PROFESSIONAL DEVELOPMENT AND ICT IN EDUC

Publishing Corporation 4435–36/7, Ansari Road, Darya Ganj, ON INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION-2015 ICTE-2015 24th & 25th July 2015 Organised by BLDEA’s JSS College

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PROFESSIONAL DEVELOPMENT AND ICT IN EDUCATION

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PROFESSIONAL DEVELOPMENT AND ICT IN EDUCATION

Dr G R Angadi

A.P.H PUBLISHING CORPORATION4435–36/7, ANSARI ROAD, DARYA GANJ,

NEW DELHI-110002

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Published by

S.B Nangia

A.P.H Publishing Corporation

4435–36/7, Ansari Road, Darya Ganj,

ON INFORMATION AND COMMUNICATION TECHNOLOGY

IN EDUCATION-2015 (ICTE-2015)

24th & 25th July 2015

Organised by

BLDEA’s JSS College of Education,

PG and Research Centre in Education, Vijayapur (Bijapur)-586101 Karnataka

with Support from

ALUMNI ASSOCIATION

BLDEA’s JSS College of Education, Vijayapur.

B.L.D.E Association’sJnanayogi SriSiddheshwar Swamiji College of Education, P.G and Research Centre in Education, Vijayapur (Bijapur)-586101, Karnataka

(Govt Aided and Affiliated to Rani Channamma University, Belagavi)

Reaccredited with “B” Grade by NAAC (CGPA-2.61)

E-mail: bldeajssbedcb@gmail.com, Website: www.bldeajddbed.org

Tel No: 08352-223290, Fax No: 08352-223324

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FOREWORD

For India to emerge as a knowledge super power of the world in the shortest possible time it is imperative to convert our demographic advantage into knowledge powerhouse by nurturing and honing our working population

into knowledge or knowledge enabled working population (NMEICT)

Three decades after the first mainstream rollout of computers in schools (CLASS Project-1984) we have learned many significant lessons about ICT

in Education and their potential transforming impact on national education systems Yet, countries around the world face urgent challenges in this respect due to the rapid development of technologies, the required financial investments and the need to have a clear vision of the role that teachers have to play in harnessing the power of ICT in the classroom and beyond.One key lesson is to acknowledge the many facets that ICT in Education policies have to tackle such as teacher competencies, learning materials, ICT equipment, student and teacher motivation, as well as the linkages to other areas of national policy and socio-economic development Adopting

a cross-sectored approach through an ICT in Education can help countries

to successfully address all relevant dimensions

Educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments Designing and implementing successful ICT-enabled teacher education programmes is the key to fundamental, wide-ranging educational reforms

Teacher education institutions may either assume a leadership role

in the transformation of education or be left behind in the swirl of rapid technological change For education to reap the full benefits of ICTs

in learning, it is essential that pre- and in-service teachers are able to effectively use these new tools for learning Teacher education institutions and programmes must provide the leadership for pre- and in-service teachers and model the new pedagogies and tools for learning

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ix

viii Foreword

In this context, the BLDEA’s JSS College of Education, Vijayapur has

planned and organized the National Conference on ICTE-2015 with five

sub-themes, which addresses the theory, research and applications as well

as innovative practices for improving the quality of education through the

diversification of contents and methods and promoting experimentation,

innovation, the diffusion and sharing of information and best practices as

well as policy dialogue are strategic objectives in education

Some theoretical and practical answers to the increasing challenges

posed by the new technologies to the teaching profession are offered in

the present edited publication, entitled Information and Communication

Technology in Education-2015 The resources were contributed by a

national group of Teacher-educators, teachers and experts with extensive

experience in the integration of ICTs into teacher preparation The edited

book provides resources to help teacher educators, administrators and

policy-makers better apply ICTs to teacher education programmes

As a result of deliberations during the conference, several Action

Points have emerged I assure you all that necessary actions will be taken

on the recommendations of the Conference within the shortest possible

time in RCUB Jurisdiction

I wish all the participants to adopt more and more innovative

methodology in their approach to technology assessment, refinement and

demonstration I appreciate the effective sponsorship of UGC and Alumni

Association of JSS College of Education, Principal, Dr V D Aiholli,

my student Dr G R Angadi Org Secretary ICTE-2015 and Editor of

this book and their team for successfully organizing the Conference and

bringing out the edited book, and all the participants for their valuable

contribution to this book, which we hope it, will generate great interest

in teachers and teacher-educators

On behalf of School of Education, RCUB I would like to thank the

BLDEA’s management support for effectively organizing the ICTE-2015

National conference

Prof H M Shailaja

Director,School of Education, VidyasangamaRani Channamma University, Belagavi

Belagavi-591156 Karnataka

Chief Editor

Dr V D Aiholli

Principal, BLDEA’s JSS College of Education, PG and Research Centre

in Education, Vijayapur (Bijapur)-586101 Karnataka

Director, BLDEA’s Research Centre in Education, JSS College of Education &

PG Studies in Education, Vijayapur (Bijapur)-586101 Karnataka

Dr M S Hiremath

Assistant Professor, BLDEA’s JSS College of Education, PG and Research Centre in

Education, Vijayapur (Bijapur)-586101 Karnataka

Dr B Y Khasnis

Dr A V Bomagond

Dr M B Kori

Sri B B Mulawad

Physical Education Director, BLDEA’s JSS College of Education, PG and Research

Centre in Education, Vijayapur (Bijapur)-586101 Karnataka

Dr J Y Pattanshetti

Lecturer, BLDEA’s PG Studies in Education, JSS College of Education,

Vijayapur (Bijapur)-586101 Karnataka

Sri Vijayakumar Palled

Sri B S Hiremath

Sri S S Patil

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PREFACE

Over the years in the history of Education, Educational Technology has taken New Avatars from the Programmed Learning Movement to the present era of Web 2.0 Technologies and Social Media By using Social Media Platforms such as Wikis, Blogs, WhatsApp, Facebook and Twitter in the classroom, teachers have seen an increase in achievement and classroom participation – even less sociable students have become more participatory

Tablets not only offer the present digital learners the chance to browse

for information in quick fashions, but they also allow them to more easily collaborate on projects and become more engaged in their learning process They have become exceptional tools that soon every classroom will strive

to have The Smartphones, like the tablet, have had different receptions

In addition to providing access to social media platforms which allow students to more freely interact, the Smartphones also provide easy access

to useful information which betters a child’s overall learning experience They also offer numerous apps designed to help students better budget their time and create more efficient schedules to complete their school work Like never before, students are able to access any type of information

about any subject matter through free web resources They choose Khan

Academy, YouTube, NROER, OER and numerous other forums which have bettered the learning experience and allowed student access to resources necessary to supplement their own education Since the start

of online programmes, anybody is able to pursue education anytime,

anywhere “With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments” (John Daniel, 2002) Today, the world of education stands loaded with unprecedented hope for a new paradigm of ‘anybody, anytime, anywhere learning’ through collaborative and constructive pedagogical models, thanks to the all-new

web technologies According to Douglas Kellner (2008), this technological

revolution will have a greater impact on society than the transition from

an oral to a print culture George Siemens (2009) observed, “Technology

is altering (rewiring) our brains The tools we use define and shape our

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Preface xiii

The authors of the papers are responsible for the choice and presentation

of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of editor or publishers

I would like to express my gratitude to the Participants, Resource persons, Key-note Addressee, Alumni Association of JSS College of Education and UGC sponsorship of the National Conference for their contribution

I express my sincere gratitude to Dr M B Patil, Minister for Water Resource, Govt of Karnataka, President of BLDE Association and Chancellor of BLDE University, Vijayapur who has great-source of inspiration to organise this conference

It gives me great pleasure to express my gratitude to Sri G K Patil, General Secretary and Treasurer, BLDE Association Vijayapur, who has given their constant encouragement and support throughout the conference and bringing out the conference articles in the form of edited book, I take this opportunity to dedicate this edited book to Sri G K Patil Sir

I am very happy to express my heartfelt gratitude to Prof B G Mulimani, Chief Administrative Officer and Prof S.H Lagali, Administrative Officer, who were the sources of continuous untiring guidance, encouragement and help of both Officers of the BLDE Association

I extend my thanks to our Principal, Dr V D Aiholli, all my beloved Colleagues and Students of JSS College of Education, Vijayapur who have contributed directly and indirectly support and engaged in the success of the conference and bringing out this book

I wish to thank all those who have supported us in the successful completion of the conference and bringing out this edited book I record

my sincere thanks to Dr K.B Nangia, APH Publications Corporation, New Delhi, for timely publishing the book with ISBN

Dr G R Angadi

xii Preface

thinking” Today’s teachers, whether in school or college are working with

students whose entire lives have been immersed in the 21st century media

culture “The previous teaching practices of teacher directed, ‘chalk and

talk’ no longer can engage the learner, nor can it provide the learner with

the knowledge needed to connect and stay connected in this digital era

(Siemens, O’Neill & Carr, 2008) The New York Times (2011) observed,

“Learning, like culture, is a dynamic thing It was an oral thing once, then

it became a printed thing and is becoming a digital thing.” The much-hyped

21st century education is bold It breaks the mold It is flexible, creative,

challenging, and complex To this backdrop, the college has initiatives to

planned National Level Conference on ‘Information and Communication

Technology in Education (ICTE-2015)’

This UGC Sponsored National Conference ‘ICTE-2015’ was organized

on 24th and 25th July 2015 by the BLDEA’s JSS College of Education,

PG and Research Centre in Education, Vijayapur Over 175 participants

from more than 7 States attended the event, in this conference more than

150 Teacher Educators, Academicians, Fellows, Scholars, Researchers

and Practiceners contributed their perceptions, views, ideas, plans and

experimental results, which addresses the theory, research and applications

as well as innovative practices in the form of article on the theme and

sub-themes Viz., ICT in Teacher Education (Pre and In-service), ICT in

School Education (Primary and Secondary), ICT in Higher Education, ICT

in Faculty and Staff Development It became an intellectual platform for

open dialogue between policy makers, teachers, practitioners and experts

from teacher education field and ICT in Education The Conference pursued

the following major aim: The conference was planned as a consultative

process and forum for discussion and collaboration among the state and

national participants involved in ICT Education activities Objectives of the

Conference are: To provide a platform for participants to share knowledge

and ideas, enabling them to develop multinational, cross-cultural and

cross-institutional contacts and partnerships, as well as to enhance their

knowledge, expertise, and abilities with regard to recent advances in ICT

in Education, To showcase the best practices of ICT in Teacher Education,

To establish a comprehensive picture of the recent advances in ICT in

Education, To identify gaps in current research related to ICT Enabled

Learning and Teaching and To give policy recommendations for future

directions in the light of the recent advances in ICT

This 3rd edited book of proceedings includes the delayed received

thirty two papers presented in the National Conference on ICTE-2015

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CONTENTS

1 Information Communication Technology (ICT) in Faculty

Prof (Dr.) Mushtaq Ahmed I Patel

Zakiya Sultana H Zarzari

7 Academic Leadership Pedagogy and Innovation

Dr Shridevi Patil

Dr Jyoti S Pattanshetti and Muragesh Y Pattanshetti

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Preface xvii

xvi Preface

11 Gender Disparity and Policies of Inclusion: A Case Study

of Women’s Education in Hydarbad Karnatak

Shivaleela and Dr Hoovinabhavi B L.

Shri Basavaraj G Dharwad

Chandrashekar

Virupakshi

15 Use of Information and Communication Technology (ICT)

in Collection Development in Scientific and Research

T A Patil

Neelappa L Kalli and Ameet A Abbar

17 Issues and Opportunities and Challenges in ICT

Rohini R.

