A Study of the Use of ICT in the Teaching Learning Process in Secondar

Views:
 
Category: Entertainment
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

PowerPoint Presentation:

Waymade College of Education Vallabh Vidyanagar http://www.waymadedu.org Rakesh Ranjan Lecturer

TITLE OF THE RESEARCH A Study of the Use of ICT in the Teaching-Learning Process in Secondary and Higher Secondary Schools of Anand District:

TITLE OF THE RESEARCH A Study of the Use of ICT in the Teaching-Learning Process in Secondary and Higher Secondary Schools of Anand District

PowerPoint Presentation:

Waymade College of Education has been offering Computer Education as a compulsory components since the time of its inception. We train our student teachers to integrate ICT in teaching learning process through practical sessions and assignment of preparing digital lessons and making presentations. During the practice teaching phase the student teachers implement their digital lessons and presentations in the schools. It has been observed during the practice teaching that most of the schools have minimum required facilities vis-a-vis ICT. Notwithstanding such inadequacies, the Government of Gujarat has made the training of in-service teachers for using technology in teaching learning process compulsory. This prompted us to study the extent of actual use of technology in the teaching learning process by the in-service teachers at schools with the requisite facilities. Rationale of the Study

Research Questions 1. What is the present status of use of ICT in the practice teaching schools of Waymade College of Education? 2. How does the use of ICT affect the teaching learning process? :

Research Questions 1. What is the present status of use of ICT in the practice teaching schools of Waymade College of Education? 2. How does the use of ICT affect the teaching learning process?

Objectives of the study:

Objectives of the study To study the resources with respect to ICT in the practice teaching schools of Waymade College of Education To study the extent to which infrastructural facilities are used for the teaching learning process in the practice teaching schools of Waymade College of Education To study the impact of the use of ICT in the teaching learning process of the practice teaching schools of Waymade College of Education

Delimitation of the study:

Delimitation of the study The present study is delimited to a few practice teaching schools of Waymade College of Education.

Population and Sample:

Population and Sample The Population of the present study is the group of all the practice teaching schools of Waymade College of Education in Anand District. The Sample of the present study included eight practice teaching schools of Waymade College of Education in Anand District. The schools were selected based on the availability of ICT facilities for integrating technology in the teaching-learning process, and the readiness to participate in the research

PowerPoint Presentation:

Research Tools, Data collection and Analysis Techniques Objective Tools & Techniques Sample Data Collection Data Analysis Technique Objective No. 1 Resources Check List Computer instructor/ Technician Responses to the check list Content Analysis Objective No. 2 Use Questionnaire Teachers Responses to the questionnaire Content Analysis Objective No. 3 Impact Questionnaire Teachers Responses to the questionnaire Content Analysis

FINDINGS OF THE STUDY:

FINDINGS OF THE STUDY OBJECTIVE – I : To study the resources with respect to the practice teaching schools of WMCE All the schools have the basic infrastructure facility required for the use of ICT in the teaching-learning process. In 39% of the schools, less than five teachers have undergone the INTEL teach to the future training programme.

OBJECTIVE – II : To study the extent to which the infrastructure facilities are used for teaching-learning process in the practice teaching schools of WMCE:

OBJECTIVE – II : To study the extent to which the infrastructure facilities are used for teaching-learning process in the practice teaching schools of WMCE All the schools have a computer instructor. All the schools have two to three practical sessions allotted for computer work per week. In seven schools, More than 66% of teachers use ICT in teaching learning process; while in one school, only 20% of teachers use ICT in the teaching learning process. The teachers use computer for the following purposes: In 75% schools, the teachers use ICT for maintaining records and for preparing question papers In 63% schools the teachers use ICT for downloading information from the Internet In 50% schools the teachers use ICT for making presentations and preparing teaching learning materials 13% of schools use language laboratory 38% of schools use ICT for academic planning, content transaction and project work.

