Modified Dissertation

7/31/2019 Modified Dissertation

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PGPPM DISSERTATION

BYSATEESH HEGDE.

Exploratory study of ICT in Schools


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Serial

Number

Chapter

Number

Content Page Numbers

1 Chapter 1 Introduction

1.1 Background 3

1.1.1 Need for powerful learning

environment

4

1.1.2 What is ICT? What is its role in

education?.

4-7

1.2 ICT initiatives in education in

Karnataka.

8

1.3 Research Objectives. 9

1.4 Context of the research problem. 10

2 Chapter 2 Literature review.

2.1 Prior research in use of ICT in teaching. 11-15

3 Chapter 3 Theoretical framework and Research

Methodology.

3..1 Research questions. 173.2 Research Methodology. 17-18

3.3 Data Source, Sample selection and data

collection.

18

3.3.1 Sample. 18

3.3.2 Area Covered in the study. 18

3.3.3 Secondary Data. 18

3.3.4 Primary data. 18

3.4.5 Instruments. 18-19

3.4.6 Data Analysis. 19

3.4.8 Limitations of the study. 19

4 Chapter 4 Findings4.1.1 Problems with Infrastructure. 20

4.1.2 Poor quality of Para Teachers. 20

4.1.3 Lack of Educational Leadership. 21

4.2.1 Hardware and software resource usage

in the class rooms.

22

4.2.2 Subject wise ICT usage. 23

4.2.3 Purposes of ICT usage. 23

4.2.4 Problems of ICT usage in Class room. 23

4.2.5 Equity of Access to ICT resources 24

4.2.6 Computer usage by teachers outside

class room.

24

5 Chapter 5 Conclusions 25

6 Chapter 6 Tables

6.1 Data Analysis 26-30

6.2 Area covered, Details of the high

Schools visited

30-32

6.3 Questionnaire for Teachers 33-34

6.4 Questionnaire for Students 35-36

7 Chapter 7 References 37-39


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Chapter- 1

Introduction.

1.1 Background.

Rapid development and change in the computer technology in the last decade has changedpeoples work, study and life, especially in education. Education is one important domain

which appears to be most influenced by advances in the computer technology. The tremendous

changes in the working environment have attributed to increase in investment on computers

in the school system. There are sweeping changes in the workplaces where computer linked

works, networking, emails have become routine. Policy makers all over the world are pressing

the educators to get the students ready to suit the high tech work place. With the help of

Information, Communication and Technology (ICT), importance of education has increased in

all walks of life. The education fundamentally changed during past 20 years. Indian

government is also spending lot of money on ICT in school education. The introduction of ICT

in schools ( which is strongly supported by the government) encounters problems related with

non integration of ICT into Teaching-learning process in the class room. Government is doing

multi million rupees bet: if we wire the classrooms, students will be better learners and

smarter people. In India, the ICT initiatives in schools are ten years old. Now, this is the time

for us to pause and think again and ask ourselves whether this is wise.

Despite spending significant amount of money on the ICT initiatives in schools, many

educators, policy makers and officials of education department appear to have given little

thought on how to use the machines in the class room environment. The focus seems to be on

purchase of software and hardware but less on utilisation. I would argue that usage of

computers in the class room and integration of ICT in the curriculum is more important.

Question is whether these ICT initiatives are serving the purpose?. The question is whether the

investments on ICT initiatives are worth the cost?. After ten years of ICT initiatives in the

schools, this is the time to investigate how teachers use the machines for instructions. How


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children are using the machines to learn? Ideally speaking a decade of heavy promotion of

computers in the school system should change the teaching style. Hence, this is the right time

to look into our school system to verify whether ICT initiatives are integrated with curriculum

or not.

1.1.1 The need for powerful learning environment.

Education should offer to the students conditions needed to optimize learning and promote the

transfer of knowledge and skills. Learning is not only transfer of ideas from one who knows to

one who does not know, but learning is also a process of integrated transformative process

where ideas, experiences and point of views are also transferred and new thinking is created

Collins, 1996)1. Learning environments need to reflect the potential uses of knowledge that

pupils are expected to master. In order to prevent the acquired knowledge from becoming

inert, rich contexts and tasks that are as authentic as possible should be provided to the

students by presenting links to the world outside school. In addition, teachers should stimulate

pupil to engage in active knowledge construction. This is the reason for the need of open ended

learning environment rather than mere transaction of facts from teacher to pupil. Demetriadis,S.,

et.al.20032 found that Cooperation and interaction among teachers and students in the class

room environment are important in order to foster the acquisition of learning skills, problem

solving skills and social relations. (Susman,19983). The basic traditional idea of transformation

of knowledge will change when ICT is introduced in class room environment. Introduction of

ICT in the class rooms change the respective roles of the teachers and students, the goals of

instruction and very concept of knowledge itself.

1.1.2 What is ICT? What is its role in education?

The definition of Information and Communication Technology (ICT ) is anything which

allows us to get information, to communicate with each other , or to have an effect on the

environment using electronic or digital equipment (Mohanty Laxman and Vohra Neharika

(2006) .1 Information and Communication Technology (ICT ) refers to the integration of

computing technology and communication. Some educators think that ICT enabled education

1 Please see Mohanty Laxman, Director, Silicon Institute of Technology Bhubaneswar. Vohra Neharika, Associate Professor IIMAhmedabad. ICT Strategies for schools; A guide for school administrators. Sage Publications- New Delhi. Year- 2006.


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means teaching of IT skills. But others think that ICT in education refers to use of the

technology in teaching and learning process. ICT is used as enabler to teach the subjects in the

class room. Researchers found that students learning in Computer Aided Learning is much

superior than in the traditional way of learning (Biswas 1994 as referred by Mohanty

Laxman and Vohra Niharika 2006).2 Researchers felt that the use of technology should

involve the students in technical, practical and critical levels. Information literacy in the class

room should enable the students to ask questions, access the information, analyze the data or

problem, applying the thoughts and assessing the process ( 5 As of information literacy).3

The use of technology can enable interactive, student centred, participatory group learning.

With focus on learning, Bransford, Brwon, and Cocking (2000)4 address the role of technology in

learning in five ways: Students can feel the real world experiences in the class room through

simulation, allowing students to participate in complex cognitive processes, ICT allows

opportunities to teacher to give sophisticated and customised feedback, teachers can interact

among themselves and share knowledge and experiences, students, parents and community

members can play role in improvement of teaching and learning process. Researchers found

that ICT is very important tool to support educators in designing the curriculum, stimulating

the thought process and controlling teaching and learning processes in the classroom (Mooij Ton

20045).

Following table reflects how ICT in education shifts the learner as passive consumer of

educational offerings to an active knowledge seeker and active participant in learning

activities.