18 Effect of Computer Education on Competency Student

Dr Manjula H S and Dr A G Hemantha Kumar

23 Role of The Multimedia in Teaching and Learning English

Mr Rajashekhargouda S Mulimani

Dr Saheb Ali H Niragudi

Aiholli S R and Nayak G N

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CONTRIBUTORS

A G Hemantha Kumar, Associate Professor, Dept of PG Studies and Research

in Education Karnataka State Women University, Vijayapur

Aiholli S R., Assist Professor, RGES College of Education Ron, Gadag (Dist)

Ameet A Abbar, J S P S S B F Y College of Education, Munavalli, Saundatti (Belagavi)

Ashapremalatha, Principal, S.R.K College of Education, Raichur

Ashok H Malaghan, Principal, SHVVS`s Smt Y.R.Patil Grameen Mahila B.Ed College, KAMATGI-587120., BAGALKOT, E-mail: ashokmalaghan@gmail.com

B Vijay Rajendra, Asst.Professor, Nandini College of Education, Rampur, Raichur b.vijayrajendra1983@gmail.com

Basavaraj G Dharwad, Asst Prof K.S.R.College of Education, Nehru Nagar, Belagavi-590010 Karnataka State-India Email: bgdharwad76@gmail.com

Chandrashekar, Assistant Professor, SRK College of Education, Raichur E-mail: chandru.0180@gmail.com

Durgappa, Assistant Professor in Commerce, Govt First Grade College, Shiralakoppa, Shikaripura Tq, Shimoga Dist -577428 E-mail-durgappa.83@gmail.com

G C Jampannavar, Associate Prof KSS College Gadag 8904335329

G M Ganesh, Assistant Professor, MLMN College of Teacher Education, Jyothi Nagar, Chikkamagaluru ganeshmlmn@gmail.com

H V Belagali, Assistant Professor, KSS Vijayanagar College of Education, Hubli

Hoovinabhavi B L., Professor, Dept of Education, Gulbarga University, Kalburgi

Jagadish, Assistant Professor, SBBN College of Education,Hosapete-583201

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Contributors xxi

Saheb Ali H Niragudi, Principal, KCT College of Education, Gulbarga, Karnataka

Savita D., Assistant Professor, SRK College of Education, Raichur

Shivaleela, Ph.D Research Scholar, Dept of Education, Gulbarga University, Kalburgi Sheelu E-mail: badiger@gmail.com

Shridevi Patil, Principal, Goutham College of Education Bangalore

T A Patil, BLDEA’s JSS College of education, Vijayapur

Virupakshi, Assistant Professor, SRK College of Education, Raichur, E-Mail: Veerumpatil98@Gmail.Com

Zakiya Sultana H Zarzari, Research Scholar, Department of PG Studies and Research in Education Karnataka State Women’s University Bijapur

xx Contributors

Jyoti S Pattanshetti, Lecturer, B.L.D.E.A’s J.S.S College of Education PG &

Research Centre in Education VIJAYAPUR

M B Tallur, Principal, Kittur Rani Channamma Education Society’s College

of Education, Bailhongal

M R Bhat, Assistant Professor, KSS Vijayanagar College of Education,

Vidyanagar, Hubballi

Madhav H Gudi, Research Scholar, School of Education, Rani Channamma

University, Belagavi E-mail:madhavgudi30@gmail.com

Manjula H S., Assistant Professor, New Horizon College of Education,

Indiranagar, Bangalore-8 E-mail Id : swamy.manjula@gmail.com

Manjunath, Asst Professor, HCMSK College of education, Raichur

Muragesh Y Pattanshetti, Assistant Professor, B.L.D.E.A’s A.S.P College of

Commerce M.B.A Programme VIJAYAPUR

Mushtaq Ahmed I Patel, Professor in Education, DDE, MANUU, Gachibowli,

Hyderabad – 500 032 E-mail: patel_mushtaq@outlook.com

Nayak G N., Assist Professor, RGES College of Education Ron, Gadag (Dist)

Neelappa L Kalli, Research Scholar, School of Education, Rani Channamma

University, Belagavi

P S Tolanur, Assistant Professor, Dept of English, New Arts College, Tikota

Prabha Guddadanveri, Associate Professor, Karnatak University College

of Education, Dharwad 580001 E-mail: drprabha_g@rediffmail.com

R B Sirasangi, Assistant Professor, Dept of Geography, New Arts College,

Tikota, Vijayapur (Dist) E-mail: shirasangi.revanashiddesh@gmail.com

Rajashekhargouda S Mulimani, Lecturer-in-English, Govt.P.U.College,

Arjunagi Tq.Vijayapura,Karnataka E-mail: rajenglish78@gmail.com

Ramesh Kulkarni, Assistant Professor, S.R Kanthi College of Education, Ilkal

Rohini R., Assistant Professor in Commerce, Govt First Grade College,

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ABOUT THE EDITOR

Dr G R Angadi, M.Sc(IT), M.Phil(CS), M.Ed., M.Phil(Edn), Ph.D.,

PGDCA, PGDHE, SET, NET He has been a teacher and teacher educator from fourteen years He started his teaching career as TGT Science in Jawahar Navodaya Vidyalaya, Raichur (Karnataka) in 1999 His journey

as a Teacher Educator started at BLDEA’s JSS College of Education, Bijapur in 2002 after a year, he served couple of years in KVVS JP College

of Education, Gadag as Lecturer in Education Since 2006 is serving as Assistant Professor in Education at BLDEA’s JSS College of Education,

PG Studies and Research Centre in Education, Vijaaypur-586101, He has guided several M.Ed Dissertations and presently guiding for Ph.D Students, under his guidance one Ph.D has conferred He is also very active

in Experimental Research Designs and currently engaged in UGC-MRP

He has Published 2 Books Online and presented more than 35 Papers in different National & International Seminars / Conferences and published more than 28 research articles in the reputed Referred/Peer Reviewed Research ISSN Journals, Reviewer and Member of Editorial Board of Online Research Journals, Life Member of Professional Organisations like, IATE, AIAER, GERA and Member of Innovative Educators and PCDN Online His Area of interests is Educational Technology, ICT in Education, Teacher Education and Action Research He has coordinated ICTE State level Workshop, Teacher Education National Conference and Org Secretary of the ICTE-2015 National Conference

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Professor in Education, DDE, MANUU, Gachibowli, Hyderabad – 500 032 E-mail: patel_mushtaq@outlook.com

1 Information Communication Technology (ICT)

in Faculty and Staff Development

Prof (Dr.) Mushtaq Ahmed I Patel*

The faculty and staff development is a vast area, which is being debated in the present scenario across the globe The competition in the global village has brought in scope of yielding productive goods, which is also true in case of educational institutes In the present paper the author looks into the faculty and staff development purely from the perspective of developments in Information Communication Technologies (ICTs) Hence, the paper gives an introduction of the concepts faculty and staff development and ICTs, while presenting the need to introduce ICT programmes in education and how it has

to be implemented To supplement the theoretical discussions a suggestive curriculum framework given by UNESCO is discussed Strategies and plans about the implementation of ICT in faculty and staff development are discussed, giving level of ICT integration and steps in ICT integration process A top down – bottom up integration model proposed by Altun is also discussed The paper concludes with observation and suggestions regarding use of ICTs

in developmental programmes

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2 Professional Development and ICT in Education Information Communication Technology (ICT) in Faculty and Staff Development 3

INTRODUCTION

There is wide variety of personnel working in the field of education in

teaching, teaching related and support services to impart better educational

facilities at all levels of education There has been considerable demand

for technology use in recent years and all categories of jobs require that the

incumbent should be well acquainted with the continuous developments

in technologies While it is observed that the Professors make use of Word

Processors, Spread sheets and Presentation software in their day-today

works, whereas technology is more easily adopted by administrators for

their official works with regard to maintenance of files, documents and

calculations However, on the contrary it is observed that the technology

is less used for educational purposes within the class or outside Before,

plunging into the ocean of faculty and staff development, important terms

used in the study are discussed

ICT: The review of literature informs that Information Communication

Technology (ICT) is concerned with any device or system that allows

the storage, retrieval, manipulation, transmission and receipt of digital

information (Doyle, 2008).

The hardware such as computers, scanners, digital cameras, mobiles,

tabs etc are part of this technology The software generally used in ICT

include system software, word-processors, databases, spreadsheets, apps

etc In addition to computers, digital TV, digital radio, e-mail, internet,

broadband, networks (wired and wireless), mobile phones, GPS (global

positioning system), video conferencing, instant messaging, fax etc are

examples of ICTs

FACULTY DEVELOPMENT

The Prime focus of faculty development programmes is to support

faculty members, further develop scholarly characteristics among the faculty

“Faculty Development is both a comprehensive term that covers

a wide range of activities ultimately designed to improve student

learning, and a less broad term that describes a purposeful attempt

to help faculty improve their competence as teachers and scholars.”

(Eble & McKeachie, 1985)

STAFF DEVELOPMENT

The Staff Development can be viewed as a vehicle solely for improving

work-related performance, it can be seen as an opportunity for personal

development, too (Society, 2003)

The Staff Development is a technical process of ‘knowledge and skills’ development, improving techniques without altering in any profound sense the humanity or Being of a person (Webb, 2013)

There is slight difference in the roles performed by Faculty and Staff, but a common task performed by both is towards the education of the learners and hence, the author has used both the terms interchangeably along with educational professionals frequently in the paper and represents both staff and faculty

WHY ICT PROGRAMMES HAVE TO BE INTRODUCED TO EDUCATIONAL PROFESSIONALS

Research reviews indicate that the Governments across the globe are bent towards implementation of technology in various parts of life including education Large and complex technologies are being procured for educational purposes, but this does not mean that the personnel working

in educational field are well versed with the use of these equipments and technologies The Government of India Programme launched as

“Digital India Week” on 1st of July, 2015, is also an attempt in this regard Digital India has been envisioned as an ambitious umbrella programme

to transform India into a digitally empowered society and knowledge economy (PIB, 2015)

The vision of Digital India is centred on three key areas

(i) Digital Infrastructure as a Utility to Every Citizen (ii) Governance & Services on Demand and

(iii) Digital Empowerment of Citizens

All these are having direct or indirect bearing with educational activities Under this umbrella programme, National Scholarships Portal is a one stop solution for end to end scholarship process right from submission of student’s application, verification, to sanction and disbursal to end beneficiary for all the scholarships provided by the Government of India

The estimated impact of Digital India by 2019 would be cross cutting, ranging from broadband connectivity in all Panchayats, Wi-fi

in schools and universities and Public Wi-Fi hotspots Success of this programme will make India Digitally empowered and the leader in usage of IT in delivery of services related to various domains including education sector

Hence, in the context of above developments, it is observed that the technologies will percolate down to schools through offices and Universities

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Hence, all the personnel working in education need to be well versed with

regard to the use of Information and Communication Technology in the

field of education

WHAT IS THE NEED OF CONTINUOUS FACULTY AND STAFF

DEVELOPMENT?

The Faculty Development area has progressed gradually from

development of research skill and productivity; through teacher focussed

on improving teaching skills; emphasis on student learning and presently

collaboration among faculty through networked learning since 1950

across the globe Hence, the role and requirement of faculty (educational

professional) development has changed over the years

The education professional carries out various activities in educational

activities and hence, continuous development is required Faculty

development encompasses large number of activities, and “includes

individual development, continuing education, and in-service education

or staff development, as well as, curriculum writing, peer collaboration,

study groups, peer coaching or mentoring (according to the thesaurus of

the ERIC database), classroom visitation, attendance of conferences, action

research, publication of papers, etc.” (Eze & Olusola, 2013)

In the context of ICT in faculty and staff development, it is required

• to develop new insights into pedagogy and stimulates an on-going

reflection into one’s own practice,

• teachers acquire and maintain the competencies required to face the

diverse challenges involved in teaching and learning,

• to serve as a means of improving efficiency in the educational process.

• ICT brings new areas of development such as

• Networking of resources

• Shared learning spaces

• The promotion of collaborative learning

• The move towards autonomous learning

• to understand the changing scenario in education

• Changed role of teacher

• Changed role of assessment

• Changed teaching strategies and resources

• Reappraise the methods of teaching vis-a-vis Curriculum

Faculty development receives relatively little attention in educational settings in India as compared to the Industries The faculty development activities are also centred around development of teaching skills This has to be widened to include training of leadership, management and learning of use of new innovative ICT techniques in Education This has to be need based and more specific needs of individuals and groups have to be met

HOW TO IMPLEMENT ICT FOR FACULTY AND STAFF DEVELOPMENT

The faculty’s belief and attitude towards use of technology plays

an important role in adopting technology for educational purposes The perception of ease and usefulness of technology helps in making use of ICT in educational settings The use of technology and attitude towards use depends upon the training given, use of ICT by other colleagues, organisational support etc

For faculty to effectively adopt ICT for teaching and learning practices, they need to familiarize themselves with the technology, utilize the technology, integrate the technology into their teaching, transition to the reorientation phase, realign their teaching and student learning outcomes with the technology, and finally become revolutionized in their teaching practices where technology usage is evident, and the process facilitates the quality teaching and active student learning mission (Jared, Terry, & Lydia, 2008)

Before, taking up faculty and staff development, the institutions and individuals have to ponder over what training is required, whether the institutions will facilitate it, what facilities does the institute make available and what training has been given so far

For any type of Professional development following points have to

be considered

• What provision has been made within the organisation for faculty/

trainers to engage in ongoing ICT knowledge-sharing and collaboration activities?

• Has the organisation organised or facilitated professional development

opportunities for the faculty/ trainers?

