Attitude towards ICT of prospective teachers

CONTENTS

Chapter-I Introduction
1.1 Introduction
1.2 Education for all-round development of the nation
1.3 Role of Teacher in 21stCentury
1.4 Attitude toward s ICT
1.5 Teacher Education
1.6 Teaching Models and Students’ Learning Capacity
1.7 E-Learning and its imp ortance
1.8 E-Learning in India
1.9 ICT in 21st century’s Teacher Education
1.10 Role of ICT in 21st Century’s Teacher Education
1.11 ICT for Prospective Teachers
1.12 Barriers and critical success factors for effective teacher learning
1.13 The Research Problem
1.14 Research Questions
1.15 Statement of the Problem
1.16 Objectives of the study

Chapter-II Review of Related Literature
2.1 Introduction
2.2 Attitude towards usage of ICT
2.3 Policies in utilization of ICT
2.4 Future Education and ICT
2.5 ICT and Teaching subject
2.6 Integration of ICT in Teaching
2.7 ICT and Gender Differences
2.8 Research gap

Chapter-III ResearchMethodology
3.1 Introduction
3.2 Operational Definitions of Key Terms
3.3 Significance of the study
3.4 Need of the study
3.5 Objectives of the Study
3.6 Statement of the Problem:
3.7 Title of the Research:
3.8 Hypotheses of the Study
3.9 Area of the Study
3.10 Methodology
3.11 Selection of the district
3.12 Variable of the study
3.13 Sampling
3.14 Tools of the study
3.15 Data Analysis
3.16 Delimitations of the study
3.17 Chapterisation of the study

Chapter-IV Analysis and Interpretation of Data
4.1 Introduction
4.2 Section-One: Biographical details of the prospective teachers
4.2.1 Prospective teachers by sex and locality
4.2.2 Marital status
4.2.3 Teacher students by Gender and educational status
4.2.4 Respondents by area and educational status
4.3 Section-two: Attitude of prospective teachers towards usage of ICT
4.3.1 Likert’s method to measure the weighs of the statement on usage of ICT
4.3.2 Testing of hypothesis
4.3.3 ANOVA results on attitude of gender,area and education
4.4 Conclusion

Chapter-V SummaryandConclusions

Appendices

Bibliography

Webliography

Questionnaire

LIST OF TABLES

1.1 Comparison between traditional learning and e-Learning

3.1 Variables incorporated into the sample

3.2 Sampling procedure of the colleges and Teacher students

3.3 Sampling procedure of the study

4.1 Distribution of prospective teachers by sex and locality

4.2 Gender wise marital status of the respondents

4.3 Distribution of Teacher students by sex and educational status

4.4 Distribution of respondents by area and educational status

4.5 Classification of the prospective teachers by teaching subject

4.6 Prospectiveteachers’perception of the statement of ICT plays important role in teaching and learning

(a) Prospective teachers’ perception of the statement of using ICT help to new changes

4.7 Prospective teachers’ perception of the statement of ICT makes work easy

4.8 Prospective teachers’ perception of the statement of ICT makes teaching enjoyable, changes, routine and keeps boredom at bay

4.9 Prospective teachers’ perception of the statement of ICT improves students’ result

4.10 Prospective teachers’ perception of the statement of too much emphasis is placed on ICT use

4.11 Prospective teachers’ perception of the statement of using ICT can save time and effort

4.12 Prospective teachers’ perception of the statement of ICT increase cooperation between teachers

4.13 Prospective teachers’ perception of the statement that ‘ICT has a positive influence on students’ interaction and attention’

4.14 Prospective teachers’ perception on the statement of ‘ICT use improves research skills among teachers and students’

4.15 Prospective teachers’ perception on the statement of ‘ability to embody concepts, experiments and natural phenomena’

4.16 Prospective teachers’ perception on the statement of ‘ICT use helps in information reinforcement’

4.17 Prospective teachers’ perception on the statement of ‘ICT usemaintains quality in all lessons delivered during the day’

4.18 Prospective teachers’ perception on the statement of ‘ICT offers a neat presentation of the lesson and helps the teacher stick to planned lessons

4.19 Prospective teachers’ perception on the statement of ‘ICT use increases independence among students and assists in self-education’

4.20 Prospective teachers’ perception on the statement of ‘ICT use assists teachers in mental preparation of the lesson’

4.21 Prospective teachers’ perception on the statement of ‘ICT is a tool that can lift the burden of the teacher’s shoulders’

4.22 Prospective teachers’ perception on the statement of ‘teacher use ICT will psychologically influence students to believe their teacher is modern’

4.23 Prospective teachers’ perception on the statement of ‘ICT offers easy and quick access to all sorts of information’

4.24 Prospective teachers’ perception on the statement of’ ICT use offers continuous student-teacher communication resulting in a flexible and better relationship’

4.25 Prospective teachers’ perception on the statement of ‘ better class management, use of ICT attracts attention’

4.26 Prospective teachers’ perception on the statement of ‘ICT use improves technical skills for teachers and students’

4.27 Prospective teachers’ perception on the statement of ‘Students can help teachers prepare lessons delivered using ICT’

4.28 Prospective teachers’ perception on the statement of ‘using ICT is a dull activity’

4.29 Prospective teachers’ perception on the statement of ‘Iam very interested in learning about ICT’

4.30 Prospective teachers’ perception on the statement of ‘I feel frustrated when using ICT’

4.31 Prospective teachers’ perception on the statement of ‘ICT use enable the teacher to motivate students’

4.32 Prospective teachers’ perception on ‘ICT usage create interest among students’

4.33 The prospective teachers’ perception of ‘ICT eliminates abstractness of concepts’

4.34 The prospective teachers’ perception of ‘ICT is useful for the reaching, distributing and transferring the knowledge’

4.35 Likert’s five point scale values on the attitude of prospective teachers towards the usage of ICT

4.36 ANOVA test results on variance in attitude of prospective teachers towards ICT

4.37 ANOVA test results on variance in attitude of prospective teachers by gender towards ICT

4.38 ANOVA test results on variance in attitude of prospective teachers by educational qualification towards ICT

4.39 ANOVA test results on variance in attitude of prospective teachers by area towards ICT

LIST OF FIGURES

4.1 Distribution of prospective teachers by sex and locality

4.2 Gender wise marital status of the respondents

4.3 Distribution of Teacher students by sex and educational status

4.4 Distribution of respondents by area and educational status

4.5 Classification of the prospective teachers by teaching subject

ABBREVIATIONS

ALU : Arithmetic Logic Unit

ANOVA: Analysis of Variance

B.Ed.: Bachelor of Education

CAI : Computer Aided Instruction

CAT : Computer Assisted Training

CBI : Computer Based Instruction

CBMMLP: Computer based Multi Media Presentation Program

CCE : Continuous and Comprehensive Evaluation

CD-ROM: Compact Disc Read-Only Memory

CMC : Computer Mediated Communication

CPU : Central Processing Unit

DFP : Digital Foot print

HTTP : Hyper Text Transfer Protocol

IBT : Internet Based Training

ICOL : Indian Council for Online Learning

IGNOU: Indira Gandhi National Open University

IPM : Inclusive Partnership Model

ICT : Information and Communication Technology

M.Ed.: Master of Education

MML : Multi Media Learning

MMP : Multi Media Presentation

PC : Personal Computer

PLM : Programmed Instructional Material

RAM : Random Access Memory

TEL : Technology Enhanced Learning

UNESCO: United Nations Educational Scientific and Cultural

Organization

URL : Uniform Resource Locator

USB : Universal Serial Bus

VLE : Virtual Learning Environment

WBT : Web Based Training

WWW : World Wide Web

FOREWORD

Attitude towards ICT of Prospective teachers in relations to certain veriables namely gender, locality, educational qualifications, marital status and specializing subjects were incorporated into the present study. Normative survey method was used in this study. There are 17 B.Ed. Colleges located in Srikakulam district. Geographically the Srikakulam district is one of the north Andhra districts and the majority of the students of this district willing to take teaching as their profession. All the 651 students who are studying the second year (B.Ed.) are selected from the population by using Purposive sampling technique in view to assess accurate perception.. To test the hypotheses simple statistical techniques such as mean, chi-square and ANNOVA were used at relevant places in the study. Charts and graphs were used in appropriate places in the study. The cross section analysis method was followed for the explanation of some tables in the study. The major findings of the present study revealed that the majority of the respondents have favourable attitude towards ICT at the same time there is a significant difference among the respondents by gender, education and living area in this regard..

ATTITUDE TOWARRDS ICT OF PROPECTIVE TEACHERS

CHAPTER -1

INTRODUCTION

1.1. Introduction

The present chapter is aimed at elucidating the conceptual issues regarding the role of education in nations’ development, role of the teacher in 21st century, e­learning and its importance, ICT in 21st globalized economy, ICT in teacher education, ICT to prospective teachers, Barriers and critical factors for effective teacher learning and Statement of the problem of the study.

It is rightly quoted by the great philosopher, Rabindranadh Tagore “The highest education is that which does not merely gives us information, but makes our life in harmony with all existence”. An ancient proverb shall be called upon as it lays down as “If you’re planning for one year, plant rice, if you are planning for five years plant trees; if you are planning for the future, educate your child”. Thus, education is the most important invention of mankind. Man without education would still be living just like an animal. It is an education which transformed man from a mere “two legged animal into human”. The word education is like a diamond which appears to be of a different colour when seen from different angles. The education of man does not begin at school, it begins at birth. It ends, not when he graduates from the university, but at his death. Hence, education is a lifelong process.

Teachers are the backbone of our society who generates skilled and quality manpower. They spearhead change by shaping and building students' personality and make them ideal citizens of the country. As one looks at the great impact on the growth, development and wellbeing of the students and nation, one must agree that teaching is a noble profession. One more quotation is - parents’ give birth, but the teacher gives life. Therefore, the teaching of the teacher should act as a weapon of all-round development of the nations’ through shaping their students. In this way, teacher and student have to adopt the new innovative trends in learning system and in daily life.

1.2. Education for All-round Development of the Nation

The great Chinese scholar, namely Confucius, being an oldest educationist wrote a treatise - real development of the society we can attain when the people in order, peace without violence, no crime, cities with more harmony, better living conditions, love and affections, moral, valuable human relations but not materialistic. Human science like education has been vitally maintained for the economic development. ‘The Great Learning' around 2500 years ago, in this book, he sets out the human science process in these words'.

“Those who wished to make their wills sincere would first extend their knowledge. The extensive knowledge consists in the investigation of things. When things are investigated, knowledge is extended; when knowledge is extended, the will becomes sincere. When the will is sincere, the mind is rectified, when the mind is rectified, the personal life is cultivated; when personal life is cultivated, the family will be regulated; when the family is regulated the state will be in order and when the state is in order; there will be peace, and peace is one of the important ingredients which lead to Economic Development'".

Attributes of Knowledge Society

Establishing a knowledge based society is perceived as the foremost challenge in the immediate future of the contemporary economies. ‘Knowledge ’ will not only be the driver of the economy, but also the source for attaining satisfactory quality of life and living conditions of every society. It can be realized with a strong and dynamic education system capable of supporting economic and social innovations and provide the basis for self-confidence and reduce the need of external dependency. A knowledge society shall not be interpreted as consisting only a great scholars and intellectuals. The education system should provide substantial and deliberate scope for work related experience in terms of various skills and a healthy attitude towards learning skills.

1.3. Role of the Teacher in 21st Century

The teacher in the emerging Indian society has a very crucial role in the social reconstruction and in the transmission of wisdom, knowledge and experiences of one generation to another. Children are the potential wealth of a nation. They are always exposed to the information of the teacher. It is therefore necessary to realize that the emerging Indian society can achieve all round development with the help of the teacher who acts as a powerful agency in transmitting its cherished values. A teacher is not only a custodian of a nation values but is also an architect par excellence of new values. A teacher can help our country in the process of reconstruction. But so far we have not been able to harness this extremely useful manpower. This could be possible if the teacher’s role is properly recognized and he is in the proper frame of mind to understand the problems of the country and make a sincere effort to create a climate in which society can move forward. Dr. S. Radhakrishnan has apparently remarked, “Teachers place in society has vital importance; he acts as the point of the transmission of intellectual tradition and technical skill from generation to generation and helps to keep the lamp of civilization burning”. The secondary education commission has rightly stated, “We are, however, convinced that the most important factor in the contemplated education reconstruction is the teacher, his personal qualities, his educational qualifications, his professional training and the place that he occupies in the school as well as in the community. Now with the increasing complexity of modern times, education faces ever changing new demands, and most teachers have to bear the brunt of the changes. Hence, the teachers need to change their role.

Teaching in the 21-century is an altogether different phenomenon; never before could learning be happening the way it is now -- everywhere, all the time, on any possible topic, supporting any possible learning style or preference. But what does being a 21st-century teacher really mean? Below are the characteristics of a 21st-century teacher (Tsisana Palmer, 2017):

Learner-Centered Classroom and Personalized Instruction: As students have access to any information, there certainly is no need to "spoon-feed" the knowledge. As students have different personalities, goals, and needs, offering personalized instruction is desirable. When students are allowed to make their own choices, they own their learning, increase intrinsic motivation, and put in more effort, an ideal recipe for better learning outcomes.

Students as Producers: Today's students have the latest and greatest tools; yet, the usage in many cases barely goes beyond communicating with family and friends via chat, text, or calls. Even though students are now viewed as digital natives, many are far from producing any digital content. While they do own expensive devices with capabilities to produce blogs, info graphics, books, how-to videos, and tutorials, just to name a few, in many classes, they are still asked to turn those devices off and work with handouts and worksheets. But, often times these papers are simply thrown away once graded. Many students don't even want to do them, let alone keep or return them later. When given a chance, students can produce beautiful and creative blogs, movies, or digital stories that they feel proud of and share with others.

Learn New Technologies: In order to be able to offer students choices, having one’s own hands-on experience and expertise will be useful. Since technology keeps developing, learning a tool once and for all is not an option. Technologies are new for the novice and experienced teachers alike, so everyone can jump in at any time.

Go Global: Today's tools make it possible to learn about other countries and people first hand. Of course, textbooks are still sufficient, yet, there is nothing like learning languages, cultures, and communication skills from actually talking to people from other parts of the world. Teaching students how to use the tools in their hands to "visit" any corner of this planet will hopefully make us more knowledgeable and sympathetic.

Another important attribute is to go paperless -- organizing teaching resources and activities on one's own website and integrating technology bring students learning experience to a different level. Sharing links and offering digital discussions as opposed to a constant paper flow allows students to access and share class resources in a more organized fashion.

Be Smart and Use Smart Phones: When students are encouraged to view their devices as valuable tools that support knowledge (rather than distractions), they start using them as such. Different students have different needs when it comes to help with new vocabulary or questions; therefore, there is no need to waste time and explain something that perhaps only one or two students would benefit from. Instead, teaching students to be independent and know how to find answers they need makes the class a different environment.

Collaborate: Technology allows collaboration between teachers and students. Creating digital resources, presentations, and projects together with other educators and students will make classroom activities resemble the real world. Collaboration should go beyond sharing documents via e-mail or creating PowerPoint presentations. Many great ideas never go beyond a conversation or paper copy, which is a great loss! Collaboration globally can change our entire experience.

Use Twitter Chat: Participating in Twitter chat is the cheapest and most efficient way to organize one's own PD, share research and ideas, and stay current with issues and updates in the field. The teacher can grow professionally and expand knowledge as there is a great conversation happening every day, and going to conferences is no longer the only way to meet others and build professional learning networks.

Connect: Connect with like-minded individuals. Again, today's tools allow us to connect anyone, anywhere, anytime. Have a question for an expert or colleague? Simply connect via social media: follow, join, ask, or tell.

Project-Based Learning: As today's students have an access to authentic resources on the web, experts anywhere in the world, and peers, learning the same subject somewhere else, teaching with textbooks is very "20th-century. Today's students should develop their own driving questions, conduct their research, contact experts, and create final projects to share all using devices already in their hands. All they need from their teacher is guidance.

Build Your Positive Digital Footprint: It might sound obvious, but it is for today's teachers to model how to appropriately use social media, how to produce and publish valuable content, and how to create sharable resources. Even though it's true that teachers are people, and they want to use social media and post their pictures and thoughts, we cannot ask our students not to do inappropriate things online if we ourselves do it. Maintaining professional behavior, both in class and online will help build positive digital footprint and model appropriate actions for students.

Innovate: Teacher expands teaching toolbox and tries new ways, such as teaching with social media or replacing textbooks with web resources. Not for the sake of tools, but for the sake of students. They love using Whatsapp for class discussions and announcements. They appreciate novelty, but not the new tools, but the new, more productive and interesting ways of using them.

Keep Learning: As new ways and new technology keeps emerging, learning and adapting is essential.

1.4. Attitude towards ICT

The integration of information and communication technologies can help strengthen teachers and students, but the success of any initiative to integrate technology in an educational program depends strongly upon the attitude of people involved such as students or teachers. The teacher is an effective factor among the ones contributing to educational improvements. The teaching learning process has been greatly influenced by rapid advances in Information and Communication Technology (ICT). Integration of this ICT in the classroom helps to create an environment for students’ activities that lead to meaningful and sustainable learning experiences. It supports students in their own constructive thinking, allows them to transcend their cognitive limitations. It is possible to bring the process of learning beyond the boundaries of classroom by exploring new possibilities of ICT. One of the basic requirements for education in this era of information explosion is to prepare learners for participation in a networked information society. All over the world, educational institutions are being forced to find better pedagogical methods to cope up with these new challenges.

1.5. Teacher Education

Dr. S. Radha Krishnan quoted “A good teacher is an eternal student. A teacher is the one who teaches the true meaning of life. A teacher introduces a new vision of life. A teacher helps in accomplishing a target. A teacher is a source of inspiration.” In the olden times, there was no systematic provision for the education of teacher, but it was assumed that he alone had a right to teach who had acquired complete mastery over knowledge and could also translate it into practical life. Indian teachers imparted education with a unique devotion.

The society gave these teachers the highest respect because they were committed to bring about the comprehensive and harmonious development of the student’s personality as it is expressed in the statement ‘aacharya devo bhava’ which occurs in the Taitriya Upanishad.

Even during the Buddhist and Jain periods, a teacher occupied a much respected place in society. It was presumed that he gave the student real self­knowledge. Respect was shown to him by saying "Na devahshriguroh" During the middle ages, a person well versed in religious rituals and predominance was regarded as a good teacher. The need for systematic education of teachers came to be felt during the British period, which led to teacher training.

In the system of personal relationship within which children learn, the teacher is probably next to members of the immediate family. In the classroom group, where children, adolescents and adults interact, the teacher acts as the leader, the one who gives or withholds security and is responsible for law and order. The teacher is considered as the pivot of any educational system of education. If the teachers are well educated and trained and if they are intellectually alive and take interest in their job, then only the success is ensured but on the other hand, if they lack training in education and if they cannot give their heart to their job, the system is destined to fail.

Teaching is an art. The teacher is an artist. To know the art of teaching requires considerable knowledge, a wide variety of interests and skills and a very positive attitude on the part of teachers. A teacher is to understand his subject as well as his pupil, he is to motivate, to instruct, to organize, to evaluate, etc., it means that he has to play many roles and that too very efficiently. To attain efficiency in every aspect of teaching it is essential that a teacher should undergo a well-designed course of teacher education. Not only to this extent, but teacher education should continue as long as the teacher is in the profession.

The development of new methods of teaching and learning in schools and higher education has been rapid. The last decade in particular has seen an explosion in the literature on a wide variety of methodological innovations like resource-based learning and resource centers: simulations, games and role play, independent and distance learning education based on ICT. These developments are significant not only for the content of teacher education, but also for its methods. In other words, there is no point in telling teachers about innovative methods, it is far more effective to use them.

The use of ICT in education improves the quality of education and brings about desirable changes both qualitative and quantitative. Teacher education needs to imbibe the skill of using ICT tools more than anybody else in the educational setup because these teacher educators are the persons who mold the teachers and the input in the process of education. Therefore, there is a need to train teachers in the use of ICT tools to get good results in the field of education.

