AWARENESS OF INFORMATION AND COMMUNICATION TECHNOLOGY

AMONG B.ED STUDENTS

CHAPTER – I

CONCEPTUAL FRAMEWORK

1.1 INTRODUCTION

Education is a process of development of society and nation as a whole. It removes

darkness by enlightening the mind of people. The socio-economic condition of a nation is

reflected through its educational ideals, policies, programmes undertaken by the states for its

people. Undoubtedly, the ultimate aim of any education system is to make a man of good

character and useful citizen for the country. Education is one of the most important instruments

that build human resources of the country. It shapes a country into a technologically developed

and uses innovation in different aspects of life that helps in the rapid development of the country.

The present age is the age of Information Technology (IT) and it has become a part of

our day-to-day affair. The use of technology in life has opened door of different aspects of life. It

has affected all aspects of life of human over the past decades. Information technology specially

Information Communication Technology (ICT) has transformed lives in a new way. India, an

ICT developed country has always laid stress on the use of ICT in every field of life such as

agriculture, education, health, bank, industry etc. Technology has incorporated in Indian

education from early 90‟s and it brought a lot of changes in the education system of our country.

The emergence and use of Information and Communication Technologies (ICT) has

ushered a new era. Information and Communication Technology (ICT) includes television,

digital technologies such as computers, smart phones with the internet and these are the powerful

tools for educational reform. Information and Communication Technology (ICT) used in

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teaching and learning includes the full range of computer hardware, software and

telecommunication facilities. It includes the full range of display and projection devices used to

view computer output. It includes the local area network and wide area networks that allow

computer systems and user to communicate with each other. It also includes digital cameras,

computer games, CDs, DVDs, cell telephones, telecommunication satellites, fiber optics,

computerized instruments and computerized machinery. The experience of introducing ICT in

the classroom and other educational settings all over the world over the past several decades

suggests that the full realization of the potential educational benefits of ICTs is not automatic.

The effective integration of ICTs into the educational system is a complex, comprehensive

process that covers a long way of implementation of different projects and action plans involving

not just technology but also teachers‟ technology competence, teachers‟ morale and teachers‟

attitude towards ICT.

In relation to teacher education, the use of Information and Communication Technology

(ICT) in teaching can help the learner to become more aware, professional and skilled. The use

of ICT in education provides first-hand information to teachers and learners that prepare them to

meet the new demands and adopt with the present day world. ICT blended education not only

helps to get better placement but also contribute to the development of society. Therefore,

teacher education is considered to be backbone of development of the country.

1.2 CONCEPT OF ICT

Technology is the application of scientific knowledge for practical purposes in our day-

to-day life. It is a science of techniques and methods of doing things related to any art, science or

to a particular profession. When we apply the science of learning and communication to

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teaching, we evolve technology. The term ICT stands for Information Communication

Technology. ICT refers to the creation, gathering, processing, storage, presentation and

determination of information and also the process and devices that enable all this to be done. It

plays a pivotal role in the field of education. It has brought new possibilities into the classroom

teaching-learning process. The ICT is associated with the transmission process by which

information and ideas are exchanged.

According to Oxford Advanced Learner‟s Dictionary (2000) “Information Technology is

the study or use of electronic equipment, especially computers for storing, analyzing and sending

out information.” (https://docplayer.net)

According to Chakraborty (2002), “ICT is the collective term for various technologies

involved in processing and transmitting information. They include computing, tele-

communication and microelectronics.” (Bhattacharya, 2020).

According to Garg (2002), “ICT stands for Information and Communication Technology.

It is a method that involves processing, storage and communication of information using

computers and other electronic devices.” (Trivedi, 2015)

In broader sense, the term Information and Communication Technologies (ICT) refers to

forms of technologies that are used to create, store, share or transmit and exchange information.

This broad definition of ICT includes such technologies as: radio, television, video, DVD,

telephone both fixed line and mobile phones, satellite systems, computer and network hardware

and software; as well as the equipment and services associated with these technologies, such as

videoconferencing and electronic mail. (UNESCO, 2002)

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 Information and Communication Technologies are defined as all digital devices, tools,

content and resources which can be deployed for realizing the goals of teaching-learning as well

as management of the educational system (ICT Policy, 2012).