• What courses or other professional development programmes have

staff members availed of? (Gesci, 2015)

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UNESCO’s Suggestive Curriculum for faculty and staff development

programme

Figure 1: Showing curriculum framework matrix for developing ICT

competencies source (UNESCO, 2008)

Each of the cell in matrix given in figure 1, forms a module through

which the faculty and staff especially teachers have to go through This starts

with Technology Literacy to Knowledge Deepening through Knowledge

Creation and there by proposes to increase the capacity of teachers from

Basic Knowledge seeker to making use of ICT in teaching learning process

as a Model Learner.

WHAT ARE THEORETICAL BASIS/MODELS OF FACULTY AND STAFF

DEVELOPMENT?

There are some theoretical bases for faculty and staff development,

like Adult Learning Theory proposed the term Androgogy rather than

pedagogy for the way that adult learn But, later it was found that both adult

and students learn through teacher-directed or learner-directed strategies

Andragogy, emphasizes the importance to adults of pursuing learning that is

important to them (such as professional development or learning to satisfy

a personal interest), something they are motivated to learn, based on their

prior experiences and immediate usefulness, and is self-directed The another

basis for development programmes is, transformative learning which is the

process that changes an adult’s perspective Adults have acquired a coherent

body of experience – associations, concepts, values, feelings, conditioned

responses – frames of reference that define their life worlds They selectively

shape and delimit expectations, perceptions, cognition, and feelings we

have a strong tendency to reject ideas that fail to fit our preconceptions.”

There are some other theories which forms the basis for faculty and staff development, that include,

• Trotter’s “age and stage” theory such as the theory of ego development

• Kohlberg’s theory of moral development

• Kegan’s theory of individual development

• Perry’s cognitive development theory tracking

• Gibb’s functional theory of adult learning The Compass Model to Plan Faculty Development Programme

A Compass Model was proposed by Al-Eraky & MLearn (2012),

as a conceptual framework to plan faculty development (fig 2), which was inspired by the interplay between intrinsic and extrinsic forces for learning, as outlined in the Self-Determination Theory (SDT) In planning faculty development, the Compass Model acknowledges four agendas (directions) from various stakeholders: Strategies (N), Competencies (E), Resources (S) and Wish lists (W) The model then describes four avenues for faculty development offerings (quadrants): Foundation (NE), Innovation (SE), Response (SW) and Motivation

(NW) (i.e outputs, activities).

Figure 2: The Compass Model for planning faculty development

(Al-Eraky & McLean, 2012)

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This Compass Model could be evaluated in two ways: theoretically,

by comparing the model with other approaches for planning faculty

development and practically, by using the model to scrutinise a faculty

development programme as a case study Some of the best practices and

trainings were compared by Al-Eraky & McLean (2012) and are presented

in the following diagram (fig 3)

WHAT ARE THE CHALLENGES IN ICT USE IN FACULTY AND STAFF

DEVELOPMENT?

Most of the Universities and Institutes are not well aware of use of

ICT technologies in training of faculty and staff for their development ICT

integration is quite poor because of planning, implementation of the service,

which fails both at micro and macro level training process Schneckenberg

(2010) opines that technology development tends to outpace strategic thinking

and pedagogical design in universities, and the sustainable integration of

eLearning into higher education establishments remains a major challenge.

With regard to adoption of ICT the terms like ‘thwarted innovation’,

‘leisurely speed of a tortoise’ etc are being used by educators and hence,

this shows the attitude of trainers and trainees The visible barriers like

technical issues, budget constraints or lack of demand inhibit the use of

learning technologies are too short-sighted challenges in use of ICT Cultural

values also have an impact on use of ICT in education, whereas presently an

effort is made to overcome this in India Lack of appointment after training

in ICT or lack of promotional or monetary gains also becomes an hurdle in

this direction They also face pedagogical challenges and Schneckenberg

(2010) further writes the “faculty is nowadays facing new pedagogical

challenges; they have to design learning environments which respond to

the changing needs of technology-savvy students; and they have to integrate

ICT into their courses to extend the flexibility of educational services in

universities” Further, elaborating he writes, there is a need to develop the

staff and faculty to “judge why, when and how to use ICT in education”.

Lamenting upon the capacities of students, who are to be dealt by Faculty,

Hayslett et al (2009) notes, “The faculty and staff will be dealing with

students who are not familiar with the use of ICT or they may face technical

difficulty They are also dealing with the students who are despite their use of

technology outside of instruction, have limited experiences with technology

incorporated into instruction.” Hence, faculty development process should

not only keep in mind needs of faculty but the type of situation, which they

are going to face in the institutes Based on the opportunities available and

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STRATEGIES FOR THE ICT USE IN FACULTY AND STAFF

DEVELOPMENT

When the incumbent faculty is asked how they started teaching, they

say that fresh from research work or study, they were given the curriculum,

text books, technologies (ICT) and then they were asked to take a dip in

the ocean of information transfer This is a difficult situation to a novice, to

take up teaching without faculty development programmes in use of ICT

Added to this, increasing demand for educational technologies,

diversification of faculty and students, shift to interdisciplinary programmes

– faculty development opportunities have become essential to both the

individual faculty member and higher education institution as a whole

Therefore, as proposed by Altun et al (2011), it is suggested to have

two levels of training in ICT integration (fig 4) i.e at Macro and Micro

level At Macro-level the state, institution and organisation should start

faculty development programmes This can be taken up in the present

Academic Staff Colleges in a structured manner The micro level training

may be initiated in a mentoring or peer supervision formats at the individual

levels The main objective of the entire process would be the development

of faculty for productive use of education

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Figure 4 Levels of ICT Integration as a Process (Source: (Altun, Kalaycı, & Avci, 2011))

Altun et al (2011) have proposed eight step strategy (fig 5) for ICT integration process All shareholders in institutions act together and

share information with each other in ICT integration process (Informing shareholders), which will accelerate the integration process In order to

integrate ICT into education process, individuals must be aware of all

those technologies (Raising awareness) One of the prior conditions of

ICT integration is to identify the problems and needs of individual and

group for faculty development (Needs analysis) While one faculty or a

department decided to integrate ICT into their educational or administrative process, ICT integration process in other institutions must be reviewed,

Social networking / social structure is created Some faculty members could

reject using technology for their neither administrative nor instructional

purposes, and we must adopt Breaking resistance process to involve them

able motivation Sup-

Sustain-porting implications Inser- vice training Break-

ing resistance Social networking Needs

analysis Raising

ness Inform- ing shareholders

aware-Figure 5: Showing Steps in ICT integration Process (adopted from (Altun, Kalaycı, & Avci, 2011))

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Institutions should provide staff development and in-service training

for academic members and administrative personnel to change their

knowledge, skills, attitude, and habits In order to provide continuity of

using technology, individuals should be supported and motivated with

various reward systems (Supporting implications) If the institution wants

to integrate the ICT in their programs, individuals must be motivated

permanently and Sustainable motivation developed.

TOP DOWN – BOTTOM UP INTEGRATION MODEL

ICT in education is a domain in which many components (university, faculty, department and faculty members) play a role Each of these

components has unique policies which might affect ICT integration process

ICT integration is the interactional output of these components It covers

both administrative and instructional level interactions ICT integration

process can be examined both from the university perspective and from

the perceptions of individuals Interactive integration works best when

the interaction is bidirectional from top down and bottom up (fig 6) In

order to perform effective and efficient ICT integration process, there

must be a coordination unit which could function in two-way interaction

with university, faculty, department and individuals In this top down

and bottom up integration model, mainly top down integration imply the

administrative system and infrastructure, policies etc.; in the bottom up,

on the other hand, the instructional issues are addressed In order to benefit

from this model effectively and efficiently, the objectives and implications

should go hand in hand (Altun, Kalaycı, & Avci, 2011)

10

Top Down – Bottom Up Integration Model

Figure 6 Top Down- Bottom Up Integration Model – Source (Altun, Kalaycı, & Avci, 2011)

ICT in education is a domain in which many components (university, faculty,

department and faculty members) play a role Each of these components has unique policies

which might affect ICT integration process ICT integration is the interactional output of

these components It covers both administrative and instructional level interactions ICT

integration process can be examined both from the university perspective and from the

perceptions of individuals Interactive integration works best when the interaction is

bidirectional from top down and bottom up (fig 6) In order to perform effective and efficient

ICT integration process, there must be a coordination unit which could function in two-way

interaction with university, faculty, department and individuals In this top down and bottom

up integration model, mainly top down integration imply the administrative system and

infrastructure, policies etc.; in the bottom up, on the other hand, the instructional issues are

addressed In order to benefit from this model effectively and efficiently, the objectives and

implications should go hand in hand (Altun, Kalaycı, & Avci, 2011)

Conclusion

The ICT integration is a complex process in the faculty and staff development

programmes, and happens at different levels Although each level leads and connects with

another and thus, ICT integration is a process rather than a product The author has attempted

to present a curricular part of the content to be presented in the ICT in faculty and staff

development along with few workable models These development programmes should lead

us to such a level, where the faculty and staff should be able to make use of ICT in day-today

like that of the use of previous years’ radio, television system or present day mobile phone

device

References:

Al-Eraky, M M., & McLean, M (2012) The Compass Model to plan faculty development

programs Retrieved July 1, 2015, from Medical Education Development 2012; volume 2:e4

Altun, S A., Kalaycı, E., & Avci, Ü (2011) Integrating ICT at the Faculty level: A Case

Study The Turkish Online Journal of Educational Technology , 10 (4), 230-240

Doyle, S (2008) Essential ICT A Level: AS Student Book for AQA Dublin: Folens Limited

Figure 6: Top Down- Bottom Up Integration Model – Source (Altun,

Kalaycı, & Avci, 2011)

CONCLUSION

The ICT integration is a complex process in the faculty and staff development programmes, and happens at different levels Although each level leads and connects with another and thus, ICT integration is a process rather than a product The author has attempted to present a curricular part

of the content to be presented in the ICT in faculty and staff development along with few workable models These development programmes should lead us to such a level, where the faculty and staff should be able to make use of ICT in day-today like that of the use of previous years’ radio, television system or present day mobile phone device

REFERENCES:

• Al-Eraky, M M., & McLean, M (2012) The Compass Model to plan faculty

development programs Retrieved July 1, 2015, from Medical Education

Development 2012; volume 2:e4.

• Altun, S A., Kalaycı, E., & Avci, Ü (2011) Integrating ICT at the Faculty

level: A Case Study The Turkish Online Journal of Educational Technology,

10 (4), 230-240.

• Doyle, S (2008) Essential ICT A Level: AS Student Book for AQA Dublin:

Folens Limited.

• Eble, K E., & McKeachie, W (1985) Improving undergraduate education

through faculty development San Francisco, CA: Jossey-Bass.

• Eze, R I., & Olusola, E A (2013) The Teacher and the Use of ICT for

Professional Development Harare, Zimbabave.

• Gesci (2015, July 01) ICT Teacher Professional Development Matrix and

Planning Tool - Draft Retrieved from gesci founded by UN ICT Task Force:

http://www.gesci.org/

• Hayslett, C., O’Sullivan, E., Schweizer, H., & Wrench, J (2009) Using Cognitive

Apprenticeship to Provide Faculty Development in the Use of Blended Learning

Journal of the Research Center for Educational Technology (RCET), 5 (2),

92-117.

• Jared, K., Terry, K., & Lydia, K.-B (2008) Faculty and Technology: Implications

for Faculty Training and Technology Leadership Journal of Science Education

and Technology (18), 23-28.

• PIB (2015, July 01) Prime Minister to Launch Digital India Week on the

First July Retrieved from Press Information Bureau, MCIT, GoI: http://pib.

nic.in/newsite/PrintRelease.aspx?relid=122837

• Schneckenberg, D (2010) Overcoming barriers for eLearning in universities—

portfolio models for eCompetence development of faculty_1046 979 991

British Journal of Educational Technology, 41 (6), 979-991.

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14 Professional Development and ICT in Education

♦

15

*Assistant Professor, S.R Kanthi College of Education, Ilkal

• Society, f R (2003) Towards Strategic Staff Development in Higher Education

(R Blackwell, Ed.) Berkshire: McGraw-Hill Education.

• UNESCO (2008) ICT Competency Standards for Teachers- Competency

Standards Modules Retrieved from UNESCO: http://unesdoc.unesco.org/

images/0015/001562/156207e.pdf

• Webb, G (2013) Understanding Staff Development New York: Routledge

Revivals.