1.6. Teaching Models and Students’ Learning Capacity

The following provide an overview of Canadian models for teacher professional development in a knowledge based society. The models used to illustrate the three modes of social interaction for professional development:

> Face to face interaction.

> Face-to-face and online interaction.

> Online interaction (human-computer interaction, and computer-supported social interaction).

School-based Models

The Champion Model: The program, using both face-to-face and online trainings, blended work and study, while using the school curriculum and the teachers own innovative teaching strategies as the curriculum and the teachers own innovative teaching strategies as the vehicles for their learning. University resources and collaborative work teams, that carried over into the school day, provided challenging and motivating support. The use of technology in learning and teaching in the school became a natural part of the daily educational process. The program was integrated with the school certification process, resulting in a school action plan whose values, goals and activities were shared among the staff, thus confirming a direction for technology in a collaborative school culture. The school based decision making model of the school district facilitated some funding for this unique training and enabled the allocation of school, community and district resources to support the school's professional development initiatives. Keeping up with the technical knowledge while making it part of a realistic, on­going, comprehensive plan was difficult but was facilitated once the vision that developed during the professional development program in technology was shared.

The Teacher Leadership Model: This project is a school-wide initiative in all grades, with all teachers and staff, and is led by a technology team consisting of lead teachers in the school. The project not only promotes technology, but inspires teacher leadership. Teachers in the school develop and deliver their own professional development for all teachers in the school in all technologies. The focus of the school's project is to integrate technology into curriculum where it can be used as an everyday tool. The professional development is teacher-led; all technology skills of students are tracked as reading skills are tracked; a school­wide database of technology skills is maintained at the school; the project is led by teachers and is a dynamic and evolving project.

The School-within-a-School Model: This is a model where teachers and learners are teaching and learning with a laptop computer given to each person. The program is oriented towards a proactive or professional approach to the integration of ICT into teaching and learning. Project-based learning is both the result of the year-one teachers that focused on this approach for up to 65% of class time, and the support of the school and the school district that made this approach workable. Partners include parents who pay for the laptops and pre-service teachers. The Department of Education as well as private partners also provides resources for professional development. Bi-monthly half-day meetings are for the collaborative action-research projects should be conducted within the school. Cooperative learning, curriculum integration, and a learning community model are also part of the renewal that is undergoing. Bridges to other classrooms to be established, learning projects are to be conducted concurrently. Pre-service teachers work in both "schools", and used at times the same web-based discussion forums. The school teachers will have the full support from the school; district and professional personnel (e.g. Math and computer specialist as well as project-based specialist) contribute in a number of ways.

The Self-directed Onsite Online Professional Development Model: Teachers attend conferences, as participants and presenters; take college and university courses and seminars, both online and in person. There is great emphasis on cross­disciplinary meetings and discussion, greatly facilitated by the use of groupware after school working hours. Teachers engage in Professional Development on school time, teacher time, in both synchronous and asynchronous modes, and both face to face online. The content includes basic skills as required, but for the most part involves learning the pedagogical and collaboration skills.

The Community-Oriented Model: In this model, the school administration, with its commitment to advancing the integration of technology into the curriculum and best practices of learning and teaching, works closely with its teachers, students, parents, school district leadership and the Department of Education to take advantage of the programs that are available. In addition to being seen as a powerful teaching and learning tool and a vehicle for professional development, technology is seen as a motivating force that works best when it is a natural part of the culture of the school. Through the use of a school lab, internet access and locally connected classrooms, the school administrator models the use of technology in her teaching and volunteer professional development sessions with the staff after school. Weekly staff meetings are planned for feature technology.

The school participates actively in community programs and initiatives, particularly related to technology integration, and through participating in some of these programs, hardware can be purchased and computer technology is opened in a natural way for students, teachers and the community. Also, by encouraging technology leaders on staff, by using older students to assist those teachers less technologically comfortable and by opening the school's technology to the community, these relationships facilitate the development of a community of learners.

The Small/Smart Steps Model: The emphasis has been on role modeling, with teachers' beliefs and perceptions considered, along with a significant amount of teamwork in the context of a collaborative culture.

The Website as a Shared Task Model

With the help of a lead teacher that had begun to develop a website to support her own teaching, three other teachers and the assistant principal submitted a project to their local university as an associated school for pre-service education as part of this small scale project. The team put together a professional development plan that included technology skills as well as pedagogical skills (cooperative learning, project-based learning and integrated curriculum).

The Cross-Curricular Multimedia Instructional Unit Model

The content of the project emphasized the pedagogy of the various curriculum involved, treating the pedagogy of the technology very much as a tool for the former, and moving quickly to the use of such tools as the scanner and the digital camera and the building of web pages. The concepts of each of integrated curriculum, project-based learning and cooperative learning are integrated into the program and encouraged, with a further emphasis on performance assessment in that the students are expected to produce an invention.

The Mentor Model: This model involves teachers mentoring other teachers in integrating ICT in teaching and learning. This mode of professional development is based on person-to-person relationships, and mentors going to the classroom of interested teachers that have at least one computer in it. Most teachers also have access to a computer at home. The mentor has successfully integrated ICT in his or her classroom in the past. Professional development with the mentors also includes weekly after-class meetings. Topics vary according to the interests and needs of the teachers (software, cooperative learning, and project-based learning). With the help of the mentors, teachers develop learning activities to be implemented in each of their classrooms. Teachers may join mentors on the phone or by email at all times.

The Computers for Lunch Model

What teacher needs to know about computer literacy is made easily digestible, bite-size servings in this web-based self-nstructional computer-literacy course for teachers and would-be teachers. Teachers are able to complete the course individually or collaboratively, in 20 minute lunch-hour sessions, with enough time left over for lunch, and even a break and a chat with colleagues. Materials and resources for instruction are made available to teachers for "downloading" (which just means copying from the Internet web site to the computer they are working on and able to be printed out from the school printer for immediate classroom use). Instructions are provided for how to "download" any instructional materials, teachers want to use with their classes.

The program seeks to empower teachers to approach a new application and have a sense, both conceptual and practical, of how they might use it. The idea, in essence, is this doesn’t teach people what a program expects from them, teach them what to expect from the software. Then they can sit down in front of almost anything and have a sense of how it should work.

The College-wide Model for Professional Development of Faculty

The use of instructional technology and the development of exemplary post-secondary learn aware is promoted through a broad series of initiatives designed to lead staff through three phases of cognitive development. In the awareness phase, faculty is being exposed to the potential of instructional technology through demonstrations, seminars, online conferencing and hands-on exposure to hardware, software and online resources. The emphasis has been on peer presentations, "faculty show and tell", to increase buy-n, reduce technophobe and alleviate fears of redundancy. These efforts, coupled with the intense media coverage of new technology have ensured that the majority of staff members are aware of the increasing role that interactive, instructional technology can play in education.

In the training phase, several approaches are taken to training professors in new media development, recognizing the steepness of the learning curve in acquiring the knowledge and skills necessary for multimedia development. The first approach is to recognize that the professor is most appropriately designated as a content expert who needs to be supported by a team of technical, creative and instructional design specialists. This is most appropriate when the project being undertaken is complex and sophisticated. The second approach has assumed that the material being designed is an adjective and more presentation than interactive multimedia. In this latter case, success is achieved by targeted training in software and hardware appropriate to the scope of the project. In the Implementation phase and with respect to the objectives above, several major initiatives may be taken such as the establishment of a learning center to provide the technical support to convert the faculty's designs into online or other multi-media format. In addition, faculty may drop into this center anytime to obtain ongoing, just in time and as requested assistance in developing any technology based curriculum materials of courses.

District, Group of Schools, and Partner-Driven Models

District models, seem to be characterized by the following cascade model (teacher representing school and assumed to teach their colleagues back at school); peer coaching and "just in time learning"; networks of contact persons. There seems to be a progression from a simple cascade model (without much local structures to support the peer coaching) to a structured network approach (in which a system is put in place, through a variety of mechanisms, so that peer coaching happens at a deeper level).

The Inclusive Partnership Model

The professional development program was presented as a smorgasbord for "gourmet omnivores", with teachers selecting technology topics of their interest. From this approach, there came small teams of teachers, who become trainers for other teachers. Also, it was understood that there would be on-going staff development in technology, such as after school training, the use of the four professional days and the release days allocated to the school by the school board. Many staff members were involved in related university courses.

The integration of technology in learning and teaching was facilitated by every teacher having a laptop, every class with at least three computers and a fully equipped school lab (without a lab teacher) in which regular classes and their teachers were scheduled. Also, the lab was heavily used by students and teachers during unscheduled time. Much of the training in technology used the curriculum and innovative instructional strategies, such as cooperative learning and multi age/multilevel teaching, as the content through which the technology was learned. More creativity was used in scheduling classes to facilitate the integration of technology in learning and teaching. This technology training included support staff and involved parents, thus embedding technology into the culture of the school.

Learning Partnership Model: This is a private-public sector partnership. The key feature is the focus on the development of teaching skills firstly, provision of hardware, integration to curriculum and connectivity to other teachers for continued professional development. Additionally, the project's major goal is the development of collaborative cultures in schools.

The Collaborative Action-Research Model

This is a professional development project for teachers based upon action research. The essence of the project is to offer teachers the time and opportunity to try new things, to reflect upon their experiences and learn from others, thus realizing how technology can improve student learning and achievement and becoming, with technology, capable of much more doing. For the most part, basic technology skills and even the most techno-pedagogical skills are assumed, with emphasis placed on learning and teaching with technology and research about sound uses of technology in the classroom. Given the pedagogical thrust of the project, other forms of innovative teaching such as integrated curriculum, project­based learning and cooperative learning are woven into the fabric of the project.

Teachers have free access to computers in the Professional Development setting, while most have computers at home with no district-mandated incentive program. Various arrays of computers are to be found in the schools. Given that the essence of the project is an action-research, reflective practice and critical inquiry follow easily and teachers begin to share their knowledge about how their work fits into the educational theory.

The Cooperative Model: This university-school project connects schools from rural areas to an established university. School boards have provided funding for professional development, and equipment to the schools. Some local communities also got involved, and offered computers to schools or free Internet access. The first research project provided teachers with technical training (word processing, email, introduction to the Internet) etc., As well as training in cooperative learning. Professional development now includes face-to-face meetings with other teachers handling the same difficulties, and individual help to the teachers to effectively integrate technology in their classrooms. Support is also extended through electronic mail.

The Entrepreneurial, High-Tech Model: An entrepreneurial spirit permeates the system from the entrepreneurialism emanating from the supportive school district, to the business partnerships that equipped this high tech school, with the school leadership who ask about their teaching, "what knowledge and skills do we want our kids to have when they leave our school?", To the students' own initiatives in technology. A partnership provided a ratio of three students to one computer in a school with three fully equipped labs, a resource center of computer equipped pods, computers in every classroom and a computer for each of the teachers.

Respected in-school practicing teachers with technology application backgrounds were used as coaches and when district personnel were used to help teachers with identified technology needs, coaching and "just in time learning" rather than large group presentations emerged as the most suitable professional development in the integration of technology in learning and teaching in this school. Through a supportive district infrastructure, and school/district entrepreneurial partnerships with business, coaching teams of teachers on the integration of technology in curriculum and innovative teaching practices became the most successful professional development model. Networks of teacher teams meet regularly to examine best practices and support each other in the use of technology. Departments and groups of teachers meet after school is released from teaching to explore with an experienced colleague some technology that they find pertinent to their teaching. Naturally, professional days are used for application training, often taught by a peer or a trainer for some identified need.

The Teacher Centered Model: A variety of training sessions directed to promote the integration of ICT in teacher practice are offered such as technical training with word processing or the Internet, and pedagogical training on project-based learning, cooperative learning and skill development, and teaching strategies to integrate computers in the classroom. These training sessions take many forms. Some are offered during several days distributed over the year, others are held after school hours, and others still held during lunch conferences. Networks of contact persons in schools are developed to further improve liaison with school teachers, and help create or expand teacher networks. The success of these networks is linked to the diminishment of professional isolation, by offering teachers the opportunity to share their knowledge and experience.

The Curriculum-Centered Model: This is a professional development program focusing on the integration of technology into the curriculum. Teachers engage in face-to-face sessions and access the materials online. The program emphasizes modeling of best practices, usually through the use of video-conferencing, and assumes/supports other forms of innovative teaching, such as Integrated Curriculum, Project-based Learning and Cooperative Learning. Teachers are encouraged to develop school web sites.

The Three-Dimensional Model: There are three components to IT professional development in this model: (a) self-directed professional development (teachers' centers, focused study groups lead by leadership team members, school-based study groups, school-based action research, after-school workshops and programs, consultation with district curriculum staff, distance learning options (web-based), and resource based learning (videos, journals, texts, audio); (b) Board and Department of Education-Sponsored professional development (in school mentoring and coaching, school and district in-service sessions, summer institutes, out of district conferences, staff members on provincial curriculum leadership teams, after - school workshops and programs, teachers' centers planned programming, consultation with district curriculum staff, curriculum staff led professional development opportunities, Department of Education sponsored and lead professional development), and (c) Board Partnerships (partnerships for professional development activities/speakers, University graduate level action research program, University M.Ed. Programs of study, long term in service relationships with the University, Faculty, Summer institutes, Distance learning, after hours, partnerships for construction of new schools).

The Remote-Coordinator and Mentor Model

This is focused on a dedicated resource facility for all home-based learning families. It offers a variety of courses to students who wish to receive their education outside of the traditional restrictions of time and space. Since the learning needs of students are unique, it must hire teachers who are particularly interested in students and their learning. However, these teachers must become technologically savvy very quickly. Further, their knowledge and skills must be constantly up-dated. Since the Professional development is very much individual and self-directed, teachers manage it and it is strictly a school-based program, with, however, clearly-stated goals and expected outcomes and a great degree of role modeling. Given that it is internal to the staff, it is usually face-to-face, continuous and takes a variety of forms, and occurs approximately half of school time and half on teacher time. Teachers are encouraged to act or bring a computer at home. The content touches on basic Internet skills, and the use of the Internet for both information and communication, that quickly moves into the pedagogical skills necessary to integrate the technology into all subject areas.

The Indian Educational system in the present day scenario encourages inter disciplinary approach and the development of the ICT skills. Thus, the Canadian teaching models may be implemented in Indian soil as they are helpful in promoting ICT skills.

1.7. E-Learning and its Importance

The term e-Learning is really just an umbrella term which covers a wide set of electronic educational applications and processes such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via network, audio and video recordings, satellite broadcast, interactive television, and CD-ROM as well as many, many others. E­Learning is naturally suited to distance learning and flexible learning situations so it is primarily used for these types of training. However, it can also be used in conjunction with face-to-face teaching, in which case the term blended learning is commonly used. There is an argument that traditional learning is the best way of maintaining a learning process. Other models are always considered to be inferior or less efficient. There is no finding to support this argument, and research shows that e-Learning models are at least as good as traditional learning.

The following table summarizes several opinions regarding the comparison between traditional learning and e-Learning:

Table 1.1: Comparison between Traditional learning and E-Learning

Abbildung in dieser Leseprobe nicht enthalten

Source: David Rashty (1998)

Importance of E-Learning

Faster Learning: With e-learning students will learn up to twice as much in half the time that they would in classroom teaching. This is because the course progresses as fast as the student can without worry for another student or an instruction.

Consistent Instruction: Every instructor has his or her own style, which may not be best for student learning. Some days the instructor is in top form and delivers a great class. Other days he or she may be bored, tired or simply unmotivated. With e-learning the course is software driven and each student receives the same high quality content.

Higher levels of retention: Well-designed e-learning can increase retention over instructor led training.

Greater levels of assessment: With an e-learning solution student activity can be tracked down to the finest level. Every student response to quizzes, simulations and exams can be tracked and fed into customizable reports.

No travel expenses: With web based training there is no need to coordinate hundreds of different and conflicting schedules and no need to pay for student travel to a training site.

No need of classroom: In e -learning there are no actual classrooms, no teachers or textbooks, but it gives the impression of studying in a classroom.

Incredible saving of time and money: E-learning means no travel, no schedule conflicts, no equipment issues, consistent instruction, higher retention and less money than instructor-led training.

Types of e-learning: These are a few of the most common types of e-learning.

Technology-Based Learning (TBL): The phrase, interchangeably with e­learning technology based learning includes deployment of methods that use recent technological development, such as computer-mediated communication, video-conferencing, multimedia, groupware, video on demand, desktop publishing, intelligent tutoring system, virtual reality just to name a few.

Web Based Training (WBT): Generally web based learning, e-learning uses streaming media, text, and graphics to develop an exciting learning environment that is deployed right on the user via the internet. It’s a great way to e- learning for the large group of people scattered across the globe, but it can present the same deployment challenge that the audience encounters in dial up connection . (Rachna Rathore, 2007)

1.8. E-Learning in India

The rapid development of Information and Communication Technologies during the past two decades has headed many points of contact with education and training. The development of technology is placing new demands on expertise and also leading to the increasing use of information technology in teaching and

learning. Wireless connectivity, notebooks their design and use, a transition from e-learning to media learning is one of the challenges being faced by educational institutions. The world is going through a phase of globalization and the success of an organization depends on how quickly its workers are able to learn and transmit various skills required today. United States (US) and Europe have already adapted to e- learning to a large extent. In fact, there is a widespread recognition that the digital divide is a significant problem between the developed and developing countries.

India is currently the fourth largest economy in the world that is attracting global demand for its information technology and software services. However India suffers from telecommunication infrastructure bottlenecks like lack of bandwidth, low lease based lines, high cost of software and slow servicing, which create hurdles in the growth of information technology in India. Although e­learning is being used in the corporate sector in India for providing in-service training yet we have a long way to go. Gurukul online is the first educational portal for information technology industry in India. E-learning portals like Zed University. NIITs netvarisity and aptechs online varsity also came to the fore about a few years ago. Institutions like Indira Gandhi National Open University (GNOU) are doing well in this field. In fact a major e-learning initiative in this direction is the sheplhakarma project that provides the schools with the essential five Cs: computers, content, connectivity, coaching and models of commercial sustainability. e- Learning is still new in India and needs to pick up if education is to have far reaching implications. Distance education has always been considered inferior to traditional education in India. This requires a cultural shift. We have to educate the people about the power of e-learning. Online learning could also help bridge the gap between distance education and formal education.

1.9. ICT in 21stcentury’s Teacher Education

ICT stands for Information and Communication Technology. It is a collection of technological tools and resources used to create, communicate, store, and manage information systematically. ICT includes technologies like computers, the internet, radio, television and telephony. ICT is a key input for economic development and growth (Cox, M. J. 1997). It offers opportunities for global integration while retaining the identity of traditional societies. ICT can increase social well-being of poor people, and empower individuals as well as communities. Finally, ICT can enhance the effectiveness, efficiency, and transparency of the public sector, including the delivery of social services. ICTs have great potential for knowledge dissemination, effective learning and the development of more efficient education services.

Haddad and Draxler (2002) had identified five levels of technology use in education: Presentation, Demonstration, Drill and Practice, Interaction, and Collaboration. They also added that networked computers and the Internet are the ICTs that enable interactive and collaborative learning best; their full potential as educational tools will remain unrealized if they are used merely for presentation or demonstration. There are positive effects of ICT on pupils’ motivation (Thornburg, David, 2000). Pupils are spending longer on tasks, increasing their commitment to learning, achieving more through the use of computers and of being enthusiastic about using computers in their lessons (Sam, H. Kant et al. 2005). From the empirical researches, it is clear that there is a positive effect of specific uses of ICT on pupils’ attainment in almost all the National Curriculum subjects, the most substantial positive effects being in Mathematics, Science and English at all vital stages. There is a strong relationship between the ways in which ICT has been used and the resulting attainment outcomes (Peng, C., Tsai, and Wu, y (2006). This indicates that the crucial component in the use of ICT within education is the teacher and their pedagogical approaches. It is confirmed that specific uses of ICT have had a positive impact on pupils’ learning. ICT- multimedia were useful for some students in the middle ranges of ability.