Expected changes in educational society with the help of ICT in

education.

Actor Education in Industrial

Society

Education in Information

Society.

2Please see Mohanty Laxman, Director, Silicon Institute of Technology Bhubaneswar. Vohra Neharika, Associate Professor IIM

Ahmedabad. ICT Strategies for schools; A guide for school administrators. Sage Publications- New Delhi. Year- 2006.P-22.

3 Please refer http//www.technknowlogia.com. Browsed on 20-4-2011.


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School Separate from the

society.

School functioning is

confidential

Integrated with the society

School functioning details

openly available.

Teacher Initiator of

instruction.

Whole class teaching.

Evaluate the student.

Places low emphasis

on communication

skills.

Collaborator

Guides students

independent learning.

Helps student to

evaluate himself.

High focus on

communicationskills.

Mostly active.

Learns mostly outside

school.

Much teamwork.

Asks questions.

Student

Mostly passive. Learns mostly inside

schools.

Hardly any team work.

Takes questions from

books or from teacher.

Learns answers to

questions.

Low interest in

learning.

Finds answers to

questions.

High interest in

learning.

Source -Pelgrum, ten Brummelhuis, Collis, Plomp, Janssen Reinen (1997).

ICT in education can change the traditional method of teaching process, ultimately

changing the goals of education. With increased use of technology in education, the shift in the


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goals of education will be from memorising to problem solving, collecting information to

processing information, sage on the stage teaching to sage by the side (guiding ) teaching.

ICT can play major role in creating powerful learning environment. ICT provides opportunity

to the pupil to look for abundance of information. Moreover ICT gives opportunity for the

pupils to look the information in various perspectives thereby ICT fosters authenticity of

learning environments. ICT makes the concepts easy for understanding and it ignites active

learning and thinking among students. (Alexander,19996) v. Smeetts and Mooij, 20017 found that

ICT provides opportunity for adopting learning content and tasks to the needs and capabilities.

Research shows that the skill based traditional use of ICT is practiced in majority of the school

in different parts of the world which leads to more understanding of the concepts (Smeets Ed

2005)8. In the ICT enabled learning environment, pupils have more autonomy over their

learning process and they have more amount of control over their rate of learning and learning

sequences. Students are in better position to judge their own learning needs, and construct

their own knowledge based on the available information. Students may adopt a more

favourable approach towards learning, and operate more efficiently in the learning

environment (Lim Ping Cher, Chi Ching Sing 20049 ) . Some important contributions of technology

towards class room learning are to support traditional classroom and to increase student

achievement (Krentler & Wills- Flurry, 200510). Among different technologies, computer is most

preferred technology as it provides support for various technologies like text and audio visual

elements, as well as innovations in information and communication usage by the diffusion of

the internet. Heinich, Molenda, Russel, and Smaldino (2002)11 classify the uses of the computer

applications in class room instruction as an object of instruction, as a tool, as instructional

device and as means of teaching and learning. (p-214).

Following table reflects how ICT enables the class room environment and changes the teaching

from instruction to construction.

From Instruction to construction.

Instruction Construction

Class Room activity Teachers Centered

Didactic

Learners Centred

Interactive

Teacher role Fact teller

Always expert

Collaborator

Sometimes learner


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Student Role Listener

Always learner

Collaborator

Sometimes expert

Instructional emphasis Facts

Memorization

Relationships

Inquiry and invention

Concept of knowledge Accumulation of facts Transformation of

facts.

Demonstration of success Quantity Quality

Success Norm referenced Criterion referenced

Technology use Drill and Practice Collaboration,

Expression

Source- Sandholtz et,al. (1997)4

1.2 -- ICT initiatives in Schools by Government of Karnataka.

A) Brief overview of education scenario in Karnataka.

Karnataka is able to achieve its literacy rate of 75.6% % as of2011 census report5 ranking 9

th in India from 66.6% in 2001. There are three kinds of schools in Karnataka, viz., government

run schools, private aided schools ( finance aid is provided by the government) and private

unaided ( no financial aid given by government). In majority of the schools language of

teaching is Kannada or English. The syllabus taught in the schools is either of CBSE , ICSE or

SSLC state syllabus defined by the Department of Public Instruction of Government of

Karnataka. Department of Public Instructions coordinates the school education system in

Karnataka. Department of State Education Research and Training ( DSERT), the academic wing

of the DPI is responsible for the improvement of education system in secondary schools in

Karnataka. DSERT has a separate wing called Technology Cell to handle the various ICT

projects. DSERT undertakes teachers training aspects also.

4Please refer Sandholtz Judith Haymore, Ringstaff Cathy , Dwayer C. David. Teaching with Technology : CreatingStudents Centred class rooms. Teachers College, Columbia University, New York. P-14.5 Please see http//www. Karnataka.com. Browsed on 20-4-2011.


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Karnataka has 93566 (aided and unaided) high schools. There are 79496 teachers work in

these high schools.

B) ICT initiatives in education by Government of Karnataka.

In Karnataka, department of Information Technology has the responsibility of promoting thegrowth of Information Technology in the state. Government has invested in ICT in schools so as

to promote learning, so as to develop interest in children to attend schools and also to increase

the quality of education. Government of Karnataka collaborated with Azim Premji Foundation

to meet the goal of improved quality of teaching with use of Computers. Following table

depicts ICT initiatives made by Government of Karnataka. DSERT7has taken lot initiatives to

strengthen the technology support in schools. The ICT initiatives in secondary schools in

Karnataka start from 2001. Under Mahithi Sindhu program, Computer education and

Computer based education has been taken up in 1000 secondary schools. The same has been

extended to 1009 secondary schools in the year 2007-08. Further 150 government schools

were given with Computers under Revised CLASS8 Project. The cost of the said project is

17.21 crore rupees. 88 secondary schools were given with computers under Eleventh Finance

Commission Project in the year 2003-2004. The cost of the said project is 11.68 crore

rupees. During 2005-2006, Government of India provided Computers for 480 secondary

schools under ICT @schools project phase -1. During 2008-09 under ICT @Schools project

phase-2, 1571 secondary schools were given with computers. The cost of this project is

105.26 crores of rupees. Now ICT @schools scheme is extended to 2633 aided high schools

and to 1763 government secondary schools in the year 2010-11. We have to note here that

since Mahithi Sindhu and Revised CLASS projects are 8 years old ICT @ Schools project once

again covered 1763 high schools. Following table depicts the details of the Schemes, number of

Secondary schools covered under the scheme and capital employed by the government.

The aim the ofMahithi Sindhu program was giving free computer education and computer

based education to the students of the government schools who come from remote villages

and who cannot afford the Computers education, thereby enhancing the quality of education

being given to them. Department of Education Government of Karnataka claims that following

are the impacts of the Mahithi Sidhu program.

