ROLE OF ICT IN ENHANCING QUALITY OF TEACHING- A DECADE ANALYSIS
Ms.M.Kanmani, M.Sc.,M.Ed.,M.Phil Dr.P.annaraja
Introduction
According to Einstein
“The supreme art of teaching is to awaken joy in creative expression and knowledge” (J.C.Agarrwal-2005). The special function of teaching is to impart knowledge, develop understanding and skill. It is the process by which the teacher brings the student and the subject matter together. Teaching and learning are inner-linked. It cannot be thought without learning. Interaction between the teacher and the learners is the core of the teaching-learning process. It is influenced by the totality of the situation. It is fruitful and permanent if the total situation is related to the life situations. Teachers can play an important role in facilitating learning when they taken into account the needs of the learners.
But the developments in the application and dissemination of knowledge and information technology have been changing the demands in education. Education systems around the world are under increasing pressure to use the new information and communication technologies 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, teacher-based instruction to student-centered, interaction learning environment.
The leaning environment at present has become multimedia/multi-channel/multimodal and multi-dimensional which is very powerful. Multi-channel system is the product of various types of instructional materials, design and information. Teaching by collective use of a series of information from different sources/media such as text, sound, graphics, animation and video with the help of computer and connected multimedia software will enhance the quality of teaching. When a teacher uses multimedia in her/his classrooms, the students like to get more impressions on the topics, because of its special features. It can stimulate the students’ mind and encourage learning through all senses. Even the driest subjects can be made interesting by using this. Multi-media offers an effective and efficient means of improving the quality, delivery and presentation of educational and information material. The storage and retrieval system of multimedia can contain more information than any human training agent can possibly embrace, and can have many terminals via which students can have access to the information. Technological wonders have been adopted by teachers in classrooms with the aims of enhancing teaching-learning process. Computer is certainly one of the most versatile and ingenious developments of the modern technological age. It plays vital role in using multimedia based learning package. Teaching the content material with the help of the computer is called “Computer Assisted Instruction”.
The development and implementation of information and communication technology forces today’s universities and colleges to respond to societal trend that point to a transformation of our society into a so called “Knowledge economy”. ICT places new demands on higher education establishments and holds important implications for their teaching and research functions.
Information and Communication Technology as a Tool in Higher Education
ICT supports high quality and efficient management in higher education institutions. ICT has a central role in maintaining the quality of higher education in an era when there are likely to be continuing pressures on costs and a need to respond to an increasing demand for places in institution.
With the aid of technology, many teachers can take students beyond traditional classroom limits by creating virtual environments to experiments and explore, but the teacher should know the constraints of technology. It should be utilized as an object of inquiry. We should be aware of how we might use technology. When effectively used, it changes the way teachers teach and the way learners perceive information. Some technologies are particularly helpful because their design characteristics challenge higher order thinking and problem solving task. Students are encouraged to explore and to learn by discovery. Each day as educators across the world meet expectations to teach massive sums of information to an ever-increasing diversity of learners, what is worth knowing or teaching is also becomes extremely complex. Teachers need to think of creative, result-producing methods to use these technologies that enhance the learning process. They can do so by assigning complex mind-challenging tasks, and by giving students opportunities to explore the world and subject matter in such a way that it is individually meaningful.
In addition, instructional design and developments can also provide teachers and administrators with instructional models to help them understand major concepts, ideas, and theories in education to assist in the overall design, delivery, and evaluation of instruction. It can also provide the necessary tools to diagnose and prescribe solutions to learning challenges in environments where educators become educational physicians.
The integration and application of instructional technologies in higher education is a complex issue. However a range of barriers inhibit and prevent increased technology used by professors in higher education. When teachers learn technology and integrate these resources their students benefit. But, there are barriers that inhibit technology integrations, including funding, teaching competency, limited resources, having curve and time needed to learn lack of mentoring and role models, and support from administrators.
Education for the 21st century definitely needs a lot of rethinking on modernization, more so, the wake of increasing globalization setting up for e-communities, readiness for e-commerce and the implied demand for a global citizen. The content and methodology of the present system of education must undergo a metamorphism. The development of electronic devices, especially the computers, had given added impetus to this activity. Therefore, the researcher had taken an effort to study and analyze the researches conducted for the past one decade in the field of ICT & higher Education, which will show the area to be focused for investigation.
Significance of the study
As a formal discipline, Instructional System Design has been along time in the making of a man into humane. The early contributions of thinkers like Aristotle, Socrates and Plato regarding the cognitive basis of learning and memory was later expanded by the 13th century philosopher ST.Thomas Aquinas who discussed the perception of teachings in terms of free will. Then, at the turn of the 20th century John Dewey presented several tenets of the philosophy of education, which promoted the idea that leaning occurs best when married with doing, rather than rote regurgitation of facets.
The advent of the Second World War presented a tremendous instructional dilemma: the rapid training of hundred of thousands of military personnel. Ralph Tyler’s work a decade before World War II indicated that objectives were most useful to instructional developers if written in terms of desired learner behaviors.