2 ICT in School Education: Power Point

At this technological juncture, one need not explain the meening of the ICT It is wellversed vocabulary Communication is the process of

imparting or exchange of information, ideas or feelings Presentation is a

structured communication based on the actual audience’s needs in order to achieve a certain purpose within a given timeframe, where the overall goals are providing information and promoting ideas Presentations are a form

of communication, and if we can communicate effectively presentations cease to be difficult But they are far from being simple communication, and they frequently require additional skills of persuasion and influence This is what a Teacher is expected to achieve in his classrooms

Creating an effective electronic presentation generally consists of the same important elements that are part of any presentation: organizing the content, designing the presentation and the act of presenting A professor called Albert Mehrabian heavily researched exactly how we take in information when watching a presentation He found that only 7% of the information we take in is text and 55% is visual, leaving 38% of the information absorbed as the words we say So in practice, this is

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16 Professional Development and ICT in Education ICT in School Education: Power Point Presentation 17

very important and useful information when planning a presentation An

Electronic presentation should be a Multimedia presentation As the saying

goes, “A picture is worth a thousand of words” So do animations, video

clips, and background sounds A decent use of all those visual effects can

bring a dramatic impact to a classroom PowerPoint presentation

COMPUTER MULTIMEDIA AND ITS COMPONENTS

Multimedia is the use of more than one media (or integration) in a

single Communication either sequentially or simultaneously Computer

multimedia is a program that includes three or more of the following

elements namely, Text, Graphics, Sound, Video and Animation which

multiply the impact of the message

Text-Hypertext

Text is textual material which is used to deliver a body of information

Out of all the elements, text has the most impact on the quality of the

Electronic multimedia interaction Generally text provides the important

information Text acts as a keystone tying all the other media elements

together It is well written text that makes a multimedia communication

wonderful Hypertext refers to connections between files or within files

that enable direct movement from one position to another

Graphics

Static representation of an idea or concept on a screen is called an image

or Graphics Graphics include photographs, charts, maps, graphs, illustrations

of machinery, flowcharts drawn by a graphic artist, Pictures from CD-Rom’s,

hand drawn diagrams, and may even incorporate screenshots of the application

Graphics provide the most creative possibilities for a learning session

Animation

Animation illustrates concepts with movement, shows processes, or

draws attention to a region or elements of a screen Since animations

usually involve graphics, they are highly dependent upon the size and file

type of the graphics that are being animated

Audio

Audio can enhance learning concepts and reinforce ideas presented as

text or graphics on the screen Using audio may be essential to the teaching

of topics such as a foreign language or music appreciation There are

three types of audio assets that are commonly used in e-learning: Music;

Narration (voice-overs); and Sound effects Music demands a higher-quality and a wider sound-frequency range than narration and therefore produces larger files Narration generally has a smaller sound frequency range so it can be compressed more than music and still retains good sound quality Sound effects are generally short so they don’t have a large impact on the overall file size of an online course

Video

Using video in e-learning helps realistically demonstrate equipment and processes among other things For instance, an e-learning course in chemistry might show a video of a atomoic structure A course about the features of a car might show a video of a mechanical explianing properly

MS POWERPOINT AND CLASSROOM PRESENTATIONS

Electronic presentations, created with software such as PowerPoint, Freelance, Corel Presentations, and Astound, are a common method of presenting information for a variety of audiences in business, government, and education Their use is becoming commonplace in the school classroom for both teachers and students Presentation software is a powerful tool for creating and showing professional electronic presentations, which often include a variety

of effects such as animation, sound, and clip art Electronic presentations are most effective with the use of an LCD (Liquid Crystal Display) projector and screen to provide appropriate visibility for the entire class

As an easy and dynamic presentation tool, MS PowerPoint has been a

popular alternative to the traditional blackboard aid in class For teachers,

a well-planned PowerPoint presentation appeals more to students of this digital form than a plain lecture without illustration

Here are the steps to doing a good PowerPoint presentation that will keep the audience interested and engaged Here’s is a short guide that will help you create presentations with a professional look and concise content, avoiding the most common mistakes

ESSENTIALS OF DESIGNING AN EFFECTIVE POWERPOINT PRESENTATION

Here are several points you should bear in mind when composing a class presentation

DEFINE THE TOPIC OR THEME

To give a persuasive presentation; you need to keep in mind what you are conveying to the audience Make sure you have a thorough understanding

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18 Professional Development and ICT in Education ICT in School Education: Power Point Presentation 19

of the topic or theme of the presentation Analyze the content to be presented

Keep in mind how long do you have to make your presentation? Are you

able to use visual aids or handouts?

KNOW THE TARGET AUDIENCE

To be classic or to be trendy? It depends on both the course content

and the targeted audience For example, if you are going to tell a serious

subject to a group of college students, take on a PowerPoint template of

lofty color; if it is a class to kids less than 8, employ a colorful background

along with funny animations in your presentation Be sure the style and

the subject matches in the class presentation

TARGET & CONTENT

Your target i.e your audience, defines the content of your presentation

For example, you won’t be able to teach school kids about the complicated

matters of economy However, you may be able to explain what economy

is in the first place and why it is important

Keep Your Audience In Mind

• What do they know? What do you need to tell them? What do they

expect?

• What will be interesting to them? What can you teach them? What

will keep them focused?

In your presentation, describe the essentials colorfully and choose

your multimedia weapons i.e text, images and animations wisely If you

lose the attention of your audience, everything will be lost — it won’t

matter how ingenious your design or how brilliantly you picked colors

and keywords

COMPOSE SLIDES

• Don’t copy & paste slides from different sources Try to designe with

your imagination

• Keep the design very basic and simple It shall not distract.

• Pick an easy to read font face.

• Carefully select font sizes for headers and text.

USE CONSISTENCY

Be Consistent Your goal should be to educate and inform your audience

Make sure the stages of your presentation, and the visual aids you use,

follow a logical sequence Use transitions to help the audience understand

how successive stages are related to each other, and to the big picture Use the same colors and fonts throughout Select graphic images in the same style Templates go a long way toward helping to maintain consistency

• Consistently use the same font face and sizes on all slides.

• Match colors -A poor choice of colors can shatter a presentation USE CONTRAST

• Black text on a white background will always be the best but also the

most boring choice

• If you want to play with colors, keep it easy on the eyes and always

keep good contrast in mind so that your readers do not have to strain

to guess what you’ve typed on your slide

Use Color - Apply Brilliance

• Carefully use color to highlight your message!

• Don’t weaken the color effect by using too many colors at an instance.

• Make a brilliant choice: match colors for design and good contrast

to highlight your message

Use Text

• Keep It Straight and Simple.

• Keywords only.

• No sentences!

• Never read your slides, talk freely.

Remember that your slides are only there to support, not to replace your talk! You’ll want to tell a story, describe your data or explain circumstances, and only provide keywords through your slides If you read your slides and

if you do it slow and badly, the audience will get bored and stop listening

Add Images

Images are key elements of every presentation Your audience has ears and eyes – they’ll want to see what you’re talking about, and a good visual cue will help them to understand your message much better

• Have more images in your slides than text.

• But do not use images to decorate!

• Images can reinforce or complement your message.

• Use images to visualize and explain.

• A picture can say more than a thousand words.

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♦

21

*Associate Professor, Karnatak University College of Education, Dharwad 580001

E-mail: drprabha_g@rediffmail.com

If you don’t have your own images, you can browse Flickr or Google’s

image search for material If this is a very public and official presentation

however, you need to keep copyrights in mind

Use Animations

In animations, there is a fine line between a comic or professional

impression However, animations can be rather powerful tools to visualize

and explain complicated matters A good animation can not only improve

understanding, but can also make the message stick with your audience

• Use animations and media sparingly.

• Use animations to draw attention,

• Use animations to clarify a model or emphasize an effect.

Practice

A well-prepared and enthusiastic talk will help you convince your

audience and maintain their attention There are some key points that

define a good talk

• Know your slides inside out.

• Speak freely, Speak with confidence – loud and clear, don’t speak

too fast

• Maintain eye contact with the audience.

Rehearse your class presentation once done Ask someone to comment

on your rehearsal so that you can edit the PPT presentation for improvement

CONCLUSION

The effectiveness of a presentation finally lies in the way we

communicate Communication is the key to an effective presentation A

presentation prepared very exhaustively may also fail if not communicated

effectively Be focussing, plan and practice

Teacher Education

Dr Prabha Guddadanveri*

There is paradigm shift in teaching-learning Because ICT is instrumental in shifting emphasis for learning environments from teacher centered to learner centered Where teachers move from being the key source information and transmitter of knowledge to students

so, the role of students changes from passivity to activity According

to George Neller “education must mirror the age it strive to improve

it cannot isolate from automation any more than from other social or economic changes.” There are three reasons of increased importance

of ICT They are population expansion2)explosion of knowledge3)changed trend and attitudes of society Application of ICT in education

is A3-l3-H3 which means the development of holistic vision through a)formal system b)development of productive work tools through non-formal system c)development of nurturing environment for life-long-learning (L3) Through informal system, this education anybody, anytime, anywhere(A3) This development aim at developing healthy, Happy, holistic society (H3)

NEED AND IMPORTANCE OF ICT

1 Belief about economic: practically all countries are expecting that

economy education, future recreation and management will improve through the use of ICT

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22 Professional Development and ICT in Education Use of ICT in Preservice and Inservice Teacher Education 23

2 Improving social status of teacher: by providing support better funding

and infrastructure for teacher education for teacher education at different

levels of their operation

3 Willingness for Action: There is willingness to develop in country

policies for developing ICT in general and ICT competence in education

both persuasive and compulsive means are being used to involve

people in the reforms in teacher education

4 New approach of using ICT in teaching:countries accepted that ICT

can be used as (1) teaching-learning tool (2) A resource (3) field of

study the subject

5 Broadened view about ICT in teacher education: (1) ICT is used as

recreation tool (2)employment tool

3 curriculum enrichment tool 4)personality development tool.

6 Introduction of ICT Program in teacher education curriculum: (1)

introducing general awareness (2)one optional/compulsory (3) one

full paper of ICT in teacher training

7 On-line and off-line networks: for the professional development of

teacher and through on-line/off-line network needs an immediate

attention, need more innovative program for professional development

of teacher

RESEARCH FINDINGS OF ICT USE IN TEACHER EDUCATION

Important findings (http://www.cost org/students html) include

1 use of ICT demonstrated a significant positive effect on achievement

on all the major subjects in preschool through higher education regular

and special needs of students

2 Evidences show that interactive video especially effective when the

skills and concept to be learned

3 It was found that positive effect on students attitudes towards learning

and development of self concept

4 Grouping of students to the level of their knowledge in using technology.

5 Students which have knowledge of ICT show higher self esteem and

achievement

6 Learning environment is controlled by students co-operative learning

which in tern stimulate increased teacher –taught Interaction

7 Students are most active in online interaction.

EFFECTIVE USE OF ICT /GUIDING PRINCIPLES

UNESCO document has given a broad frame work for designing teacher education program that will care context and contents

Four themes of curriculum are (1) context and culture (2) leadership and vision (3) life long learning (4) planning and management of change.Four competencies and curriculum (1) pedagogy (2)collaboration and networking (3) social issues (4) technical issues

Challenge and reality curriculum: follow curriculum which will based

on problem approach to laboratory approach

1 Educational Goals and Vision of Learning Through ICT

Before applying ICT in colleges of teacher education there is a need for specified goals and vision Vision of NCTE2015 curriculum frame work

is ICT along three broader strands1) teaching-learning 2)administrative and academic supported systems 3)broader implication for society.According to primacy to the role of teacher, enhancement of the expertise and engagement teacher should see that ICT is an important curricular resource and a important part of education, taking critical perspective on ICTs as well as promoting constructivist approaches that privilege participation and co-operation over mere access, are principles that the course will help teachers to explore Applying these principles that support teacher professional development models that are self directed need-based, decentralized, collaborative in line with NCFTE2009 vision for teacher education

ICT’s are technologies along with developing such understanding the course will help student teacher to learn integrating technology tools for teaching and learning material development, developing collaborative net work for sharing and learning This will address traditional challenges of teacher education and need for adequate and appropriate learning material.(MHRD 2012)

Communication and information sharing are two social process New ICTs making these easier and cheaper have significantly impacted our socio-cultural, political, economic sphere(Castells 2011)

The course will help student –teacher to develop an understanding

of the shift from an industrial society to post industrial formation society, where both production and consumption of information is both easier/simple as well as important(DSERT 2012)

This has positive and negative implications and possibilities for democracy, equity, and social justice all core components of educational