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 Thus, it can be concluded that ICT is a tool for communication and presentation which

helps in bringing individuals together on a common platform for exchange of views, presentation

of ideas which increases the interactivities between individuals and technologies.

1.3 ICT IN EMERGING INDIAN EDUCATION SYSTEM

The first significant technological change that was reflected in education was the

invention of typography and printing. But it took several centuries before books were available

for every student's individual education. The uses of various teaching aids (generally technology)

are connected with the industrial revolution. Different teaching devices has improved the

standard of education system in general and teaching in particular. Similarly, between 70‟s and

80's, when first personal Computers were used, another step towards ICT in education was

observed.

Today, India is emerged as front-runner nations amongst the knowledge-based societies.

The benefits of using Information and Communication Technology in providing education and

training of desirable quality can be over emphasized. In India, computers were used in school

education in the early 80‟s through initiatives of private schools. Some of the initiatives for

integration of ICT are mentioned below-

 The scheme of Educational Technology (ET) was started in 1972 during the period of

fourth five-year Plan.

 The Computer Literacy And Studies in Schools (CLASS) project was launched as a pilot

project by the Government of India in 1984.

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 The National Policy on Education (NPE, 1986) & POA suggested instructional use of

computer in Mathematics teaching. Much emphasis was given on large scale literacy

programs within a specific time frame for each school stage.

 Revised Plan of Action (1992) recommended more computers for more schools.

 The Government of India has taken the first comprehensive and wide use of computers in

school education to create an IT-literate and IT-skilled society by adopting the

Information Technology Action Plan, 1998. It recommended on introduction of IT in the

education sector including schools for making computers accessible through the

Vidyarthi Computer Scheme, Shikshak Computer Scheme and School Computer

Schemes The Government of India has undertaken a new programme as a follow up of IT

Action Plan for the school sector with three different components - Computer Literacy,

Computer-Aided Learning (CAL) and Smart Schools. The concept of SMART Schools

started on a pilot project basis in each state of the country.

 In 2001, Government of India launched a radio channel named Gyanvani through

different FM station in the country. The programme was broadcast with 40 stations in

Hindi, English and regional languages.

 In 2002, Government of India launched a project named Vidyavahini to provide IT & IT

enabled education in 60,000 schools in India over 3 years.

 In December 2004, the Centrally Sponsored Scheme “Information and Communication

Technology (ICT) in School” was launched to provide opportunities to secondary stage

students to develop ICT skills and also for ICT aided learning process.

 In September, 2004 the first Education satellite „EDUSAT‟ was launched by the

Government.

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  National Curriculum Framework (NCF), 2005 has highlighted the vital role ICT in school

education. It recommended for the inclusion of ICT across curriculum in school

education.

 Government of India has adopted a Information and Communication Technology (ICT)

Policy in the year 2012.

 The Government of India has announced 2010 -2020 as the decade of innovation. It

stressed on foundation of the skill at school level that will lead towards innovation. In the

country computer was introduce in the classrooms during 1984-85, but the level of use

was very limited. The use of modern technology was found very limited in classrooms

other than the use of computer.

To develop an appropriate and deliberate policy to enhance the role of ICT in education

and for eradication of poverty, the Department of School Education, MHRD, Government of

India has decided to initiate a consultative and participatory process to formulate the National

Policy on ICT in School Education for India. The Ministry of Human Resource Development

(MHRD) has announced to reform the education system by standardization at all levels of

education via its National Mission on Education through Information and Communication

Technology (NMEICT). NMEICT is an important step taken by the Government of India

through which the socio-economic condition of the under-privileged can be enhanced. The 10th

five year plan envisages internet and internet connectivity for college and university teachers

under UGC –net, computers and internet literacy for teachers and administrators and special

support activities for SC/ST minorities, women and disadvantaged groups in computers,

communication & information and biotechnology studies. The ministries, UGC, Open-

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Education systems, NCTE, NCERT, NUEPA, different school boards and other organizations

are supporting ICT in different forms and levels.

