 1965
• ejkBh ‘kkghj o ‘kkfgjh okM~e; & ;-u-dsGdj] iq.ks fo|kihB iq.ks-
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
83 Website – www.researchjourney.net Email - researchjourney2014gmail.com
´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ̄ ÖÏêÂÖ�Ö ÃÖÖ¬Ö−ÖÖÓ“Öß ×¿Ö�Ö�ÖÖŸÖᯙ ˆ¯ÖµÖ㌟֟ÖÖ
¯ÖÏÖ. ‹−Ö. �êú. •ÖÖ¬Ö¾Ö
¸üÖ•µÖ¿ÖÖÃ¡Ö ×¾Ö³ÖÖ�Ö, �êú. •Öß. ›üß. ‹´Ö. ´ÖÆüÖ×¾Ö¤üµÖÖ»ÖµÖ, ×−Ö±úÖ›üû ŸÖÖ. ×−Ö±úÖ›, וÖ. −ÖÖ×ÃÖ�ú.
¿Öî�Ö×�Ö�ú –ÖÖ−ÖÖ“µÖÖ �ú�ÖÖ ºÓþ¤üÖ¾Öæ−Ö ×¾Ö�úÖÃÖ ÃÖÖ¬µÖ �ú¸ü�µÖÖÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ŸÖÓ¡Ö–ÖÖ−Ö ÃÖÖ¬Ö−Öê −ÖŒ�úß“Ö ±úÖµÖ¤êü¿Öß ü̧
†ÖÆêüŸÖ. ´ÖÖ¡Ö µÖÖ ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ´ÖµÖÖÔ¤üÖ †Öêôû&ÖËã−Ö ŸµÖÖÓ“ÖÖ ¾ÖÖ¯Ö ü̧ �ú¸ü�Öê †Ö¾Ö¿µÖ�ú †ÖÆêü. µÖÖ ÃÖÖ¬Ö−ÖÖ−ÖÖ ¯ÖÖ¸Óü¯ÖÖ׸ü�ú ׿Ö�Ö�Ö
¯Ö¬¤üŸÖߟÖᯙ “ÖÖÓ+Ö»µÖÖ ²ÖÖ²Öß“Öß •ÖÖê›ü ¤êü�Öê †Ö¾Ö¿µÖ�ú †ÖÆêü. ŸÖÃÖê“Ö ×¾Ö¤üµÖÖ£µÖÖÔ�ú›æü−Ö †¿ÖÖ ÃÖÖ¬Ö−ÖÖÓ“ÖÖ +Öî¸ü¾ÖÖ¯Ö¸ü —ÖÖ»µÖÖÃÖ ´Æü�Ö•Öê
´Ö−ÖÖê¸Óü•Ö−ÖÖÃÖÖšüß“Ö ×−Ö¾¾Öôû †¿ÖÖ ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü —ÖÖ»µÖÖÃÖ Æüß ²ÖÖ²Ö ‘ÖÖŸÖ�ú ×ÃÖ¬¤ü ÆüÖê‡Ô»Ö. ´Æü�Öæ−Ö µÖÖ ÃÖÖ¬Ö−ÖÖÓ“ÖÖ µÖÖê+µÖ פü¿Öê−Öê ¾ÖÖ¯Ö¸ü �úºþ−Ö ÃÖ¾ÖÖÔ×+Ö−Ö ×¾Ö�úÖÃÖ ÃÖÖ¬µÖ �ú¸ü�ÖÖ¸êü ׿Ö�Ö�Ö ¾µÖ¾ÖãÖÖ ×−ÖÙ´ÖŸÖß ÆüÖê�µÖÖÃÖÖšüß ICT “ÖÖ ¾ÖÖ¯Ö¸ü +Ö¸ü•Öê“Öê †ÖÆêü.