UNO reveals that ICT can be used to achieve the Millennium Development Goals, which include the eradication of poverty and hunger, universal achievement of primary education, women empowerment, promoting maternal health, reducing child mortality, combating diseases like HIV/AIDS and Malaria diseases, promoting a global partnership (UNO, 2006). UNESCO admitted that ICT takes a vital role in achieving EFA principles and can enhance the quality of education across the board at primary, secondary and tertiary level and also to support teacher training (UNESCO, 2006). Finally, ICTs contribute to a more conducive environment through the application of ICT in management and administration of Teacher Education (World Bank (1998).

Need and Significance of ICT Integration in Teachers’ Education

Theoretical knowledge of technologies in education is not sufficient unless and until the practical aspect of teacher training is not adopting ICT. Education technology should be an essential part of our B.Ed courses. It encompasses e­learning, multimedia learning (MML), information and communication technology (ICT), technology enhanced learning (TEL), computer based instruction (CBI), computer assisted training (CAT), computer aided instruction (CAI), internet based training (BT), web based training (WBT), computer mediated communication (CMC), virtual learning environment (VLE), m-learning and digital education etc. Many of these technologies are being used successfully in distance learning programs, but to develop the effective classroom teaching the use of ICT should be well woven in our teacher training program to make prospective teachers more competent with enhanced capacity in this era of globalization. A successful teachers training program is one which develop teaching skills and capacity to face the challenges in present scenario. Use of ICT for teacher training program has been recognized by the government of various South Asian Countries. In India Intel has initiated “Intel Teach across India Program”. Several other programs are also running in the same direction. Training a teacher to use ICT in his teaching is more crucial than acquiring theoretical knowledge of ICT tools. ICT use is not to make content attractive, but it is used to organize, share and collaborate the information and communicate in an effective manner making teaching learning more productive. Only blackboard may not be helpful in elaborating various instructions. Imparting the knowledge through ICT tools may reduce efforts and energy and make more impressive effective learning. Thus the use of ICT has changed the role of teachers from disseminator of information to learning facilitator, helping students to construct their own understanding (P.S.Kawatra, 2006).

1.10. Role of ICT in 21st Century’s Teacher Education

The concept of moving the traditional classroom of desks, notebooks, pencils, and blackboard to an online forum of computers, software, and the Internet intimidates many teachers who are accustomed to the face-to-face interaction of the traditional classroom. In the past 10 years, online instruction has become extremely popular. Technology encourages teachers to take on new and expanded roles, both inside and outside the classroom. Within the classroom, technology supports student-centered instruction. The teacher assumes the role of coach or facilitator while students work collaboratively. Outside the classroom, technology supports teacher collaboration. Instead of working in isolation, teachers can work together on school-wide programs that they can help find solutions to problems, act as peer advisors to provide information and feedback, and collect data to test hypotheses. Their new roles may involve distance collaboration with cross-school peer groups and study groups through telecommunications. Professional development for technology use provides opportunities for teachers to become comfortable and effective in these new roles.

Research studies indicate that educational use of ICT is challenging for teachers (Hammond, et al. 2009). ICT is expected to change teachers’ pedagogical practices; meanwhile integration is seen to be based on teachers’ attitudes and knowledge (Cullen et al. 2011). Attitudes and pedagogical beliefs are traditionally examined as teachers’ individual perceptions and individual choices (Sang, et al. 2010). Recently, teachers’ attitudes and pedagogical beliefs are discussed from the perspective of generation. Integration of technology is expected to be easier for younger generations than for older generations. Nowadays student teachers are assumed to belong to this younger generation who are born in a digital age and who are familiar with ICT (Bennett 2010, Valtonen, et al. 2011). However, generation is seen to be too wide perspective to evaluate the educational use of ICT and research has indicated that there are differences how student teachers use ICT in everyday life and how student teachers integrate ICT into teaching and learning.

- ICT helps teachers in both pre-service and in-service teacher training.
- ICT helps teachers to interact with students.
- It helps them in preparing their teaching, provide feedback.
- ICT also helps teachers to access with institutions and Universities, NCERT, NAAC, NCTE and UGC etc.
- It also helps in effective use of ICT software and hardware for teaching learning process.
- It helps in improving Teaching skill, helps in innovative Teaching.
- It helps in effectiveness of classroom.
- It also helps in improving Professional Development and Educational management as well as enhances Active Learning of teacher Trainees.
- It is now replacing the ancient technology. As we know now-days students are always having a competitive mind. So the teacher must have the knowledge of the subject. This can be done through ICT.
- ICT helps teachers in preparation for teaching. In order to introduce ICT in pre-service teacher education different methods and strategies are applied. Different tools are used such as word processing, Database, Spreadsheet etc. Various technology based plans are used to help the teachers for their practice teaching.
- ICT prepares teacher for the use of their skills in the real classroom situation and also make students for their future occupation and social life.
- ICT used as an assisting tool for example, while making assignments, communicating, collecting data & documentation, and conducting research. Typically, ICT is used independently of the subject matter.
- ICT as a medium for teaching and learning. It is a tool for teaching and learning itself, the medium through which teachers can teach and learners can learn. It appears in many different forms, such as drill and practice exercises, in simulations and educational networks.
- ICT as a popular tool for organization and management in Institutions.
- Teachers must provide technological support to learn to use motion picture, animation, simulation training which helped student teachers to give a model presentation. If the teacher is highly equipped with technology, the student will also be equipped with technology.
- It removes the traditional method of teaching and prepare the teacher to apply modern methods of teaching.
- ICT plays an important role in student evaluation.
- ICT is store house of educational institution because all educational information can safely store through ICT.
- ICT helps Teacher to communicate properly with their students. So ICT bridges the gap between teacher and students.
- ICT helps Teacher to pass information to students within a very little time.
- ICT helps Teacher to design educational environment.
- ICT helps Teacher to identify a creative child in an educational institute.
- ICT helps Teacher to motivate students and growing interest in learning.
- ICT helps Teacher for organizational preconditions (vision, policy and culture).
- It is also helps Teacher for their personnel support (knowledge, attitude, skills).
- ICT helpful for technical preconditions (infrastructure).
- ICT helpful for designing learning situations which are needed for both vocational education and the training of future teachers (in the teacher training institutes).
- Teacher training institutes can develop their curriculum using ICT.
- With the help of ICT Teacher training institutes can develop communication network.
- Teachers learn most of their own networks (learning from others) with the help of ICT.

1.11. ICT for Prospective Teachers

In this 21st century's new perspective on teaching and learning, it is now necessary to open a new window for thinking about how 21st century skills and standards impact these traditional teaching roles. The goal is to make these roles relevant for today's evolving learning needs. Thus, we visualize the aim of 21st century teaching as the development of knowledge, higher-order skills (such as the 4Cs of creativity, critical thinking, communication, collaboration), and character, as well as the establishment of lifelong learning habits and an ability to learn how- to-learn with technology as the central roles in the new picture of teacher effectiveness.

To prepare students for a multiple career life-path, we will need teachers capable of developing learning plans for students who are ready to fulfill their capacity as a whole person adaptable for whatever career paradigm that will emerge. Given these multidisciplinary demands, effective teachers will plan lessons and learning units that give priority to the skills students will have to carry across the disciplines and into new and different jobs. Thinking, problem solving, collaborating and communicating must emerge onto center stage and provide the means for all students, not just a select handful, to traverse this multi-disciplinary landscape.

Instead of using uniform strategies for all students, this century's effective teacher must design instruction that motivates each student by providing experiential, authentic, and challenging experiences. These teachers communicate content in such a way that students are able to comprehend based on their individual prior learning and ability.

Because these students are learning in various ways and at different rates, effective teachers deliver their lessons with appropriate differentiation. It is important to note that effective teachers to not implement high-yield strategies in isolation. They must be implemented simultaneously and in a differentiated manner to create meaningful learning opportunities for all students. Implementing a variety of classroom strategies also enhances student motivation and decreases discipline problems.

1.12. Barriers and Critical Success Factors for Effective Teacher Learning

The following barriers and critical success factors are frequently identified as implementation pitfalls for effective teacher learning.

Lack of systemic attention to sustained work-based teacher development

One of the greatest barriers to effective professional development is the absence of the conditions for effective, ongoing professional development built into the daily working lives of teachers.

Funding and Time

Teachers, researchers, and policymakers consistently indicate that the greatest challenge in implementing effective professional development is lack of time. Teachers need time to understand new concepts, learn new skills, develop new attitudes, research, discuss, reflect, access, try new approaches and integrate them into their practice; and time to plan their own professional development. Time is also a significant budgetary issue, when it involves funding teachers’ time to participate in professional development activity. Increased allocation of funding is necessary if, teacher relief is required to enable teachers to participate in any professional development activity. The issue of whether professional development is an organizational or personal responsibility is not resolved and is an issue that has industrial as well as professional implications. School schedules do not normally incorporate time to consult or observe colleagues or engage in professional activities such as research, learning and practicing new skills, curriculum development, or professional reading. Typically, administrators, parents, and legislators view unfavorably anything that draws teachers away from direct engagement with students. Indeed, teachers themselves often feel guilty about being away from their classrooms for restructuring or staff development activities. Although time is consistently identified as a crucial key for successful professional development (or, more often, lack of time identified as a barrier), the mere provision of time alone is unlikely to eventuate in significantly changed practice in the use of ICTs. Importantly, the provision of time for ICT professional development must be the one component of a multi-faceted plan. More crucial still is the recognition that the provision of time must accompany a major redefinition of the nature of teachers’ work.

Link between Pre-service Teacher Education and Educational System

The lack of linkage between pre-service teacher education and educational system creates a cycle of difficulties for any innovation or change within the education sector. On the one hand, the teacher education programs find that the schools in which their student teachers undertake their professional experience, do not have the resources, expertise or classroom practices that support student teachers becoming competent and confident in that area. On the other hand, employers find that new qualified graduates do not have the necessary skills and understandings that are required for effective teaching in their schools and classrooms. Often this dilemma is characterized as a chicken and egg situation, where one cannot happen without the other, but neither can be first without the other. New thinking is needed if there is to be any resolution of the serious and recurring problem which extends well beyond the area of the integration of ICTs for teaching and learning.

1.13. The Research Problem

Rationale for choosing the problem:

After reviewing a lot of literature on role of teacher in 21st century teacher education, Canadian models for teacher professional development, E-learning, ICT in 21st century teacher education, ICT for prospective teachers etc., the researcher come to the conclusion that ICT related knowledge is very much essential for any teacher for his professional development. The researcher being a teacher educator is interested in studying the attitude towards ICT of prospective teachers of his native district. This has prompted the researcher to select the present problem.

The major research problem of the present study is to find out the attitude towards ICT of Prospective Teachers in Srikakulam district of Andhra Pradesh in India.

1.14. Research Questions

In order to justify the research aims and objectives, the study seeks to answer the following research questions:

- What is the attitude of prospective teachers towards the usage of ICT?

- Do the prospective teachers differ in their attitude towards ICT?

1.15. Statement of the Problem

The present study is entitled as follows:

“Attitude towards ICT of Prospective Teachers: A Study of Srikakulam district, Andhra Pradesh, India.

1.16. Objectives of the Study

The present study is undertaken with the following objectives:

1. To study the demographic background of the sample respondents.
2. To analyze the significance of usage of ICT in teacher education in the contemporary era.
3. To find out the attitude of Prospective teachers towards ICT in the study area of Srikakulam district.
4. To study the influence of various variables like gender, subject of teaching, educational qualification etc., on Attitude towards ICT among prospective teachers.

CHAPTER - II

REVIEW OF RELATED LITERATURE

2.1. Introduction

The present chapter is set apart for making a brief review of the related studies. A study of the related literature implies locating, reading and evaluating reports of research as well as reports of casual observation and opinions that are isolated individual planned research study. A detailed review of the related studies has done to plan the present study, in selecting methodology, research tool, size of sample, sampling technique and statistical techniques used. The present chapter covered various studies on features of ICT usage and learning, awareness, supporting features and barriers of the ICT, attitude towards the use of ICT, Policies in utilization of ICT, Future Education and ICT, role and integration of ICT in teaching, gender differences in usage of ICT.

2.2. Attitude towards Usage of ICT

Enas Mohamed Noraddin and Neo TseKian (2019) conducted a study on Academics’ Attitudes toward Using Digital Games for Learning & Teaching in Malaysia. Digital (or computer) games have been extremely attractive to gamers of all ages, especially the young ones. They spend much time playing such games for pleasure and entertainment. Harnessing digital games for education has been attempted in some advanced countries where teachers seemed to be receptive to the idea. In Malaysia no major study has been undertaken about the university teacher’s attitudes towards using digital games in their classrooms. And so the purpose of this study is to investigate university teachers’ perception of utilizing digital games in classroom in Malaysian universities and colleges. It seeks to answer a fundamental question: do university teachers on Malaysia have favorable or unfavorable perceptions toward using digital games in their teaching efforts?

And how do they differ in their views about digital game potential according to the influence of variables such as age, gender, academic discipline and others sets of independent variables?. For answering these fundamental questions, an online questionnaire-based research surveyed 273 teachers in 5 Malaysian universities. The method was conventionally tested for validity and the data analyzed in order to draw some conclusions. Overall the results show that the majority of Malaysian university teachers have favourable attitudes using digital games in their classroom. Less than a majority, but a sizeable number of teachers have not formed any opinion for or against using digital games in the classroom. Gender, age, years of teaching, teaching discipline and other variables do not influence the respondents’ positive or negative attitudes toward using digital games in the classrooms. Playing digital games, as a lifestyle habit, by respondents shows an association with positive attitude. In other words, those who play digital games themselves are more likely to have favourable attitudes toward using those games for education.

Chintal Siva Sankar (2016), the investigator has stated his empirical research problem as "Prospective Teachers ' Perception on ICT in Teacher Education". The objective of the study was to find out awareness and attitude of prospective teachers of ICT. The researcher also formulated null hypothesis with respect to the objective. The study was conducted on 98 B. Ed trainees in the Dept of Education, RGU. The study also followed the normative survey method using purposive sampling technique. Awareness and attitude scale were constructed and developments related to ICT. Data was collected and analyzed quantitatively with statistical treatment. The results were: There was a significant difference in awareness and attitude among male prospective teachers and female prospective teachers. The female prospective teacher had less awareness and favorable attitude in using ICT applications than male prospective teachers.

Chintal Siva Sankar (2015) published papers on ‘prospective teachers’ perception of ICT in teacher Education’. The study was conducted on 98 B. Ed trainees in the Dept. of Education, RGU. The study also followed the normative survey method using purposive sampling technique. Awareness and attitude scale were constructed and developments related to ICT. Data was collected and analyzed quantitatively with statistical treatment. The results were: There was a significant difference in awareness and attitude among male prospective teachers and female prospective teachers. Female prospective teachers had less awareness and favorable attitude in using ICT applications than male prospective teachers.

Omur Akdemir Dincer Bicer R. SukruParmaksiz (2015) believed that Determination of the perceptions of the prospective teachers about Information and Communication Technology (ICT) terms has a remarkable potential to provide input for technology integration plans and ICT training. Within this context, the purpose of this study is to discover the metaphors constructed by prospective teachers in ICT terms. Data were gathered from 180 prospective teachers through a survey. 977 valid metaphors constructed by the participants were grouped into conceptual categories for the six ICT terms. Future research should concentrate on investigating the match and mismatches between the intended use of the ICT tools and the perception of the prospective teachers. Keywords: metaphors, ICT, information and communication technology, technology integration, pre-service teacher, teacher education, prospective teachers.

Al-zaidiyeen, Leong Laimei and Fongsoonfook (2010) focused study on “Teachers attitudes and levels of technology use in classroom”. The study concluded that teachers had a low level of ICT use for educational purpose, teachers hold positive attitudes towards the use of ICT and a significant positive correlation between the teachers' level of ICT use and their attitudes towards ICT was found. They suggested that ICTs use for educational purposes should be given greater consideration than it currently receives.

wona and Ewa (2010) were pointed a positive attitude towards computers and ICT among the participating girls. It was also reported a relatively high level of interest in ICT and rather high level of self - efficacy in computing skills. Another finding revealed that girls in earlier year levels were more likely to consider an ICT career than their older peers and that exposure to a greater variety of different software tools and services increased students’ interest in an ICT career.

Philip (2008) examined on ICT attitudinal characteristics and use level of Nigerian teachers. Results revealed that ICT use level of teachers was significantly related to each and the combination of attitude constructs. The findings also revealed that perceived control factor, behavioral factors and defense factors contributed most to the prediction of the ICT use level of teachers. A major finding of the study is that ICT use level and each of the attitudinal constructs are significantly related. Particularly, the study determined that behavioral factor and perceived control factor have the strongest relationship. The usefulness of the technology is now universally acknowledged, thus perceived usefulness does not discriminate among today’s technology users. The reason why perceived ease of use does not predict use level among teachers is not immediately apparent.

Wong and Alan (2007) conducted a study among Malaysian student teachers to assess the “Gender differences in attitude towards information technology”. Results were found that gender does not have an impact on the attitudes of female nor male student teachers towards information technology when the same amount of exposure is given to both groups. There was also a significant difference is the aversion and usefulness dimensions for both genders at the end of course, an indication that the course played a role towards improving the attitudinal measurement in these two dimensions.

Yusuf and Onasanya (2004) studied on ICT and teaching in tertiary institutions. Results were found that ICT offer innumerable benefits in enriching the quality and quantity of learning in universities. Despite the prevalent nature of ICT in virtually every aspect of human endeavors, they have not been widely integrated into the teaching and learning process in schools. Their integration will not only revolutionize teaching in tertiary institutions, they will engender the development of students' innate scientific inquiring mind and their critical thinking abilities.

Indian Studies

Vandana and Newa (2009) conducted to examine the “School teacher’s attitude towards ICT”. The main findings of the study were that private and secondary school teachers exhibited a comparable attitude towards ICT. Teaching belonging to different academic streams, viz., language, science, mathematics and social sciences exhibited a comparable attitude towards ICT. They found the school teachers exhibited a positive attitude towards ICT. Therefore, ICT must be given higher priority in teacher education curriculum. So that the future teachers can cope with various challenges in education system, more specifically the new roles of teachers in ICT based teaching learning system. Also in-service teachers must be given training to teach in ICT based instructional settings.

Helen Joy (2007) conducted a study on “Usage of Internet: Practices and attitudes of teacher trainees”. Results revealed that the study points to the need for having more refreshers or training programs for teachers to get familiar with computers. It was found that those who had more access to the computer having a more favorable attitude towards using the computer also points to the same. Computer assisted instruction and evaluation using computer related technology is widespread, and has been introduced in the evaluation of students at the tenth standard level and teachers without favorable attitude towards CAI may pose a problem in the effective implementation of the program at the school level.

Neelam and SushantaKumar (2007) found that postgraduate students have a more favorable attitude towards the Internet. They found that there is no significant difference between the attitude of male and female postgraduate students towards the Internet. There is no significant difference between the attitude of rural and urban postgraduate students towards the internet. There is no significant difference between the attitude of Arts and Science postgraduate students towards the Internet. There is no significant difference between the attitude of Science and Commerce postgraduate students towards the Internet. There is no significant difference between the attitude of Arts and Commerce postgraduate students towards the Internet.

Sheela (2006) examined on “Knowledge of Information and Communication Technology (ICT) and attitude towards teaching ICT among teacher educators”. The major findings of the study were (i) Teacher educators possessing good and poor knowledge of ICT differ in their attitude towards teaching ICT; teacher educators with good knowledge of ICT have more favorable attitude towards teaching ICT.(ii) Male and Female teacher educators do not differ significantly in their attitude towards teaching ICT.(iii) Teacher educators from private aided and private unaided colleges differ significantly in their attitude towards teaching ICT: teacher educators from private unaided colleges were found to have more favorable attitude towards teaching ICT. (iv) A significant difference was found in the attitude of high experienced and less experienced teacher educators towards teaching ICT: teacher educators with less experience had more favorable attitude towards teaching roof than teacher educators with more experience. (v) No significant difference was found in two attitude scores of teacher educators of arts and science streams towards teaching ICT. (vi) Teacher educators from rural and urban areas did not differ significantly in their attitude towards teaching of ICT.

