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ANALYSIS OF RESEARCH FINDINGS OF USE OF ICT AND ITS EFFECTIVENESS IN TEACHING/LEARNING IN SCHOOLS FROM PUNE CITY

Narendra Sidhaye and Prof. Mrs. Geeta Kamble

ABSTRACT

Keywords: Interactive Teaching, Dialogic Teaching, Multilevel Modeling, IWB.

There has been much concern with the ideas of interactive and dialogic teaching during recent years in India, ideas which have emerged from international comparisons. This paper concerns a research project in Pune which sought to explore how the interactive features of information and communication technology (ICT) support interactivity in teaching. The project found that much use of ICT by good teachers was at a relatively superficial level of interaction, yet when teachers used a deeper, more dialogic, level of interactivity in teaching, they achieved improvements in learning whether they used ICT or not. The potential of ICT to support more dialogic teaching was not being fully exploited.

Multilevel modeling showed positive gains in literacy, mathematics and science for children aged 12 to 15, directly related to the length of time they had been taught with ICT tools. These gains were particularly strong for children of average and above average prior attainment. Classroom observations, together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results from the multilevel modeling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to examine probable reasons for the lack of impact of ICTs on the progress of low prior attainment pupils, despite their enthusiasm for the ICT and improved attention in class. The Interactive White Board is an ideal resource to support whole class teaching. Where teachers had been using ICT for 2 years, there was evidence that all children have made exceptional progress in attainment in class tests. Young children with limited writing skills and older pupils with special educational needs are highly motivated by being able to demonstrate their skills. These effects are greatest when they have the opportunity, individually or in small groups, for extended use of the computers rather than as part of whole class teaching. The ICT is in effect a mediating artifact in interactions between teacher and pupils.

 FULL PAPER

Analysis of Research Findings of Use of ICT and Its Effectiveness in Teaching/Learning in Schools from Pune City

Introduction

In 1995, handful of young engineers from COEP started a Voluntary Organization, ‘Creative Engineers’ with the motto of carrying out different experiments, researches in Educational Field. One of the authors of this paper, Mr. Narendra Sidhaye was The Founder Chairman of the organization. ‘Search The Raw Talent Group’ was set up to find out hidden talent from schools in Pune. By the end of Century all the members of the group felt that ICT in EDUCATION was Buzz Word in G8 nations. Natural question followed, ‘What is the Situation in our country, especially in Pune, the Oxford of the east?’ After lot of deliberations, finally, in 2002 a research was started which is still in force.

The group members carried out a survey of nearly 185 secondary schools in Pune, regarding status of use of ICT, deployment of ICT, interest of school management and teachers for use of ICT in day to day classroom instructions, etc. The picture was shocking. Hardly 15 to 20 teachers were using ICT and that too was limited to PPTs. On this backdrop the group members felt an urgent need to undertake a very systematic and scientific study about Deployment and Practices of ICT in schools of Pune City.

It was decided not just to study the present situation but to encourage use of ICT in teaching/learning, at least to create awareness amongst teachers about effectiveness of use of ICT in education in G8 nations. Laptops were provided to teachers who readily showed willingness to participate in the project. Slowly the number of participating schools as well as different subject teachers grew and is still growing year after year. The group member took help of experts from education field like          Dr. Deshpade, Dr. Patwardhan, Dr. Sanjeev Sonawne. They happily extended the support for analyzing the data, designing experimental models, conducting tests, etc.

In these 8 years, one thing is endorsed; Training is the Key. Teacher training and ongoing relevant professional development are essential if benefits from investment in ICTs are to be maximized. The paper contains important findings about use of ICT by teachers and pupils along with its effectiveness. 

 Objectives of Study

1. Finding the status of deployment of ICT in schools from Pune City
2. Establishing ICT practices in Unaided English Medium Secondary Schools (ICSE, IB, CBSE, and SSC)
3. Promoting use of ICT in teaching and learning as a regular habit.
4. Checking the effectiveness of use of ICT for shorter as well as longer (continuous) time periods.

Sampling

Convenient Sampling was used in the beginning as no school was willing to participate in this project. When it started in 2002, only one school showed interest and the project was kicked off. The efforts of the members paid and in the subsequent years the number grew to 4, 7, 8, 11, 14 and by the end of academic year 2009, there are 21 odd schools.

Method of Study

Survey as well as Experimentation methods were used for this research. Teachers were asked to use ICT for minimum of 7 weeks to continuous use of ICT in selected classes of few schools. Performance of the selected classes is being continuously monitored by team members for last 7 years. The interviews with teachers and students have given valuable inputs to the ongoing study.

The interesting findings of the research are given below in the form of Data Interpretation and conclusions.

Teachers of modern times are slowly appreciating the value of ICT in their work. Never has it been easier to access authentic resources in the target subject and never has it been easier to create reusable resources, whether electronic worksheets, animated presentations or exciting interactive materials. Word processors, presentation software, authoring software and interactive whiteboards are becoming common in Rich Schools and teachers of different subjects use them often and to advantage.