¯ÖÏßÖÖ¾Ö−ÖÖ :-
׿Ö�Ö Ö ¾µÖ¾ÖãÖê“Öê ˆ×§Â™üµÖê ÃÖÖ¬µÖ �ú¸ü µÖÖÃÖÖšüß ¾Ö �Öã Ö¾ÖŸŸÖÖ ÃÖã¬ÖÖ¸ü µÖÖÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ̄ ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü �úÖôûÖ“Öß �Ö¸ü•Ö ²Ö−Ö»Öß †ÖÆêü. ×¾Ö¤üüµÖÖ£µÖÖÔÓÓ´Ö¬µÖê ׿Ö�Ö ÖÖ×¾ÖÂÖµÖß †Ö¾Ö›ü ×−Ö´ÖÖÔ Ö �ú¸ü µÖÖÃÖÖšüß, †¬µÖÖ¯Ö−Ö ¯Ö×�ÎúµÖÖ ÃÖÆü•Ö ¾Ö ÃÖÖê¯Öß
�ú¸ü µÖÖÃÖÖšüß Æüß ÃÖÖ¬Ö−Öê †ŸµÖÓŸÖ ˆ¯ÖµÖãŒŸÖ †ÖÆêüŸÖ. ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖ´Öãôêû ×¾Ö¿ÖêÂÖŸÖ: ÃÖÓ�Ö Ö�ú ¾Ö ‡Ó™ü¸ü−Öê™ü ´Öãôêû ׿Ö�Ö�ú ¾Ö
×¾Ö¤üµÖÖ£µÖÖÔ−ÖÖ –ÖÖ−ÖÖ“Öß −Ö¾Öß �ú¾ÖÖ›êü ˆ‘Ö›üß —ÖÖ»Öß †ÖÆêüŸÖ. ׿Ö�Ö�ú ¾Ö ×¾Ö¤üµÖÖ£Öá ¯ÖãßÖ�úß –ÖÖ−ÖÖ“µÖÖ ¯Ö»Öß�ú›êü •ÖÖˆ−Ö ŸµÖÖÓ“µÖÖ
×¾ÖÂÖµÖÖ“Öß ŸÖÃÖê“Ö ‡ŸÖ¸ü ×¾ÖÂÖµÖÖ¿Öß ÃÖÓ²ÖÓ¬ÖßŸÖ −Ö¾Ö−Ö¾Öß ´ÖÖ×ÆüŸÖß ×´Öôû¾Öã ¿Ö�úŸÖÖŸÖ. †Ö¯Ö»µÖÖ –ÖÖ−ÖÖŸÖ ³Ö¸ü ‘ÖÖ»Öã ¿Ö�úŸÖÖŸÖ. µÖÖ´Öãôêûæ
−Ö¾Öß−Ö ¯ÖϾÖÖÆü ÃÖ´ÖÖê¸ü †Ö»ÖÖ. †Ö•Ö ¯ÖµÖÔŸÖ ×¿Ö�Ö�ú ×¾Ö¤üµÖÖ£µÖÖÔ−ÖÖ –ÖÖ−Ö ¤êüŸÖ †ÃÖê †ÖŸÖÖ ×¾Ö¤üµÖÖ£Öá ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ
¾ÖÖ¯Ö¸ �úºþ−Ö Ã¾ÖŸÖ: ¤êü<Öᯙ ´ÖÖ×ÆüŸÖß ¾Ö –ÖÖ−Ö ×´Öôû¾Öã ¿Ö�úŸÖÖê. ICT “µÖÖ ¾ÖÖœüŸµÖÖ ¾ÖÖ¯Ö¸üÖ ´Öãôêû ¯Ö׸ü�ÖÖ ¯Ö¬¤üŸÖß, ´ÖÖ×ÆüŸÖß ×¾Ö¿»ÖêÂÖ Ö �ú¸ü µÖÖ“Öß ¾Ö ׿Ö�ú×¾Ö µÖÖ“Öß ¯Ö¬¤üŸÖß µÖÖ´Ö¬µÖê ²Ö¤ü»Ö ‘Ö ã̂−Ö µÖêŸÖ †ÖÆêü. ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ¾ÖÖœüŸµÖÖ ¾ÖÖ¯Ö¸üÖ ´Öãôêû ׿Ö�Ö Ö
¯Ö¬¤üŸÖß ÆüôãûÆüôãû ׿Ö�ÖÖ£Öá �ëúצüŸÖ ÆüÖêŸÖ “ÖÖ»Ö»Öß †ÖÆêü Æüß ²ÖÖ²Ö ÃÖ�úÖ¸üÖŸ´Ö�ú פüÃÖæ−Ö µÖêŸÖê.
¿ÖÖê¬Ö×−Ö²ÖÓ¬ÖÖ“Öê ˆ§ê¿Ö :-
1. ICT ¾ÖÖ¯Ö¸üÖ´Öãôêû ׿Ö�Ö Ö ¯ÖÏ×�ÎúµÖêŸÖ —ÖÖ»Ö껵ÖÖ ÃÖã¬ÖÖ¸ü ÖÖÓ“ÖÖ †ÖœüÖ¾ÖÖ ‘Öê Öê.
2. ׿Ö�Ö Ö ¯ÖÏ×�ÎúµÖêŸÖ ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ÆüÖê ÖÖ·µÖÖ ±úÖµÖ¤üµÖÖÓ“ÖÖ †ÖœüÖ¾ÖÖ ‘Öê Öê.