In 1950’s, there was a shift from the uninformed application of instructional technology to the formulation of theoretical models of learning. The publication of B.F.Skinner’s ‘The Science of Learning and the Art of Teaching’ in 1954 canonized the basis behaviorists’ principles of S-R, feedback, and reinforcement. In 1956 Benjamin Bloom and his team formulated the taxonomy of intellectual behaviors provided instructors a means by which to decide how to impart instructional content to learners most effectively. Advocating a mastery approach to learning, Bloom endorsed instructional techniques that varied both instructions and time according to learner requirements. In 1962 Robert Glaser synthesized the work of previous researchers and introduced the concept of “Instructional Design”, submitting a model which links learner analysis to the design and development of instruction.
Roger Kaufman developed a problem-solving framework for educational strategic planning which provided practitioners a means by which to demonstrate value-added not only for the learner, but the school system and society as a whole. This framework provided the basis for the Organizational Elements Models (OEM), a needs assessment model, which specifies results, to be achieved at societal, organizational, and individual performance levels. A variety of models for instructional system design proliferated the late 1970’s and early 80’s; Gagne and Briggs, Branson, Dick and Carey, and Atkins, to name a few. In 1990’s a dual focus on technology and performance improvement has developed. Then Branson’s team developed and piloted multiple computerized instructional technologies. His models of interaction helped the learning of students to interact with the teachers.
The advent of new media, such as the Internet and hypermedia, has brought about not only technological innovations, but also coupled these with the new ways of approaching learning and instruction. Theorists like Thomas Duffy and Seymour Papers suggest that constructivism provides a model whereby socio-cultural and cognitive issues regarding the design of learning environments can be supported by computer tools. This philosophy has been applied to such computerized technologies as on-line help systems and programming language LOGO. With the basis of all the above stated theories in teaching and learning process, this study is carried out on the basis of its need and significance.
The significance of the present study is to find the number of studies done in relation to ICT at various levels of education for the past ten years. The findings of the present study will show the clear picture about the lack of studies in relation to Computer in Education. It helps the researcher to make aware of studies done in ICT to improve the quality of education especially in teaching and to find out the subjects with whom technology was integrated at schools as well as in higher education.
Objectives of the study
· To find out the number of the researches done in the field of ICT in teaching
· To analyse the findings of researches done in integrating technology in teaching various subjects at school and higher education levels
· To find out the area that has to be focused for research in integrating technology and higher education
Methodology
The content analysis method was adopted for this study. The investigator reviewed Dissertation Abstracts International from the year 1997-2007 for collecting foreign literatures and Indian literatures from M.B.Buch Survey of Research in Education(Volumes Third, Fourth and Fifth) for the present study. It has been shown from the study that around 313 studies were done in Educational Technology for the past one decade. Out of which 285 studies were done abroad and 28 studies were done in India. The investigator categorized the studies into two i.e. studies done at school education level and studies done at higher education level. For analyzing the studies both qualitative and quantitative analysis were used. The investigator delimited herself with the percentage analysis to find out the number of studies were completed in educational technology.
Table 1- Studies done in school & College Education in Educational Technology
Sl. No. | School Level | College Level | Total | Percentage |
Foreign Studies | 151 | 134 | 285 | 91 |
Indian Studies | 20 | 8 | 28 | 8.9 |
Total | 171 | 142 | 313 | 100 |
Table 2- List of Foreign studies in various subjects at School Education from 1997-2007
Sl. No. | Subject | No. of Studies | Percentage |
1 | English | 12 | 7.94 |
2 | Mathematics | 45 | 29.80 |
3 | Physics | 1 | 0.66 |
4 | Chemistry | 5 | 3.318 |
5 | Botany | Nil | Nil |
6 | Zoology | 2 | 1.32 |
7 | Educational Technology & CAI | 26 | 17.21 |
8 | History | Nil | Nil |
9 | Special Education | 4 | 2.64 |
10 | Science Education | 42 | 27.81 |
11 | Others | 14 | 9.27 |
Total | 151 | 100 | |
Table 3 – List of Indian Studies in various Subjects at School Education from 1997-2007
Sl. No. | Subject | No. of Studies | Percentage |
1 | Mathematics | 7 | 35 |
2 | Science | 6 | 30 |
3 | Biology | 2 | 10 |
4 | Zoology | 1 | 5 |
5 | History | 1 | 5 |
6 | Computer Science | 1 | 5 |
7 | Commerce & Accountancy | 2 | 10 |
Total | 20 | 100 | |
Table 4 – List of foreign studies in various subjects at higher Education from 1997-2007
Sl. No. | Subject | No. of Studies | Percentage |
1 | Mathematics | 17 | 12.68 |
2 | Physics | 4 | 2.98 |
3 | Chemistry | 11 | 8.20 |
4 | Botany | 4 | 2.98 |
5 | History | 1 | 0.74 |
6 | Special Education | 9 | 6.71 |
7 | Zoology | 3 | 2.23 |
8 | Educational Technology & CAI | 44 | 32.83 |
9 | Teacher Education | 22 | 16.41 |
10 | Others | 19 | 14.17 |
Total | 134 | 100 | |
Table 5 – List of Indian Studies in various subjects at Higher Education from 1997-2007
Sl. No. | Subject | No. of Studies | Percentage |
1 | Mathematics | 1 | 12.5 |
2 | Physics | 1 | 12.5 |
3 | Chemistry | 1 | 12.5 |
4 | Botany | 1 | 12.5 |
5 | Commerce | 2 | 25 |
6 | Computer Science | 1 | 12.5 |
7 | Teacher Education | 1 | 12.5 |
Total | 8 | 100 | |
Findings and Interpretations
The purpose of this decade analysis is to integrate the findings contained in three hundred and thirteen foreign studies, selected from Dissertation Abstracts international and 28 Indian Studies from M.B. Buch Survey of Research in Education. This study investigated the use of computers to teach various subjects at school and higher education during the last ten years and to extract new knowledge from these studies.