1.4 INTEGRATION OF ICT IN EDUCATION

Education plays a vital role in the building of society. Modern societies cannot achieve

their aim of economic growth and higher standards without education. The development and

prosperity of a nation is always determined by the education system of the country. Due to the

expansion of population, the need of education correlated to economic development, the social

need of the different societies and the attachment of education with status in different countries

of the world. The two crucial problems like knowledge explosion and population explosion that

modern world faced, have raised a large number of difficulties in the field of education like poor

physical facilities, less provision of teachers and low enrolment of students due to poor economic

conditions, social superstitions and geographical barriers. Thus, to minimize these difficulties

educational technologies like radio, televisions, computer, teleconferencing, videoconferencing,

internet, satellite etc. plays an important role. In order to improve the overall efficiency and

quality of the teaching and learning process, technology plays an important role. It also plays a

very significant role in increasing the quality of learning or the degree of mastery. It reduced the

time to attain desired goals. It also increases the capacity of teachers in terms of number of

learners taught, without reducing or affecting the quality of teaching and finally, it reduces the

cost of education for students.

Today ICT is being integrated in educational process in various manners as elearning,

collaborative learning, blended learning, creative learning, evaluative learning, open and distance

learning (Sharma, 2015). All these methods have contributed significantly in the quality

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improvement as well as make education more accessible to all. It is assumed that integration of

ICT in education can improve the quality, ensure equality and availability of the education to the

masses. Use of ICT in learning process can not only make learners more interested in the subject

matter, but can also help to develop a natural bent of mind towards inquiry and learning. Now

teaching learning process is not only confined to formal classroom setup, but it could be taken up

conveniently by both at a time and place suitable to them. To meet the needs of many learners,

one single computer attached with internet facility, can meet the needs of large number of

students. A learner at his own pace can search, co-relate, invent, analyse and synthesize the ideas

that cannot be possible in a formal classroom setting.(Sharma, 2019)

The importance of ICT in education can be summarized in following points-

 The uses of ICT in education provide scope for new ways of learning for teacher and

students. Now a day‟s e-learning has become more popular among students as well as

teachers.

 The use of ICT in education helps in inclusion of all category students irrespective of

their needs and regional barrier.

 The integration of ICT helps in developing high level thinking capacities among the

learner.

 The use of ICT increase subject matter knowledge of teachers and it also enhances

subject level learning.

 The integration of ICT helps in collaborative teaching and it develops the quality of

method of teaching.

 The integration of ICT helps the child in collaborative learning. The use of ICT brings the

child to discuss, talk and walk together.

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1.5 INTEGRATION OF ICT IN TEACHER EDUCATION

In modern child centric education, the role of teacher is changing with the change of time

and development of technology. The present century classroom environment is shifting from

conventional mode to two-way communication process. The classroom environment is changing

from traditional/ conventional mode to modern technology-oriented classroom. The classroom

situations become lively and participation of student is increasing by the use of ICT in education.

So, in order to prepare teacher to adopt with changing situation ICT has become an important

factor in education. Integration of ICT is very helpful and useful for pre-service and inservice

teachers in different way. It has improved a lot in all aspect of teacher education and prepares the

teacher to meet the challenges of present time. Now a day‟s teacher education becomes an

interdisciplinary approach and the innovative methods like simulated teaching, programmed

instruction, team-teaching, micro teaching, performing and visual art etc. are used in teacher

education. Action research, case studies and survey also become an important part in teacher

education. The curriculum of teacher education has changed rapidly with the development of

education and advancement of technology. So, in order to adopt with the changing trends in

teacher education the Information and Communication Technology (ICT) helps greatly by

updating teachers in all innovative methods and techniques.

According to Ashok, D. and Kavitha (2015), “ICT, if used creatively can make a big

difference in the way teachers teach and students learn and can help students to acquire 21st

century skills like digital literacy, innovative thinking, creativity, sound reasoning and effective

communication.” (Sharma, 2019)

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 The role Information and Communication Technology (ICT) in the field of teacher

education can be summarized as follows-

The use of ICT in teacher education has brought a paradigm shift in traditional means and

methods of teaching-learning to new modes of teaching.

Information and Communication Technology (ICT) is needed for pre – service as well as

in-service teacher training programme.

By the use of ICT teacher can prepare themselves for teaching. It enhances teaching

expertise and creative teaching.

Information and Communication Technology (ICT) is needed for proper communication

with students. It bridges the gap between teacher and students.

ICT prepares teacher in the use of teaching skills and make their teaching more effective.

ICT is helpful for professional development of teacher and educational administration.