1) Rapid increase in enrolment.

6 Please refer http//www.schooloeducation.kar.nic.in./Secondary education.

7 Department of State Education Research and Training. For details of ICT initiatives in schools, please visit thewebsite http//www.dsret.kar.nic.in.8 CLASS- Computer Literacy And Studies in Schools.


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2) Retention rate increased.

3) Increase in SSLC results.

4) Improvement in English language.

5) Reduction in dropout rate.

1.3 Research Objectives.

The basic objective of this study is to understand how teachers of Secondary high schools use

ICT in their class rooms.

Following are the research objectives.

1) To understand how ICT is utilised in the class rooms.

2) To study the present model of ICT in schools.

3) To give policy suggestions.

1.4 Context of Research Problem.

Government of Karnataka has made lot efforts to introduce computers in the schools.

Government spent lot of money on purchase of hardware and software believing that

investment on ICT in schools will increase in quality of education. The ICT investment made by

the Government is in the year 2000-01 which is almost ten years ago. Moreover the impacts

given by the department of education is not supported by any concrete evidences. There are

very few research work has been done on ICT initiatives in school system in Karnataka. Since

Government is going to increase its investments on ICT in schools (even for primary schools) it

is need of the hour that we should look into what is really happening at the ground level. The

intended results of ICT initiatives in the schools can only be achieved when ICT is used for

teaching and when it is integrated with the curriculum. Ideally speaking ten years of heavy

promotion of ICT in the schools must change the traditional style of teaching. Hence this is an

effort to look into the ground reality so as to investigate how far and what extent teachers are

using computers to teach.


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Chapter -2.

2.0- Literature review.

2.1- Prior Research in ICT use and factors affecting the use of ICT in

class rooms.

ICT is considered to be an important tool or catalyst which not only changes the learning

style but also catalyses the education innovation.(Lower 1992; Pelgrum, 2001)12. Some researchers

make startling claims about potential of computers in education. For example, Derrick Walker

(1984, p-30)9contends that the potential of computers for improving education is greater

than that of any prior invention, including books and writing.. In 1984, Seymour Papert

(quoted in Cuban, 1986, p.72)13went one step further. He said that in the future, there will not be

any schools; computers will blow up the schools.

9Please refer Schofield Janet Ward University of Pitsburg , Name of the book Computers and Class room Culture,

Cambridge University Press. In page-3, author mentions about Derrick Walker.


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But there are controversies about the probable positive effects of computers on education.

Cuban, 198610reminds us that overemphasis on investment on technology in schools without

integrating ICT with the class room curriculum will not achieve the goals of ICT initiatives . He

says that mere use of ICT in the class room will not help the students in learning. Other

thinkers also took much more restrained view. For example, Cohen, 198811 points out that if

usage of ICT becomes common practice in ordinary school settings and ICT activities will

become drill and practice and will not add any value to the learning. In spite of divergence of

opinion about the impact of ICT in the class room, there is wide expectation by public that the

use of ICT in the class room will enhance education.

Since the beginning of the information age, many researchers and policy makers found that

ICT has maintained a crucial role in improving the quality of education. Policy makers in

different parts of the world recognized and realized the significance of ICT integration with

education system (UNESCO, 2003)12. Integration of ICT into class room education is defined as

using ICT effectively and efficiently in all dimensions of the learning process, including the

software, hardware, infrastructure, curriculum (Shapka.D, & Ferrari, 2003)14. In many countries,

the introduction of ICT into class room education has been considered as necessary action for

the qualitative improvement of teaching and learning process (OECD,2006 15 , Pedretti,

Woodrow,1992)16. Introduction of ICT in schools is considered a necessity premised on economic,

social, and pedagogical rationales (OECD, 2001)13 and many governments in different parts of

the world have launched major programs and invested capital to support ICT in schools(

Pelgrum,2001)17. These ICT initiatives are expected to foster the important educational reform

that ICT-based teaching can hopefully supported by transforming students into active

knowledge constructors. It is expected that an educated citizen in the year 2020 will be more

valuable as an employee because he or she will be able to produce more builders of theory,

synthesizers, and inventors of strategy than valuable as an employee who manages facts (Di

Sessa, 1988 cited by Hamza & Alhalabi, 1999)18.

10 Please refer end note- 211Please see Cohen, D.K. (1988). Educational Technology and school orgnisation. In R.S. Nickerson and P. P.

Zodhiates . Technology in education: Looking beyond toward 2020.( pp-231-264). Hillsdale, NJ: Erlbaum.12 UNESCO - United Nations Education and Socio Cultural Organization.13 OECD. (2001).Access to and use of ICT. Paris: Organisation for Economic Cooperation and Development.


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Finally integration of technology in the class room curriculum and use of technology to instruct

the students, lie in the hands of the teachers. New House (2002)14 states that computers can

be used in education both as IT education and IT in education. Teachers play an important

role in bringing the innovation in education system and in integrating the curriculum with ICT,

thereby bringing change in learning style of the students (Tezci, 2009)19. Hence even if schools

are wired, even if software and hardware are provided to the schools, the success or failure of

the ICT initiatives in the schools depends on whether teachers use these ICT resources in the

class room or not. But researchers in different parts of the world found that teachers in

schools do not appear to make effective use of information technology for teaching by

integrating technology with the curriculum.(Ely, 199320).Researchers found that teachers are

technophobic and found to be resistant to change their traditional pedagogical beliefs (Gillman,

198921; Finlayson & Perry, 199522). Larry Cuban15 in his famous book Oversold and under used,

argues that when teachers are not given a say in how technology might be used , computers

are merely improved version of typewriters.

ICT Policy in school education has been implemented by many governments in different

nations. Many researchers worked on impact of ICT on educational change and learning

environment. (Hamza M I et, al.201023). Research evaluations suggested that major investment of

money, time and resources by policy makers to promote ICT in schools failed to justify to bring

desired outcomes ( Cuban,200124).Andrews25 suggested that policy makers should not blindly

invest on ICT resources in schools, unless a well designed ICT program (pilot) becomes

successful. Young (1991)26remarks that in many cases, introducing computers to the schools

not as means but as an end.

Nowadays, ICT could be a learning tool in education ( Melor, 2007b27). Computers have become

part and parcel of the life and computers play major role in almost every field including

education ( Sirekema, 200728). ICT is not just considered as a tool which can replace existing

traditional method of tecahing, but ICT is seen as an important instrument to support new

ways of teaching and learning. ICT must be used to develop students skills for cooperation,

14 Please refer Dr. C. Paul New House, 2002. The impact of ICT on learning and Teaching. Available at :

http//www.det.wa.edu.au./education/cmis/eval/down;oad/pd/impactreview.pdf.15Please refer Oversold and underused by Larry Cuban ( Professor of Education at Stanford University and past

president of American Education Research Association). The reflections of the book on the use of technology inclassroom give us good reason to pause and think again about where we go with these technologies rather than be

swept along by enthusiasm of the latest technologies.