1. It is inferred from the table – 1 that the total number of studies completed form the year 1997-2007 is 313 at school education and Higher education levels. Out of 313 studies 285 are the foreign studies i.e. 91% and 28 are the Indian studies i.e. 8.96%. It is inferred from the table that more number of foreign studies were done in integrating technology with different subjects, than the Indian studies. Further, it is found that the researches done at school education are 54.63% and at college education is 45.36%. therefore it is inferred from the analysis that the contribution towards research in integrating technology with teaching various subjects in school education is more than the higher education in India as well as in abroad.
2. A.Table-2 represents the list of subjects in which educational technology & CAI is used for teaching at School Education level in abroad. It is inferred from the table that more number of studies were done in Mathematics, i.e. 29.80% whereas least number of studies was done in physics; out of 151 studies only one study was done i.e. 0.66%. Science education was given importance next to mathematics teaching using ICT. Out of 151 studies 42 studies were done in science i.e. 27.81%. No study has been done in teaching of History and Botany. 17.21% studies were done in implementing Educational Technology & CAI in teaching. 3.318%, 1.32%, 2.64% of studies were done in chemistry, Zoology and Special Education. In teaching of English 7.94% of studies were done. Besides all the subjects 9.27% of studies were done in general learning.
B. Drill and Practice mode is found to be more effective among all other
CAI modes in teaching mathematics and teacher made software were found to be more effective in teaching (Kucher, James M., 1998). Grant, Jamillah M.A., Ph.D., 2004 found out that the usage of Internet by the middle school teachers is more for research purpose than instructional usage. Further, he stated that rural teachers used the Internet or CD-ROM, computers to solve problems, and spreadsheets and databases more than urban or suburban teachers. Instructional tools such as games were used more by urban teachers than rural or suburban teachers. Koroghlanian, CARol May – 2000 stated that the low spatial ability participants responded more positively than high spatial ability participants; Furthermore, participants in the Animation treatment was easier to understand than the Static illustration treatments in teaching scientific concepts. “Blended teaching methods experienced by the experimental group demonstrated a comparatively higher level of psychomotor electrical diagnostic skill capability in acquiring automotive psychomotor skills”, Gillbert, David Wayne – 2006.
C. Table – 3 represents the list of subjects in which Educational Technology & CAI is used for teaching at School Education level in India. It is inferred from the table 3, that 35% of studies were done in Mathematics. Next to Mathematics Education research in Science Education is done at 30%. Least studies were done in Biology and Commerce & Accountancy i.e. 10%. Most of the studies reveal that there is a positive impact on teaching various subjects using technology. Vardhini V.P visual projection with teacher explanation and those with taped commentary were equally effective in terms of achievement using instructional stategy for teaching science for secondary students. Helen Joy S. Of High School Teachers & sherein S.L – 2005 stated that teaching of history using CAI at higher secondary level is more effective to the students, further they stated that there is no gender differences in the scores obtained. Subramaniam S – 2006 found out that CAI was significantly improves the performance of the students, learning Accountancy at Higher Secondary level; he also stated male students do not differ much from their female counter parts in achievement, even after exposure to CAI. Rani J- 2001 found out that there is no significant differences was found between control and experimental groups in their retention scores in learning commerce.
D. It is inferred form the Table 4, that Educational Technology and CAI was given much importance in teaching at higher education in abroad i.e. Out of 134 studies 44 studies were done which is 32.83%. Least importance was given to teach history i.e. 0.74%. Research on integrating ICT with teaching of Physics and botany was given equal importance i.e 2.98%. Research on integrating ICT with Chemistry was around 8.20%. Out of 134 studeis only 9 studies was done in Special Education which is 6.71%.Physics is given importance next to Mathematics. Besides these studies 19 studies were done in their fields. Here are the some of the studies show the significant difference in integrating technology in teaching. The scientific inquiry style of teaching makes a significant impact in changing or improving students’ attitudes and understanding about the nature of science. This study also showed a positive correlation between students’ view and their attitudes toward science, Jimenez,Luzyviminda Miano – 2005. Herskowitz, Issac – 2000, developed C-book software for instructors of C programming language. The special feature of the software is all the concepts in C programming languages were using computer graphics and animation to visualize complex programming concepts.
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