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24 Professional Development and ICT in Education Use of ICT in Preservice and Inservice Teacher Education 25

aims ICT course will help student-teacher reflect critically and act responsibly

to prevent how ICTs are used to support centralization and proprietisation

of larger structures; it will show student-teachers ICTs can be adopted to

support decentralized structures and processes, as well as build the ‘digital

public’ to make education a participatory and emancipator process(Benkler,

2006) here 20 skills teacher has to developed they are as follows

1 Word processing skills

2 spread sheet skill

3 data base skill

4 electronic presentation

5 Web navigation

6 web site design

7 skill of using digital camera

8 e-mail management

9 computer Network knowledge applicable to teacher education system

10 file management &windows explorer skills

11 downloading software from the web(knowledge including e Books

12 Installing computer software onto a computer system

13 web ICT or blackboard teaching skills

14 video conferencing skills

15 computer-related storage devices

16 scanner knowledge

17 knowledge of PDAs

18 deep web knowledge

19 educational copy right knowledge

20 computer security knowledge

Teacher cannot be expected to learn these technology skills in

teaching after a on-line approach New technology and new resources

and changed assessment practices are inevitable for the teacher in present

era of technology

2 Resheduling of College Time Table

It is important to build time into daily schedule allowing teachers to

collaborate and to work with their students As the college continue to

acquire new technology for student and teacher are able to find more time

to incorporate the changes

3 Technical Support and Infrastructure

Increased use of ICT required a robust technical infrastructure and adequate technical support Management has responsibility to create not only nominal access to computer and network There must be large infrastructural facility is necessary and need of the hour

4 Ongoing Evaluation

On going evaluation is necessary to find out the appropriateness of technology or in line with aims and objectives Such evaluation will bring change if learning goals are not met Administrators can acknowledge and recognize incremental improvements in student outcomes as well

as in changes teachers’ curricula and practices Gradual progress, rather than sudden transformation, is more likely to result in long-term change.Baker (1999) emphasizing technology that besides a means to collect, interpret, and document findings, evaluation is a planning tool that should

be considered at the beginning of any technologyInnovation She adds that the overall focus of evaluation is student learning

is central4)technology is just a tool5)plurality and diversity6)Enhance

“collective intelligence”7)Encourage team work, project based pedagogy creativity8)practice, not only “courses about”9)do not just put new technologies able to evolve an adapt continuously11)knowledge

Is a public good, education is a public service AT its best, technology can facilitate deep exploration and integration of information, high-level thinking and profound engagement by allowing students to design, explore, experiment access information and model complex phenomena

REFERENCES

• http://pixel.cs.vt.edu/edu/fis/techcons.html

• http://thejournal.com/articles/17325

• http://www.col.org/barriers.html

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Status of ICT in Indian Higher Education - Problems and Prospects 27

♦

26

*Assistant Professor in Commerce, Govt First Grade College, Shiralakoppa,

Shikaripura Tq, Shimoga Dist -577428 E-mail-durgappa.83@gmail.com

4 Status of ICT in Indian Higher Education -

Problems and Prospects

Dr Durgappa*

INTRODUCTION

India has one of the biggest systems of education with a total enrolment

of 189.2 million, with 81.1 million girl students and 5.45 million teachers in schools, nearly 10 million students in 350 universities and 15,000 colleges and 420,000 teachers This includes 11 open universities and 104 distance education institutions of dual mode; and the Open University system has

an enrolment of about 20 percent of the total The rate of growth since Independence is quite high, coverage has increased, dropout rate has reduced, and the percentage of girl students in education is increasing The introduction

of Information and Communications Technology (ICT) in education reflects and responds to present and future needs of people functioning in an intensely changing and challenging intellectual environment Since the advent of the computer, the internet and the web numerous changes have occurred The presence of IT has actually transformed the teaching, learning and administrative environment in post-secondary education worldwide and

in order to keep pace with the rapidly changing landscapes it has become inevitable to implement technology integration At the beginning of the 21st century, global changes in demography and economy have had their impact on India as well Employment opportunity patterns are changing and there is the challenge of providing skilled human power, which is confident, flexible and equipped with the knowledge and technical skills needed to effectively face the socio-economic realities of the new century

In nearly two decades from now, 45% of Indians would be in their twenties This would lead to a need for trained persons who can compete at the national and global level

LINKAGES BETWEEN ICT AND HIGHER EDUCATION

ICT and Changing Mindsets in Education While ICT promises huge potential for education, there is also a cautionary aspect to it Experts believe that policies should be formulated with extreme care at all levels regarding its implementation, especially in a developing country like India which suffers terribly from “digital divide” “However, new technologies such as Internet and Computers are often introduced and sometimes even parachuted into schools in ways that do not enhance learning, that promote automated thinking instead of critical thinking, that encourage dependency rather than autonomy Too often, the emphasis is on equipment, on making profits from schools, or on promises of modernity than on opportunities for teachers to learn and experiment effective use of technologies to enhance teaching and learning processes Ministries of education have

Education is the stepping stone for every human to build a

successful life and career and this applies to every- one the Indian

Higher Education system is said to be the world’s third largest, preceded

by the ones in China and United States Since the constitution of the

Education Commission (1964-66) it has been nationally recognized

and acknowledged that education is a powerful instrument of social

transformation and nation building Education is seen critical for poverty

alleviation, reduction of inequalities, and promotion of social harmony

and strengthening of national unity Education is seen imperative for

increasing productivity, consolidating democracy, modernizing the

country and developing scientific, moral and spiritual values However

higher education in India, in itself stands for a great contradiction On one

side, the Indian Institute of Technology ranks among the best universities

in the entire world, and on the other there are numerous schools which

lack proper infrastructure for basic student needs In the midst of all

these problems is a nation that is working towards ensuring equal access

and education for all This paper tries to addressing the various issues

like linkages between ICT and higher education, emergence of ICT

in higher education in India, impact of ICT in education in general

and problems and prospects of ICT in higher education in particular

Keywords : ICT, Higher education, NPHRDI, UNESCO, FICCI,

AICTE, UGC etc.,

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28 Professional Development and ICT in Education Status of ICT in Indian Higher Education - Problems and Prospects 29

been all too eager to import computers into schools, without putting in

place a policy environment and curriculum that supports the integration

of technology into teaching and in ways that ensure equitable access.”

Access to ICT by students and teachers has begun, yet its use supports

traditional teaching rather than the shift to new roles and pedagogical

practices Policy implications include the need to develop expertise within

the nation, provide training opportunities and encourage initiative and

innovation on the part of the teachers

EMERGENCE OF ICT IN HIGHER EDUCATION IN INDIA

With ICT revolution all across the world during the end of millennium,

the year 2000 saw a remarkable development in the application of ICTs

in India In order to boost e-commerce in India, the government of India

passed the Information Technology Bill in May 2000 that propelled the use

of ICTs not only in the corporate world but the education sector also became

aware of its potential Government of India has realized the relevance of

technology in classrooms For example, National Mission on Education

through ICT was launched in 2009 to bring sustainability in education

The main aim of the mission is to provide high quality personalized and

interactive knowledge modules over the Internet for all the learners in

higher education institutions in ‘Any-time Any-where mode’ The scheme

seeks to bridge the gap in skills needed for the use of computing devices

for the purpose of teaching and learning among urban and rural teachers

in the Higher Education domain and empower those, who have not been

able to reap the advantages of the digital revolution “Information and

Communications Technology (ICT) is one of the most potent forces in

shaping the twenty-first century Its revolutionary impact affects the way

people live, learn and work and the way government interacts with civil

society ICT is fast becoming a vital engine of growth for the world economy

It is also enabling many enterprising individuals, firms and communities,

in all parts of the globe, to address economic and social challenges with

greater efficiency and imagination Enormous opportunities are there to

be seized and shared by us all” (G8 charter, 2000)

In particular, re-engineering of the technical education and training

system of the country, with a focus on ICT education, was proposed under

the umbrella of a National Program for Human Resource Development in

IT (NPHRDI) Actions emerging from the policy include creating public

awareness; documenting best practices through a clearinghouse; identifying

and developing institutions of excellence; promoting technology-mediated

learning; supporting capacity-building initiatives for faculty, curriculum and content development, research; and promoting private-public partnerships (Reddy and Sinha, UNESCO Meta Survey on Use of Technologies in Education in India, 2003)

Some of the notable initiatives of use of ICT in education in India include

• Indira Gandhi National Open University (IGNOU) uses radio, television,

and Internet technologies

• National Programme on Technology Enhanced Learning: a concept

similar to the open courseware initiative of MIT It uses Internet and television technologies

• Eklavya initiative: Uses Internet and television to promote distance

learning

• IIT-Kanpur has developed Brihaspati, an open source e-learning

platform (Bhattacharya and Sharma, 2007)

• Premier institutions like IIM-Calcutta have entered into a strategic

alliance with NIIT for providing programmes through virtual classrooms

India is making use of powerful combination of ICTs such as open source software, satellite technology, local language interfaces, easy to use human-computer interfaces, digital libraries, etc with a long-term plan to reach the remotest of the villages Community service centers have been started to promote e-learning throughout the country (Bhattacharya and Sharma, 2007) Moreover, over the years Information and Communication Technology (ICT) has been emerging as a potential alternative to ensure greater accessibility to higher education beyond geographical and political boundaries with all its advanced tools like teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counseling, interactive voice response system, and CD ROMs and it can also facilitate many such academic and administrative activities with e-orientation (Sharma, 2003; Sanyal, 2001; Bhattacharya and Sharma, 2007) Through broadening the international dimension of educational services to greater and expanding meaningful collaborations with internationally acclaimed institutions in higher education, e-learning vis-à-vis ICT can really make higher education easily accessible, affordable and qualitative leading to up-liftment of the socio-economic status of people and eradicating social inequality

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IMPACT OF ICT IN EDUCATION

The discourse on knowledge-society education has occupied paramount

importance as the prime contributor to the development of a knowledge

society The Information Technology Task Force has come out with 18

recommendations out of the 45 on development with respect to education

Interestingly the ATR notes just two of them as implemented and the

rest as ongoing, which includes providing internet access to all schools,

colleges, polytechnics, and public hospitals by 2003.At the higher technical

education level especially in IT, multiplicity of agencies is the norm

UGC and the respective universities control M.Sc/ M.A courses while as

MCA/ MBA have been controlled by AICTE No coordination is visible

between these two agencies with respect to launch and control of degree

programmes and contents resulting in proliferation of degrees with new

nomenclatures like BIT/MS e-commerce etc, which confuse the student

as well as the recruiters simultaneously Even though an All India Board

on Information Technology Education is constituted by AICTE (All India

Council For Technical Education), it is yet to come out with a model

curriculum, which is binding upon institutions The Chairman of AICTE,

Rame Gowda, states that there are a number of challenges brought by

liberalisation and globalisation, therefore the need for technical education

has to be strong enough to face these challenges, otherwise it will result

in failure to compete in world markets thus driving economic ruin to the

country (Jaychandran 2000) However, contrary to such statements no

attempt is made by AICTE either to examine the current status of higher

education both at the professional and continuing education level The

AICTE by transferring the question of academic quality assurance to

universities has abdicated its responsibility for ensuring education quality

No progress is yet made on the proposal to set up an institute for computer

professionals of India as well as on the creation of a ‘National Qualification

Framework’, which would enable seamless integration of credits earned

from different institutions and systems The boom in the IT sector is because

of investment in higher education especially elite institutes only There is

not much emphasis on the other technical education infrastructure, which

includes polytechnics, engineering colleges, etc The public spending on

higher education is skewed towards privileged sectors, which receive 61%

of resources in government-financed education while as majority of the

technical institutions suffer from poor quality infrastructure and facilities

generating graduates at the technical level who join unemployable rolls The

government has to enhance the literacy as individuals who will be literate

will be ready to learn high skills and participate in knowledge economy

In order to halt the brain drain of students to abroad overhauling of our education system to make it market-oriented and on its part the government develops domestic market for ICT-based services which in turn ensure job opportunities for students coming out of institutes of engineering, technology rather than being obsessed by software industry and its export-orientation strategy (Narasimhan 2000) The government has failed to meet the demand for technical educational which has resulted in a rapid growth of private institutions in the IT sector which are un-recognized and generating students, which are being added to ranks of unemployed youths even in the technical sectors (Rai 1998) The number of students enrolling for IT courses has slumped due to US slowdown in 2002 On its part government, industry and educational institutions must review and totally revamp IT education in India The content of graduate and postgraduate courses needs to be standardized and effective industry, institute linkage need to be developed to provide training to the students Bureaucracy hurdles in universities have to be overcome to ensure substantive changes

in the curriculum Industry can contribute to its role by participating as sponsors and framing the curriculum, providing visiting faculty and hands

on training (Jayanth, 2001) The IT education has been commercialized e.g., NIIT, APTECH with high fee structure and with their employment oriented qualifications as a result growing number of “Have Not’s” who cannot access to computer education is increasing (Abimanayu, 2000) UGC with AICTE are framing guidelines to regulate the entry of the foreign Universities and with respect to technical education a committee has been set up under the supervision of former Vice Chancellors N.V Vasani and Billange (Jayanth, 2001) UGC with AICTE are of view that

it is not practical approach to ban their entry but what could be done is to

“rationalization” of standards so as to prevent students from being cheated (Mittal, 2001) UGC has come with revised guidelines to facilitate the role of private players in higher education In this regard the “de novo Institutions” in emerging areas with promises of excellence, are likely to get deemed university status This status is subject to review every five years These deemed universities under stipulated guidelines of UGC on course structure, admission procedures and fee structure can open centres

in the country and can even open centres in foreign countries with due permission from UGC and the host country (Hindu, 2001)