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communication, problem solving and lifelong learning ( Plomp et al.,199629). Ilomaki (2004)30 found

that ICT used to support learning activity in the classroom which was appreciated by both

teachers and students in schools.

The teachers found that the use of ICT encouraged them to diversify their methods of teaching

and motivated them to experiment with new vistas of teaching. Research by Young (2003)31

revealed that the Internet was very useful in providing free environment for the students to

express their opinions and thoughts freely. Research studies in education have shown that

when ICT is integrated with classroom pedagogical strategy, ICT will facilitate and develop

higher level of thinking skills of the students (Fontana32). The main motivation for integrating

ICT in education is that, it allows autonomy to the students to construct their own knowledge

which may not be possible in the traditional class room. But there are counterviews for these

findings. Some of the researchers argue that learner autonomy may or may not be provided by

ICT tools in the learning environment. Like other tools in the learning environment it can be

used well or poorly. Lim Ping Cher, Hang David 200333argues that No tool is good or bad in itself;

its effectiveness results from and contributes to the whole environments, activities, contents,

and interpersonal processes taking place in the context which it is been used. As ICT is

integrated with the other tools and when participants in the learning environment use ICT

innovatively, then ICT will enhance learning.

Research also shows that students and teachers welcome ICT policies in schools and believe

that technology could be useful in teaching and learning. BECTA, 200134 found that there were

statistically significant associations (regression coefficient) between higher level ICT use and

student achievement in Maths, Science, English and Languages and ICT initiatives.

From many years, researchers have been interested to understand how users belief and

attitudes affect the technology use in the class room. Researchers found that even though the

availability of computers are made widely available , the use of ICT for learning - teaching

processes is still very limited (Drent Marjolein 2008)35. But use of ICT in the school is affected by

many factors. Wiring the schools is not the end of ICT initiatives. Policy makers have to

identify the important factors in teaching- learning environment and carefully address the

issues. There are many research findings about the factors affecting the use of ICT in the class

room environment. For example, Veen (1994)36found that the teacher factor play important role

in integrating ICT in the class room instruction. He also found that teachers are the key agents

for the success of ICT initiatives and other school factors are negligible. The research findings


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ofSmeets et al (1999)37 shows that most important reason teachers mention for not using ICT in

the school is that they are not familiar with ICT. It is also found that professional dialogue

considered contributing significantly to teachers willingness to use ICT in classrooms (Mooij

Ton., Smeets Ed.2000)

38

. Researchers found certain teachers factors and attitudes that affect ICTuse in class . Those factors are as follows. Individual characteristics like gender, age number of

years of teaching experience, ICT attitudes, Knowledge and use, self efficacy, anxiety, beliefs,

experience of ICT use and training, learning and teaching approach, access to technology and

attitudes (Zhou Quing et,al.2010)39.

The number of computers as well as place of the equipment (whether

inside the class or in separate room) plays major role in use of ICT by the teachers in teaching.

Use of ICT is access to technology for both teachers and students.( Kennewell, Parkinson, and

Tannee,200040.)Teachers skill in ICT functions also plays major role in use of techno logy in

teaching ( Smmets et al.,1999; Veen 199541). Apart from the above factors, actual use of ICT in the

class room depends on teachers perspectives about the pedagogy (Drenosyanni and

Selwood,200142). Pisapia (1994b43) found that teachers- centred teachers tend to use traditional

instructional methods. Demetriadis et al.( 2003)44 found that teachers are strongly oriented

towards fulfilling the established school instructional targets. Integrating the technology into

teaching and learning process is much complex process which has to face several barriers.

Those barriers are lack of computers, lack of time for the teachers, resistance to change, lack of

support from the management/administrative staff, technology misaligned curriculum, lack of

incentives, poor training to the teachers, lack of vision as to how to integrate the technology

into curriculum, negative attitude of the teachers, beliefs and unwillingness towards

technology (Bariso,200345). Based on the opinions of the authors we can conclude that teachers

try to ignore innovative learning activities because innovative learning requires more effort

and self learning. Conlon (as referred in Gulbehar Yasimen 2007) 46 summarizes the use of technology

in classroom as follows. The introduction of new technology will change our schools. But

technology without philosophy is blind. Unless it is harnessed to a clear vision of change then

chip by chip, the technology could take us into future that we would never willingly have

chosen for ourselves. ( P-116). Since technology changes classroom instructions directly, the

decisions about choosing the technology are very important. Gulbahar Yasemin 2007 47 says that

Technology use is not about the hardware, internet connections and so on. What is important

is how the technology is integrated with the instructional programmes.

There are many studies about the usage of ICT in the classroom by teachers.


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Cuban16 suggest that, in secondary schools in particular, external tests, graded classes, self

contained classrooms, departmental organisation and disciplinary training encourage teachers

to behave as academic specialists whose primary concern is covering a specified curriculum

over a set period. Becker (2000)48

conceded that computers have not transformed the classroompractice of most teachers, particularly teachers of secondary academic subjects, but concluded

that technology has enabled some to put into practice more constructivist pedagogy attuned to

their teaching philosophy. Cuban, Kirkpatriach , and Peck (2001)49 found that inconvenience and

unreliability of new technologies under school conditions constituted important barriers to

their use. And when these technologies were used, these were largely adopted in teacher

centric instruction, with only minority of teachers modifying their lessons and classrooms in

substantial ways to encourage autonomy and independence to the students so as to draw on

sources of information beyond teacher and text book.

Apart from teachers factors other school factors also affect ICT use in the class room. Diverse

studies stress that when certain conditions are attained, the use of ICTs can have positive effect

on teaching and learning. Those conditions are as follows; enough access to technology,

adequate teacher training, effective curriculum, relevant and pertinent evaluation, stimulating

school system, and an encouraging family and community. Two most frequent factors

mentioned to assure success in learning with technology are to identify the uses that support

learning with technology. ICT are just tools; their contribution t improve learning depends on

how they are used (Sanchez Jaime, Salinas Alvaro( 2008).50

There is an interesting research by Mooij and Smeets (2001)51. They studied whether there are

any models that schools would necessary go through while implementing ICT. They suggested

five successive phases of ICT implementation within school which reflect different levels of ICT

transformation of the educational and learning processes. These are as follows.

1) Isolated use of ICT by one or more teachers.

2) Increasing school awareness of ICT relevance for the schools at all levels.

3) Emphasis on ICT coordination and hardware within the school.