ÃÖÓ¿ÖÖê¬Ö−Ö ¯Ö¬¤üŸÖß :-
¯ÖÏßÖãŸÖ »Ö‘Öã¿ÖÖê¬Ö ×−Ö²ÖÓ¬ÖÖÃÖÖšüß ×«üŸÖßµÖ�ú ŸÖ£µÖ ÃÖÖ´Ö�ÖÏß“ÖÖ †Ö¬ÖÖ¸ü ‘Öê µÖÖŸÖ †Ö»ÖÖ †ÖÆêü. ICT ¾ÖÖ¯Ö¸ü �êú»µÖÖ´Öãôêû ׿Ö�Ö Ö
¯ÖÏ×�ÎúµÖŸÖ —ÖÖ»Ö껵ÖÖ ÃÖã¬ÖÖ¸ü ÖÖÓ“ÖÖ †ÖœüÖ¾ÖÖ ‘Öê Öê ¾Ö ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ×¿Ö�Ö Ö ¯ÖÏ×�ÎúµÖêŸÖ ÆüÖê ÖÖ·µÖÖ ±úÖµÖ¤üµÖÖÓ“µÖÖ
ÃÖÓ¤ü³ÖÖÔŸÖᯙ ²ÖÖ²Öß“ÖÖ †ÖœüÖ¾ÖÖ ‘Öê µÖÖÃÖÖšüß ¯ÖÏßÖæŸÖ ÃÖÓ¿ÖÖê¬Ö−Ö ×¾ÖÂÖµÖÖ“µÖÖ ÃÖÓ¤ü³ÖÖÔŸÖᯙ ÃÖÓ¤ü³ÖÔ �ÖÏ£ÖÖÓ“ÖÖ †Ö¬ÖÖ¸ü ‘Öê µÖÖŸÖ †Ö»ÖÖ †ÖÆêü. ŸÖÃÖê“Ö ¾Ö ÖÔ−ÖÖŸ´Ö�ú ¯Ö¬¤üŸÖß“ÖÖ ¾ÖÖ¯Ö¸ü ×»Ö<Ö−Ö �ú¸ü µÖÖÃÖÖšüß �ú¸ü µÖÖŸÖ †Ö»ÖÖ †ÖÆêü.
ICT ¾ÖÖ¯Ö¸üÖ´Öãôêû ׿Ö�Ö�Ö ¯ÖÏ×�ÎúµÖêŸÖ —ÖÖ»Ö껵ÖÖ ÃÖã¬ÖÖ¸ü�ÖÖÓ“Öê ×¾Ö¿»ÖêÂÖ�Ö :-
¯ÖÏÖ“Öß−Ö �úÖôûÖ¯ÖÖÃÖã−Ö �Öãºþ�ãú»Ö ׿Ö�Ö Ö ¯Ö¬¤üŸÖß ×¿Ö�Ö ÖÖ“Öß ¾Öê�Ö¾Öê�Öôêû ˆ×¤ü™üµÖê ‘Öêˆ−Ö –ÖÖ−Ö¤üÖ−ÖÖ“Öê �úÖ´Ö †Ö¤ü¿ÖÔ ¯Ö¬¤üŸÖß−Öê �ú¸üŸÖ ÆüÖêŸÖß. ´ÖÖ¡Ö ²Ö¤ü»ÖŸµÖÖ �úÖôûüÖ−ÖãÃÖÖ¸ü †»Öß�ú›ü“µÖÖ �úÖôûÖŸÖ •ÖÖ�ÖןÖ�úß �ú¸ü ÖÖ“µÖÖ •ÖÖ�ÖןÖ�ú ï֬ÖìŸÖ ×™ü�æú−Ö ¸üÖÆü µÖÖÃÖÖšüß
†Ö× Ö –ÖÖ−Ö¤üÖ−ÖÖ“Öß ¯ÖÏ×�ÎúµÖÖ ÃÖã»Ö³Ö ÆüÖê µÖÖÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü �ú¸ü Öê †Ö¾Ö¿µÖ�ú ²Ö−Ö»Öê.