Nirmala Sundararaj (2005) conducted to assess the “Attitude towards Computer Education of the B.Ed. Trainees of Tamil Nadu Open University. It was found from the results that (i) There is a significant difference between male and female B.Ed. Trainees in their attitude towards computer education. That is the female B.Ed. Trainees are better than the male trainees. (ii) There is a significant difference between rural and urban B.Ed. Trainees in their attitude towards computer education. That is the urban B. Ed trainees have a better attitude towards computer education than the rural trainees. (iii) There is a significant difference between arts and science B.Ed. Trainees in their attitude towards computer education.

Regina, Grozman and Ticzon (2004) conducted a survey on teachers to determine the incidence of technophobia and the attitude of teachers towards online learning and teaching technologies. The study revealed that public school teachers are generally more afraid of computers than their peers working in private schools. Older teachers were more afraid of technology than younger ones. But, on the whole teachers had positive attitude towards online teaching and learning technologies

Anjali (1999) examined to know the developing computer software for learning chemistry at standard IX. This study found that the developed software package was found to be effective in terms of academic achievement of the students. The students and teachers were found to have a favorable opinion towards the software package. There was found an interaction effect of IQ, motivation and opinion of students on their academic achievement.

Munther Mohammed (1999) focused on Development of Computer Assisted English language teaching for VIII standard students. It was found that when the computer is used to its full potential, it can help the students achieve more in learning vocabulary, grammar and comprehension to the learners with different IQ, motivation and attitude. It helps the students learn better because it provides them with a lot of freedom and responsibility to learn at their own pace. The students were found to have a positive attitude towards Computer Assisted English language instruction.

2.3. Policies in Utilization of ICT

Gary Hepburn (2019) investigated that the Open Source Software and Schools: New Opportunities and Directions. Integrating information and communication technology into schools has been challenging. A central component of the challenge is coping with the expense and usage restrictions of software that is installed on school computers. An alternative approach to the educational software problem is, however, emerging. This approach involves making greater use of open source software. In many cases open source software can effectively replace the proprietary or commercial software that dominates the educational computing landscape. Using this software option would result in decreased costs, increased flexibility, and increased opportunities to address social and ethical issues related to information and communication technology. In order to responsibly spend taxpayers’ money and to maximize the potential of information and communication technology in education, it is important that educators learn about open source software and challenge conceptions that give priority to proprietary software.

Adeyemi and Olaleye (2010) found that the level of provision of ICT equipment to secondary schools in the state was low. The level principals’ management of schools was also low. The intermittent disruption of electricity and inadequate funding were found as major problem inhibiting the use of ICT equipment for the management of schools in the state. The study concluded that the state government was not fully ready to imbibe (ICT) for the effective management of secondary schools in the state.

Chijioke (2007) focused on Policy networks and the transformation of secondary education through ICTs in Africa: The prospects and challenges of the e-schools initiative. This study revealed that a responsive ICT in education policy in each country is key to the success of school projects across Africa. At the organizational level, the study argues that sustained technological intervention is based more on the resolve of the partner members, especially the political will of African governments. Besides, the e-school initiative stands to gain from the experience of developing countries that have successfully integrated ICTs in education through collaborative strategies.

Indian Studies

Guilherme (2010) studied for using technology in education. The 11thPlan provides an opportunity to restructure policies to achieve a new vision of growth that will be much broader based and inclusive, bringing about a faster reduction in poverty and helping bridge the divides that is currently the focus of so much attention. While it recognizes that Information and Communication Technology (ICT) has a great potential for enhancing learning levels and improving quality of education’, managing this professionally, with the help of the private sector engaged in education, may make the difference between rhetoric and the achievement of desired results.

Malliga (2003) conducted on Relative effectiveness among different strategies of Computer Mediated Multimedia presentation on teaching and learning of chemistry at the higher secondary stage. A sample of 108 girl students from Vellalar Matriculation and Higher Secondary School, Erode district in Tamil Nadu was taken, using probability sampling technique for the study. It was observed that Interactive Individualizing Learning supported by Multi Media Presentation (ILMMP) was found to be the most effective strategy among all the three different instructional strategies, viz. PBL, ILMMP and IILMMP in term of cognitive skills such as knowledge, understanding and application in realizing the instructional objectives in Chemistry at Class IX.

PBL was found to be coming between IILMP and ILMMP in enhancing the retention of what have already been learned. It was found that while the subjects of all the three experimental groups were identical in terms of their scientific attitude, the same was found to be no identical in terms of their computer attitude. The results of the study indicated that the enhancement of learning Chemistry was only due to the media effectiveness. Computer mediated multimedia based instruction can be introduced in education at all levels for the successful realization of instructional objectives. One hundred two references were cited in the study.

Jyoti (2001) examined on the Effectiveness of Branching Variety of Programmed Instructional Material (PLM) as a diagnostic and remedial tool in chemistry for secondary classes in Jabalpur Division. This study revealed that the achievement of the experimental group was found significantly greater than the achievement of the control group. The achievement of the urban girls through PLM was found significantly higher than that of the urban boys. No significant difference was found in the achievement of boys and girls in rural areas in the post-test on atomic structure and chemical bonding. 135 boys out of 180 and 64 girls out of 99 wanted to continue the study with the PLM on both the topics. The weakness of individual students was diagnosed and removed when branched frames on both the topics were administered.

Yashobanta (2000) carried a study on the Effectiveness of the School Broadcast Programmes of All India Radio (AIR) and Educational Television (ETV) Programmes of Doordarshan with reference to school achievement of the learners. This study showed that both the ETV and School Broadcast programmes have been found to have a positive effect on school achievement of pupils. There have been found mixed reactions of students and teachers regarding the contents and presentation of the ETV and School Broadcast Programs. It is really a matter of concern that none of the schools were founded utilizing the ETV and School Broadcast Programs in an institutionalized manner.

Thatte (1998) did an experimental study to know the relative effectiveness of Programmed Learning and Learning through Audio Visual Aids with reference to certain selected topics from the syllabus of Science for std. V to VII in Greater Bombay. This study revealed that A.V aids method was found to be significantly more effective than the Programmed Learning Method and the Traditional method in terms of achievement at std. V, VI, and VII. Programmed Instruction Method was found to be significantly more effective than the Traditional Method in terms of achievement at Std. V, VI, and VII. (Programmed Learning Method and Audio Visual Method are more successful when the classes are small, at the same time they are more effective for average students. Male students and female students, both, equally benefited through the AV method as well as Programmed Learning Method. No significant effect of interaction between treatment and sex was found on the achievement of students.

2.4. Future Education and ICT

Larry Tinnerman et al (2019) investigated that the Technology assisted collaborative and project-based learning; of blogs, wikis, and networking. Throughout America today, public schools are struggling with issues surrounding standards and educational relevance and effectiveness. At the same time, a technological and social evolution is taking place outside of the school building. Students are developing new methods of inquiry and information gathering. If the educational system is to remain relevant in a rapidly evolving global society, it must begin to utilize the tools of communication and collaboration that are becoming commonplace in society. The ability to make use of this new technology is often hampered by security software found on virtually all school computer systems. This article will examine the effectiveness of collaborative and project­based teaching and provide suggestions as to how to address the restrictions by suggesting innovative solutions without jeopardizing school security. Suggestions will be provided as how to establish a learning community that will include students, teachers and parents in a dynamic new system of collaboration. There will also be an exploration of the new open source software such as blogs, wiki's and social media tools in regards to their application to classroom learning.

Sukanta Sarkar (2012), in his paper attempts to highlight the role of ICT in higher education for 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. It is evident from the study that the use of ICT in education is increasing very rapidly in various states of India. One of the most common problems of using Information and Communication Technologies (ICTs) in education is to base choices on technological possibilities rather than educational needs. In developing countries where higher education is fraught with serious challenges at multiple levels, there is increasing pressure to ensure that technological possibilities are viewed in the context of educational needs. 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. Thus, the paper suggests that ICT in higher education is not a technique for educational development, but also a way of socioeconomic development of the nation.

Zaffar and Shakeel (2011) did a research on “Role of ICT in shaping the future of Pakistani Higher education system”. Results were found that currently ICT is widely used in Pakistan big city higher educational institutions those in Karachi, Lahore, Peshawar, Islamabad etc. but when their use is measured throughout the whole country. This study also found that 50 percentage use when compared with near future or developed countries. And also observed that major causes of the low standard of higher education as suggested in this study are poor or uneven distribution of ICT resources and infrastructure, high ICT expenditures and lack of money, poor of robust ICT policy.

OlaoluwakotansibeAgbatogun (2010) conducted a predict study on 454 Nigerian teachers to assess oneself-concept, computer anxiety, gender and attitude towards interactive computer technologies. The results were revealed that the combination of the three independent variables significantly predicted the independent variable. Gender did not make any significant contribution to the prediction of the dependent variable. Recommendations were made based on findings.

Ajayi and Haastrup (2009) aimed to examine the in Nigerian secondary schools. Results revealed that ICT facilities were lacking in schools, teachers and students were to a little extent exposed to the use of ICT. Moreover, the study revealed the perceived benefits of using ICT in schools which include making teaching-learning interesting; helping the distance learning program; helping teachers to be up-to-date; enhancing quality of work by both the teachers and the students. However, despite these perceived benefits, the study also revealed some of the challenges facing ICT in secondary schools as: irregular power supply: inadequate computer literate teachers; high cost of purchasing computers in schools; inadequate facilities to support the full application of the ICT and lack of fund. It was therefore recommended that government should increase the funding of the education sector. There should also be periodic training for teachers on computer and ICT skills acquisition.

Shiang, Sarah, Hui-yinhsu, and Mengping (2008) designed a study on “ICT to develop teacher’s global awareness”, it was pointed out globalization an inevitable trend everywhere in the world, is an idea that must be practiced and implemented in the 21st century classroom. With the assistance of online technologies, global connections are possible and indeed necessary. It is expected that more organizations will create connections with different countries in the future. The major contribution of this study has two fold. Provided a model for ICT based instructional activities to improve participants’ knowledge and willingness to use ICT and developed and tested a model to use ICTs to facilitate participants’ understandings and beliefs about global awareness.

Jianwei Zhang (2004) carried out a study on “Using ICT to prepare learners for the 21 Century”. This study revealed that the technology supported innovations had a limited impact on the curriculum. Only 18% of the 174 cases reported a change in curriculum goals or content that was supported by technology; innovations had limited impact elsewhere. While 75% of the innovations had been used for at least a year, only 41% provided evidence that the innovation had been disseminated to other classrooms or schools; and it is difficult to disseminate even successful innovations. This process of transfer is dependent on such factors as adequate infrastructure and resources, relevant to the new setting, teacher perceptions of the value of the innovation, and plans and policies that encourage the transfer of the innovation. It is the fact that the expository teaching approach is still dominating the practices in classrooms in Eastern countries at present. Since open inquiries and collaborations as well as ICT applications entails the profound changes in student-teacher relationships, they are often perceived by teachers as the threats to the order and disciplines in classrooms, and as challenges to an individual's world view.

2.5. ICT and Teaching subject

Allenand Berggren (2019) i nvestigated the digital literacy and sustainability- a field study in English as Foreign Language (EFL) teacher development. The researchers introduce the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place, a upper secondary school in Sweden. The results advocate a way forward in promoting the sustainable amalgamation of ICT into conventional English language teaching and encouraging professional improvement on a collegial level.

Olteanu, Dumitrescu, Gorghiu and Gorghu. (2007) studied on “Person perception concerning the implementation of ICT in the classroom”. Results found that easier understanding of the content due to the using of ICT, and increasing the fastness and attractiveness of the teaching modalities which combine the ICT with traditional methods. Some teachers found it was also a good opportunity to discuss with another teacher on how they can improve their teaching methods. They pointed that the use of ICT in the teaching process of mathematics, computer science, physics, chemistry, history leads to an important increasing of pupil motivation.

Indian Studies

Geoff Walsham (2010) examined on ICTs for the broader development of India. Results revealed that many ICT-based initiatives have taken place over the last decade and some positive effects have resulted. However, the beneficiaries are almost always not the poorest or most disadvantaged groups, it is hard to scale up initiatives to have effects throughout India, and the need for attitudinal and institutional change remains a fundamental problem. It is argued that ICTs should not be seen as silver bullets’ for development, but neither are they irrelevant.

Rather, they are potentially important contributors towards development in India, but only through their integration into wider social-technical interventions.

Arora (2007) carried a study on The ICT laboratory: Analysis of computers in public high schools in rural India, Journal and Association for the Advancement of Computing in Education. Results found that most of the high schools were created within the last few years in Kuppam. They were surprised not only functional, but also managed to keep attendance rates high and dropout rates low. Also, having met some excellent and dedicated teachers within the public school system, it was apparent that leadership within this sector was a real possibility. Nor can we consider the ICT efforts completely wasted on these schools; there was a sense of pride created and interest generated among the teachers and students in gaining these privileges. Overall, at least in Kuppam, the transformation was not just a concept or a subtle layer but a tangible reality. However, to sustain this, continued support is needed from the public and private sector.

Singarvelu and Muthukrishna, (2007) focused on the learning activities to be performed in the traditional learning by exploiting the modern ICT and dwells on the feasible learning activities in the domain of ICT in order to better and further the e-communication learning outcomes of the students in education in general and higher education in particular. This study concluded that Information and Communication Technology is uniquely placed to generate the quality in higher education. The full benefit of technology in the educational process is realized only by enhancing the technological skill of faculty and students, ensuring adequate system support and providing the funds necessary to build a new academic framework around the new resource. Available resources can be utilized and implemented in the research work to promote the teamwork, global consciousness, self paced learning, self learning, problem solving and cognitive process.

Meera (2000) designed a Quasi-experimental method as well as qualitative and quantitative approach to examine the study on “Relative effectiveness among different modes of Computer-based Instruction in relation to students’ personality traits. The sample was taken four groups of each having 35 students selected through probability sampling method. It was observed from the results that different modes of Computer based Instruction, viz. Drill, Practice and Simulation were more effective than the conventional lecture method in realizing the instructional objectives in Biology at Class XI. Effectiveness of the conventional lecture method and the different modes of the Computer-based Instruction, viz. Tutorial, Drill and Practice and Simulation were not influenced by the learner’s personality. There was a significant difference among the different modes of CBI (Computer-based Instruction), viz. Tutorial, Drill and Practice and Simulation in terms of their effectiveness in enhancing the retention of cognition as revealed by the learner’s performance in the retention test. There was a significant difference among the different modes of Computer-based Instruction in enhancing retention of what have already learnt. Seventy five references were included in the study.

2.6. Integration of ICT in Teaching

Sunday Tunmibi et al (2018) did a study to investigate the Impact of E­Learning and Digitalization in Primary and Secondary Schools. This study examines the mpact of e-learning and digitalization in primary and secondary schools, using Green springs School in Lagos State, Nigeria as a case study. Questionnaire was used as a data collection instrument, and descriptive statistical method was adopted for analysis. Responses from students and teachers reveal that application of e-learning technology in schools will help to promote an efficient, effective and productive way of teaching. More so, e-learning promotes better communication and helps teachers and students to share accountability for learning and achievements. The study shows that most students agreed that e­learning help students to have access to unlimited source of information; reveals connection between subjects; promotes critical thinking; and encourages students’ way of learning. The study further shows that majority of the teachers agreed that e-learning is easier and effective; helps to further develop teachers’ computer skills; and brings out the best in students. interestingly, the two parties agreed that e-learning helps teachers and students to share accountability for learning and achievements.

Sangeeta Srivastava and P.K. Srivastava (2016) analyzed in their paper that now is the time of two main phenomena in the whole world and these are globalization and liberalization. They believed that the impact of both is very much visible in the field of education too. There are many establishments of international schools and global university in our country too. It is the right time to integrate ICT use in teacher training program. Thus the conclusion of the study is that integration of ICT in teacher training is the need of the hour. In teachers training institutes teaching of all papers should be compulsorily assisted by ICT tools. In practical exams also a separate exam should be conducted for ICT use in the classroom and for developing teaching materials for ICT tools so that capacity of prospective teachers may increase in this direction. During B.Ed. Session quiz competitions, feedback of students, internal evaluation should also be done by using ICT tools.

Baishakhi Bhattacharjee and Kamal Deb (2016) viewed that development and increase of skills and competencies of teacher required knowledge of ICT and Science & Technology. In modern science and technological societies, education demands more knowledge of a teacher regarding ICT and skills to use ICT in the teaching - learning process. The knowledge of ICT also required for pre-service teacher during their training programme, because this integrated technological knowledge helps a prospective teacher to know the world of technology in a better way by which it can be applied in future for the betterment of the students. They concluded that Continuous and Comprehensive Evaluation (CCE) helps students as well as teachers to use more technology for making, teaching, learning more attractive for the betterment of our future generation. Teachers must know the use of ICT in their subject areas to help the learners for learning more effectively.

Frederick and Kwame Ansong-Gyimah (2010) conducted studies to assess the perceptions of students, teachers, and educational officers in Ghana on the role of computers and the teacher in promoting the first five principles of instruction. The perception of 395 participants (students, teachers and education officers) in Ghana was examining the role of the computer and the teacher in promoting the first five principles of instruction for quality teaching and learning. The results of the study indicate that there were perception dissimilarities among the participants on the role of a computer and a teacher in implementing the first five principles of instruction. In addition, according to the findings, there is a mismatch of participants’ recommendations for training students to acquire computer skills, and training teachers acquire skills in designing their teaching.

Guoyuan, Martin, Johan and Jotondeur (2009) found that that successful ICT integration is clearly related to the thinking processes of classroom teachers, such as teacher beliefs, teacher efficacies, and teacher attitudes toward ICT. The results underpin the importance of an integrated and concurrent understanding of teachers' thinking process. They also suggest that in order to improve the innovation of classroom activities, teachers thinking processes should be challenged.

Daniel Light (2009) did a study to examine the role of ICT in enhancing education in developing countries. Results obtained that Teachers reported that they developed the skills needed to initiate or increase the use of ICT with students. Most of the teachers in India and Turkey reported little ICT experience before Essentials, whereas most Chilean teachers had previous trainings and experience using ICT. Regardless of their experience with ICT, all teachers, we interviewed who took the Essentials Course reported they increased their knowledge of how to use ICT as an educational tool. For teachers with no prior experience, the Course helped them acquire basic skills. However, all of the teachers commented on how the Course helped them see ICT as a pedagogical tool. The strategy of having teachers design a model unit of their own choice appeared to allow teachers to work on skills and areas that are new and challenging for them.

Jotondeur, Hilde, Johan and Martin (2008) focused on “ICT integration in the classroom: challenging the potential of a school policy. Results found that the potential impact of policy related factors on the actual integration of ICT in daily classroom instruction. The findings suggested that successful ICT integration is clearly related to actions taken at the school level, such as the development of an ICT plan, ICT support, and ICT training. The results also suggest that principals have to develop a more - collaborative approach when defining this policy. This study underpins the importance of a shared and school wide vision about ICT integration that reflects the opinions and beliefs of the principal, the ICT co­coordinator and the teachers.

Mohamed Maiga, Tchombe and Toure (2008) studied on “Getting ready for higher education: the role of ICT in secondary schools”. It was obtained from the results that the use of ICT can help secondary school students develop the cognitive skills necessary for higher education and for life when accompanied by appropriate pedagogies in school. They suggested that Teachers who pedagogically integrate ICT into their curriculum nurture student learning in a variety of ways. Moreover, they tend to embrace more open teaching strategies that help prepare high school students for a world that will never stand still, and where learning becomes a dynamic process. It is not how much we know that matters, but how well we learned how to learn, and how well we can adapt, communicate and create. African students are using ICT to engage more actively

in their learning. These new trends in education need to be understood by teachers so they may maximize the benefits of ICT for pedagogical reform and improved quality of education.