4) Emphasis on didactic innovation and ICT support.

5) Class room teaching integrated with ICT.

16 Please see foot note 4.


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Chapter 3.

Research Methodology.

3.1- Research Questions.

Review of literature has given me in depth knowledge about the factors affecting the use of ICT

in the class room environment. Based on the literature review, I can formulate theoretical

frame work and a model to guide my investigation. In Indian environment there are many


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questions unanswered. To know whether ICT initiatives by the government are properly

planned? ICT initiatives in schools are properly implemented? Whether they are really used in

teaching? Whether these indicatives are vendor driven?. However, the research studies about

ICT in schools are inadequate especially to know whether heavy promotion of ICT in schoolsand use of ICT for ten years has changed the scenario or not. There are very less work done on

the issues like the difference made by ICT on teaching and learning approach. There are

certainly research gaps.

Following are the research questions taken up for investigation.

1) What extent ICT is integrated with class room teaching and learning?

2) What hardware and software resources are used by the students as well as

teachers in class room learning environment?

3) What purpose ICT is used by the students?

4) What is the students level of accessibility to the available ICT resources?

5) What are the problems of ICT usage ?

3.2- Research Methodology.

Qualitative and quantitative research techniques were used for this descriptive study.

Perceptions of the student and teachers were taken through questionnaires. Additionally

unstructured interviews were done with teachers and principals to validate the data obtained

through the questionnaires. Following are the qualitative methods used in the study.

A ) Observation of ICT based lessons.

The observation of ICT enabled lessons facilitated the collection of data in natural settings.

Classroom observation helped to refine the questions during the informal and formal

interviews with both the students as well as teachers. A semi structured observation method

was adopted to look deep into the learning environment. During the observations, a record of

events was kept based on the observation checklist which included layout of the class room,

lesson objectives , lesson sequence, types of ICT, and roles of the students and teachers.

B) Face to face to interview with the teachers.

Although observations allowed collection of data of the learning environment it is always not

possible to understand the perceptions of the ICT users. Hence face to face interviews were


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19

done with the teachers to understand the world of the teachers. This allowed for explanation

of certain behaviours or actions of the teachers that had been observed.

C) Focus group discussions with the students.Focus groups are group interviews that rely, not on questions and answer format of interview

but on the interaction within the group. Students feel more at ease when they are in a group,

and that may encourage more spontaneously especially if the students are classmates.

3.3 Data source, Sample selection and data collection.

3.3.1 Sample.

The sample consisted of students in grade Tenth (SSLC) and teachers who were willing to take

part in the study. Ten districts of Northern Karnataka are chosen for the study. The study was

done in government high schools in remote village areas. The descriptions of districts, high

schools and participants are depicted in Table-11.

3.3.2 Secondary Data.

Secondary data is available at Department of Public Instructions, Sarva Shikshana Abhiyana

Office Banglalore. The address of the schools, number of computers given etc are collected

from DPI. Sample was selected from the said details.

3.3.3Primary data.

Primary data was collected through triangulation methods like questionnaire, focus group

discussions, interviews, etc. The sample for the study included 50 high Schools, 461 students

and 60 teachers.

3.3.4 Instruments.

To find out the level of computer use by teachers in the class room a questionnaire composed

of 34 questions was administered to students. The sections were addressing the various

software and hardware usage such as: word processors, spread sheets, databases, Internet

tools and services and hardware components, subjects in which ICT is used, purpose of ICT

usage. This section contains questions about integration of ICT in class room teaching.

Teachers were administered with another set of questions composed of 34 questions to gather

the data about usage of ICT in classrooms and the attitude towards computers. The said


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20

instruments are once used and tested by Yasemin Gulbahar17. Instruments are depicted in T-

1to T-4 and S-1 toS-4.

3.3.5 Data Analysis.

Frequency analysis was used to evaluate the likert type questions. These results were

transformed into percentages to be presented in the study. Table- depicts data analysis. Open

ended questions were analysed with the help of qualitative techniques.

3.3.6 Limitations of the study.

Geographical limitations: Only ten districts are covered during the study.

Duration of the study is limited to five months.

Chapter -4

Findings.

17Please see, Technology planning: A roadmap to successful technology integration in schools.Yasemin GlbaharDepartment of Computer Education and Instructional Technology, Faculty of Education, Baskent

University,Baglica Kampusu, Eskisehir Yolu 20 km, Ankara 06530, Turkey. Available at www.sciencedirect.com.


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21

4.1.1 Problems with the Infrastructure.

During my data collection, I randomly visited the schools without giving any prior information

to the officials of education department. Out of 50 schools I visited, 25 (50%) schools were not

at all having any ICT set up because of various reasons. Main reason for not having full pledgedICT usage facility is because of obsolescence of computers. The said computers were given to

schools in Mahithi Sindhu18 programme by state government of Karnataka during the year

2001-2006. Now, said computers are not in working condition. Next important reason for not

having working IT system in the schools is because of lack computer teacher. This teacher has

to be deputed by the private party as BOOT19 model adopted by the state government to

implement ICT in schools. I found that in many schools, computers were lying in a room and

were waiting for a year to be installed.

4.1.2 Poor quality of para-teachers.

In the present system of PPP, teachers are hired by the private players and they are contractual

employees. They are poorly paid and are not having capabilities to teach the students or to the

teachers. These teachers are from the local villages and their qualification is also very poor.

Important issue here is that in the whole system, regular teachers think that the ICT system is

not part of their system and they feel that it is the responsibility of the Para teacher to take care

of the ICT teaching. Ironically these para- teachers work totally unconnected to the regular

teaching.

It is quite astonishing that despite having well established system of training department,

education department preferred to have a system where in poorly paid and less equipped

para-teachers teach ICT in schools. These teachers are not having any background of education

and their work is totally unconnected with the teaching and learning process. This is the main

reason why the ICT is not integrated with the class room teaching and learning process.

4.1.3 Lack of Education Leadership.

When I raised the issues like out dated computers and poor quality of contracted teachers etc

with the Head Masters, Block Education Officers and SDMC20 members, I came to know that

18 Mahithi Sindhu programme adopted in BOOT model by education department between the year 2001-2006 and

outlay of money was 210 crores.19 Build Own Operate and Transfer is the most popular PPP model.20 SDMC School Development Management Committee.


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22

large proportion of people working in education system see the problem as systemic. Everyone

says that the problem is in others court. It is very common to see that most non teachers

(BEOs, SDMC members, Students) to blame teachers (or the system), while teachers (privately)

blame the thoughtlessness of those above them. Apathy and incompetence is very common andevery one shows finger to the others. No clarity of roles and lack of accountability are leading

to non implementation of ICT in schools. It is a classic problem of Education Leadership

Management.