Information and Communication Technology (ICT) helps in proper arrangement of

subject matter and to get feedback.

Information and Communication Technology (ICT) enriched teacher with up-todate

knowledge of their subject.

Information and Communication Technology (ICT) assist teacher to bring innovation in

his teaching.

By the use of ICT students can be motivated for learning. It develops enthusiasm for

learning.

The uses of ICT encourage collaborative learning, project & activity-based learning and

also develop higher order thinking. It makes student more active and efficient.

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 ICT prepares teacher to adopt new technology in teaching and also fulfill the needs of

learner.

ICT can be used in micro teaching classes in rectifying their mistakes and improving

teaching skills.

Thus, it can be concluded that ICT plays an important role in teacher education and helps

in maximizing learning opportunities and experiences.

1.6 BACKGROUND OF THE STUDY

Teacher occupies a very important place in Indian society since ancient time. Teacher

education in India has a long history like the history of Indian education. Education of teacher

must have been born in India 2500 B.C. At the beginning of Hindu civilization teaching was

mainly related to teaching of „Vedas‟. There were four classes or division in Hindu society as

Brahmins, Kshatriyas, Vaishyas, and Shudras. The Brahmins were belonging to upper class and

intellectual group of people. The Brahmins served as teacher of the community involved in the

acquisition of knowledge and its conversation and promotion. They also involved in the process

of transmission of knowledge from one generation to next. Brahmins used to earn their

livelihood by teaching and it was a hereditary process, the teaching profession continued from

one generation to another. During Vedic period there was no evidence of teacher training existed

in the formal sense.

During Buddhist period the teaching profession was not under the control of Brahmins

only. Any knowledgeable person of the society may gain the status of a teacher after training.

Thus, the formal system of teachers‟ training emerged during this period in our country. The

method of training followed during Buddhist period was based on a system, which was in later

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period known as „monitorial system‟. During Muslim period there was no formal system of

teacher training.

Formal system of teacher education was started by Britishers. Danish missionaries

established a Normal school at Serampur in the year 1826, as the first step in the field of teachers

training in India. Wood Despatch (1854) emphasized the need of establishing teachers‟ training

institutions for the first time in the country. Hunter commission (1882) has recommended to

establish „Normal School‟ for the training of primary school teachers. The first training college

was established at Saidapet in Madras in the year 1886 to prepare secondary school teachers

(Bhattacharjee, 2015). At the end of nineteenth century, there were only 6 (six) training colleges

and 50 training schools in India.

Lord Curzon, felt the need of the teacher training in India in his Education Policy for the

development of education. As per the recommendations of the policy more training schools and

colleges were established in the country. Calcutta University Commission (1917) also

recommended to set up Department of Education in the universities. As a result, some of the

universities have started the department of education and numbers of training colleges were

increased in the country. Hartog Committee also emphasized the need of teacher training. In the

year 1932, Andhra University for the first time started a new degree of B.Ed. The Bombay

University started Post Graduate degree in Education (M.Ed.) in the 1936.At the time of

independence, the number teachers training colleges in the country was increased to 41.

After independence there has been a large-scale expansion at all stages of education and

this has been accompanied by expansion of facilities for teachers‟ education throughout the

country resulting in increase in number of teachers as well as percentage of trained teachers. The

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numbers of teacher training schools increased from 649 in 1946-47 to 1300 in 1965-66. The

number of training colleges increased from 41 in 1946-47 to 269 in 1965-66.

Different commissions and committees have emphasized the need and importance of

teacher training in the country. The Education Commission (1964-66) remarked “a sound

programme of professional education of teachers is essential for the qualitative improvement of

education in the absence of other influences; a teacher tries to teach in the way in which he

himself was taught by his favourite teachers and thus tends to perpetuate the traditional method

of teaching.” The establishment of National Council for Teacher Education (NCTE) in 1971 is

one of the landmarks in the development of teacher education. By an act of parliament 1993

NCTE has been given more power and made it a regulatory body to maintain the standard of

teacher education

The National Policy on Education (NPE) 1986 viewed that teacher education as a

continuous process. The pre-service and in-service are inseparable part of teacher education.