Nwachukwu Prince Ololube (2006) studied on “Appraising the relationship between ICT usage and integration and the standard of teacher education programs in a developing economy”. This research endeavor might have made a considerable stride in the understanding of the impact of ICTs on teacher preparation towards producing a new caliber of teachers whose professional ability are very essential in a developing economy. However, it would be very useful to further probe some of the findings that have emerged in this study.

Robert, Peter and Joseph (2004) conducted a study on 439 primary and secondary students to examine the ICT learning in the classroom: The influence of students, the class-group, teachers and the home. A model of classroom ICT classroom learning culture inclusive of the influence of the individual student, the class-group, the teacher and the home ICT environment were conceptualized. Results obtained that students generally expressed confidence in their capacity to use ICT in their learning, but were less certain about the extent to which this learning was supported by teachers and parents. The analysis also shown that attributes of the individual student were more influential than those of the class- group and by the teacher in effective ICT learning. The home ICT environment was shown to mediate the influence of individual student ICT learning behavior in the development of positive attitudes towards the use of ICT at school.

Lorrae Ward (2003) studied on “Teacher practice and the integration of ICT: Why aren't our secondary school teachers using computers in their classrooms”? This study focused on secondary school teachers to find the practice and the integration of ICT. Data obtained during this study regarding the current levels and types of use as well as potential constraints are discussed. Findings from the study support the contention that there is only limited use of computers in classroom practice. They also show that there is a clear need to do more than provide infrastructure and professional development if this level of use is to increase and the current level of expenditure to be justified in terms of improving teaching and learning.

Indian Studies

Hemabala (2019) carried a research entitled “Effectiveness of Video Lessons using Mobile Learning Technology”. The main aim of this study is to give awareness of the mobile learning in India and improve self study or individualized learning style in an adaptive learning environment. This research study used quasi experimental design to measure student’s performance using video lessons in engineering education using mobile learning; questionnaire is used to evaluate the effectiveness of mobile learning and student’s behavior performance through the learning outcome results. Seven engineering colleges from the northern part of Tamilnadu of engineering students. In three districts, inclusive of affiliated colleges and a deemed university were selected for collecting data. In each engineering college, random sample were sampled in the classroom learning (control group), electronic learning (experimental group1) and mobile learning (experimental group2). In this main research, study reveals results of 506 learners (male students 299 and female students 207)affiliated colleges and deemed universities of second year undergraduate engineering students of Electronics and Communication, Electrical and Electronics and Bio- Medical Engineering at Chennai,Tamil Nadu, India about their usage of mobile communication technology, mobile learning using video lesson. The video lesson used for this study is Electrocardiography is common for ECE and BME and Electromagnet is miscommon for EEE and ECE, the duration of the video lesson is 30 minutes. The smart phones, mobile phones and wireless devices tablet pc; personal digital assistants were used for this study. The video lesson can be transferred via Bluetooth technology within classroom, library and corridors in their free hours. Based on the review of literature and discussions on the electronic learning and mobile learning 40 parameters have been dentified for assessing the effectiveness of video lessons using mobile learning technology for students and teachers. The three framework models have been selected for the data analysis. The first model - (Osman’s model) has defined mobile learning into three mobility concepts i.e. mobility of technology, mobility of learning and mobility of learners. Secondmodel- I (Koole’s model) mobile education framework into six aspects device, learner, social, device usability, interaction technology and social technology and the data analyzed in model-II (Amin’s model) categorizes mobile learning practical experience into six . i.e. impact on video lesson, acceptance level, user-friendliness, didactic efficiency, technical feasibility and different learning methods. Finally describes learning outcome of students behavior performance through control group and experimental groups conducted a pre­test and post-test and testing of related hypothesis.

Vimal Kumar (2010) designed a study on “Integration of ICT in teacher education: Computer assisted instruction and E-learning”. He found that the students taught by computer assisted instruction method performed well than the students taught by conventional method in learning the concepts of the universe. The study found favorable result and the students found to be interested to learn through CAI. Government may distribute CAI packages of all subjects to all schools that they can use it their daily teaching learning process.

Namita and Deepshikha (2009) conducted a study on Analysis of e­education: Developing as a Potential Learning System in Jammu Region: India. This study revealed that identified five specific areas where changes in the role and attitude of academic staff in tertiary institutions were necessary to accommodate e-teaching and the acceptance of the associated technologies. These changes highlighted the need to look at the course in a new way and re-think and adapt existing course delivery, Move from being a content provider to a content facilitator who has a good knowledge of their subject area, Gain proficiency in using the tools so that there is an understanding of both its strengths and its weaknesses, Learn to teach in the absence of face-to-face interaction. And Gain an understanding of students' needs and lifestyles in their own communities. The author has proposed a model which is not only catering to the basic educational needs, but also to their need for a career or future growth has also been taking care of. It is high time that we integrate the education and career options for the people of Jammu instead of segregating them.

Kamalnayan (2008) studied on “Implications of Information Technology for teacher education and research”. The study found that the bulk of the faculty currently engaged in teacher preparation is neither prepared to use technologies not has it updated its knowledge on technological developments. Universities and teacher education institutions would require a significant commitment to provide training for faculty, staff, and to provide resources. Unless a substantial effort is made on the part of universities, teacher educators and trainees alike will be deprived of the joy of using ICT.

Nimavathi and Gnanadevan (2008) conducted a study on “Effectiveness of Multimedia Programme in teaching science with a set of children studying in the ninth standard” and finding out its effectiveness over the conventional method of teaching pre-test-post-test equivalent groups design was followed for this study. Results found that the multimedia programme prepared by the researcher is more effective for the achievement in the science of ninth standard students. The students learning through multimedia program me are found to be better than the students learning through the conventional method of teaching. The major findings of this study were: there is no significant difference between the experimental group and control group in the achievement of science at pretest level. There is a significant difference between the experimental group and control group in the achievement of science at a post-test level. The students learning with the help of multimedia program fared better in science than the students learning through the conventional method. There is a significant difference between the mean achievement test scores of the pretest and post-test for the experimental group. This shows that the multimedia program has helped the students to score more marks in the post test.

Rachana Rathore (2007) studied on “Effective teaching through e­learning”. The author emphasized that the utility of e-learning in making teaching effectiveness, and the challenge of educational organizations that aspire to provide e-learning in India is to get a good program that meets the learners' needs and then makes the cultural changes in the way they learn. India is a multilingual country and most of e-learning or India knows vernacular languages. However the content of e-learning or e-education is only in English. Hence, to make e-learning successful in India the digitized text has to come in these languages also rural India can benefit only by establishing e-learning centers with content in local languages and the users would be able to cross cultural boundaries by collaborating with learners form others cultures thereby reducing the gap of the digital divide.

Manoj Kumar dash (2007) carried a study on “Integration of ICT in teaching learning” a challenge. It was found that Information and Communication Technology is an important instrument that can transfer the present isolated, teacher centered and book centered learning environment in a student centered environment, and the author avers that ICT can change the traditional concept of the learning process. They conclude that ICT helps in the professional development of teaching and learning and individuals involved in the programs of teacher education. It can be infused in the learning process so as to acquire the knowledge and skill efficiency. ICT provides access to resources so that teachers, can apply new knowledge and skills they have learnt. Communication technology will be able to develop the capacity of the teacher and teacher educator and at the same time can strengthen the capacity of teacher educator, which is the fundamental requirement of effective transactional strategy.

2.7. ICT and Gender Differences

Chaitali (2009) examined to know the Effects of education and ICT use on gender relations in Bhutan. This study revealed that the types of ICTs in use and the year in which they were introduced varied between the two sites examined in this study. Despite this contrast and other contrasts in geography, culture, livelihoods, language, and infrastructure, the relationships between gender, education, and perceptions and uses of ICTs in Thimphu and in Tangmachu largely mirrored one another when comparing similar education levels across the two communities. The role of literacy and numeracy were found to be existing gender norms, and the increased opportunities stemming from higher levels of education included broader social networks, enhanced employability, and increased mobility. The relevance and existing use of a particular ICT among others in an individual’s social network played a critical role in how the technology was perceived and used by that individual.

Philip (2009) Studied on Age and ICT-related behaviours of higher education teachers in Nigeria. The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used in ICT by higher education teachers in Nigeria.

Indian Studies

Shahithunisa Begum and Ramachandran (2018) investigated a study on the computer knowledge among B.Ed., students. Simple random sampling techniques were used to collect data from various B.Ed.., students of universities, aided colleges and affiliated colleges of Tamil Nadu Teacher Education University (TNTEU). The sample consists of 1012 B.Ed., I year students. The tool was Computer Knowledge Test (Computer Knowledge Test) prepared by Raghu Ananthala and Mahender Reddy (2016). The objectives of the study were: To find out the level of Computer Knowledge among B.Ed., students. To find out whether there is any significant difference between male and female B.Ed., students in respect of Computer Knowledge. To find out whether there is any significant difference among the sub- sample usage of web in respect of Computer Knowledge of B.Ed., students. To find out the relationship if any among the sub-sample (Usage of web)of B.Ed.., students in respect of Computer knowledge The findings of the study were: The Computer Knowledge of B.Ed., students is average. There is no significant difference between Male and Female B.Ed., students in respect of Computer knowledge. There is no significant difference between Daily and Weekly (Usage of web) in respect of Computer knowledge of B.Ed., students. There is significant difference between Daily and Not at all (Usage of web) in respect of Computer knowledge of B.Ed., students. There is no significant difference between Daily and Monthly (Usage of web) in respect of Computer knowledge of B.Ed., students. There is significant difference between Weekly and Monthly (Usage of web) in respect of Computer knowledge of B.Ed., students. There is significant difference between Weekly and Not at all (Usage of web) in respect of

Computer knowledge of B.Ed., students. There is no significant difference between Not at all and Monthly (Usage of web) in respect of Computer knowledge of B.Ed., students. It is found that the obtained correlation values of the sub- sample (daily with weekly, daily with monthly, weekly with monthly) has significant relation. Also it is found that the sub-sample (daily with not at all, weekly with not all) has no significant relation. Also it is found that the sub-sample (not at all with monthly) has negatively significant relation.

Michael and Sylvia (2011) studied on Gender, Culture and ICT use in rural south India. In this article explores how women use and perceive information technology in five villages in rural Tamil Nadu, India. The analysis was structured in-depth interviews with 17 women Internet kiosk users and 22 women who have never used the Internet (non-users). This study identified several critical issues that (1) rural women in this study find ICTs useful; (2) there are gender-specific usage patterns and perceptions of ICTs; (3) obstacles to ICT use are generally structural (time, location, illiteracy) and not personal (for example, a prohibition from a relative); and (4) manifestations of gender awareness correlate with perceptions of obstacles to ICT use. Information and Communication Technologies hold great promise in the drive for development and poverty reduction in the global South, yet in order to ensure that the entire population reaps the benefits of these technologies, a clear understanding of the specific needs of women and other disadvantaged groups is imperative.

Jayaraman, (2006) conducted a study to assess the Relative effectiveness of computer based Multimedia Learning Packages on performance and behavioural outcomes of students of different age groups. The findings of the Study were: The CBMMLP prepared specifically for the particular concepts are significantly effective for all the age groups of students. There has been found a higher usage by higher age group students. The relative effectiveness of the CBMMLP is significant for all the age groups of students who are studying in class V, class VIII and class XI. The performance of the students who have learnt through CBMMLP is higher than the performance of the students who have not learnt through CBMMLP. The analysis of the effect size reveals that it varies between class V, class VIII, and class XI, which is, 4.20, 2.83 and 4.72 respectively. These effect sizes are considered as large and educationally significant. Higher age group students have been found to have a more positive attitude towards CBMMLP than the lower age group students. The higher age group students have been found more auditory preferred than the lower age group students, whereas, the lower age group students have been found more visually preferred. Higher age groups of students have been found to satisfy more in the interaction with the CBMMLP. Also, 74.2% of class XI students were found to have prior knowledge of the computer. 75% of the class V students could not express either their satisfaction or about their prior knowledge.

Bani (2005) did an empirical study to assess the “Internet knowledge of teacher trainees. It was found that no significant difference between the male teacher trainees and their female counterparts in their mean score on internet knowledge. On the contrary, Rajasekar and Senthikumar (2004) in their study found that of rural secondary school students were higher than their urban counterparts.

Beena (2004) conducted a Comparative Study of the Efficacy of Teaching through the Traditional Method and the Multimedia Approach in the Subject of Home Science. The results revealed that the main achievement of the experimental group was found significantly higher than that of the control group. From post-test to retention test almost equal reduction in performance was found in both the groups. The study has arrived at significant findings when caste, location, income, Std. XII examination marks, and IQ of the students were considered as co­variables. The students were found to have favorable opinions towards the multimedia approach. The study has found the relative efficacy of teaching through the traditional method and the multimedia approach in the subject of Home Science, particularly, Proteins. The investigator has tried to observe the research rigor throughout.

Nishi (2002) focused on Indira Gandhi National Open University (GNOU) teleconferencing for distance learners. This study concluded that Very few participants were found attending the teleconferencing programmes. Usually the participants were found attending the programmes attentively. Participants wanting to ask questions seemed more interested in the programmes. It was found that the time allotted for the talk back session usually was not enough. Some learners having vernacular background expressed apprehension about the comprehensibility of the programmes. They felt inhibitions in discussing and asking questions. There were mixed responses regarding the effectiveness of the teleconferencing programmes. Some found these programmes very exciting and wonderful, whereas others could not utilize these programmes properly. Proper coordination is required among all the personnel involved in IGNOU Teleconferencing.

2.8. Research Gap

It is observed from the earlier studies that a plethora of researches presently being conducted in India and Abroad on attitude towards use of ICT; Policies in utilization of ICT; Future Education and ICT; ICT and Teaching subject; Integration of ICT in Teaching and ICT and Gender differences.

Although positive attitude towards ICT very much essential for prospective teachers, this aspect is not covered adequately in the case of prospective teachers. The researcher being a teacher educator is interested in conducting a research on this aspect. Thus, the review of related studies helped the researcher to develop a clear insight into the problem and in selecting the present study.

CHAPTER - III

RESEARCH METHODOLOGY

3.1. Introduction

An attempt is made in this chapter to present the methodology adopted for the study. It includes various issues. A research design is the arrangement of conditions for the collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. In fact, the research design is the conceptual structure within which research is conducted; it constitutes the blue print for the collection, measurement and analysis of data. As such, the design includes an outline of what the researcher will do from writing the hypothesis and its operational implications for the final analysis of data. The following aspects have been discussed here in details which are concerned with the design of the present study. The research procedure includes the operational definitions of the different terms used. The selection of sample includes the sampling technique. The selection of tool includes the selection of the tool to collect the data for the present study.

3.2. Operational Definitions of Key Terms

An operational definition is a statement that describes how to measure a certain variable or how to define a certain term. It is intended to be practical under the conditions of the study, although it may not be a scientifically valid definition. The operational definition is used extensively for abstract concepts.

The operational definitions of the important terms used in the present research Attitude towards ICT of Prospective Teachers: A Study of Srikakulam District, Andhra Pradesh, India” are discussed herewith.

Attitude

Attitude is a psychological construct, a mental and emotional entity that inheres in, or characterizes a person. It is an individual's predisposed state of mind regarding a value and it is precipitated through a responsive expression towardsa person, place, thing, or event (the attitude object) which in turn influences the individual's thought and action.

Allport (1935) defined an attitude as ‘An attitude is a mental and neural state of readiness, organized through experiences, exerting a directive or dynamic influence upon the individual’s response to all the objects and situations with which it is related’.

Thurston (1948) defined an attitude as ‘the degree of positive or negative affect associated with some psychological object’.

In the present study, the term attitude is used to refer to ‘the prospective teacher’s prevailing tendency to respond favourbly or unfavourbly to an object.’ Attitudes can be positive or negative.

Attitude towards ICT

Attitude towards ICT is defined as a generalized attitude towards the universe of ICT usage practices and is measured in terms of favourableness or unfavourableness of the ICT usage.

In the present study, the term 'attitude towards ICT' refers to the reaction of prospective teachers on various ICT usage practices as measured by an attitude scale prepared for the purpose.

Prospective Teachers

In the present study, the students pursuing B.Ed. Course final year in a College of Education are considered as prospective teachers.

ICT: The term ICT stands for 'Information and Communication Technology'. It is a technology that supports activities involving information. It refers to gathering, processing, storing and presenting information. These activities also involve collaboration and communication.

ICT is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as video conferencing and distance learning.

3.3. Significance of the Study

The significance of this research stems from its contribution of knowledge, particularly its generation of useful information to support future development in the use of ICT in teacher education for the prospective teachers in Andhra Pradesh. After analyzing the data, it is hoped that the results of this study will provide Andhra Pradesh teacher educators with new understandings of, and insights into the usage of ICT in classrooms. It identifies enablers and obstacles of integration of ICT in the field of education. In addition, presenting prospective teachers' status on their attitude towards usage of ICT will enable policy makers to make decisions based on informed judgments rather than intuition. It leads to further in-depth research on prospective teachers’ perceptions of ICT.

3.4. Need of the Study

As discussed in the previous chapter, teacher is the backbone of our society who generates skilled and quality manpower. One more quotation is - parents’ give birth, but the teacher gives life. Therefore, the teaching of the teacher should act as a weapon of all-round development of the nation through shaping their students. In this way, teacher and student have to adopt the new innovative trends in learning system and in daily life. In the present globalization era, ICT is incorporated into daily life. It necessitates the usage of ICT in teacher education. The teacher in the emerging Indian society has a very crucial role in the social reconstruction and in the transmission of wisdom, knowledge and experiences of one generation to another. Thus, teachers have to acquire sophisticated and advanced skills to transform the children effectively. However, there is no study has conducted to find out the perceptions of prospective teachers’ in this regard. Thus the present study tries to find out the attitudes of prospective teachers regarding usage of ICT .

3.5. Objectives of the Study

The present study is undertaken with the following objectives:

1- To study the demographic background of the sample respondents.
2- To analyse the significance of usage of ICT in teacher education in the contemporary era.
3- To find out the attitude of Prospective Teachers towards ICT in the study area of Srikakulam District.
4- To study the influence of the variables gender, locality, educational qualification etc. on attitude towards ICT.

3.6. Statement of the Problem:

The present study is aimed at analysing the attitude towards usage of ICT of Prospective Teachers in relation to certain variables.

This study is designed to know the attitude towards ICT of Prospective Teachers and to find out the influence of the selected variables on this aspect.

3.7. Title of the Research:

Attitude towards ICT of Prospective Teachers: A Study of Srikakulam District, Andhra Pradesh, India.

3.8. Hypotheses of the Study

A hypothesis is a tentative generalization which provides the basis for the whole study. It provides direction to research. It places specific goals before the researcher. The hypothesis to be tested in this study is “Null Hypothesis”. Once it is formulated, depending on the outcome, it will be either accepted or rejected. For the present study keeping the above objectives in view the following hypotheses were formulated in null form.

H 1: There is no significant difference between the prospective teachers in attitude towards ICT.
H 2: There is no significant difference between the male prospective teachers in attitude towards ICT.
H 3: There is no significant difference between the female prospective teachers in attitude towards ICT.
H 4: There is no significant difference between the male and female prospective teachers in attitude towards ICT.
H5: There is no significant difference between the undergraduate prospective teachers on attitude towards ICT.
H6: There is no significant difference between the postgraduate prospective teachers in attitude towards ICT.
H7: There is no significant difference between the prospective teachers of rural area on attitude towards ICT.
H8: There is no significant difference between the prospective teachers of urban areas on attitude towards ICT.

3.9. Area of the Study:

INDIA

ANDHRA PRADESH

SRIKAKULAM

Study Area Map

For legal reasons the maps have been deleted. (Anm. d. Red.)