4.2.1 Hardware and software resource usage in the class rooms.

I observed during the discussions in the FGD21s that even after government providing the ICT

resources for government high schools, teachers are not using ICT resources to teach the

subjects22. The same fact revealed during the survey also (refer Table-1 and table-7 ). But

research shows that there are some changes in the method of teaching.

A ray of hope is that among ICT resources, Computers are used to a reasonable extent (15.8%

of the student respondents said that teachers use computers in every class and 27% of the

teachers said that they use computers in every class) in the class room by teachers to teach the

subjects. Other ICT resources like Computer projector takes a back seat and used less

frequently by the teachers to teach the students. (18.8% of the respondents said that teachers

use computer projector more frequently and 30% said that computer projector is used

sometimes in the class room). Internet being power full resource of information is not found to

be used to large extent by the teachers (29.71% said sometimes used, 14.3% said frequently

used). TV and Radio being powerful mediums to teach the subjects are also not used to full

extent (15.1% of the respondents said that teachers use TV to teach the students frequently

and 17.7% of the students said that teachers used Radio to teach in the class frequently).

Blackboard and books are most preferred resources to teach and this shows that teachers are

still not adopting ICT usage in the class room (48% and 64.3% of the student respondents felt

that Black board and printed papers are most preferred resources of the teachers. In the same

way 43% and 39% of the teacher respondents said that black board and printed materials are

the daily used resources to teach.).

21 FGD- Focused Group Discussion.22 But there are some unsung heroes who are putting lot of efforts to integrate ICT in their class rooms. In

Government High School of a small village named Icchangi (Savanur taluk of Haveri district), I observed that

mathematics teacher22 was mailing practice test questions for SSLC students. Students were very muchenthusiastic to show their skills on the computers and they explained me how they used internet to explore the

information to do their projects.


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23

Opinion of the teachers with related to usage of ICT resources in class room teaching reveals

that computer projectors are not used by the majority of the teachers (54% of the respondents

told that they never used computer projector in class room environment). Usage of PC in class

room teaching and usage of internet in class room teaching also take back seat as per theopinion of the teachers. (Please see table-7).

Among software usage in the class room (Please refer Table-2 and Table-8) to teach, MS

words usage is more as compared to other modules like excel or paint brush ( 23.42% of the

students respondents said that MS words is used in every class and 21% of the teachers

respondents said that they use MS words in every class) . Education software (Education

software given by education department) are more frequently used (23% of the student

respondents and 36.14% of the teachers respondents said teachers frequently use education

software to teach in the class rooms). Internet browsing being a major tool to search

information is sometimes used in the class (37% of the student respondents and 45% of the

teacher respondents felt that internet is sometimes used in the class rooms 23 and 41% of the

student respondents said that teachers never used internet to teach the subjects). E mail is not

used extensively by the teachers either to mail the home work or to communicate with the

students (40% of the teacher respondents said that they never used E mail to communicate

and 52% of the student respondents said that their teachers never used E mail to teach/ to do

teaching related activity).

Paint Brush and Power Point software are not used extensively by the teachers to teach in the

class room (51% and 48% of the teacher respondents said that they never use Paint brush and

Power Point to teach. Simultaneously 56% and 70% of the student respondents said that

teachers never use Paint Brush and Power Point to teach in the class room).

4.2.2 Subject wise ICT usage.

ICT usage is more in Science class (Table-3 ) (8.67% of the respondent said ICT is daily used,

21.04% said ICT is frequently used in science class In English and social studies classes ICT is

used more frequently (20% of the respondents said that ICT is frequently used in English class

and 19.95% of the respondents said that ICT is more frequently used in Social Studies class ).

In Maths subject, teachers use ICT less frequently (25.37% of the respondents said that ICT is

sometimes used in Social Studies class).

4.2.3 Purposes of ICT usage by the students.

23 I found during Focused Group Discussions that education department has limited access of 100 hours ofinternet usage to each high schools. In comparison with the number of students, it is impossible to use the internet

to maximum extent to teach the students.


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24

When we observe the purposes for which ICT is used by the students (Table-4), drawing

pictures is the main purpose for which computers are used by the students (77% of the

students responded that they use computers to draw the pictures). Next purpose for which

computers are used is to type (70% of the respondents felt that the y used computers to type.Further, students use computers to do their projects, to search information to lesser extent

(55% of the students felt that they used computers to their projects and 52% of the student

said that they use computers to search information). Very few students use computers to learn

the subjects and to e-mail (43% of the students said that they use computers to learn maths

and science and 21% said that they use computers to do e- mail).

4.2.4 Problems in ICT usage in the class room.

Research revealed that main problem for not using ICT in the class room (Table-5 and Table-

9) is lack of sufficient number of computers (88% of the student respondents revealed that

numbers of computers are not sufficient in schools). Next major obstacle for non integration of

ICT in the class room is repair of computers (63% of the student respondents said that repair

of computers is the major problem for not using ICT in the class room). Non integration of ICT

and syllabus found to be next major obstacle for teachers not using ICT in the class room (56%

of the student respondents felt that class syllabus is not integrated with ICT). Further, even

though government has addressed the problem of electricity by providing sufficient numbers

of batteries, still electricity shortage is a major problem ( 44% of the student respondents felt

that electricity problem is a major cause for non usage of ICT in class room). Some of the

student respondent felt that internet band width speed is not sufficient (44% of the student

respondents felt that internet band width speed is slow and it is also a cause for non usage of

ICT in class rooms).

But the response of the teachers differed from the opinion of the students. Non integration of

ICT with the syllabus and Not giving relevant training to use ICT are the major problems for

the not using ICT in class room (90% of the teachers respondents and 80% of the teachers

respondents felt that Non integration of ICT with the syllabus and Not giving relevant

training to use ICT are the major problems).

4.2.5 Equity of access to ICT resources.

With respect to accessibility of computers, research data (please refer Table- 6) shows that

students are not getting sufficient time get time to use the computers. I observed that all the


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This is the case study which will help the educational community to plan and design the frame

works about the technology planning. The aim of the case study is to know whether teachers

and students are using the ICT resources in class room environment. In this process, hardware,

software and other infrastructure resources are very important topics to deal with as initialpoint. But just having the up to date technology does not lead to a solution, if you suffer from

various other factors like teachers and students capabilities and access to technological

resources. Simultaneously, integrating technology with the curriculum, teachers training, are

also important for any institution to have successful ICT integration. Integration of Technology

with the curriculum, Teacher Training and Accessibility of ICT resources are the important

factors important factors to be considered before implementation of any ICT programmes in

schools. The findings of the study once again prove the three major guidelines ofAL-Bataineh and

Brooks (2003)52

. These guidelines are Teachers must receive ongoing training, technology use

must match with the ongoing curriculum, and adequate numbers of computers must be located

in the class room.