There is a feeling that teacher education is not effective in turning out efficient teachers and this

concern is adequately reflected in the national Policy on Education (NPE 1986) and program of

Action, 1992. It called for a complete overhaul of the system of teacher education. The

challenges before teacher education system which relates to its design and „curriculum‟ require a

detailed and critical discussion to establish an effective teacher educational system for our

country.

Yash Pal committee (1993) observed that the condition of teacher education in India is

not satisfactory. It recommended enhancing the duration of the teacher education/training course

from one to four year. Accordingly, NCTE in the year 1998 developed curriculum framework

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that provides guidelines related to teacher education. As per the frame work different universities

and state governments revised the curriculum of teacher education. The National Curriculum

Frame work for Teacher Education (NCFTE) 2010 has given more stress on training and

education of teachers. Recently for last one decade the NCTE has taken different initiatives to

improve the quality of teacher education.

Right to Education (RTE) Act, 2009 has given much emphasis on quality education and

for the quality improvement of education professional training has been made mandatory. The

teachers of secondary schools are appointed by conducting Teacher Eligibility Test (TET) where

professional degree B.Ed. becomes mandatory. Now, the central as well as state Government

gives much emphasis on teacher education and has taken different steps to improve the standard

of teacher education in the country.

1.7 NEED AND SIGNIFICANCE OF THE STUDY

ICT is of great significance for development of education system of a country. Teacher

education is an important aspects or area of education upon which entire development of

educational system is depended. The quality of education depends on the quality of teachers and

their effectiveness of teaching. Teacher effectiveness can be improved by the use of technology

in their teaching. The quality teacher can only be produced by teacher training colleges. So, it

required to study the condition teacher training colleges in matters of awareness and usages of

ICT in classroom transaction.

There are a variety of approaches to professional development of teachers in the context

of use of ICT in education. The Professional development of teachers need to incorporate ICT

into teaching-learning process and should not be thought of as one „injection‟ of training.

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Teachers need to update their knowledge and skill with the change of school curriculum and

technologies. Teachers need to complement their content and pedagogy expertise by utilizing

online facilities. In present context teachers need to assist their students in learning, developing

skills and also helping in conducting fundamental research. ICT develops among the teachers the

skills to examine, assess and evaluate information of the learners. This is highly needed for the

teachers to survive in the ICT savvy world of education. The use of ICT effectively requires a

change in classroom practice rather than mere acquisition of technical skills. Teachers need to

familiarize themselves with possibilities, approaches and application in the use of ICT for the

facilitation of teaching learning. These technologies along with overhead projector and computer

projections have the potential to make teaching learning and training processes more efficient

and cost effective. It has opened up new possibilities of reaching out to the still un-reached

disadvantaged groups and children with special needs. The increasing use of technologies has

brought changes in the modes and methods of instructional processes which are becoming more

learnercentered. It develops a new interactive relationship among teachers, learners and

technologies.

The use of ICT in teacher education can increase the efficiency of teacher in the teaching-

learning process. It provides access to variety of learning resources. It also provides authentic

and up to date information. Information technology also improves the standard of classroom

teaching such as use projector, power point presentation and audio-visual aids. It is a necessity

for every teacher educator to know about the ICT. Teachers must be knowledgeable in the

content, standards and teaching methodologies. Teachers must learn to use technology to support

ICT in enhancement of teacher education. The teachers who work in teacher education

institutions must be skilled in the use of technology for teaching. They must be able to apply

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technology in the presentation and administration of their course work and facilitate the

appropriate use of technology in their teaching process. So, it is very essential to study about the

usage of ICT in teacher training colleges.

In the field teacher education so far, data is available no more research work has been

done. The scenario of teacher training or teacher education is not up to the mark as compared

with general or other collegiate education. As commented by experts and educationists that the

state government has not given more importance on teacher education. Most of the teacher

training colleges of Assam are private college and no proper provision of using technology in

teaching. Being a teacher educator of private college, it is observed that many teachers working

in B.Ed. colleges not use ICT properly in teaching. Though most of the colleges have the ICT

facilities but ICT is not use in transacting curriculum. Hence, there is need of undertaking a study

on the awareness and use of technology by teachers working in the teacher training colleges of

Namakkal district.

1.8 STATEMENT OF THE PROBLEM

The study is entitled as “Awareness of Information and Communication Technology

among B.Ed Students.”