׿Ö�Ö Ö �Öê¡ÖÖŸÖ ´ÖÖ×ÆüŸÖß ¯ÖÏ�Öê×¯ÖŸÖ �ú¸ü µÖÖÃÖÖšüß, ÃÖÖšü×¾Ö µÖÖÃÖÖšüß, ŸÖµÖÖ¸ü �ú¸ü µÖÖÃÖÖšüß, ¯ÖϤüÙ¿ÖŸÖ �ú¸ü µÖÖÃÖÖšüß Ø�ú¾ÖÖ
¤êü¾ÖÖ Ö‘Öê¾ÖÖ Ö �ú¸ü µÖÖÃÖÖšüß ¾ÖÖ¯Ö¸ü»Öß •ÖÖ ÖÖ¸üß ×¾Ö¤üµÖãŸÖ ˆ¯Ö�ú¸ü Öê ´Æü Ö•Öê ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−Ö ÆüÖêµÖ µÖÖ´Ö¬µÖê ÃÖÓ�Ö Ö�ú,
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
84 Website – www.researchjourney.net Email - researchjourney2014gmail.com
ˆ¯Ö�ÖÏÆüÖ¾Ö¸ü †Ö¬ÖÖ¸üßŸÖ ÃÖê¾ÖÖ ¾Ö ÃÖã×¾Ö¬ÖÖ, Û¾Æü×›ü†Öê ¾Ö †Öò×›ü†Öê ÃÖÖ¬Ö−Öê, ¤ãü¸ü¤ü¿ÖÔ−Ö ¾Ö ¸êü×›ü†Ö,ê ´Öê»Ö, ²»ÖÖò�Ö, Û¾Æü×›üµÖÖê �úÖò−±ú¸üÜ−ÃÖ�Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü �êú»ÖÖ •ÖÖŸÖÖê. ׿Ö�Ö ÖÖ“µÖÖ ¤ü•ÖÖÔŸÖ ÃÖ�úÖ¸üÖŸ´Ö�ú ÃÖã¬ÖÖ¸ü ÖÖ �ú¸ü µÖÖÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ̄ ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü
†Ö¾Ö¿µÖ�ú ²Ö−Ö»ÖÖ †ÖÆêü. ´ÖÖ¡Ö µÖÖ ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¯ÖÏŸµÖ�Ö †¬µÖÖ¯Ö−ÖÖÃÖÖšüß ¾ÖÖ¯Ö ü̧ �ú¸ü µÖÖ“Öê ¯ÖÏ´ÖÖ Ö −Ö�Ö µÖ †ÖÆêü. ŸµÖÖ´ÖÖ�Öê ´ÖÖ×ÆüŸÖß ¾Ö
ŸÖÓ¡Ö–ÖÖ−Ö ÃÖÖ¬Ö−ÖÖÓ“Öß ˆ¯Ö»Ö²¬Öß −ÖÃÖ Öê Æüß ²ÖÖ²Ö ¤êü<Öᯙ ‹�ú ´ÖµÖÖÔ¤üÖ šü¸üŸÖê. µÖÖ ´ÖÖ×ÆüŸÖß ¾Ö ŸÖÓ¡Ö–ÖÖ−Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ †¬µÖÖ¯Ö−ÖÖÃÖÖšüß ¾ÖÖ¯Ö ü̧
�ú¸üŸÖÖ−ÖÖ †Öò×›üµÖÖê, Û¾Æü×›üµÖÖê ¾Ö ×›üו֙ü»Ö ˆ¯Ö�ú¸ü ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü ¾Öê²Ö ÃÖÓ¯Ö�úÖÔ“Öß ÃÖÖ¬Ö−Öê, ¿Öî�Ö× Ö�ú ¾Öê²ÖÃÖÖ‡Ô™ü, ¾Öê�Ö¾Öê�Öôêû ¿Öî�Ö× Ö�ú
ÃÖÖò¯™ü¾Öꆸ,ü �ÖÏÓ£ÖÖ»ÖµÖ ÃÖÓ¤ü³ÖÖÔŸÖᯙ ÃÖÖò¯™Ôü¾Öꆸü µÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü �úºþ−Ö –ÖÖ−Ö¤üÖ−ÖÖ“Öß ¯ÖÏ×�ÎúµÖÖ �ÖןִÖÖ−Ö �ú¸ü µÖÖÃÖÖšüß ´Ö¤üŸÖ ÆüÖêŸÖê.