The role of social variables i.e education and health as enabling factors, fostering economic progress has recently received much attention in the

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development literature However, the way elementary education has been

neglected is striking given the importance provided in contemporary world

and its importance for economic development (Dreze and Sen, 2002: 38)

The operation and success of market mechanisms can be deeply influenced

by the nature of governmental arrangements and actions that go with it

The market is an essential vehicle for realizing economic potentials, the

long-run active policy for example in initiating particular industries and

in providing a wide base of public education is also important (ibid.: 49)

The development itself opens new opportunities for social cooperation At

an early stage of development, the focus of human activity has to satisfy

basic needs associated with relatively simple commodities, as the horizon

of human concerns and social interdependence expands so does the realm

of cooperative action Technological progress also paves the way for more

complex forms of cooperative action involving large number of persons

This cooperative action plays a crucial part in formulating organized public

demands on which state depends in identifying its priorities and actions in

democratic society The development of basic education was significantly

more advanced in all the high performing Asian economies with successful

growth mediated progress at the time of their economic breakthrough as

compared to India Moreover, in the educational expansion of these countries,

the state has played a major part In India by a contrast there has been a

remarkable apathy towards expanding elementary and secondary education

and certainly ‘too little’ government action rather than ‘too much’ is the

basic failure of Indian planning in this field, in spite of all the policy

initiatives in this regard Therefore, an essential goal of public policy must

be to ensure that bulk of growing population had the capability to read and

write, communicate and interact in modern economy The Government

must invest heavily on basic education as in view of complementarily

between education and effectiveness of economic reforms (Das, 2000)

By ensuring basic quality improvement, remove barriers against women’s

education, utilizing of funds for education properly The government motto

of economic liberalization should be accompanied by massive investments

in social services (Aarti, 2001)

The scenario of basic education is sad according to S.K Somiya

Chairman Educational Committee (FICCI) (Das, 1999) The elementary

education must be provided to every one as only one fifth of the population

reaches secondary education; therefore about 80% of country’s human

capital goes waste On the other hand, there exists a paradox of country’s

achievements in nuclear technology, space technology, IT ignoring

elementary education that also suffers from lopsided growth if it is analysed on urban–rural trends (Kumar, 1995) The above scenario is further highlighted by government failure to achieve universalisation of elementary education, in spite of Ramamurthy panel recommendations that was put forth by V.P Singh’s government to review the National Policy on Education 1986 brought by Rajiv Gandhi (Rajagopalan, 1991) Government’s concern of providing in computer facilities in state schools seems to have run into major difficulties as there is lack of awareness

on part of school administrators about IT usage in the rural areas Anil Sadgopal, Head of Department Education Faculty, University of Delhi, attributed to sorry conditions of education to anti-people and anti-child education policies rather than the poor implementation of governmental policies “Knowledge has become patentable commodity in the emerging knowledge society,” this has been observed by Prof R Govinda, Head School and non-formal education NIEPA (Sharma, 2001)

PROBLEMS AND PROSPECTS OF ICT IN HIGHER EDUCATION PROBLEMS

• Implementation of ICT in educational institutions is one of the big

challenge due to high cost incurred for acquiring, instilling and replace

of latest software and addition to that various opportunity cost to institutions for infrastructure development This is not possible to tire 3 or self financing institutions until unless they have financial aid from government and sponsors etc

• Speed of change reduces the comprehensive planning and researches

the effects of new technologies in the education and society And it

is one the drawback for the successful implementation of the ICT

in education in the initial periods because the stakeholders are not trained to accept the change

• Establishment of ICT infrastructure is not sufficient to achieve the

goals of successful integration of ICT in educational institutions However the development of e-content, its dissemination, selection and evaluation requires large scale networking among the users and producers and intellectual property rights among the stake holders is the major concern for the holistic integration ICT in education

• Besides the lack infrastructure to accommodate the technology ,

problems in electricity , network availability, lack of awareness towards technology and utilization technology with improper knowledge were

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adding complexities for the successful implementation of ICT in

educational institutions

• Despite of increase access the availability of advance technology and

various opportunities to educational institutions to move forward in a

competitive environment but many institutions are still in a nascent

stage in the integration of ICT in education because many institutions

are still accustomed with traditional learning practices and lack of

motivation and knowledge among teachers to adopt ICT in teaching

tool are the other challenging factor for the potential benefit of the

ICT in higher education

PROSPECTS

• The increasing use of information and communication technologies

(ICTs) has brought changes to teaching and learning at all levels of

higher education systems (HES) leading to quality enhancements

• ICT change the concept of learning within the four walls as the

introduction of technology learning breaks the boundaries of universities

and colleges and offers the learners can learn irrespective of place

and time The individuals can accesses the data whenever they want

and from where ever they may be learning occurs

• The change in professional practice in which teachers are now enabled

to design to incorporate the more complex real world projects by using

ICT tools and resources and develops new educational approaches

• It provides a new concept of learning environment in the institutions

and enhances the quality of education to produce a quality products

During the last decade, higher education has gained importance in

India’s changing policy landscape as the government realizes that

India’s strength lies in education The gap between demand and supply

of higher education has necessitated the governments and institutions

to formulate the policies for the better use of ICT And, in order to

bridge the gap, it is necessary to evolve the cooperation between the

public and private sectors for the successful implementation of ICT

in higher education (R.Nayak Indian Express, 2011)

• The evolution of ICT into universities clearly changes the way education

is conducted Not only is it possible to work with distance learning

and achieve a closer collaboration between different universities, but

also paving the way for a new pedagogical approach where there is

unparallel ability to spread knowledge and disseminate information

The pace of change brought about by new technologies has had a significant effect on the way people live, work and play worldwide (Rev Dr Obiora Nwosu)

CONCLUSION

over the years Information and Communication Technology (ICT) has been emerging as a potential alternative to ensure greater accessibility to higher education beyond geographical and political boundaries with all its advanced tools like teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counseling, interactive voice response system, and CD ROMs and it can also facilitate many such academic and administrative activities with e-orientation Collaboration

of all stakeholders in the universities and colleges by sharing the information for mutual benefit Thus the successful integration of ICT

in higher education depends on the collaboration of national policies and institutional policies The actions taken for the implementation of ICT needs to be a proper action plan and training to all stakeholders involved in the integration and bring change on them In addition to this there should be proper controls and licensing, quality assurance and accreditation of technology must be compulsory to reduce the complexities

of implementation

REFERENCES

1 Aarti (2001) “Need to Accelerate Literacy”, News Time, 12 September.

2 Abimanayu, A (2000) “Don’t Shut the Door”, Hindustan Times, 7 September

3 Alestalo, M H (2001) “Is knowledge based society a relevant strategy for

civil society” Current Sociology 49, 4: 209

4 Azad,J.L (2000) Changing Complexion of Higher Education –A study of the

Impact of Emerging Socio- economic Configuration, University News, AIU, New Delhi,March13,

5 Assie-Lumumba,N’Dri Therese Cyberspace, Distance Learning, and Higher

Education: Old and Emergent Issues of Access, Pedagogy, and Knowledge Production, Brill Academic Publishers, 2004.

6 Ballal, H.S (2009) FICCI-Higher Education Summit, Nov 6, 2009, New

Delhi.

7 Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka Analytical

Reports in International Education, 2(1), 29-48.

8 Bhatnagar, S and R Schware (2000) Information and Communication

Technology in Development: Cases from India New Delhi, Sage Publications.

9 Bhatia, S (1998), “Commendable Step”, Pioneer, New Delhi, 9 July.

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37

*Assistant Professor, SRK College of Education, Raichur.

10 Bhattacharya, I., & Sharma, K (2007) India in the knowledge economy – an

electronic

11 Chauhan, S P C (2008) Higher Education: Current Status and Future

Possibilities in Afghanistan,

12 Chauhan, C.P.S (2000) Contemporary Issues in Higher Education, University

News, AIU, New Delhi,Dec.4,

13 Chauhan, C.P.S 2004 Modern Indian Education, Kanishka Publishers, New

Delhi, Cross,

14 Adam, F (2007) ICT Policies and Strategies in Higher Education in South

Africa: National and Institutional Pathways Higher Education Policy,

20(1),73-95.

15 Deshmukh, K.G (1998)Universities and Higher Education in the 21st Century,

University News, AIU, New Delhi, July13,

16 Das, D (2000), “Great Digital Divide”, Hindustan Times , 29 June.

17 Das, M (1999) “India Most Illiterate”, News Time, Hyderabad 17 February.

18 Dreze J and A Sen (2002) India Development and Participation New Delhi,

Oxford University Press.

19 Meenakumari.J, Krishnaveni.R, (2010) “ICT based and learning in higher

education-A study”, International Journal of Computer Science and emerging

technologies,

20 Paradigm International Journal of Educational Management, 21(6), 543-568.

21 Rajagopalan, T (1991) Looking for Right Education Policy, The Hindu, 13

24 Sukantha Sarkar, “Role of ICT in higher education for the 21st centuary,

Science Probe, Vol 1, 2012 ISSN-2277-9566.

5 Attitude of Teacher Trainees Towards

ICT Teaching

Dr Savita D.*

Education is accepted to play a key role in achieving community development in the process of globalization through its technological development This can be achieved by introducing information and communication technology (ICT) in teaching learning process For the past three years the Government of Karnataka has introduced information technology (IT) as a subject in schools In this study the researcher has made an attempt to study the influence of sex, location

of the school, age and level of teaching on attitude of future teachers i.e teacher trainees towards ICT teaching

INTRODUCTION

We are living in a constantly evolving digital world ICT has an impact on nearly every aspect of our lives - from working to socialising, learning to playing The digital age has transformed the way young people communicate, network, seek help, access information and learn We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones

As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for life after school

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38 Professional Development and ICT in Education Attitude of Teacher Trainees Towards ICT Teaching 39

It is widely recognised that learners are motivated and purposefully

engaged in the learning process when concepts and skills are underpinned

with technology and sound pedagogy Learning and Teaching Scotland

aims to provide resources for practitioners, parents and pupils to engage

with these technologies in order to inform and enhance the learning

experience

A wide range of factors have been investigated into, in relation to the

attitude of teachers towards teaching But the results are contradictory

A.C Mathur (2012) found teachers have a favourable attitude towards

their ICT profession, and that factors like ‘designation’, `age’, `sex’, and

experience do not influence the attitude Raghavendra (2009) reported no

significant difference between junior lecturers and senior lecturers in their

attitude towards teaching Mohan Suhas (2011) found that women teachers

have a more favourable attitude towards ICT teaching than men teachers

In this study the researcher has made an attempt to study the influence

of sex, location of the school, age and level of teaching on attitude of

teachers towards ICT teaching

SIGNIFICANCE OF THE STUDY

As a teacher plays very prominent role in molding up tomorrow’s

citizen, the teachers should possess training in using the most modern

technologies in the field of education So the attitude of teacher trainees

is very important as it is a tendency which helps them to be favourable or

unfavourable towards the usage of most modern technology in the field

of education in future when they go for teaching So it is better as the

government has introduced ICT in the syllabus of teacher trainees and

has provided opportunity for the teacher trainees to develop power point

presentations in the subject which may encourage them to prepare lessons

based on multimedia techniques The introduction of ICT in education will

encourage and motivate the students to explore new areas of advancement

with reference to its latest developments in various subjects Hence in this

study investigator attempted to find out the level of attitude of teacher

trainees and compared same with the working teacher

OBJECTIVES

The study has the following objectives:

To find out whether there are differences in the attitude towards ICT

teaching among the different groups of teacher Trainees, such as

(a) Men and women.

(b) Rural and urban Teacher trainees.

(c) Teacher trainees and those teachers teaching in secondary schools.