Chapter- 6

6.1 Data Analysis.

Table-1


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Usage of ICT resources in the class rooms by the teachers to teach the subjects as perceived by students.

ICT Resources Not Used even once

In %

Sometimes Used

In %

(Once in a month)

Frequently used.

In %.

(Once in a week)

Daily used. Used in

every class. In %

Male Femal

e

Total M F T M F T M F T

CD/DVD 51.6 45.19 47.72 42.2 35.9

4

38.39 20.5

5

18.1

4

19 6.11 6.7 6.50

PC/Compute

r

41.1 33 36.22 23.8

8

31.6

7

28.63 21.6

6

5.33 11.71 11.6

6

18.5

0

15.8

3

Projector-

Computer

47.2 45.55 46.24 22.2

2

34.8

7

29.9

3

24.4

4

15.3 18.8 9.44 4.6 6.50

Internet/Web

environment

42.2 53.73 49.2 29.4

4

29.8

9

29.7

1

23.3

3

7.8 14.3

1

10.5

5

4.6 6.94

Slide Projector 68.3 82.56 77 17.7

7

2.84 8.67 24.4 12.8

1

19.30 3.88 3.55 3.68

Calculator 51.1 46.97 48.89 20.5

5

28.1

1

25.16 26.6 18.8 21.9 12.2

2

7.89 9.54

TV 48.3 50.88 49.89 18.8

8

27.4

0

24.07 24.4 9.9 15.6

1

10 1.7 4.9

Radio 36.1 34.87 35.35 32.2

2

46.9

7

41.21 30 9.9 17.7

8

7.22 1.77 3.9

Black Board 1.66 2.84 2.38 12.2

2

6.76 8.89 29.4

4

12.8 19.30 56.6 43 48.3

Printed Paper 5.55 9.25 7.08 8.88 8.89 8.89 29.4

4

12 18.87 67.2

2

62.2

2

64.2

0

MS words 51.1

1

30.96 38.82 11.6

6

20.2

8

16.9 37.2 26.6 30.8 28.8

8

19.9 23.4

2

Excel/ spread

sheet

57.7

7

42.7 48.59 10 11.7

4

11 21.1 11 14.9 3.8 4.2 4.1

Power point 70.5

5

41.63 52.9 10 11.7

4

11.06 21.6 7.11 12.79 3.88 1.42 2.3

Paint brush 56.1

1

37 44.4 6.66 29.1

8

20.39 14.4

4

4.6 8.4 5.55 3.5 4.3

Table-2

Software usage in the class.- Opinion of the students.


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Education

software

46.1

1

30.24 36.44 20 37.7

6

30.58 25.5

5

18.5

0

21.2

5

5 3.5 4.1

Internet 45.5

5

38.43 41.2

1

39.4

4

35.9

4

37.3

1

22 13.5

2

16.91 8.33 2.1 4.55

E mail 52.7

7

62.63 58.78 7.22 14.2

3

11.49 27.7

7

13.6 18.87 6.66 3.2 4.55

Table-3.

Subject wise of usage of ICT.- Opinion of the students.

Subject Not Used even once

In %

Sometimes Used

In %

(Once in a month)

Frequently used.

In %.

(Once in a week)

Daily used. Used in

every class. In %

Male Female Total M F T M F T M F T

Science 21.67 26.69 24.72 34.44 36.29 35.5 27.77 16.72 21.04 10.55 7.47 8.67

Maths 49.44 46.26 47.50 18.33 29.89 25.37 25.55 11.03 16.7 6.11 3.55 4.55

English 45.55 39.50 41.86 18.8 26.33 23.42 18.33 21.35 20.1 4.44 5.33 4.98

Social Studies 38.33 27.04 31.45 22.22 30.24 27.11 29.44 13.87 19.95 2.77 3.2 3.03

Languages

(Kannada,Sanskrit,

Hindi).

64.44 55.87 59.21 15 14.23 14.53 13.88 6.40 9.32 3.33 0.35 1.51

Table-4

For what purposes students use ICT.

Purpose of usage. Male in % Female in % Total in %

To search information 60.55 47.33 52.49

To do projects 60.55 51.6 55.09

To type 78.33 64.76 70

To learn maths and

science

60 32.38 43.59

To draw pictures 84.44 72.95 77.44

To e mail. 29.44 16.37 21.47

Table-5

What are the problems to use ICT in class room?


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29

Problems Male % Female % Total %

No training for teachers 25 22.77 23.64

Numbers of computers

are less.

92.22 85.4 88.07

Electricity problem. 52.22 38.79 44.03

Internet bandwidth

problem.

50.5 40.56 44.47

Repair of computers 62.22 64.76 63.77

Syllabus not integrated

with ICT.

54.44 57.65 56.40

Table- 6How much time computers used per week by students to access computers.

Time used per week

In minutes

Male% Female% Total %

0-30 22.78 29.8 27

31-60 37.8 34.1 35

61-90 27.78 22 24

91-120 4.5 2 3

121-150 1.7 2 2

Table-7

Usage of ICT in class rooms as perceived by Teachers.

S.No Parameters

Never used

Some times

used.

Monthly

once

Frequently

used.

Weekly

Always

used.

Daily

1 CD/DVD 14.46 20.48 48.19 16.87

2 PC ( Personal Computer 12.05 45.78 14.45 27.71

3 Computer aided Projector system. 54.22 34.94 8.43 2.4

4 Internet/ Web environment. 26.51 7.23 26.50 15.66

5 Slide projector 90.66 9.64 0 0

6 Calculator 8 15.66 24.09 50.60

7 TV/ Video / Audio Players 15.66 27.71 39.75 16.7

8 Black board 0 2.41 54.2 43.37

9 Printed materials 0 8.43 51.0 39.76


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30

Table- 8

Usage of ICT for different purposes as opined by Teachers.

S.No Parameters

Never used

Sometimes

used.

Monthly once

Frequentl

y used.

Weekly

Always

used.

Daily

1 Word Processors ( Word) 12 30 36 2

2 Spreadsheets (Excel) 22 50 14 12

3 Presentation software ( Power

Point)

51 48 0 0

4 Paint brush 36 48 12 3

5 Educational software 21 12 30 36

6 Internet browsing 6 45 21 14

7 E- Mail 40 9 24 15

Table-9

What are theproblems to use ICT in class room?Opinion of the Teachers.

Problems %

No training for teachers 80

Numbers of computers

are less.

48

Electricity problem. 33

Internet bandwidth

problem.

43

Repair of computers 66

Syllabus not integrated

with ICT.

81

Table- 10

Attitudes towards ICT use.