3.10. Methodology

Normative survey method was used in the present study as it is the appropriate method for the purpose. The discussion on the methodology indicates the variables, sampling, tools used, statistical techniques used in the analysis and list out the limitations of the study.

3.11. Selection of the district:

Srikakulam district of Andhra Pradesh is selected for the study. Geographically the Srikakulam district is one of the north Andhra districts and the majority of the students of this district willing to take teaching as their profession. 17 teachers training educational institutions are located in the district.

3.12. Variables of the study

Variables are necessary requisites for any worthwhile research for the purpose of comparison. After reviewing the earlier studies on attitude towards ICT, the variables like gender, locality, educational qualifications, marital status and specializing subjects were incorporated into the present study.

Table 3.1: Variables incorporated into the Sample

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3.13. Sampling:

There are 17 B.Ed. Colleges located in Srikakulam district. Sampling of the study is followed as below:

Table 3.2: Sampling procedure of the colleges and Teacher students

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Table 3.3: Sampling procedure of the study

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All the students who are studying the second year (B.Ed.) are considered in view to assess accurate perception.

In the present study, the research scholar used purposive sampling technique for the selection of the sample from the population. All the 651 students are essential to get complete demographic profile of the population.

3.14. Tools of the Study

There are a number of tools that can be adopted in any research for the purpose of collecting data. Some of them are Questionnaires, Rating Scales, Checklists, Observation, Opinionnaires and so on. Each tool is particularly appropriate for collection of a certain type of data; the investigator is intended to collect. In this study anattitude scale was considered to be more suitable and helpful for collecting the data.

Likert scale: The attitude of prospective teachers towards the use of ICT is measured with the help of Likert’s five point scale. For each statement the investigator identified the opinion with the help of a 5 point scale method of:

Strongly agree, Agree, Undecided, Disagree, Strongly Disagree.

The attitude level is measured in two ways. One is measuring the percentage and the second one is Likert’s five point scale. Basing on the perception of the respondents, total acceptance (agreed) level and disagree level is measured.

Development of Attitude towards ICT Scale

For the purpose of the present investigation, an attitude scale to measure the attitude towards ICT of prospective teachers was desired. In the absence of a specific tool for the purpose, an attitude scale was specially prepared and standardized by the researcher. Before describing the methods used in the construction of attitude scale, it may not be out of place to discuss the meaning of the term “attitude” and its nature.

Meaning of Attitude

In the Dictionary of Philosophy and Psychology, Baldwin (1905) defined attitude as ‘readiness for attention or action of a defined sort’.

Allport (1929) prefers to treat attitude as a mental and a neural state of readiness organized through experience exerting a dynamic influence upon the individual’s response to all objects and situations with which it is related. This definition stresses that attitudes are a generalized pattern of perception of action which is a result of integration of various experiences.

Though attitude and opinion are allied terms they are not synonymous. Attitude denotes the inner feeling of a person towards a psychological phenomenon, whereas opinion is what a person says about his attitude towards the phenomenon. Opinion is therefore a verbal expression of attitude.

Different methods of measuring attitude

Attitude can be measured in several ways. Attitudes are revealed in the behavior of an individual. So attitudes can be measured by direct observation or overt behaviour of the individual.

Projective techniques can also be used to asses an individual’s attitude towards certain stimuli like photographs, cartoons, etc.

The most common method of estimating a person’s attitude is through a scale, where the individual is asked to express his opinion on several controversial statements about some psychological object. The logic behind the use of opinion to measure attitude is that there is positive correlation between what people say about a subject and what they will do about it. With the extent people’s action correlate with their expressed opinions, the former can be predicted from the latter. Any s ingle statement of opinion and any single action however will be extremely unreliable from the point view of measurement. A person’s particular action cannot be predicted with a high degree of accuracy. Yet one’s position on an attitude scale can be assessed. This method of assessing attitude from expressed op inion is also subject to some limitations like taking of responses by the individual where he tends to give socially acceptable responses, thereby concealing his real attitude.The two most well known methods of measuring attitude are: a)Thurston’s technique of scaled values, b) Likert’s method of summated ratings

In this study Likert’s method of summated ratings is used because it yields score very similar to those obtained by Thurston’s technique and at the same time it is less laborious than the latter. The co-efficient correlation between the two methods was high as 0.92 (Edwards and Kenny, 1946).

Construction of Attitude Scale

As a first step in the construction of the attitude scale to measure the attitude of prospective teachers towards ICT, a number of statements of opinion were prepared by consulting teacher educators, teachers and school administrators. A few items from the review of related literature were also added. In the preparation of the attitude scale, items in the following areas were included.

a) Aspects relating to usage of ICT.
b) Aspects relating to mode and delivery of the lessons with ICT.
c) Aspects relating to behaviour of prospective teachers.
d) Aspects relating to teaching and learning process.

The statements of opinion, thus collected were sorted out and listed. The list of statements was supplemented by a careful study of related literature and several informal interviews with prospective te achers, school teachers, headmasters and Univers ity faculty.

The items, thus collected were refined by observing the following criteria:

a) The statements must be constructed as an expression of de sired behavior, not as a statement of fact.
b) They must be clear, precise and straight forward.
c) They should be short and to the point.
d) They must be in such a form that the ideas can be accepted or rejected.
e) The negative and positive statements must be arranged randomly throughout the attitude scale so that any tendency towards a stereotype d response may be avoided.

The item pool, thus refined was presented to 10 judges (5 Teacher Educators and 5 Experienced Principals of Colleges of Education) and they were requested to:

a) Add other statements that might be relevant to the subject.
b) Point out redundant statements.
c) Mark ambiguou s and repetitive statements.
d) Give suggestions for refining the items.

Their suggestions were incorporated and 44 items were selected. The items were randomized so that the positive and negative ones were distributed throughout the scale. Each of the items was arranged on a five point scale with the following alternatives: strongly agree, agree uncertain, disagree, and strongly disagree. A preliminary form of the scale consisting of 44 items was prepared and a pilot study was conducted on the attitude scale.

Pilot study

The attitude scale was administered to prospective teachers in the Colleges of Education in Srikakulam, Srikakulam district. Necessary care was taken to check the language errors and know whether the statements were easily understandable or not. The attitude scale, thus prepares with 44 items was subjected to a pilot study on a sample of the 40 prospective teachers. Care was taken to see that the subjects represented different gender, locality, and educational qualifications. All the sample subjects were interviewed individually or in a group of 5-10 at Colleges of Education and their ratings for different items in the scale were collected and analyzed.

Selection of statements for the Final form

In order to determine the discriminating power of the statements of the measure, the‘t’ values were calculated. Statements that had calculated equal or greater than 1.96 were selected for the final form. Based on this procedure out of 44 statements, 14 statements were discarded and 30 statements remained in the final form. The rating procedure for the positive and negative items was as follows:

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For the purpose of the measure of attitude, content validity, item validity and intrins ic validity were established.

Content validity

The attitude scale was developed based on field observations, discussions with teacher educators and experienced ICT teachers, review of literature, etc. Hence, it can be presumed that the attitude scale was possessing content validity.

Item Validity

Item validity depends upon the number of discriminations of the desired sort that the item is capable making. It emphasizes to which the item predicts segregation of the examinees with high versus low criteria scores. The discriminating power of each of these items can be established and tested for significant difference between the criterion groups before including them in the final form.

Intrinsic validity

Intrinsic validity is stated in terms of how well they obtained score measures and tests true score component. This validity is given by the square root of the proportions of the true variance, i.e., the square root of its reliability. The intrinsic validity of the measure of attitude is therefore ^0. 702 = 0.837.

Reliability

For the purpose of establishing reliability for the attitude scale, test- retest method was followed. This method was used to know the consistency of the measure. The scale was administered to 40 prospective teachers with a gap of 2 weeks. The correlation coefficient between the ratings was 0.702 which is highly reliable. The final form of the attitude scale is appended.

3.15. Data Analysis

The researcher used the following statistical techniques for the analysis of data:

- The variations in quantitative performance are tested with the help of ANOVA (Analysis of Variance). These are operated on SPSS for Windows Version 20.0. Analysis of variance (ANOVA) is a collection of statistical models and their associated procedures, in which the observed variance is partitioned into components due to different explanatory variables. ANOVA gives a statistical test of whether the means of several groups of data are all equal.

All the responses made by the subjects’ significance of the items. Garrett says that the Chi-Square test provides a method of comparing the observed frequencies with the theoretical frequencies that are to be expected. The difference between the observed and expected frequencies are squared and divided by the expected number in each case and the sum of the equation of Chi-square.

- Mean (.1 ) values of the parameters selected for the study are used to know the level of the variables.
- Likert’s five point scale method is used to measure the attitude of prospective teachers towards the usage of ICT.
- Charts and graphs are used in appropriate places in the study.
- The cross section analysis method is followed in the explanation of some tables in the study.
3.16. Delimtations of the Study:
- The present study is confined to investigate only B.Ed. college student teachers registered in government and private colleges located in rural and urban areas in Srikakulam district only.
- The study is restricted to second year students of B.Ed. course.
- Due to the limited geographical area and sampling, the results of the study may or may not be unique compared to the other districts of the State of Andhra Pradesh.

3.17. Chapterisation of the Study:

The study is divided into five chapters:

The first chapter Introduction consists of the brief information regarding the various parameters existed in the study, role of teachers in the 21st century, teaching methods and Students’ learning capacity, e-Learning and its importance, Need and Significance of ICT Integration in Teachers’ Education, ICT in 21st century’s teachers’ education, ICT to prospective teachers and barriers and critical factors for effective teacher learning, statement of the problem and objectives of the study are covered in this chapter.

- The second chapter Review of Related Literature which consists of the literature of various studies which are related to this topic. It contains features of attitude towards the usage of ICT, Policies in utilization of ICT, Future Education and ICT, Integration of ICT in teaching learning process and teachers’ gender differences in usage of ICT.
- The third chapter Research Methodology is related to operational definitions of key terms, significance of the study, objectives of the study, hypotheses of the study, variables of the study, sampling, tools of the study, statistical techniques used for analysis of data and delimitations of the study.
- The fourth chapter Analysis and Interpretation of Data deals with the tabulation of data and the interpretation of the various statistical results. This chapter is named as Prospective Teachers’ Perception on Attitudel towards the usage of ICT.
- The fifth chapter Summary and Conclusions furnishes the results obtained by the various interpretations. Suggestions for the further research are also given in this chapter.

CHAPTER -IV

ANALYSIS AND INTERPRETATION OF DATA

4.1. Introduction

An attempt is made in this chapter to analyze the primary data on awareness, attitude and learning skills towards ICT of prospective teachers. Analysis of data involves studying the tabulated material in order to determine the inherent facts or conclusions. It involves breaking down existing complex factors into simpler parts and putting the parts together in new arrangements for purposes of interpretation. This chapter contains four sections. Section one covers distribution of samples by their biographical details like gender, marital status, educational qualifications, locality and teaching subjects. In section two, awareness of prospective teachers towards ICT is presented. Attitude of prospective teachers towards the use of ICT is discussed in section three. Learning skills towards ICT among prospective teachers is interpreted in section four.

4.2. Section-One: Biographical details of the Prospective Teachers

This section presents the demographic profile of respondents. The data for the study has been collected from the 651 teacher students of second year B.Ed., from all the colleges located in Srikakulam District of Andhra Pradesh.

4.2.1. Prospective teachers by Sex and Locality

Gender determines what is expected, allowed and valued in a woman or a man in a given context. In most societies there are differences and inequalities between women and men in responsibilities assigned, activities undertaken, access to and control over resources, as well as decision-making opportunities. With the passage of time and with an increase in literacy of the women and with their exposure to technical education, management education, the level of confidence of the women has increased and also the hardworking nature and dedication of woman towards work made the women to compete with their male counterparts in all walks of life. Now-a-days, women's contribution in the teaching profession is drastically increasing.

The place of residence reveals the respondent’s area belongs to rural and urban area. Social awareness and technical knowledge on different aspects also varies in rural and urban. The urban brought up plays always a superior role in awareness and attitude than the rural and tribal brought up.

Table 4.1 and figure 4.1 reveals the gender and locality wise classification of the selected respondents. It is observed from the table that out of the total respondents, 36.25% are male and 63.75% are female teacher students. Meanwhile, 48.23% of the respondents are belonging to rural areas and 51.77% are urban areas. About 51.77% of the female and 44.07% of the male is residing in urban areas.

Interestingly, a large number of teacher students are female and majority of them belonging to urban areas.

Table 4.1: Distribution of Prospective Teachers by Sex and Locality

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Source: Field survey

Figure: 4.1: Distribution of Prospective Teachers by Sex and Locality

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4.2.2. Marital Status

Marriage is one of the very important events in the life of a human being. People who married are exposed as matured and experienced. Thus, they can think rationally. Educated and married person deals the students with cordial relations. They can understand how systematically use the ICT in teaching and real life. Meanwhile, unmarried, who were not having the mental burden can also learn about the need of modern technology.

Table 4.2 and figure 4.2 explains the Gender wise marital status of the respondents.

Table 4.2: Gender wise marital status of the respondents

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Source: Field survey

Figure 4.2: Gender wise marital status of the respondents

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It is found that about 35.18% of the respondents are married and 64.82% are unmarried. Out of the total married, 40.68% are male and 32.05 % females to their total. It can be said that the majority of the respondents, especially the female is unmarried.

4.2.3. Teacher Students by Gender and Educational Status

Education acts as a multidimensional weapon for all-round development of the nation. Education reshapes the pupil. Students who studied post­graduation may have more computer knowledge than graduates. Thus, it is assumed that higher educated persons have more awareness and positive attitude towards ICT.

Table 4.3 reveals the distribution of teacher students by sex and educational status in the study area. About 80.49% of the respondents are undergraduates and only 19.51% are post-graduates. In case of male and female, the percentage of post-graduates is recorded by 40.25% and 7.71% respectively.

Table 4.3: Distribution of Teacher students by sex and educational status

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Source: Field survey

Figure 4.3: Distribution of Teacher students by sex and educational status

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4.2.4. Respondents by Area and Educational Status

Awareness of education may vary area to area like rural and urban areas. But, in the recent, all the families have been providing better education to their children. Table 4.4 and figure 4.4 explain the distribution of respondents by area and educational status. It is found that in the total of undergraduates, 52.29% are belonging to rural areas. But the 68.50 per cent of postgraduates are related to the urban areas.

Table 4.4: Distribution of respondents by area and educational status

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Source: Field survey

Figure 4.4: Distribution of respondents by area and educational status

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Table 4.5 and figure 4.5 depict classification of the prospective teachers by teaching subject. It is clear from the table that the majority of the respondents with 46.85% are teaching a social subject followed by mathematics (26.57%), Special English (24.58%), Biology (15.98%) and Physics (8.14%) respectively. Therefore,due to the majority of the respondents are teaching social science and they may have less awareness on ICT in learning and teaching.

Figure 4.5: Classification of the Prospective Teachers by Subject Specialization

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Table 4.5: Classification of the Prospective Teachers by Specialization

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Source: Field survey

Figure 4.5: Classification of the Prospective Teachers by Subject Specialization

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4.3. Section-Two: Attitude of Prospective Teachers towards usage of ICT

The present section has assessed the attitude of prospective teachers towards the use of ICT in teacher education. ICT in teacher education is very important from the view of modernizing the teacher student communication technique in the educational system. Most of the Governments of various countries have adopted useful measures for the use of ICT in the educational and training programmes. Some provisions of incentives have also been made for computerization and automation to improve the system of communication between teacher and student in the institute and universities. The teacher plays a crucial role in the development, adoption and implementation of any educational curriculum and system. This role becomes more important when it comes to integration of information communication technology in the education programme of a country.

The perception of the respondents of attitude of prospective teachers towards usage of ICT is measured with help of Likert’s five scale points. The data obtained with the use of Likert’s Scale has been converted into weighted scores. For each statement the investigator identified the opinion with the help of a 5 point scale method of: Strongly agree, Agree, Undecided, Disagree, Strongly Disagree.

The perception level is measured in two ways. One is measuring the percentage and the second way is Likert’s five point scale. Basing on the perception of the respondents, total acceptance (agreed) level and disagree level is measured.

Table 4.6 reveals the prospective teachers’ perception on the statement of ‘ICT plays important role in teaching and learning’. The cumulative per cent on acceptance level (strongly agree plus agree) is recorded by 71.11% and rejected level (strongly disagreed plus disagree) is recorded by 24.73%. The final acceptance level with cumulative Percent or agreed respondents is recorded by 46.02%. Thus, the statement has accepted positively.

Table 4.6: Prospective teachers’ perception of the statement of ICT plays important role in teaching and learning

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Source: Field survey

Table 4.6 (a) reveals the prospective teachers’ perception on the statement of using ICT help to new changes. It is concluded that the majority of the respondents with the aggregate score (cumulative Percent) 58.70% accepted the statement.

Table 4.6 (a): Prospective teachers’ perception on the statement of using ICT help to new changes.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Interestingly, as shown in table 4.7, majority of the respondents with the cumulative Percentage by 92.47% accepts the statement that ICT makes work easy.

Table 4.7: Prospective teachers’ perception on the statement of ICT makes work easy.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.8 explains the prospective teachers’ perception on the statement of ICT makes teaching enjoyable, changes routine and keeps boredom at bay. It is concluded that less number of the respondents with cumulative Percentage by 47.62% accepts the statement.

Table 4.8: Prospective teachers’ perception on the statement of ICT makes teaching enjoyable, changes routine and keeps boredom at bay.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.9 reveals the prospective teachers’ perception on the statement of ‘ICT improves students’ result’. The acceptance level (strongly agree plus agree) is recorded by 85.10%. But after deducting the disagreed percentage, it is concluded that a large number of the respondents with cumulative Percentage by 72.04% accepts the statement.

Table 4.9: Prospective teachers’ perception on the statement of ICT improves students’ result

Abbildung in dieser Leseprobe nicht enthalten

Respondents’ perception on the statement of ‘too much emphasis is placed on ICT use’ is presented in table 4.10. The cumulative percentage -28.88% shows that a large proportion of respondents were strongly rejected the statement and found too much emphasis is not placed on ICT use.

Table 4.10: Prospective teachers’ perception on the statement of too much emphasis is placed on ICT use.

Abbildung in dieser Leseprobe nicht enthalten

Table 4.11 reveals the prospective teachers’ perception on the statement of using ICT can save time and effort. The total percentage on acceptance level (strongly agree plus agree) is recorded by 60.82% and rejected level (strongly disagreed plus disagree) is recorded by 15.03%. The final acceptance level with cumulative Percent of respondents is recorded by 46.69% only.

Table 4.11: Prospective teachers’ perception on the statement of using ICT can save time and effort.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.12 reveals the prospective teachers’ perception on the statement of ICT increase cooperation between teachers. The total percentage on acceptance level (strongly agree plus agree) is recorded by 75.42% and rejected level (strongly disagreed plus disagree) is recorded by 20.58%. The final acceptance level with cumulative Percent of respondents is recorded by 54.48%. Therefore, it can be said that ICT increases cooperation between teachers.

Table 4.12: Prospective teachers’ perception on the statement of ICT increase cooperation between teachers.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.13 explains the prospective teachers’ perception on the statement of ‘ICT has a positive influence on students’ interaction and attention’. The total percentage on acceptance level (strongly agree plus agree) is recorded by 74.04% and rejected level (strongly disagreed plus disagree) is recorded by 23.81%. The final acceptance level with the cumulative percent of respondents is recorded by 50.23%. Therefore, it can be said that ICT has a positive influence on students’ interaction and attention.

Table 4.13: Prospective teachers’ perception on the statement that ‘ICT has a positive influence on students’ interaction and attention’.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.14: explains the Prospective teachers’ perception on the statement that ‘ICT use improves research skills among teachers and students’. The total percentage on acceptance level (strongly agree plus agree) is recorded by 89.09% and rejected level (strongly disagreed plus disagree) is recorded by 7.99%. The final acceptance level with the cumulative percent of respondents is recorded by 81.10%. Therefore, it can be said that ICT use improves research skills among teachers and students.