HYPOTHESES

In respect of the above objectives, the following hypotheses have been framed:

(a) Men and women teacher trainees differ significantly in their attitude

towards ICT teaching

(b) Rural and urban Teacher trainees differ significantly in their attitude

towards ICT teaching

(c) Teachers who belong to different age groups differ significantly in

their attitude towards ICT teaching

(d) Teachers teaching in high schools and those teaching in higher secondary

schools differ significantly in their attitude towards teaching

METHOD OF STUDY

Stratified proportionate random sampling technique has been adopted for the selection of the sample 100 teacher trainees and 100 secondary school teachers working in Raichur District of Karnataka state have been included

Teacher trainees Attitude Scale towards ICT teaching was administered

to the above sample The scale prepared by investigator herself The attitude scale consists of 90 statements and it is a five point scale High scores indicate more favourable attitude towards ICT teaching

ANALYSIS OF DATA AND DISCUSSION:

Table 1: Comparison of the Mean Attitude towards ICT Teaching

Scores of Teacher trainees

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40 Professional Development and ICT in Education Attitude of Teacher Trainees Towards ICT Teaching 41

The mean and standard deviation of the total group are 222.82 and 29.97

respectively (vide Table I) In this scale a teacher can score a maximum

of 360 Hence, the attitude of the total sample towards ICT teaching is

more favourable

In order to determine whether the difference between the mean attitude

towards ICT teaching scores of men and women teacher trainees is significant

or not the ‘t’ was applied The ‘t’ value was found to be 2.12 and it is

not significant at 0.01 level (vide Table-1) Hence, the null hypothesis

is accepted It is concluded that men and women teacher trainees do not

differ in their attitude towards ICT teaching

With a view to find out whether the difference between the mean

attitude towards ICT teaching scores of rural and urban teacher trainees

is significant or not the ‘t’ test was applied The ‘t’ value was found to

be 1.67 and it is not significant at 01 level (vide Table-1) Hence the null

hypothesis is accepted It is concluded that rural and urban teacher trainees

do not differ in their attitude to ICT teaching

In order to determine whether the difference between the attitude

towards teaching scores of teacher trainees and secondary school teachers

is significant or not the ‘t’ value test was applied out The ‘t’ value was

1.79 and it is not significant at 0.01 level (vide Table-I) Hence, the null

hypothesis is accepted It is concluded that teacher trainees and secondary

school teachers do not differ in their attitude to ICT teaching

4 teacher trainees and secondary school teachers do not differ in their

attitude towards teaching

REFERENCES

1 Raghavendra (2009) A study of job satisfaction, attitude towards teaching

and job involvement of college teachers M.Phil., Edn Sri Venkateswara University,

2 Mohan Suhas (2011) Teachers’ personality pattern and their attitude towards

teaching and related areas Ph.D Edn Calcutta University.

3 Super, D.E (1957) The Psychology of Carers New York: Harper.

4 A.C Mathur (2012) Learning about teaching and vice versa Paper presented at

Conference of Society for Information Technology in Education Washington D.C., USA.

5 Forcheri, P and Molfino, M T (2000) ICT as a tool for learning to learn In

Watson, D M and Downes, T (Eds.) Communications and Networking in Education Boston, MA: Kluwer Academic pp 175184.

6 Riel, M (2000) The future of technology and education: Where are we heading?

in: Watson, D M & Downes, T (Eds.) Communications and Networking in Education Boston, MA: Kluwer Academic Press pp 9-24.

7 Semenov, A L (2000) Technology in transforming education, in: Watson,

D M & Downes, T (Eds.) Communications and Networking in Education Boston, MA: Kluwer Academic Press pp 25-36.

8 Best, John W Research in Education Prentice Hall Pvt Ltd, New Delhi 1977.

9 Aggrawal, Y.P Statistical methods, concepts, applications and computations

Sterling Publishers Pvt Ltd, New Delhi 1990.

10 Heinich, Robert; Molenda, Michael & Russell, James D Instrumental media

and new technologies of education Ed Maxmillian Publishing Company, NewYork 1993.

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The Role of ICT and Higher Education 43

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42

*Research Scholar, Department of PG Studies and Research in Education Karnataka

State Women’s University Bijapur.

6 The Role of ICT and Higher Education

Zakiya Sultana H Zarzari*

INTRODUCTION

What is the relevance of Information and Communication Technology (ICT) in Education? There are two issues we need to understand The first one is the very meaning of ICT Why is the expression ICT used instead of computers? The second one is how we can incorporate ICT for enhancing learning

The very expression Information and Communication Technology has lots of ideas in it It is not just using gadgets The focus is on what is being transacted through this medium We have information technology and communication technology Managing of large quantities of information and communicating the same to the concerned people is the need of the hour Hence the name ICT It is a very comprehensive expression It is not limited to the computers or the internet It ranges from the use of FM radio to the use of satellite for communication It includes both the form and essence of communication ICT has the potential to make learning more experiential Moreover the large amount of data, visuals available

on any topic can be brought to the classroom from all over the world That

is why ICT has been considered an emerging area with lots of potential for making educational process more meaningful

The developments in the use of the electronic media have influenced all walks of life Education is no exception to this The use of computers and the internet for enhancing the quality of education by making learning more relevant to life has been seen as an ideal by educational institutions The citizens of tomorrow who are our students now are going to live in the age of the electronic media How are we preparing them for the same? Are we giving them technology based Education? Are we giving them exposure to the use of computers and the internet? Have we integrated the ICT into classroom processes? What are the efforts made by the department

in this direction? What does policy say about ICT in Education? There are several such questions which we need to probe into An understanding of these issues will enable us to use the ICT more meaningfully in Education

It is assumed that a good theoretical orientation towards ICT in Education will help us design our own strategies for implementing it ICT in Education can be seen from two angles

1 It refers to the use of ICT for enhancing learning.

2 Providing an exposure to the use of ICT in general this will basically

include the use of computers

Information and communication technology (ICT) is a force that has changed many aspects of the way we live If one was to compare such

Information and communication technologies (ICT) have become

commonplace entities in all aspects of life Across the past twenty

years the use of ICT has fundamentally changed the practices and

procedures of nearly all forms of endeavour within business and

governance Within education, ICT has begun to have a presence but

the impact has not been as extensive as in other fields Education is a

very socially oriented activity and quality education has traditionally

been associated with strong teachers having high degrees of personal

contact with learners The use of ICT in education lends itself to more

student-centered learning settings and often this creates some tensions

for some teachers and students But with the world moving rapidly

into digital media and information, the role of ICT in education is

becoming more and more important and this importance will continue

to grow and develop in the 21st century This paper highlights the

various impacts of ICT on contemporary higher education and explores

potential future developments The paper argues the role of ICT in

transforming teaching and learning and seeks to explore how this

will impact on the way programs will be offered and delivered in the

universities and colleges of the future

Keywords: Online learning, constructivism, higher education

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44 Professional Development and ICT in Education The Role of ICT and Higher Education 45

fields as medicine, tourism, travel, business, law, banking, engineering

and architecture, the impact of ICT across the past two or three decades

has been enormous The way these fields operate today is vastly different

from the ways they operated in the past But when one looks at education,

there seems to have been an uncanny lack of influence and far less change

than other fields have experienced A number of people have attempted

to explore this lack of activity and influence

There have been a number of factors impeding the wholesale uptake

of ICT in education across all sectors These have included such factors

as a lack of funding to support the purchase of the technology, a lack of

training among established teaching practitioners, a lack of motivation

and need among teachers to adopt ICT as teaching tools (Starr, 2001)

But in recent times, factors have emerged which have strengthened and

encouraged moves to adopt ICTs into classrooms and learning settings

These have included a growing need to explore efficiencies in terms of

program delivery; the opportunities for flexible delivery provided by ICTs

the capacity of technology to provide support for customized educational

programs to meet the needs of individual learners and the growing use of

the Internet and WWW as tools for information access and communication

As we move into the 21st century, these factors and many others

are bringing strong forces to bear on the adoption of ICTs in education

and contemporary trends suggest we will soon see large scale changes

in the way education is planned and delivered as a consequence of the

opportunities and affordances of ICT This paper seeks to explore the

likely changes we will see in education as ICT acts as a powerful agent

to change many of the educational practices to which we have become

accustomed In particular, the paper will explore the impact both current

and emerging information and communication technologies will be likely

to have in coming years on what is learned, when and where learning will

take place and how the learning will occur.

THE IMPACT OF ICT ON WHAT IS LEARNED

Conventional teaching has emphasized content For many years course

have been written around textbooks Teachers have taught through lectures

and presentations interspersed with tutorials and learning activities designed

to consolidate and rehearse the content Contemporary settings are now

favouring curricula that promote competency and performance Curricula

are starting to emphasize capabilities and to be concerned more with how

the information will be used than with what the information is.

A Competency and Performance-Based Curricula

The moves to competency and performance-based curricula are well supported and encouraged by emerging instructional technologies Such curricula tend to require:

• Access to a variety of information sources;

• Access to a variety of information forms and types;

• Student-centered learning settings based on information access and

inquiry;

• learning environments centered on problem-centered and

inquiry-based activities;

• Authentic settings and examples; and

• Teachers as coaches and mentors rather than content experts.

Contemporary ICTs are able to provide strong support for all these requirements and there are now many outstanding examples of world class settings for competency and performance-based curricula that make sound use of the affordances of these technologies For many years, teachers wishing to adopt such curricula have been limited by their resources and tools but with the proliferation and widespread availability of contemporary ICTs, many restrictions and impediments of the past have been removed And new technologies will continue to drive these forms of learning further

As students and teachers gain access to higher bandwidths, more direct forms of communication and access to sharable resources, the capability

to support these quality learning settings will continue to grow

B Information Literacy

Another way in which emerging ICTs are impacting on the content of education curricula stems from the ways in which ICTs are dominating so much of contemporary life and work Already there has emerged a need for educational institutions to ensure that graduates are able to display appropriate levels of information literacy, “the capacity to identify and issue and then to identify, locate and evaluate relevant information in order

to engage with it or to solve a problem arising from it”

Traditionally generic skills have involved such capabilities as an ability

to reason formally, to solve problems, to communicate effectively, to be able to negotiate outcomes, to manage time, project management, and collaboration and teamwork skills The growing use of ICTs as tools

of everyday life have seen the pool of generic skills expanded in recent years to include information literacy and it is highly probable that future

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developments and technology applications will see this set of skills growing

even more

THE IMPACT OF ICT ON HOW STUDENTS LEARN

Just as technology is influencing and supporting what is being learned in

schools and universities, so too is it supporting changes to the way students

are learning Moves from content-centered curricula to competency-based

curricula are associated with moves away from teacher-centered forms

of delivery to student-centered forms Through technology-facilitated

approaches, contemporary learning settings now encourage students to

take responsibility for their own learning In the past students have become

very comfortable to learning through transmissive modes Students have

been trained to let others present to them the information that forms the

curriculum The growing use of ICT as an instructional medium is changing

and will likely continue to change many of the strategies employed by both

teachers and students in the learning process The following sections describe

particular forms of learning that are gaining prominence in universities

and schools worldwide

A Student-Centered Learning

Technology has the capacity to promote and encourage the

transformation of education from a very teacher directed enterprise to

one which supports more student-centered models Evidence of this today

is manifested in:

• The proliferation of capability, competency and outcomes focused

curricula

• Moves towards problem-based learning.