PowerPoint Presentation:

In 63% of schools over 60% teachers have attended seminars and workshops on integration of ICT in teaching learning process. In 37% of schools 100% teachers have not attended seminars and workshops on integration of ICT in teaching learning process. In 37 % of schools all the teachers are motivated to use ICT in teaching learning process. In 37 % of schools less than 40% the teachers are motivated to use ICT in teaching learning process. In 26% of the schools none of the teachers were motivated to use ICT in teaching learning process. In 75% of schools, mare than 50% teachers said that students have an access to the computer lab for preparing projects and presentations. In 25% of schools, 100% teachers said that students have no access to the computer laboratory for preparing projects and presentations. In 100% of schools, more than 50% of the teachers do not face problems in integration of ICT in teaching learning process.

OBJECTIVE – III : To study the impact of ICT on the teaching-learning process in the practice teaching schools of WMCE :

OBJECTIVE – III : To study the impact of ICT on the teaching-learning process in the practice teaching schools of WMCE In 63% of the schools, over 90% of the teachers agreed that the use of ICT helped to enhance the understanding and achievement of the students. In 12% of the schools 63% of the teachers said that the use of ICT affects the understanding and achievement of the students. In 25% of the schools 20% of the teachers said that the use of ICT affects the understanding and achievement of the students. In 88% of the schools, more than 80% of the teachers think that ICT has a positive Impact on the Teaching Learning Process in the following ways: better understanding creating interest among the students increasing the involvement of students providing varied learning experiences

PowerPoint Presentation:

In 50% of the schools, 100% of the teachers agreed that use of ICT helped in their professional growth and development by developing insights for the content transaction and getting new ideas. In 12% of the schools 50% of the teachers agreed that use of ICT helps in their professional growth and development by developing insights for the content transaction and getting new ideas. In 12% of the schools 20% of the teachers agreed that use of ICT helped in their professional growth and development by developing insights for the content transaction and getting new ideas. Whereas, in 26 % of the schools 100% of the teachers did not agree that use of ICT helps in their professional growth and development by developing insights for the content transaction and getting new ideas.

PowerPoint Presentation:

In 25% of the schools, 100% teachers said that the use of ICT contributed to the growth and development of the institution. In 12 % of the schools, 60% teachers said that the use of ICT contributes to the growth and development of the institution. In 12% of the schools, 20% teachers said that the use of ICT contributes to the growth and development of the institution. Whereas, in 50% of the schools, 100% teachers said that the use of ICT does not contribute to the growth and development of the institution

Suggestions:

Suggestions The teachers should increase the use of ICT for content transaction, preparation of the teaching-learning materials, academic planning, project work and making presentations as these are the components directly related to the teaching-learning process, rather than using it for maintaining records, examination purpose and downloading information. For the fulfillment of this objective, training programmes need to be conducted on a large scale. The management should encourage and support the schools to develop language laboratory and use it for the teaching of languages. The management should motivate teachers to use ICT for the teaching-learning process by providing the incentives and framing the policies at the institute. INTEL should collaborate with Teacher Education colleges to provide training to in-service teachers for using ICT in teaching-learning process.

PowerPoint Presentation:

Number of teachers attending workshops and seminars on “the Use of ICT in the teaching-learning process” should increase. Individual and institutions should utilize such opportunities to the maximum. Schools should prepare a schedule for a regular access to computers by students for preparing projects and assignments. Teachers should not restrict their knowledge and expertise of using computers for their own professional growth and development but should plan out activities for contributing to the growth and development of the institution.

Learning value of the Research:

Learning value of the Research The action research undertaken by the Waymade team has helped us in the following manner. The team has gained Clearer understanding of and insights into the practices prevalent in schools vis-à-vis ICT Deeper understanding of and enhanced concern for the problems faced by teachers in implementation of ICT in Teaching learning process Realization of the need for more ICT based / Integrated training programs for teachers Realization of the need to produce digital materials to increase their spread and use Further helped the team in enhancing rapport with schools Has given insights into Action Research – skills and sources, procedures and problems Has created stronger spirit of cooperation and team building Has motivated to prepare effective techno-savvy teachers Developed more insights into the needs of schools.

authorStream Live Help