Table 4.14: Prospective teachers’ perception on the statement of ‘ICT use improves research skills among teachers and students’.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.15 explains the Prospective teachers’ perception on the statement of ‘ability to embody concepts, experiments and natural phenomena’. Regarding, the total percentage on acceptance level (strongly agree plus agree) is recorded by 74.65% and rejected level (strongly disagreed plus disagree) is recorded by 26.73%. The final acceptance level with the cumulative percent of respondents is recorded by 47.92%.

Table 4.15: Prospective teachers’ perception on the statement of ‘ability to embody concepts, experiments and natural phenomena’.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

It is found from the table 4.16 that the total percentage on acceptance level (strongly agree plus agree) the statement of ‘ICT use helps in information reinforcement’ is recorded by 75.08% and rejected level (strongly disagreed plus disagree) is recorded by 21.51%. The final acceptance level with the cumulative percent of respondents is recorded by 54.37%. Therefore, it can be said that ICT use helps in information reinforcement.

Table 4.16: Prospective teachers’ perception on the statement of ‘ICT use helps in information reinforcement’.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.17 reveals that the total percentage on acceptance level (strongly agree plus agree) on the statement that ‘ICT use maintains quality in all lessons delivered during the day’ is recorded by 91.09% and rejected level (strongly disagreed plus disagree) is recorded by 7.84%. The final acceptance level with the cumulative percent of respondents is recorded by 83.25%. Therefore, it can be said that of’ ICT use maintains quality in all lessons delivered during the day’.

Table 4.17: Prospective teachers’ perception on the statement of ICT use maintains quality in all lessons delivered during the day’

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.18 reveals that the total percentage on acceptance level (strongly agree plus agree) on the statement that ‘ICT offers a neat presentation of the lesson and helps the teacher stick to planned lessons’ is recorded by 76.81% and rejected level (strongly disagreed plus disagree) is recorded by 18.44%. The final acceptance level with the cumulative percent of respondents is recorded by 58.37%. Therefore, it can be said that the majority of the respondents are agreed the statement.

Table 4.18: Prospective teachers’ perception on the statement of ICT offers a neat presentation of the lesson and helps the teacher stick to planned lessons.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.19 reveals that the total percentage on acceptance level (strongly agree plus agree) on the statement that ‘ICT use increases independence among students and assists in self-education’ is recorded by 95.40% and rejected level (strongly disagreed plus disagree) is recorded by 3.84%. The final acceptance level with the cumulative percent of respondents is recorded by 91.56%. Therefore, it can be said that the majority of the respondents are agreed the statement.

Table 4.19: Prospective teachers’ perception on the statement of'ICT use increases independence among students and assists in self-education'

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.20 reveals the Prospective teachers’ perception on the statement of’ ICT use assists teachers in mental preparation of the lesson. The total percentage on acceptance level (strongly agree plus agree) is recorded by 90.79% and rejected level (strongly disagreed plus disagree) is recorded by 5.22%. The final acceptance level with the cumulative percent of respondents is recorded by 88.33%. Therefore, it can say that majority of the respondents are agreed that ICT use assists teachers in mental preparation of the lesson

Table 4.20: Prospective teachers’ perception on the statement of ICT use assists teachers in mental preparation of the lesson.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.21 reveals Prospective teachers' perception on the statement of ‘ICT is a tool that can lift the burden off the teacher’s shoulders’. The total percentage on acceptance level (strongly agree plus agree) is recorded by 81.25% and rejected level (strongly disagreed plus disagree) is recorded by 14.14%. The final acceptance level with the cumulative percent of respondents is recorded by 70.34%. Therefore, it can say that majority of the respondents are agreed that ICT is a tool that can lift the burden off the teacher’s shoulders.

Table 4.21: Prospective teachers’ perception on the statement of ICT is a tool that can lift the burden off the teacher’s shoulders.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.22 reveals the Prospective teachers’ perception on the statement of “teacher use ICT will psychologically influence students to believe their teacher is modern”. Regarding, the total percentage on acceptance level (strongly agree plus agree) is recorded by 94.47% and rejected level (strongly disagreed plus disagree) is recorded by 4.94%. The final acceptance level with the cumulative percent of respondents is recorded by 89.55%. Therefore, it can say that majority of the respondents are agreed that teacher use ICT will psychologically influence students to believe their teacher is modern’.

Table 4.22: Prospective teachers’ perception on the statement of ‘teacher use ICT will psychologically influence students to believe their teacher is modern’.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Prospective teachers’ perception on the statement of “ICT offers easy and quick access to all sorts of information” is presented in table 4.23. It is found that the total percentage on acceptance level (strongly agree plus agree) is recorded by 90.33% and rejected level (strongly disagreed plus disagree) is recorded by 7.98%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 82.35%. Therefore, it can say that majority of the respondents are agreed that ICT offers easy and quick access to all sorts of information.

Table 4.23: Prospective teachers’ perception on the statement of’ ICT offers easy and quick access to all sorts of information.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Prospective teachers’ perception on the statement of “ICT use offers continuous student-teacher communication resulting in a flexible and better relationship” is presented in table 4.24. It is found that the total percentage on acceptance level (strongly agree plus agree) is recorded by 85.71% and rejected level (strongly disagreed plus disagree) is recorded by 11.06%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 73.89%. Therefore, it can say that majority of the respondents are agreed with the statement.

Table 4.24: Prospective teachers’ perception on the statement of’ ICT use offers continuous student-teacher communication resulting in a flexible and better relationship.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Prospective teachers’ perception on the statement of “Better class management, use of ICT attracts attention” is presented in table 4.25. It is found that the total percentage on acceptance level (strongly agree plus agree) is recorded by 95.08% and rejected level (strongly disagreed plus disagree) is recorded by 3.84%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 91.24%. Therefore, it can say that majority of the respondents are agreed with the statement

Table 4.25: Prospective teachers’ perception on the statement of better class management, use of ICT attracts attention.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.26 reveals the prospective teachers’ perception on the statement of’ ICT use improves technical skills for teachers and students. It is found that the total percentage on acceptance level (strongly agree plus agree) is recorded by 94.16% and rejected level (strongly disagreed plus disagree) is recorded by 4.61%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 89.55%. Therefore, it can say that majority of the respondents are agreed with the statement.

Table 4.26: Prospective teachers’ perception on the statement of ICT use improves technical skills for teachers and students.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.27 explains the prospective teachers’ perception on the statement of’ Students can help teachers prepare lessons delivered using ICT’. From the table it is found that the total percentage on acceptance level (strongly agrees plus agree) is recorded by 90.32% and rejected level (strongly disagreed plus disagree) is recorded by 8.60%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 81.72%. Therefore, it can say that majority of the respondents are agreed with the statement.

Table 4.27: Prospective teachers’ perception on the statement of’ Students can help teachers prepare lessons delivered using ICT.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Prospective teachers’ perception on the statement of “Using ICT is a dull activity” is presented in table 4.28. It is found that the total percentage on acceptance level (strongly agree plus agree) is recorded by 3.38% and rejected level (strongly disagreed plus disagree) is recorded by -95.85%. The aggregate acceptance level with the cumulative percent of respondents is recorded by - 32.57%. Therefore, it can say that majority of the respondents are strongly disagreed with the statement that using ICT is a dull activity’.

Table 4.28: Prospective teachers’ perception on the statement of using ICT is a dull activity.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.29 explains the prospective teachers’ I am very interested in learning about ICT’. It is found that the total percentage on acceptance level (strongly agree plus agree) is recorded by 91.55% and rejected level (strongly disagreed plus disagree) is recorded by 7.15%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 84.02%. Therefore, it can say that majority of the respondents are agreed with the statement.

Table 4.29: Prospective teachers’ perception on the statement of I am very interested in learning about ICT.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Prospective teachers’ perception on the statement of “I feel frustrated when using ICT” is presented in table 4.30. The total percentage on acceptance level (strongly agree plus agree) is recorded by 4.45% and rejected level (strongly disagreed plus disagree) is recorded by 94.16%. The aggregate acceptance level with the cumulative percent of respondents is recorded by --89.71%. It can say that majority of the respondents are strongly disagreed with the statement that ‘I feel frustrated when using ICT’

Table 4.30: Prospective teachers’ perception on the statement of I feel frustrated when using ICT.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.31 gives the details on prospective teachers’ perception of ‘ICT use enable the teacher to motivate students’. As per the table the total percentage on acceptance level (strongly agree plus agree) is recorded by 73.74% and rejected level (strongly disagree plus disagree) is recorded by 24.73%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 49.01%. Therefore, it can say that around 49% the respondents have agreed with the statement that ICT usage enable the teacher to motivate students.

Table 4.31: Prospective teachers’ perception on the statement of ICT use enable the teacher to motivate students’.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.32 gives the details on prospective teachers’ perception on’ ICT usage create interest among students’. It is found that the total percentage on acceptance level (strongly agree plus agree) is recorded by 96.32% and rejected level (strongly disagreed plus disagree) is recorded by 3.23%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 93.09%. Therefore, it can say that around 49% the respondents are agreed with the statement that’ ICT usage create interest among students’.

Table 4.32: Prospective teachers’ perception on ‘ICT usage creates interest among students.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.33 explains the prospective teachers’ perception on’ ICT eliminate abstractness of concepts’. It is observed that the total percentage on acceptance level (strongly agree plus agree) is recorded by 90.79% and rejected level (strongly disagree plus disagree) is recorded by 7.83%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 82.96%. Therefore, around 83% the respondents are agreed with the statement that’ ICT eliminate abstractness of concepts’.

Table 4.33: Prospective teachers’ perception on ‘ICT eliminate abstractness of concepts’.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

Table 4.34 presents the prospective teachers’ perception on’ ICT is useful for the reaching, distributing and transferring the knowledge. ’ It is observed that the total percentage on acceptance level (strongly agree plus agree) is recorded by 91.40% and rejected level (strongly disagreed plus disagree) is recorded by 7.99%. The aggregate acceptance level with the cumulative percent of respondents is recorded by 83.41%. Therefore, around 83% the respondents are agreed with the statement that’ ICT is useful for the reaching, distributing and transferring the knowledge.

Table 4.34: Prospective teachers’ perception on ‘ICT usefulness for the reaching, distributing and transferring the knowledge.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field survey

4.3.1. Likert’s method to measure the weights of the statement on usage of ICT

The perception level of the respondents on attitude of prospective teachers towards usage of ICT is also measured with help of Likert’s five point scale. Statements mentioned in the tables from 4.6 to 4.34 are considered to measure the weights to each statement. Basing on the perception of the respondents, total acceptance (agreed) level and disagree level is measured by weighted marks like - 2 marks for Strongly Agree (SA) 1 marks for Agree (A), -2 marks for strongly disagreed (DA) and -1 mark to disagree (D) and zero marks to Undecided. Aggregate score weights also ranked and measured percentage share of the each statement.

Table 4.35 reveals the Likert’s five point scale measurement values on the attitude of prospective teachers towards the usage of ICT. It is clear from the table that the aggregate scores of the all the statements ranged from 972 marks by S25 to and minus1012 marks (S26). The top ten ranks statements are: the statement S25 possessed first rank with 100% weightage and followed the remaining nine ranks to S28 (weighted 96.50%) S3 (93.10%), S21 (89.60%), S22 (86.20%), S15 (82.70%), S18 (79.30%), S16 (75.80%),S30 (72.40%) and S29 (68.90%) respectively according to the study. Last rank is possessed by S24 that the negative statement of Using ICT is a dull activity. Therefore, all the teachers have awareness about ICT but, no uniform perception in this regard. It is clearly found from the ANOVA test results which are presented in table 4.36.

Table 4.35: Likert’s five point scale values on attitude of prospective teachers towards usage of ICT.

Abbildung in dieser Leseprobe nicht enthalten

Source: Calculated from Field survey

4.3.2. Testing of hypothesis

H 1: There is no significant difference between the prospective teachers on attitude towards ICT

Ha: There is a significant difference between the prospective teachers on attitude towards ICT

The rule accepts the null hypothesis (H1), if the calculated p value of ANOVA is less than the table value/ Alfa at 0.05. If the calculated value is more than the table value, reject the null hypothesis (H1) i.e., accept the alternative hypothesis.

Table 4.36 reveals the ANOVA test results on variance in attitude of prospective teachers towards ICT with p values at p< 0.05. It is clear from the table that the p-Value of 3.13E-33 at p > 0.05. Thus, the null hypothesis is rejected and accepted the alternative hypothesis that “there is a significant difference between the prospective teachers on attitude towards ICT” at the 5 % level of significance.

Table 4.36: ANOVA test results on variance in attitude of prospective teachers towards ICT.

Abbildung in dieser Leseprobe nicht enthalten

Source: Calculated from Field survey

4.3.3. ANOVA results on attitude of gender, area and education

Testing of hypothesis

H 2: There is no significant difference between the male prospective teachers on attitude towards ICT

Ha: There is a significant difference between the male prospective teachers on attitude towards ICT

Table 4.37 explains the ANOVA test results on variance in attitude of male prospective teachers by with p values at p< 0.05. It is clear from the table that the acceptance level of attitude of ICT by male and female is varied. The p-Value 2. 61E-30 is greater than 0.05. Thus, the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between the male prospective teachers on attitude towards ICT” at the 5 % level of significance.

Testing of hypothesis

H 3: There is no significant difference between the female prospective teachers on attitude towards ICT

H a: There is a significant difference between the female prospective teachers on attitude towards ICT

Table 4.37 explains the ANOVA test results on variance in attitude of female prospective teachers with p values at p < 0.05. It is found that the p-Value 7E-31 is greater than 0.05. Thus, the null hypothesis is rejected and accepted the alternative hypothesis that “There is significant difference between female prospective teachers on attitude towards ICT” at the 5 % level of significance.

Testing of hypothesis

H4: There is no significant difference between the male and female prospective teachers on attitude towards ICT.

Ha: There is a significant difference between the male and female prospective teachers on attitude towards ICT.

Table 4.37: ANOVA test results on variance in attitude of prospective teachers by gender towards ICT.

Abbildung in dieser Leseprobe nicht enthalten

Source: Calculated from Field survey

It is clear from the table that the aggregate p-value regarding male and female prospective teachers is recorded by 4.95E-62 > 0.05. Thus, the null hypothesis in this regard is also rejected and accepted the alternative hypothesis that “There is a significant difference between male and female prospective teachers on attitude towards ICT” at the 5 % level of significance. It is concluded that there is a significant difference between the female prospective teachers while compared with male. The aggregate p-value (male and female) is less than the p- value of female perception and more than the p-value of a male. Therefore, male prospective teachers have positive attitude on ICT while compared with females.

Testing of hypothesis

H5: There is no significant difference between the undergraduate prospective teachers on attitude towards ICT

Ha: There is a significant difference between the undergraduate prospective teachers on attitude towards ICT

Table 4.38 explains the ANOVA test results on variation in attitude of undergraduate prospective teachers with p values at p< 0.05. It is observed that the p-Value 3.76E-33 is greater than 0.05. Thus, the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between undergraduate prospective teachers on attitude towards ICT” at the 5 % level of significance.

Table 4.38: ANOVA test results on variance in attitude of prospective teachers by educational qualification towards ICT.

Abbildung in dieser Leseprobe nicht enthalten

Testing of hypothesis

H 6: There is no significant difference between the postgraduate prospective teachers on attitude towards ICT

Ha: There is a significant difference between the postgraduate prospective teachers on attitude towards ICT

It is further observed that the p-Value regarding postgraduate prospective teachers is recorded by 1.3E-30 which is greater than 0.05. Thus, the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between postgraduate prospective teachers on attitude towards ICT” at the 5 % level of significance.

Moreover, the aggregate p-value of UG and PG teacher students is recorded by 1.29E-76 which indicates the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between UG and PG prospective teachers on attitude towards ICT” at the 5 % level of significance.

It is concluded that the p-value is higher in case of undergraduates while compare with post-graduates.

Testing of hypothesis

H7: There is no significant difference between the prospective teachers of rural area on attitude towards ICT

Ha: There is a significant difference between the prospective teachers of rural area on attitude towards ICT

Table 4.39 explains the ANOVA test results on variation in attitude of prospective teachers of rural area with p values at p< 0.05. It is observed that the p-Value in this regard is recorded by 2.2E-33 as greater than 0.05. Thus, the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between prospective teachers of rural area on attitude towards ICT” at the 5 % level of significance.

Table 4.39 ANOVA test results on variance in attitude of prospective teachers by area towards ICT.

Abbildung in dieser Leseprobe nicht enthalten

Source: Calculated from Field survey

Testing of hypothesis

H 8: There is no significant difference between the prospective teachers of urban areas on attitude towards ICT

Ha: There is a significant difference between the prospective teachers of urban areas on attitude towards ICT

It is further observed that the p-Value regarding urban prospective teachers is recorded by 4.49E-33 greater than 0.05. Hence, the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between prospective teachers of urban areas on attitude towards ICT” at the 5 % level of significance.

Moreover, the aggregate p-value of teacher students of rural and urban is recorded by 2.88E-63 >p. Thus, the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between prospective teachers of Rural and urban area on attitude towards ICT” at the 5 % level of significance.

4.4. Conclusion

This chapter explains core concepts of biographical details of the respondents like gender, marital status, educational qualifications, and locality and teaching subjects’ attitude of prospective teachers towards the usage of ICT. It found that the majority of the respondents have adequate attitude towards ICT at the same time there is a significant difference among the respondents by gender, education and living area in this regard. The ANOVA results show that there is a significant difference between the male and female, rural and urban, UG and PG prospective teachers on attitude towards ICT” at the 5% level of significance.

The summary and major findings of the study presented in chapter -V

CHAPTER -V

SUMMARY AND CONCLUSIONS

An attempt is made in this chapter to present the summary of the study and give policy suggestions basing on the problems identified in the study. The thesis entitled “Awareness, Attitude and Learning Skills towards ICT of Prospective Teachers: A Study of Srikakulam District, Andhra Pradesh, India” is divided into five chapters, namely Introduction, Review of related literature, Research design, Analysis and interpretation of data, Summary, recommendations and conclusions.

The teacher in the emerging Indian society has a very crucial role in the social reconstruction and in the transmission of wisdom, knowledge and experiences of one generation to another. Children are the potential wealth of a nation. They are always exposed to the information of the teacher. It is therefore necessary to realize that the emerging Indian society can achieve all round development with the help of the teacher who acts as a powerful agency in transmitting its cherished values. The concept of moving the traditional classroom of desks, notebooks, pencils, and blackboard to an online forum of computers, software, and the Internet intimidates many teachers who are accustomed to the face-to-face interaction of the traditional classroom. In the past 10 years, online instruction has become extremely popular. The current generation is seen to be too wide perspective to evaluate the educational use of ICT and research has indicated that there are differences how student teachers use ICT in everyday life and how student teachers integrate ICT into teaching and learning.

It is observed from the earlier studies that a plethora of researches presently being conducted in India and Abroad on ICT usage and learning; awareness, supporting and barriers of ICT; attitude towards use of ICT; Policies in utilization of ICT; Future Education and ICT; ICT and Teaching subject; Integration of ICT in Teaching and ICT and Gender differences. Based on the research studies reported the researcher felt that, except very few research papers, there is no comprehensive study on prospective teachers’ perception on need of ICT towards effective learning and teaching to the contemporary students’ generation in the competitive economy. Usage of computers and internet facility is essential in learning to meet the needs of the society. Therefore, there is a need to find out the prospective teachers’ awareness, attitude and learning skills towards ICT to fill this gap.

The major research problem of the study is to find out the awareness, attitude and learning skills towards ICT of prospective teachers in Srikakulam district of Andhra Pradesh, India.