¿Öî�Ö× Ö�ú ´ÖÖ×ÆüŸÖß ¾Ö –ÖÖ−Ö ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ̄ ÖÏêÂÖ Ö ÃÖÖ¬Ö−Öê (ICT) µÖÖê�µÖ׸üŸµÖÖ ¾ÖÖ¯Ö¸ü µÖÖŸÖ ×¾Ö¤üµÖÖ£µÖÖÔ ´Ö¬µÖê ׿Ö�Ö ÖÖ×¾ÖÂÖµÖß �ÖÖê›üß
×−Ö´ÖÖÔ Ö �ú¸üŸÖÖ µÖêŸÖê. ŸÖÃÖê“Ö ´ÖÖ×ÆüŸÖß †Ö¤üÖ−Ö-¯ÖϤüÖ−Ö �ú¸ü Öê ÃÖÆü•Ö ¾Ö ÃÖã»Ö³Ö ²Ö−ÖŸÖê. ×¾Ö¿ÖêÂÖŸÖ: ÃÖÓ�Ö Ö�ú ¾Ö ‡Ó™ü¸ü−Öê™ü ´Öãôêû ׿Ö�Ö�ú ¾Ö ×¾Ö¤üµÖÖ£µÖÖÔ−ÖÖ –ÖÖ−ÖÖ“Öß −Ö¾Öß �ú¾ÖÖ›êü ˆ‘Ö›üß —ÖÖ»Öß †ÖÆêüŸÖ. �Ö Ö³Ö¸üÖŸÖ †Ö¯Ö†Ö¯Ö»µÖÖ ×¾ÖÂÖµÖÖ ÃÖÓ¤ü³ÖÖÔŸÖᯙ ¯ÖãßÖ�úß –ÖÖ−ÖÖ“µÖÖ
¯Ö»Öß�ú›êü •ÖÖˆ−Ö −Ö¾Ö−Ö¾Öß ´ÖÖ×ÆüŸÖß ×´Öôû×¾Ö Öê ¿ÖŒµÖ —ÖÖ»Öê. ICT ÃÖÖ¬Ö−ÖÖ ´Öãôêû †¬µÖÖ¯Ö−Ö ¯ÖÏ×�ÎúµÖêŸÖ �úÖê ÖŸÖê ±úÖµÖ¤êü —ÖÖ»Öê ŸµÖÖ“ÖÖ
†ÖœüÖ¾ÖÖ ¯Öãœüᯙ ¯ÖÏ´ÖÖ Öê-
1. ´ÖÖ×ÆüŸÖß“Öß ˆ¯Ö»Ö²¬ÖŸÖÖ :- ׿Ö�Ö�ú ¾Ö ×¾Ö¤üµÖÖ£Öá ¤üÖê−Æüß ‘Ö™ü�úÖÓ−ÖÖ ×¾ÖÂÖµÖÖ ²ÖÖ²ÖŸÖ ¾Öê�Ö¾Öê�Öôûß ´ÖÖ×ÆüŸÖß ÃÖÆü•Ö ¾Ö �Ö ÖÖ¬ÖÖÔŸÖ
ˆ¯Ö»Ö²¬Ö ÆüÖêˆ »ÖÖ�Ö»Öß. ¾Öê�Ö¾Öê�ÖôûµÖÖû ¾Öê²ÖÃÖÖ‡Ô™ü“µÖÖ ´ÖÖ¬µÖ´ÖÖŸÖã−Ö ¯ÖÏÖ“Öß−Ö �úÖôûÖ¯ÖÖÃÖæ−Ö †Ö•Ö¯ÖµÖÔŸÖ“Öß ×¾ÖßÖéŸÖ ´ÖÖ×ÆüŸÖß ˆ¯Ö»Ö²¬Ö
ÆüÖêˆ »ÖÖ�Ö»Öß. ‡Ó™ü¸ü−Öê™ü ¾Ö׸ü»Ö ×¾Ö×¾Ö¬Ö ×¾ÖÀ¾Ö�úÖê¿Ö, Û¾Æü×›ü†Öê, ´ÖÖ×ÆüŸÖß¾Ö¸ü †Ö¬ÖÖ׸üŸÖ »Öê<Ö, •Ö−ÖÔ»ÃÖ ÆüÖ•ÖÖ¸üÖꓵÖÖ ÃÖÓ<µÖê−Öê