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31

Computer usage by teachers outside the classroom activities.

S.No Parameters

Never used

Sometimes

used.

Monthly

once

Frequentl

y used.

Weekly

Always

used.

Daily

1 Creating the presentations. 65 19 15 0

2 Preparing the homework 72 14 10 2

3 Preparing for examination. 42 36 18 3

4 Searching internet. 2 26 50 27

5 E-mail 54 39 6 0

6 Keeping student records 26 24 36 13

7 Other administrative tasks 22 21 36 19

6.2 Area covered and details of the high schools covered in data collection.

Table-11

Descriptions of the participants and area covered.

District Taluk Name of the

High School

ICT

implem

entedor not

Mal

e

Stud

ents

Femal

e

(S)

Total Tea

cher

s

Mal

e

Teache

rs

Female

Total

Davanagere Honnali 1)Kattige Yes 5 5 10 2 2

2)Jeenahally No

3)Surtur Yes 6 11 18 2 2

4)Kenchikoppa Yes 0 20 20

Harapanahally

5)Harapanahally-1

Yes 9 5 14 5 2 7

Harihara 6)Telagi Yes 8 12 20 1 1 2

Shimoga Shikaripura 7)Huliginakopp

a

Yes 6 15 21 1 1

8)Mallenahally No

9)Shiralakoppa

Boys School

No

10)Shiralakopp No


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32

a Girls School

11)Bilaki High

School

No

12)Balligave No

Bellary Hadagali 13)Mailar Yes 9 24 33 4 3 7

14)Budanur Yes 3 5 8 1 1 2

15)Sonna Yes 10 20 30 2 4 6

16)Kolachi No

17)Sogi No

18)M M Vada No

19)Hirehadagali

No

20)Magala No

21)NagathiBas

apura

No

22)Bannimatty No

H B Hally 23)Itagi Yes 12 17 29 1 1 2

Raichur Raichur 24)Chandaraba

nda

Yes 0 17 2 3 5

25)Bijanagera No

26)Askihala Yes 10 11 21 1 1 2

27)Singanodi No

28)Singanodi No

29)Matamari No

30)Kalmala No

Chitradurga Challekere 31)Koonabevu Yes 19 0 19 2 1 3

Koppala Koppala 32)Hyati Yes 0 14 14 1 3 4

33)Karkihala Yes 5 5 10 2 1 3

34)Girls High

School

Koppala

No

35)Boys High No


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6.3 Questionnaire for Teachers.

School

Koppala

36)Ginigera No

37)Bannikatty No

38)Halageri No

Haveri Haveri 39)Basapura Yes 7 3 10 1 3 4

40)Kallihala Yes 10 16 26 2 2 4

41)Kulenur Yes 11 17 28 2 2 4

42)Katenahally Yes 7 10 17 3 2 5

43)Muncipal

High School

Haveri

No

440Second

Number High

School Haveri

No

45)Adur No

Savanur 46)Ichangi Yes 4 9 13 1 1 2

47)Yalagachha Yes 5 13 18 2 3 5

Hanagal 48)Araleshwar

a

Yes 9 16 25 4 1 5

Byadagi 49)Kanavally Yes 14 7 21 2 2 4

Gadag Shirahatty 50)Hosayellapu

ra

Yes 11 9 20 1 1 2

Total 180 281 461 42 41 83


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34

Usage of Hardware and software in the class rooms.

Table- T-1

Teachers perceived ICT usage in the class room.

S.No Parameters

Never used

Sometimes

used.

Monthly

once

Frequentl

y used.

Weekly

Always

used.

Daily

1 CD/DVD

2 PC ( Personal Computer

3 Computer aided Projector system.

4 Internet/ Web environment.

5 Slide projector

6 Calculator

7 TV/ Video / Audio Players

8 Black board

9 Printed materials

Table- T-2

Integration of ICT in curriculum.

Software usage of teachers in class room activities perceived by teachers.(%)

S.No Parameters

Never used

Sometimes

used.

Monthly

once

Frequentl

y used.

Weekly

Always

used.

Daily

1 Word Processors ( Word)

2 Spreadsheets (Excel)3 Presentation software ( Power

Point)

4 Data base( Access)

5 Educational software

6 Internet browsing

7 E- Mail

Table- T- 3


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Attitudes towards ICT use.

Computer usage by teachers outside the classroom activities.--

S.No Parameters

Never used

Sometimes

used.

Monthly

once

Frequentl

y used.

Weekly

Always

used.

Daily

1 Creating the presentations.

2 Preparing the homework

3 Preparing for examination.

4 Searching internet.

5 E-mail

6 Keeping student records

7 Other administrative tasks

Table T- 4

Possible reasons for not using ICT in curriculum.

S. No. Parameters %

1 Lack of training

2 Number of computers is less.

3 Lack Electricity

4 Lack of bandwidth.5 Repair and maintenance problems.

6 Syllabus is not designed to use ICT in my class.


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6.4 Questionnaire for Students.

Usage of Hardware and software in the class rooms.

Table - S-1

Students perceptions about the teachers ICT usage in the classroom.

S.No Parameters

Never used

Sometimes

used.

Monthly

once

Frequently

used.

Weekly

Always

used.

Daily

1 Calculator

2 DVD/CD

3 PC ( Personal Computer)

4 Computer aided Projector

5 Internet/ Web environment.

6 Slide projector

7 Black board

8 Printed materials

9 TV/ Video/audio

Table- S-2

Software usage of teachers in class room activities perceived by students.(%)

S.No Parameters

Never used

Sometimes

used.

Monthly

once

Frequently

used.

Weekly

Always

used.

Daily

1 Word Processors ( Word)

2 Spreadsheets (Excel)3 Presentation software ( Power

Point)

4 Data base( Access)

5 Educational software

6 Internet browsing

7 E- Mail


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Table - S-3

In which subjects ICT is used by the teachers?

S.No Parameters

Never used

Sometimes

used.

Monthly

once

Frequently

used.

Weekly

Always

used.

Daily

1 All teachers use ICT in class room.

2 Science

3 Maths

4 English

5 History

6 Language ( Kannada, Hindi,

Sanskrit)

7 No teachers use ICT in class room - - - -

8 ICT as separate subject.

Table - S- 4

Possible reasons for not using ICT in curriculum

S. No. Parameters %

1 Lack of training

2 Number of computers is less.

3 Lack Electricity

4 Lack of bandwidth.

5 Repair and maintenance problems.

6 Syllabus is not designed to use ICT in my class.


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Chapter-7

References.

1 Collins, A. (1996). Design issues for learning environments. In S. Vosniadou (Ed.), International

perspectives on the

design of technology-supported learning environments (pp. 347361). Mahwah, NJ: Lawrence

Erlbaum

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