1.9 OPERATIONAL DEFINITIONS

Some of the important operational definitions of key term used are

ICT – ICT implies Information and Communication Technology. It refers the use of technology

for the gathering knowledge, integration of ICT in classroom transaction such as Projector for

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PowerPoint Presentation, use of internet in laboratory, library for searching, preparing projects

and Personal & Professional development of teachers working in B.Ed. Colleges.

B.Ed. – B.Ed. stands for Bachelor of Education. Here, B.Ed. is use as the degree received from

the B.Ed. Colleges or Colleges of education or teacher training Colleges.

ICT Awareness – ICT Awareness means knowledge of teachers regarding the components of

ICT such as preparing PowerPoint presentation, storage of information, search engine, email, e-

learning, use of blog, YouTube, face book, WhatsApp.

1.10 OBJECTIVES OF THE STUDY

The main objectives of the study are,

To find out the awareness of ICT among B.Ed Students

To study whether there is any significant difference in the awareness of ICT among B.Ed

Students with respect to,

(i) Gender

(ii) Locality of the college

(iii) Type of the family

(iv) Hosteller or Day student

(v) Type of the college

(vi) Nature of the college

(vii) Medium of instruction

(viii) Age

(ix) Education of father

(x) Education of mother

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 (xi) Stream of the study

(xii) Annual income of the parents

1.11 NULL HYPOTHESES

The following hypotheses are formulated relating to the objectives

1. There is no significant difference between male and female B.Ed students in their

awareness on Information and Communication Technology

2. There is no significant difference between rural and urban B.Ed students in their

awareness on Information and Communication Technology

3. There is no significant difference between awareness on Information and Communication

Technology of B.Ed students according to their family type

4. There is no significant difference between hosteller and day scholar B.Ed students in their

awareness on Information and Communication Technology

5. There is no significant difference between studying in government and private college

B.Ed students in their awareness on Information and Communication Technology

6. There is no significant difference among awareness on Information and Communication

Technology of B.Ed students according to their nature of the college

7. There is no significant difference between Tamil and English medium B.Ed students in

their awareness on Information and Communication Technology

8. There is no significant difference among the ages of below 25, 26 – 30 and 31 & above

B.Ed students in their awareness on Information and Communication Technology

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 9. There is no significant difference among awareness on Information and Communication

Technology of B.Ed students according to their father‟s education

10. There is no significant difference among awareness on Information and Communication

Technology of B.Ed students according to their mother‟s education

11. There is no significant difference among awareness on Information and Communication

Technology of B.Ed students according to their stream of the study

12. There is no significant difference among awareness on Information and Communication

Technology of B.Ed students according to their annual income of parents

1.12 LIMITATIONS OF THE STUDY

The present study has the following limitations.

(i) The study is limited to Namakkal district only.

(ii) It is confined to B.Ed Students only.

(iii) The sample is limited to 270 B.Ed Students only.

(iv) The study examined awareness on Information and Communication Technology only.

1.13 CHAPTERISATION

CHAPTER - I includes introduction about concept of ICT, ICT in emerging Indian

education system, integration of ICT in education, integration of ICT in teacher education,

background of the study, need and significance of the study, statement of the problem,

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operational definition for the terms, objectives, null hypotheses, limitation of the study and

cauterization.

CHAPTER - II includes introduction to review of related literature, definition,

importance of review of literature, objectives of review of literature, a review of research studies

conducted in India as well as abroad and conclusion.

CHAPTER - III includes about research methodology, method used in the study,

variables of the study, population of the study, sampling, stratified random sampling, samples for

the present study, tool for the study, questionnaire, rating scale, description of the tool, pilot

study, tool for the pilot study, sample for the pilot study, item analysis, reliability of the tool,

validity, content validity, tool for the final study, data gathering procedure, scoring procedure,

statistical technique used and conclusion.

CHAPTER - IV includes analysis and interpretation of the data and also includes tables

and figures to substantiate the results.

CHAPTER - V includes summary and conclusion. It also includes recommendations,

topic for further research and interpretation.

1.14 CONCLUSION

The present study focuses on awareness on Information and Communication Technology.

A detailed introduction about Information and Communication Technology, need for the study,

statement of the problem, functional definition of the terms, objectives, null hypotheses,

limitations of the study and cauterization were given in the chapter. Studies related to present

study will be discussed in next chapter.

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