ˆ¯Ö»Ö²¬Ö ÆüÖêŸÖÖŸÖ. ´Æü Öæ−Ö ´ÖÖ×ÆüŸÖß ˆ¯Ö»Ö²¬ÖŸÖꓵÖÖ ¥ü™üß−Öê Æüß ÃÖÖ¬Ö−Öê ±úÖµÖ¤êü ¿Ö߸ü šü¸üŸÖÖŸÖ. 2. ¯ÖϳÖÖ¾Öß ÃÖÖ¤ü¸üß�ú¸ü�Ö ¿ÖŒµÖ :- ×¾Ö×¾Ö¬Ö ÃÖÖ¤ü¸üß�ú¸ü Ö ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ¾ÖÖ¯Ö¸üÖ´Öãôêû –ÖÖ−Ö¤üÖ−ÖÖ“Öê �úÖ´Ö ¯ÖϳÖÖ¾Öß¯Ö Öê ¯Öã ÖÔ �ú¸ü Öê ¿ÖŒµÖ
ÆüÖêŸÖê. ¾Öê�Ö¾Öê�Öôêû ×¾ÖÂÖµÖ ÛÃ�Îú−Ö ×¯ÖÏ—ÖÓê™êü¿Ö−Ö“µÖÖ ´ÖÖ¬µÖ´ÖÖŸÖã−Ö ×¾Ö¤üµÖÖ£µÖÖÔ−ÖÖ ÃÖÆü•Ö ¯Ö™ü¾Öæ−Ö ÃÖÖÓ�ÖŸÖÖ µÖêŸÖÖŸÖ. ¯ÖÖ Ó̧ü¯ÖÖ׸ü�ú ׿Ö�Ö Ö
¯Ö¬¤üŸÖßŸÖ ¯ÖϳÖÖ¾Öß ÃÖÖ¤ü¸üß�ú¸ü Ö ÃÖÖ¬Ö−ÖÖÓ“µÖÖ †³ÖÖ¾ÖÖ´Öãôêû Æêü ¿ÖŒµÖ −Ö¾ÆüŸÖê. 3. 1Öã�Ö¾Ö¢ÖÖ ¾Ö ¯ÖÖ¸ü¤ü¿ÖÔ�úŸÖêŸÖ ¾ÖÖœü :- ¯ÖÏÖ´Öã<µÖÖ−Öê ׿Ö�Ö Ö �Öê¡ÖÖŸÖ ´ÖÖ×ÆüŸÖß ¾Ö ŸÖÓ¡Ö–ÖÖ−ÖÖ“µÖÖ ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö ü̧ �úºþ−Ö ¯Ö׸ü�ÖÖ
†ÖµÖÖê×•ÖŸÖ �êú»µÖÖ •ÖÖŸÖÖŸÖ. ×¾Ö¤üµÖÖ£Öá ˆ¢Ö¸ü¯ÖסÖ�úÖÓ“Öê ´Ö㻵ִÖÖ¯Ö−Ö ¤êü<Öᯙ µÖÖ“Ö ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ´ÖÖ¬µÖ´ÖÖŸÖã−Ö ÆüÖêŸÖê ¯Ö׸ü ÖÖ´Öß
¾µÖŒŸÖßÃÖÖ¯Öê�ÖŸÖÖ µÖê Öê ¿ÖŒµÖ −ÖÃÖ»µÖÖ−Öê �Öã Ö¾Ö¢ÖÖ ¾ÖÖœãü−Ö ¯ÖÖ¸ü¤ü¿ÖÔ�úŸÖÖ ¾ÖÖœü×¾Ö µÖÖÃÖ ´Ö¤üŸÖ ÆüÖêŸÖê.
×−ÖÂ�úÂÖÔ :-
1. ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ ÖÖ“µÖÖ ÃÖÖ¬Ö−ÖÖ´Öãôêû ׿Ö�Ö ÖÖ“µÖÖ �Öã Ö¾Ö¢Öê¾Ö ü̧ ÃÖ�úÖ¸üÖŸ´Ö�ú ¯Ö׸ü ÖÖ´Ö ‘Ö›æü−Ö †Ö»ÖÖ.
2. ׿Ö�Ö�úÖÓ−ÖÖ ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ´Öãôêû –ÖÖ−Ö¤üÖ−ÖÖ“Öê �úÖµÖÔ ÃÖã»Ö³Ö ²Ö−Ö»Öê.
3. ×¾Ö¤üµÖÖ£Öá �ëúצüŸÖ ׿Ö�Ö Ö ¾µÖ¾ÖõÖÖ ×−ÖÙ´ÖŸÖß ÃÖÖšüß ´Ö¤üŸÖ —ÖÖ»Öß.