In order to justify the research aims and objectives, the study seeks to answer the following research questions:

- What is the general level of ICT awareness of prospective teachers?
- Do the prospective teachers differ in their ICT awareness?
- What is the attitude of prospective teachers towards the usage of ICT?
- Do the prospective teachers differ in their attitude towards ICT?
- What type of learning skills towards the usage of ICT the prospective teachers possessed?
- Do the prospective teachers differ in their learning skills towards the usage of ICT?

The present study is entitled as follows:

“Awareness, Attitude and Learning Skills towards ICT of Prospective Teachers: A Study of Srikakulam District, Andhra Pradesh, India”.

The significance of this research stems from its contribution of knowledge, particularly its generation of useful information to support future development in the use of ICT in teacher education for the prospective teachers in Andhra Pradesh. After analyzing the data, it is hoped that the results of this study will provide Andhra Pradesh educators with new understandings of, and insights into secondary school teachers and teacher educational levels usage of ICT in the classrooms. It identifies enablers and obstacles of integration of ICT in the field of above said education levels. In addition, presenting teachers' views on current ICT policy and its influence on their teaching style will enable policy makers to make decisions based on informed judgments rather than intuition. Provide information relating to issues which need to be considered in addressing future educating policies. It leads to further in-depth research on prospective teachers’ uses and perceptions of ICT.

Teachers are the backbone of our society who generates skilled and quality manpower. One more quotation is- parents’ gives birth, but the teacher gives life. Therefore, the teaching of the teacher should as a weapon of all-round development of the nations’ through shaping their students. In this way, teacher and student have to adopt the new innovative trends in learning system and in daily life. Technology usage in teaching advanced method. The present globalization era, ICT is incorporated into daily life. It necessitates the importance of usage of ICT in teacher education. The teacher in the emerging Indian society has a very crucial role in the social reconstruction and in the transmission of wisdom, knowledge and experiences of one generation to another. Thus, teachers have to acquire sophisticated and advanced skills to transform to the children effectively. However, there is no study has conducted to find out the perceptions of prospective teachers’ in this regard. Thus the present study tries to find out the awareness, attitude, Learning Skills of prospective teachers regarding usage of ICT .

For the present study, keeping the above objections in view, the following hypotheses were formulated in null form.

H 1: There is no significant difference between the prospective teachers in
attitude towards ICT.
H2: There is no significant difference between the male prospective teachers in attitude towards ICT.
H3: There is no significant difference between the female prospective teachers in attitude towards ICT.
H4: There is no significant difference between the male and female prospective teachers in attitude towards ICT.
H5: There is no significant difference between the undergraduate prospective teachers on attitude towards ICT.
H6: There is no significant difference between the postgraduate prospective teachers in attitude towards ICT.
H7: There is no significant difference between the prospective teachers of rural area on attitude towards ICT.
H8: There is no significant difference between the prospective teachers of urban areas on attitude towards ICT.

Normative survey method was used in the present study as it is the best method for the purpose.

Variables are necessary requisites for any worthwhile research for the purpose of comparison. After reviewing the earlier studies on attitude towards ICT, the variables like gender, locality, educational qualifications, marital status and teaching subjects were incorporated into the study.

After finalizing the variables of the present research, considerations were given to whether the entire population is to be made the subjects for the data collection or a part is to be selected as a representative of the entire population. Prospective teachers of Srikakulam district of Andhra Pradesh constitute the population for the present study. All the 17 B.Ed. Colleges and cent percent of the 651 final year prospective teachers located in Srikakulam district are taken as subjects for the present study.

A research tool plays a major role in any research. The selection or preparation of the tool is a major task in any research. In the present study, as the appropriate tools are not available, a scale was prepared and standardized by the researcher himself to conduct the research.

To test the above hypothesis simple statistical techniques such as mean, ANOVA test is used at relevant places in the study. Likert’s five point scale method is used to measure the attitude of prospective teachers towards the usage of ICT. Charts and graphs are used in appropriate places in the study. The cross section analysis method is followed in the explanation of some tables in the study.

Chapter four is related to analysis and interpretation of data on attitude towards usage ICT of prospective teachers. An attempt is made in this chapter to analyze the primary data on attitude towards usage ICT of prospective teachers. Analysis of data involves studying the tabulated material in order to determine the inherent facts or conclusions. It involves breaking down existing complex factors into simpler parts and putting the parts together in new arrangements for purposes of interpretation. This chapter contains two sections. Section one covers distribution of samples by their biographical details like gender, marital status, educational qualifications, and locality and teaching subjects. In section two, Attitude of prospective teachers towards usage of ICT is discussed.

Findings of the Study

Biographical details of the Prospective Teachers

Out of the total 651 prospective teachers, 36.25% are male and 63.75% are females. Meanwhile, 48.23% of the respondents are belonging to rural areas and 51.77% are urban areas. About 51.77% of the female and 44.07% of the male is residing in urban areas. Interestingly, a large number of teacher students are female and majority belongs to urban areas.

About 35.18% of the respondents are married and 64.82% are unmarried. The majority of the respondents, especially the female are unmarried.

About 80.49% of the respondents are undergraduates and only 19.41% are post-graduates. In the total of undergraduates, 52.29% are belonging to rural areas. But the 68.50 per cent of post-graduates are related to the urban areas.

Around 47% are teaching social subject followed by mathematics (26.57%), Special English (24.58%), Biology (15.98%) and Physics (8.14%) respectively. Therefore, due to the majority of the respondents are teaching social science and they may have less awareness on ICT in learning and teaching.

Attitude of Prospective Teachers towards usage of ICT

The researcher framed 30 statements on attitude towards usage of ICT and asked perception of the respondents. These are: ICT in general has an important part to play in teaching and learning (S1), Using ICT help to be at ease with new changes(S2), ICT makes work easier(S3), ICT makes teaching enjoyable, changes routine and keeps boredom at bay(S4), ICT improves students’ result(performance)(S5), Too much emphasis is placed on ICT use(S6), Using ICT can save time and effort(S7), ICT increases cooperation between teachers(S8), ICT has a positive influence on students’ interaction and attention(S9), ICT use improves research skills among teachers and students(S10), Ability to embody concepts, experiments and natural phenomena(S11), ICT use helps in information reinforcement(S12), ICT use maintains quality in all lessons delivered during the day(S13), ICT offers neat presentation of the lesson and helps the teacher stick to planned lessons(S14), ICT use increases independence among students and assists in self-education(S15), ICT use assists teachers in mental preparation of the lesson(S16), ICT is a tool that can lift the burden off the teacher’s shoulders (S17), Teacher use of ICT will psychologically influence students to believe their teacher is modern(S18), ICT offers easy and quick access to all sorts of information(S19), ICT use offers continuous student-teacher communication resulting in a flexible and better relationship(S19), ICT use offers continuous student-teacher communication resulting in a flexible and better relationship (S20), Better class management use of ICT attracts attention(S21), ICT use improves technical skills for teachers and students(S22), Students can help teachers prepare lessons delivered using ICT(S23), Using ICT is a dull activity(S24), I am very interested in learning about ICT(S25), I feel frustrated when using ICT(S26), ICT use enable the teacher to motivate students(S27), ICT use create interest among students(S28), ICT eliminate abstractness of concepts (S29) and ICT is useful for the reaching, distributing and transferring the knowledge (S30).

These are measured with the help of Likert’s five point scale. The data obtained with the use of Likert’s Scale has been converted into weighted scores. For each statement, the investigator identified the opinion with the help of a 5 point scale method of: Strongly agree (SA), Agree (A), Undecided (U), Disagree (DA) and Strongly Disagree (SD). Basing on the cumulative percent, weight of the perception is measured.

Basing on the cumulative percent of Likert’s five points Scale, it is found that some statements like S1, S4, S7, S11 and S27 have recorded by less than 50% of score which indicates a lower acceptance level of the statements. Meanwhile, minus score was recorded to three statements like S6, S24 and S26. About 89.71 % reject the statement that “I feel frustrated when using ICT”. Besides, most of the respondents accepted almost all statements, except the above said at 50 % to 93.09%.

The aggregate scores of the all the statements ranged from 972 marks by S25 to and minus 1012 mark (S26). The top ten ranks statements are: the statement- S25 possessed the first rank with 100% weight age and followed the remaining nine ranks to S28 (weighted 96.50%), S3 (93.10%), S21 (89.60%), S22 (86.20%), S15 (82.70%), S18 (79.30%), S16 (75.80%), S30 (72.40%) and S29 (68.90%) respectively according to the study. Last rank is possessed by S24 that the negative statement of Using ICT is a dull activity. Therefore, all the teachers have awareness about ICT but, no uniform perception in this regard.

The perception level of the respondents on the statements may vary with the gender, educational qualification and living area. In this view, the researcher framed some null hypothesis tests and the perception level is measured with ANOVA test.

It is found from the study that the aggregate p-value regarding male and female prospective teachers is recorded by 4.95E-62 > 0.05. Thus, the null hypothesis in this regard is also rejected and accepted the alternative hypothesis that “There is a significant difference between male and female prospective teachers on attitude towards ICT” at the 5 % level of significance. It is concluded that there is a significant difference between the female prospective teachers while compared with male. The aggregate p-value (male and female) is less than the p- value of female perception and more than the p-value of a male. Therefore, male prospective teachers have positive attitude on ICT while compared with females.

Moreover, the aggregate p-value of UG and PG teacher students is recorded by 1.29E-76 which indicates the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between UG and PG prospective teachers on attitude towards ICT” at the 5 % level of significance. It is concluded that the p-value is higher in case of undergraduates while compare with post-graduates.

In case of respondents by living area, the aggregate p-value of teacher students of rural and urban is recorded by 2.88E-63 >p. Thus, the null hypothesis is rejected and accepted the alternative hypothesis that “There is a significant difference between prospective teachers of Rural and urban area on attitude towards ICT” at the 5 % level of significance.

The Research Studies which were correlated with the Present Research on “Attitude towards ICT of Prospective Teachers: A Study of Srikakulam District, Andhra Pradesh, India.”

1. Chintal Siva Sankar (2016) had stated his empirical research problem as "Prospective Teachers & apos; Perception on ICT in Teacher Education". The study was conducted on B.Ed. trainees in the Dept of Education, RGU. The results were: There was a significant difference in attitude among male prospective teachers and female prospective teachers. The female prospective teacher had favorable attitude in using ICT applications than male prospective teachers.

The present study was also conducted on attitude towards ICT of prospective teachers. The study followed the normative method with using purposive sampling technique and conducted on B.Ed.students of Colleges of Education in Srikakulam district of Andhra Pradesh. The results of the study were similar to the findings of the above study, viz., there is a significant difference between male and female prospective teachers in their attitude towards ICT at the 5% level of significance and concluded that the male prospective teachers have more favourable attitude towards ICT when compared with their female counterparts.

2. Wong and Alan (2007) conducted a study among Malaysian student teachers to assess the “Gender differences in attitude towards information technology”. Results were found that gender does not have an impact on the attitudes of female nor male student teachers towards ICT when the same amount of exposure is given to both groups.

The present research was also intended to study the ‘attitude towards ICT’ of prospective teachers. Results indicated that there was a significant difference between male and female prospective teachers in their attitude towards ICT contradictory to the finding of the above study. The male prospective teachers have more positive attitude towards ICT while compared with females.

3. Neelam and Sushanta Kumar (2007) found that post-graduate students have a more favorable attitude towards the Internet. They found that there is no significant difference between the attitude of male and female post-graduate students towards the Internet. There is no significant difference between the attitude of rural and urban postgraduate students towards the internet. The researcher had undertaken a similar study on attitude towards ICT of Prospective Teachers. The tool of the study comprises the questions related to ICT which includes Internet. The researcher found significant differences between the prospective teachers of rural and urban areas and also male and female prospective teachers in their attitude towards ICT contradictory to the findings of the above study.

4. Nirmala Sundararaj (2005) conducted a study to assess the “Attitude towards Computer Education of the B.Ed. Trainees of Tamil Nadu Open University. It was found from the results that (i) there is a significant difference between male and female B.Ed. Trainees in their attitude towards computer education. That is the female B.Ed. Trainees are better than the male trainees. (ii) There is a significant difference between rural and urban B.Ed. Trainees in their attitude towards computer education. That is the urban B.Ed. trainees have a better attitude towards computer education than the rural trainees.

In the present research, the researcher conducted a study on ‘Attitude towards ICT of B.Ed. Trainees’ which is similar to the above study to some extent as computer is a basic ICT tool. The researcher found that there is a significant difference between male and female prospective teachers in their attitude towards ICT at the 5% level of significance and revealed that male prospective teachers have more favourable attitude towards ICT when compared with females. This finding of the researcher supported the finding of the above study. The researcher also found that there is a significant difference in the attitude towards ICT of prospective teachers of rural and urban areas at 5% level of significance. The rural area prospective teachers have more positive attitude towards ICT than their urban area counterparts, which contradicts the finding of the above study.

Policy Suggestions

In view of the findings derived from this study the following recommendations for policy and practice are presented. They are mainly related to the attitude towards ICT and strategies that can be useful to the prospective teachers who create student generations of the nation builders.

This study was conducted in Srikakulam District, a north coastal district of Andhra Pradesh. When conducting a study like the present one, rural and urban areas and all disciplines/subjects could be included to confirm its findings and provide a fuller picture of prospective teachers’ current ICT attitude.

Learning and implementation generally depend on the attitude of the individuals. Therefore, the present study is trying to find out the level of attitude towards the usage of ICT. It is observed from the study that many of the respondents are satisfied with the use of ICT. But, there is a significant difference between the prospective teachers on attitude towards ICT. They have clarity about attitude towards the usage of ICT. Therefore, the instructors should try to develop a positive attitude towards the usage of ICT.

Teachers should play a vital role in achieving universal primary education which is one of the most important components of millennium development goals. Subsequently, teachers should strive for providing quality education by facilitating ICT in classroom situations. Prospective Teachers need to be well informed with the latest trends and approaches in ICT to develop their scholastic and non- cognitive domains.

Information and Communication Technology Applications can be included as a core subject at B.Ed. Course. The curriculum designers should integrate ICT as one of the units in each subject which will help the teachers to develop learning materials for each subject.

The prospective teachers should come forward and try to adopt and accommodate Information and Communication Technology in their professional life. It will improve the quality of education. The government and managements must support them by giving financial assistance to buy ICT equipment. The education department should conduct workshops and training in the field of ICT in order to prepare the prospective teachers as digital experts.

Regular and simple research projects in ICT should be undertaken by every training institution at various levels. Students should be involved in such simple projects. Teacher educators need to be ful ly equipped with rigorous ICT skills and should spread their knowledge and skills to prospective teachers. Prospective teachers need to be trained in a planned and systematic way.

Digital learning environment in the form of ICT learning platform should be offered to prospective teachers to distinguish the different components of learning environment and their interdependency. It is necessary to focus on student teachers and teacher educators to use ICT to develop their own teaching support materials. This approach assures ownership by teachers and instructors and enhances the usability of products.

To create good attitude on ICT, should be proposed, ICT as a paper in all Semesters in teacher training course syllabus. Because at present ICT is confined to first Semester or Year only.

It is observed in the field survey that many of the training institutions are not digitized properly. Teacher training institutions should be digitized properly. Prospective teachers should be encouraged to complete their teaching practice sessions with digital lessons. ICT concepts should be integrated in teaching practice.

The Prospective Teachers who integrate ICT in their teaching should be encouraged and supported by giving better grade points. Facilities available in teacher education institutions should be assessed with the norms prescribed by NCTE and concerned universities. It can lead to extend ICT facilities in the teacher training institutions. Teacher education institutions should be assessed and accredited based on the Usage of ICT in teacher education.

Suggestions for Further Research

Information and Communication Technology (ICT) is a comprehensive area to conduct educational research. The present study is concerned with attitude towards ICT of prospective teachers of secondary level.

In the light of the present study, the following studies may be taken up by those who aspire to do research.

1. Only prospective teachers were taken in the present study, for further research, similar study can also be conducted with in-service teachers.
2. The present study is related only to the B.Ed. students. Similar studies may be taken up at different levels of teacher education, viz., pre-primary, primary and higher levels.
3. The present study is delimited to Srikakulam district of Andhra Pradesh. The same study can be extended to any district of any state in India.
4. Only a few independent variables were included in the present study. Many other variables may be considered for further research.
5. A study may be conducted to know the perceptions of undergraduate, postgraduate students on relationship between information literacy and institutional climate.
6. Studies may be taken up on impact of ICT on gender relations in north coastal districts of Andhra Pradesh.
7. Studies may be undertaken to explore the factors influencing the integration of ICT in teaching learning process.
8. Studies may be conducted on effective implementation of ICT programmes in teacher training colleges.

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A SCALE ON

Attitude towards ICT of Prospective Teachers: A Study of Srikakulam District, Andhra Pradesh, India.

Introduction:

Good Morning / Afternoon / Evening. I am conducting a survey on Attitude towards ICT of Prospective Teachers and sincerely hoping your participation, not here to judge you, but merely to study people's practices in general. This information will be useful for programme planning to improve the ICT status and benefit the education system. I hope that you all will agree to participate in this survey and make this survey a successful programme.

Please read each statement carefully and give your response by keeping a Tick mark in the box. Your co-operation is highly solicited in this regard. The information provided by you will be kept confidential and used only for research purpose.

Abbildung in dieser Leseprobe nicht enthalten

Frequently Asked Questions about "Attitude towards ICT of Prospective Teachers: A Study of Srikakulam District, Andhra Pradesh, India"

What is the main topic of this document?

This document is a language preview that includes the title, table of contents, objectives and key themes, chapter summaries, and key words for a study titled "Attitude towards ICT of Prospective Teachers: A Study of Srikakulam District, Andhra Pradesh, India."

What does the Table of Contents cover?

The table of contents outlines the following chapters: Introduction, Review of Related Literature, Research Methodology, Analysis and Interpretation of Data, Summary and Conclusions, Appendices, Bibliography, Webliography, and Questionnaire.

What are the objectives of the study?

The objectives of the study are:
1. To study the demographic background of the sample respondents.
2. To analyze the significance of usage of ICT in teacher education in the contemporary era.
3. To find out the attitude of Prospective teachers towards ICT in the study area of Srikakulam district.
4. To study the influence of various variables like gender, subject of teaching, educational qualification etc., on Attitude towards ICT among prospective teachers.

What key themes are explored in the document?

Key themes include: the role of education, the role of teachers in the 21st century, e-learning, the importance of ICT, ICT in teacher education, ICT for prospective teachers, barriers to effective teacher learning, and attitudes toward ICT usage.

What research questions does the study aim to answer?

The study seeks to answer:
- What is the attitude of prospective teachers towards the usage of ICT?
- Do the prospective teachers differ in their attitude towards ICT?

What methodology was used in the research?

The study used a normative survey method and incorporates variables like gender, locality, educational qualifications, marital status, and teaching subjects. Purposive sampling technique was used.

What statistical techniques were used for data analysis?

The researcher used ANOVA (Analysis of Variance), Mean values, and Likert’s five-point scale method for data analysis. Charts and graphs are also utilized.

What are some of the key abbreviations used in the document?

Some abbreviations include: ALU (Arithmetic Logic Unit), ANOVA (Analysis of Variance), B.Ed. (Bachelor of Education), CAI (Computer Aided Instruction), ICT (Information and Communication Technology), and UNESCO (United Nations Educational Scientific and Cultural Organization).

What are some examples of the tables included in the document?

Tables include comparisons between traditional learning and e-Learning, variables incorporated into the sample, sampling procedures, and distributions of prospective teachers by sex, locality, marital status, and educational status.

What is the geographical focus of the study?

The study focuses on Srikakulam district in Andhra Pradesh, India.

What is the researcher's interest in ICT?

The researcher, being a teacher educator, is interested in studying the attitude toward ICT of prospective teachers of his native district, and notes this area is essential for the teachers professional development.

What is the rationale for choosing to focus on this research problem?

After reviewing literature on the role of teachers in 21st-century teacher education, learning models, e-learning, and Canadian models, the researcher concluded that ICT-related knowledge is essential for any teacher's professional development. The researcher is interested in analyzing attitude towards ICT of prospective teachers.