• Increased use of the Web as an information source, Internet users are

able to choose the experts from whom they will learn

B Supporting Knowledge Construction

The emergence of ICTs as learning technologies has coincided with

a growing awareness and recognition of alternative theories for learning

The theories of learning that hold the greatest sway today are those

based on constructivist principles These principles posit that learning is

achieved by the active construction of knowledge supported by various

perspectives within meaningful contexts In constructivist theories, social

interactions are seen to play a critical role in the processes of learning

and cognition

In the past, the conventional process of teaching has revolved around teachers planning and leading students through a series of instructional sequences to achieve a desired learning outcome Typically these forms

of teaching have revolved around the planned transmission of a body of knowledge followed by some forms of interaction with the content as a means to consolidate the knowledge acquisition Contemporary learning theory is based on the notion that learning is an active process of constructing knowledge rather than acquiring knowledge and that instruction is the process by which this knowledge construction is supported rather than a process of knowledge transmission

The strengths of constructivism lie in its emphasis on learning as a process of personal understanding and the development of meaning in ways which are active and interpretative In this domain learning is viewed

as the construction of meaning rather than as the memorization of facts

THE IMPACT OF ICT ON WHEN AND WHERE STUDENTS LEARN

In the past educational institutions have provided little choice for students in terms of the method and manner in which programs have been delivered Students have typically been forced to accept what has been delivered and institutions have tended to be quite staid and traditional in terms of the delivery of their programs ICT applications provide many options and choices and many institutions are now creating competitive edges for themselves through the choices they are offering students These choices extend from when students can choose to learn to where they learn

A Any Place Learning

The concept of flexibility in the delivery place of educational programs

is not new Educational institutions have been offering programs at a distance for many years and there has been a vast amount of research and development associated with establishing effective practices and procedures in off-campus teaching and learning Use of the technology, however, has extended the scope of this activity and whereas previously off-campus delivery was an option for students who were unable to attend campuses, today, and many more students are able to make this choice through technology-facilitated learning settings The scope and extent of this activity is demonstrated in some of the examples below

• In many instances traditional classroom learning has given way to

learning in work-based settings with students able to access courses and programs from their workplace The advantages of education

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and training at the point of need relate not only to convenience but

include cost savings associated with travel and time away from work,

and also situation and application of the learning activities within

relevant and meaningful contexts

• The communications capabilities of modern technologies provide

opportunities for many learners to enroll in courses offered by external

institutions rather than those situated locally

• The freedoms of choice provided by programs that can be accessed

at any place are also supporting the delivery of programs with units

and courses from a variety of institutions

b Anytime Learning

In concert with geographical flexibility, technology-facilitated

educational programs also remove many of the temporal constraints that

face learners with special needs Students are starting to appreciate the

capability to undertake education anywhere, anytime and anyplace

This flexibility has heightened the availability of just-in-time learning

and provided learning opportunities for many more learners who previously

were constrained by other commitments

• Through online technologies learning has become an activity that is

no longer set within programmed schedules and slots Learners are

free to participate in learning activities when time permits and these

freedoms have greatly increased the opportunities for many students

to participate in formal programs

• The wide variety of technologies that support learning are able to

provide asynchronous supports for learning so that the need for real-time

participation can be avoided while the advantages of communication

and collaboration with other learners is retained

As well as learning at anytime, teachers are also finding the capabilities

of teaching at any time to be opportunistic and able to be used to advantage

Mobile technologies and seamless communications technologies support

24x7 teaching and learning Choosing how much time will be used within

the 24x7 envelope and what periods of time are challenges that will face

the educators of the future

The continued and increased use of ICTs in education in years to come,

will serve to increase the temporal and geographical opportunities that

are currently experienced Advancements in learning opportunities tend to

be held back by the ICT capabilities of the lowest common denominator,

namely the students with the least access to ICT As ICT access increases among students so too will these opportunities

EMERGING ISSUES

A number of other issues have emerged from the uptake of technology whose impacts have yet to be fully explored These include changes to the makeup of the teacher pool, changes to the profile of who are the learners

in our courses and paramount in all of this, changes in the costing and economics of course delivery

A Expanding the Pool of Teachers

In the past, the role of teacher in an educational institution was

a role given to only highly qualified people Through the affordances and capabilities of technology, today we have a much expanded pool

of teachers with varying roles able to provide support for learners in a variety of flexible settings This trend seems set to continue and to grow with new ICT developments and applications And within this changed pool of teachers will come changed responsibilities and skill sets for future teaching involving high levels of ICT and the need for more facilitative than didactic teaching roles

B Expanding the Pool of Students

In the past, education has been a privilege and an opportunity that often was unavailable to many students whose situation did not fit the mainstream Through the flexibilities provided by technology, many students who previously were unable to participate in educational activities are now finding opportunities to do so The pool of students is changing and will continue to change as more and more people who have a need for education and training are able to take advantage of the increased opportunities

C The Cost of Education

Traditional thinking has always been that technology-facilitated learning would provide economies and efficiencies that would see significant reductions in the costs associated with the delivery of educational programs.The costs associated with the development of high quality technology-facilitated learning materials are quite high It has found to be more than a matter of repackaging existing materials and large scale reengineering has been found to be necessary with large scale costs Likewise costs associated with delivery have not been found to diminish as expected Compared to

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traditional forms of off-campus learning, technology-facilitated learning

has proven to be quite expensive in all areas of consideration, infrastructure,

course development and course delivery

CONCLUSION

The ideas that have been discussed in this paper suggest that while

ICTs may not have had a large impact to date, their use will grow to play

a significant role in many aspects of the design, development and delivery

of educational programs in the coming years The various influences that

have been discussed provide examples of an agent that has the capacity

to influence education at all levels and hence to be an agent supporting

and encouraging considerable change This paper has sought to explore

the role of ICT in education as we progress into the 21st century

In particular the paper has argued that ICTs have impacted on

educational practice in education to date in quite small ways but that the

impact will grow considerably in years to come and that ICT will become

a strong agent for change among many educational practices Extrapolating

current activities and practices, the continued use and development of

ICTs within education will have a strong impact on:

• What is learned?

• How it is learned;

• When and where learning takes place;

• Who is learning and who is teaching.

The upshot of all this activity is that we should see marked improvements

in many areas of educational endeavour To ensure that the opportunities

and advantages are realized, it will be important as it is in every other

walk of life to ensure that the educational research and development dollar

is sustained so that education at large can learn from within and that

experiences and activities in different institutions and sectors can inform

and guide others without the continual need for re-invention of the wheel

Once again ICTs serve to provide the means for much of this activity to

realize the potential it holds

REFERENCES

• Barron, A (1998) Designing Web-based training British Journal of Educational

Technology, 29(4), 355-371.

• Berge, Z (1998) Guiding principles in Web-based instructional design

Education Media International, 35(2), 72-76.

• Duffy, T., & Cunningham, D (1996) Constructivism: Implications for the

design and delivery of instruction, Handbook of research for educational

telecommunications and technology (pp 170-198).

• Jonassen, D & Reeves, T (1996) Learning with technology: Using computers

as cognitive tools In D Jonassen (Ed.), Handbook of Research Educational

on Educational Communications and Technology (pp 693-719) New York: Macmillan.

• Kennedy, D & McNaught, C.(1997) Design elements for interactive multimedia

Australian Journal of Educational Technology, 13(1), 1-22.

• Laffey J., Tupper, T & Musser, D (1998) A computer-mediated support system

for project-based learning.

• Educational Technology Research and Development, 46(1), 73-86 Lebow, D

(1993) Constructivist values for instructional systems design: Five principles

toward a new mindset Educational Technology, Research and Development,

41(3), 4-16.

• McCausland, H.,Wache, D & Berk, M (1999) Computer literacy; its

implications and outcomes A case study from the Flexible Learning Centre

University of South Australia.

• Oliver, R & Short, G (1996) The Western Australian Telecentres Network: A

model for enhancing access to education and training in rural areas International Journal of Educational Telecommunications, 2(4), 311-328.

• Oliver, R (2000) Creating Meaningful Contexts for Learning in Web-based

Settings Proceedings of Open Learning 2000 (pp 53-62) Brisbane: Learning

Network, Queensland.

• Oliver, R & Towers, S (2000) Benchmarking ICT literacy in tertiary learning

settings In R Sims, M O’Reilly &

• S Sawkins (Eds) Learning to choose: Choosing to learn Proceedings of the

17th Annual ASCILITE Conference

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Academic Leadership Pedagogy and Innovation the Key to Future 53

♦

52

*Principal, Goutham College of Education Bangalore

7 Academic Leadership Pedagogy and

Innovation the Key to Future

Dr Shridevi Patil*

INTRODUCTION

The major objective is that developing Skills, knowledge, and

understanding in the use of ICT prepared pupils to use such technologies

in their everyday lives

ICT tools enable pupils to access, share analyze and present information

gained from a variety of sources and in many different ways The recent

developments in technology have changed the world outside the classroom

it is more eye- catching and intersecting for a student than the classroom

setting As a result, students find there is a growing importance for ICT

within the school curriculum Not only it is used to support teaching and

learning within other curriculum subjects, but it is also a subject in own

right as a separate discipline The progress of any country depends upon

the quality of education offered and its practices The recent curriculum

framework 2005 as proposed by NCERT, India focuses on the issues

of connecting Knowledge to life outside, shifting from rate learning of

constructing knowledge and providing a wide range experience for the

overall development of a child The use of ICT provides opportunities

for pupils to work both collaboratively and independently As such, the

role of ICT within the curriculum in not only to enhance the learning

experiences of pupils but also to help them develop the skills essential

to participate effectively in the world of affairs It generates avenues for

working in groups developing team spirit Cohesion and social values

Here, a teacher play a pivotal role in the process of teaching learning Hence, Knowledge at ICT and skills to use ICT in teaching Learning has gained enormous importance for today’s teachers Teachers are expected

to know to successfully integerate ICT into his/her subject areas to make learning more meaningful This knowledge development during pre-service training has gained much importance with the notion that exposure to ICT during this time is helpful in increasing student teachers’ willingness to integerate technology with classroom teaching

Skills & Competencies To Be Developed IN Student Teachers:

1 Surfing the Internet and locating useful information from the Internet

for the development of lesson Plans

2 Evaluating and selecting appropriate Software for a particular subject

as per Student needs

3 Generating printed documents like student assignments newsletters,

communication, etc utilizing a variety of applications software like word processing and desktop publishing

4 Managing student data using data management tools for efficiently

managing learning

5 Using technology to gather, organizes, and report information about

student performance like Excel and Access for database management

6 Developing tools to evaluate technology based student projects including

multimedia, word processing database, spredsheet, powerpoint, desktop publishing and Internet/telecommunications

7 Using the Internet to support professional development including

locating professional organizations, communicating with other teachers electronically and participating in on line professional development workshops and seminars

TECHNO-PEDAGOGY- A SKILL

Every teacher should know how to use technology, pedagogy and subject area content effectively in their daily classroom teaching One must ensure technological integration Since technology by itself will not lead

to change Rather, it is the way in which teachers integerate technology that has the potential to bring change in the education process Hence attitude and Self- efficacy towards technology play an important role For teachers to become fluent mere competence with the latest tools to developing an understanding of the complex web of relationships among users technologies, practices and tools Teachers must understand their role in technologically oriented classrooms

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The objective at the pre-service level in not to prepare technocrats,

but to develop techno-pedagogues Teachers should be in a position to

integrate technology into teaching/learning as well as develop the art and

skill of “webogogy” (i.e to make use of Internet technology, exploring it,

accessing information from it to use in teaching learning etc)

So, objectives must be set at the attainment of application and skill

levels rather than just at the knowledge and understanding levels The

Professional development of teachers needs to be given importance There

must be congruence between the school curriculum and teacher training

curriculum at the secondary level Otherwise, teachers are not ready to

utilize their knowledge to effectively design teaching/learning processes

project work, and assignments In addition to offering ICT as a compulsory

and special course, integrated approaches need to be studied along with

methods This will help student teachers to develop the concept of

‘techno-pedagogy’ to a greater extent

Thus, management of change in teacher education is a complex

and demanding task involving comprehension concern caution and

contemplation planners and administrators of teacher education have to

provide academic leadership to prepare reflective teachers who can manage

the educational system efficiently at various stages of education Effective

change in schools is possible only when there are corresponding changes

in the management of teacher education programs

CONCLUSION

There are Significant differences between the two concepts of pedagogy

and “webogogy” The teachers role in web-based teaching is different

from the teacher’s role in formal education It may be the same person

who produces the course materials Also, the on-line teacher will need to

arrange a range of activities in which he or she will engage students, and

a range of roles that he or she will fulfill The Internet provides a wide

range of scope for integrating varied learning experiences and making

learning holistic

8 Attitude of Degree College Teachers Towards

ICT Awareness

Dr Jyoti S Pattanshetti and Muragesh Y Pattanshetti**

Information and Communication Technologies (ICTs) are obviously

of great significance for education The integration of ICT is the need of the hour Teaching is becoming one of the most challenging professions

in our society The teachers will have to develop competencies related

to the learning contexts that changes in teaching and learning paradigms require

The main objective of the study: To know the technological, pedagogical, didactical and social ICT competencies that Government, Aided, and Unaided degree college teachers need for instructional purpose.The main finding of the study is that teachers need to develop the highest scoring item the development of the competency to use ICT skills in applying ICT supported strategies to manage student’s learning This type of ICT-based education offers opportunities for the development of teachers and also to enhance student’s learning

It is interesting that all the respondents agree that teachers need to develop competencies in using ICT as a didactical tool in the class

as well as implement cooperative learning strategies using ICT It is better that teachers need to be competent enough to use ICT effectively

in the classroom situation Hence, it is important and need of the time to have practice and training in ICT during their pre-service and in-service experience

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