ÃÖ´ÖÖ¸üÖê̄ Ö :-
¿Öî�Ö× Ö�ú –ÖÖ−ÖÖ“µÖÖ �ú�ÖÖ ºÓþ¤üÖ¾Öæ−Ö ×¾Ö�úÖÃÖ ÃÖÖ¬µÖ �ú¸ü µÖÖÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ŸÖÓ¡Ö–ÖÖ−Ö ÃÖÖ¬Ö−Öê −ÖŒ�úß“Ö ±úÖµÖ¤êü¿Öß ü̧
†ÖÆêüŸÖ. ´ÖÖ¡Ö µÖÖ ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ´ÖµÖÖÔ¤üÖ †Öêôû<ÖËã−Ö ŸµÖÖÓ“ÖÖ ¾ÖÖ¯Ö ü̧ �ú¸ü Öê †Ö¾Ö¿µÖ�ú †ÖÆêü. µÖÖ ÃÖÖ¬Ö−ÖÖ−ÖÖ ¯ÖÖ¸Óü¯ÖÖ׸ü�ú ׿Ö�Ö Ö ¯Ö¬¤üŸÖߟÖᯙ “ÖÖÓ�Ö»µÖÖ ²ÖÖ²Öß“Öß •ÖÖê›ü ¤êü Öê †Ö¾Ö¿µÖ�ú †ÖÆêü. ŸÖÃÖê“Ö ×¾Ö¤üµÖÖ£µÖÖÔ�ú›æü−Ö †¿ÖÖ ÃÖÖ¬Ö−ÖÖÓ“ÖÖ �Öî¸ü¾ÖÖ¯Ö¸ü —ÖÖ»µÖÖÃÖ ´Æü Ö•Öê
´Ö−ÖÖê¸Óü•Ö−ÖÖÃÖÖšüß“Ö ×−Ö¾¾Öôû †¿ÖÖ ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü —ÖÖ»µÖÖÃÖ Æüß ²ÖÖ²Ö ‘ÖÖŸÖ�ú ×ÃÖ¬¤ü ÆüÖê‡Ô»Ö. ´Æü Öæ−Ö µÖÖ ÃÖÖ¬Ö−ÖÖÓ“ÖÖ µÖÖê�µÖ פü¿Öê−Öê
¾ÖÖ¯Ö¸ü �úºþ−Ö ÃÖ¾ÖÖÔ×�Ö−Ö ×¾Ö�úÖÃÖ ÃÖÖ¬µÖ �ú¸ü ÖÖ¸êü ׿Ö�Ö Ö ¾µÖ¾ÖãÖÖ ×−ÖÙ´ÖŸÖß ÆüÖê µÖÖÃÖÖšüß ICT “ÖÖ ¾ÖÖ¯Ö¸ü �Ö¸ü•Öê“Öê †ÖÆêü.
׿Ö�Ö Ö ¾µÖ¾ÖãÖê“Öê ˆ×¤ü™üµÖê ÃÖÖ¬µÖ �ú¸ü µÖÖÃÖÖšüß ¾Ö �Öã Ö¾Ö¢ÖÖ ÃÖã¬ÖÖ¸ü µÖÖÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü
�úÖôûÖ“Öß �Ö¸ü•Ö ²Ö−Ö»Öß †ÖÆêü. †Ö¬Öã×−Ö�ú •ÖÖ�ÖןÖ�úß �ú¸ü ÖÖ“µÖÖ �úÖôûÖŸÖ µÖÖ ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ¾ÖÖ¯Ö¸üÖ´Öãôûê ÃÖ´ÖÖ•ÖÖ“µÖÖ ¿Öî�Ö× Ö�ú �Ö¸ü•ÖÖ
ÃÖ´ÖÖ¬ÖÖ−Ö¯Öæ¾ÖÔ�ú ³ÖÖ�Ö×¾Ö µÖÖÃÖÖšüß •Öß ÃÖÖ¬Ö−Öê Ø�ú¾ÖÖ �úÖî¿Ö»µÖ ¾ÖÖ¯Ö¸ü»Öß •ÖÖŸÖÖŸÖ ŸÖß ÃÖÖ¬Ö−Öê Ø�ú¾ÖÖ �úÖî¿Ö»µÖ ÃÖ¬µÖÖ ×¾Ö�úÖÃÖÖŸ´Ö�ú
¥ü™üµÖÖ ˆ¯ÖµÖãŒŸÖ šü¸ü»Öß †ÖÆêŸÖü. ‡Ó™ü¸ü−Öê™ü“µÖÖ ÃÖÆü•Ö ˆ¯Ö»Ö²¬ÖŸÖê´Öãôêû þֵÖÓ†¬µÖµÖ−Ö µÖÖ ÃÖÖ¬Ö−ÖÖÓ“µÖÖ ¾ÖÖ¯Ö¸üÖ¾Ö¸ü ³Ö¸ü ¤êü µÖÖŸÖ µÖêŸÖÖêµÖ.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
85 Website – www.researchjourney.net Email - researchjourney2014gmail.com
†¬µÖµÖ−Ö ¯ÖÏ×�ÎúµÖÖ †×¬Ö�úÖ׬Ö�ú †Ö−ÖÓ¤¤üÖÖµÖß ¾Ö ÃÖã»Ö³Ö ²Ö−ÖÖ¾Öß µÖÖÃÖÖšüß Ã´ÖÖ™Ôü ²ÖÖê›Ôü, ¾Öê²Ö ŸÖÓ¡Ö–ÖÖ−Ö, ´ÖÖê²ÖÖ‡»Ö µÖÖ´Öãôêû ÆüÖŸÖ³ÖÖ¸ü »ÖÖ�ÖŸÖÖêµÖ. †Ö•Ö“µÖÖ Ã¯Ö¬ÖÖÔŸ´Ö�ú •Ö�ÖÖŸÖ ‡- »ÖÙ−ÖÓ�Ö ´Öãôêû ÃÖÓ�Ö Ö�ú«üÖ¸êü †¬µÖÖ¯Ö−Ö ¯ÖÏ×�ÎúµÖÖ ŸÖÃÖê“Ö •ÖÖ�ÖןÖ�ú ï֬ÖìŸÖ ³ÖÖ¸üŸÖßµÖ
×¾Ö¤üµÖÖ£Öá ×™ü�ú¾Öæ−Ö šêü¾Ö ÖêÃÖÖšüß ´ÖÖ×ÆüŸÖß ¾Ö ÃÖÓ¯ÖÏêÂÖ Ö ÃÖÖ¬Ö−ÖÖÓ“ÖÖ ¾ÖÖ¯Ö¸ü †ŸµÖÓŸÖ ´ÖÆüŸ¾ÖÖ“ÖÖ ²Ö−Ö»ÖÖ †ÖÆêü.
ÃÖÓ¤ü³ÖÔ :- 1. Bhavana Shukla, ICT in Education visions and realoties, Agrawal Publication, first
edition, Delhi, 2016.
2. Khagendra Prasad, Information And Communication Technology In Education, Centrum Press, 2011.
3. פü¯Ö�ú ¯ÖÖ×™ü»Ö, †¬µÖÖ¯Ö−Ö ÃÖÖ¬Ö−Öê ¾Ö ŸÖÓ¡Öê, †£Ö¾ÖÔ ¯ÖÏ�úÖ¿Ö−Ö, •Ö»Ö�ÖÖ¾Ö 2007.
4. B. G. Mokhopadhya, Advanced of E-resource in libraries, Atharva Publications, Jalgaon. 2011.
5. ÃÖã¬Ö߸ü ²ÖÖê¬Ö−Ö�ú¸ü ¾Ö †»ÖÖê Öß, ÃÖÖ´ÖÖוÖ�ú ÃÖÓ¿ÖÖê¬Ö−Ö ¯Ö¬¤üŸÖß, ÁÖß ÃÖÖ‡Ô−ÖÖ£Ö ¯ÖÏ�úÖ¿Ö−Ö, −ÖÖ�Ö¯Öæ¸ü, 2007.
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
86 Website – www.researchjourney.net Email - researchjourney2014gmail.com
Impact Factor – 3.452 ISSN – 2348-7143
INTERNATIONAL RESEARCH FELLOWS ASSOCIATION’S
RESEARCH JOURNEY Multidisciplinary International E-research Journal
PEER REFREED & INDEXED JOURNAL
Papers Publication Expenses for Special Issues
Sr.
No. Descriptions Quantity Rate
1
Swatidhan International
Publications’ &
International Research
Fellows Association’s
(IRFA’S)
Research Journey -
Multidisciplinary
International E-Research
Journal
ISSN : 2348-7143
Impact Factor 3.452
(Online Journal only)
Online + Printed Journal
For Single Paper
For 10 Papers
For 20 Papers
More than 20 Papers
For 50 Papers
More than 50 Papers
For 100 Papers
More than 100 Papers
For (50 Copies)
100 Pages
150 Pages
200 Pages
250 Pages
Rs. 1000/-
Rs. 6000/-
Rs. 10000/-
Rs. 10000+400/Paper
Rs. 21000/-
Rs. 21000+300/Paper
Rs. 35000/-
Rs. 35000+100/Paper
Rs. 21, 000/-
Rs. 25, 000/-
Rs. 29, 000/-
Rs. 33, 000/-
‘Research Journey’ International Multidisciplinary E- Research Journal
Special Issue 5 – Use of ICT in Higher Education Impact Factor - (CIF ) - 3.452, (SJIF) – 3.009, (GIF) –0.676
ISSN : 2348-7143
(Online)
October - 2016
87 Website – www.researchjourney.net Email - researchjourney2014gmail.com
SSSSWATIDHAN PPPPUBLICATIONS Price : Rs. 225/-
For Details Visit To : www.researchjourney.net