New technologies have changed and continue to change the way different subjects are taught and learnt. Multimedia resources, sometimes related to television series or course books, are available from commercial providers, and contain activities relevant to specific skills and Key Stages. The ease of capturing and editing audio/video makes it easier for the teacher to create own multimedia resources. More recent developments such as blogs, podcasts and wikis open up new possibilities to transform teaching and learning further.

Integrating ICT into your teaching enables you to bring all four language skills into the classroom directly and simply. Text, images, audio and video can be used on the interactive whiteboard, in applications and in resources you create for both whole-class teaching and independent work by pupils.

A great bonus of the increasing presence of ICT in the teaching and learning is that pupils are presented with ever more opportunities for improving learning, and for learning in diverse ways. The text book and traditional teaching clearly still have a major place in teaching and learning but ICT adds a new dimension, which enables learning to be more personalized, more flexible and more varied.

ICT can be used to great effect to improve understanding and performance in the target subject and to improve both learning and ways of learning. The ongoing research clearly reveals certain interesting facts.

Pupils use ICT to:

• Develop skills
  • ICT is not solely a text medium. Pupils can develop all four language skills using modern technology. They can work on text manipulation activities which incorporate images or audio. They can identify and use useful images, sound or video clips on the Internet or CDROMs. They can easily make their own audio or video recordings in completion of a task. They can use audio and video in their own presentations.
• Develop learning skills
  • Pupils can work with ICT to develop their understanding of subject, their analytical and organizational skills and their critical skills. Authoring software can be used to create engaging and challenging activities aimed at developing an understanding of subject.
• Learn in more varied ways
  • Pupils can work effectively at their own pace and level, using differentiated materials or guided learning pathways created by the teacher. Hyperlinks placed in worksheets direct pupils to support materials or activities at higher or lower levels.
  • Pupils can work independently on research and collaboratively on project work.
  • Pupils can work flexibly away from the classroom.
  • Pupils can receive immediate feedback when completing interactive materials created with authoring software. Hyperlinks can also be used in worksheets to link to correct versions: work submitted electronically can be returned to a pupil by e-mail or placed in their area on the school network or VLE (Virtual Learning Environment).

 Communicate with their peers

• • Pupils can use email, video conferencing, blogs, wikis, social networking sites and text messaging to develop their target language in contact with their peers in other countries.

Teachers use ICT to:

• Make whole-class teaching and learning more dynamic.
• Create worksheets and presentations which can include text, images, audio and video. Pupils can manipulate text, listen to audio or watch a video clip before completing gap-fill activities.
• Develop interactive materials with authoring software: such materials may include audio and graphics, and can be used to enable pupils to focus on language, grammar or comprehension skills.
• Create multi-skill tasks
• Develop critical skills in pupils: presentations to their peers by pupils can be evaluated as a whole-class activity using a range of criteria covering, for example, accuracy, range of expression, visual appeal, and technical expertise. Written work completed electronically by pupils can be brought up on the screen or interactive whiteboard and used for whole-class discussion, the pupils working under the teacher’s guidance to identify areas of excellence or areas for improvement.
• Motivate pupils:Research indicates that regular use of ICT increases motivation, especially if used regularly and in several subject areas.
• Develop cross-curricular work:Using Internet resources, common applications and simple editing skills teachers are collaborating with other departments in producing resources for teaching topics of common interest. For example, a regional study of London could be covered in English classes and also, even partly in Geography lessons.

Finally to connect the research findings to our sub theme of paper, one must know what is Andragogy? Andragogy is almost the opposite of Pedagogy. Pedagogy is the style of teaching that is practiced in most of our public schools. Pedagogy is a model for learning. It means, the teacher is in charge of disseminating all the knowledge. The students are to absorb everything from the teacher, who is the expert in the area being taught. It is not necessary to have a high interaction between the students and the teacher. The lesson does not depend on the past experiences of the student. This works pretty well for children, but usually not very well for adults. As a matter of fact, the average adult will probably dislike this kind of instruction.

Andragogy is different. Andragogy is another model of instruction in which the student plays a large part in what is being taught. The teacher is more a facilitator than an expert. They may be completely knowledgeable in this subject area, but it is up to the teacher to bring out the knowledge the students already have that relates to the subject. Andragogy can also be called “Adult Learning Theory”. This model of instruction encourages interaction between student and teacher, as a matter of fact, it depends on it. Following important research findings must be borne in mind while implementing ICT in teacher education.

ROLE OF THE TEACHER

1. Teachers remain central to the learning process
   A shift in the role of a teacher utilizing ICTs to that of a facilitator are not substitute for traditional teacher leadership skills and practices. These are still important (especially those related to lesson planning, preparation and follow-up).
2. Lesson planning is crucial when using ICTs
   Teacher lesson planning is vital when using ICTs; where little planning has occurred; research shows that student work is often unfocused and can result in lower attainment.

PEDAGOGY

1. Introducing technology alone will not change the teaching and learning process
   The existence of ICTs does not transform teacher practices in and of itself. However, ICTs can enable teachers to transform their teacher practices, given a set of enabling conditions. Teachers’ pedagogical practices and reasoning influence their uses of ICT, and the nature of teacher ICT use impacts student achievement.
2. ICTs seen as tools to help teachers create more ‘learner-centric’ learning environments
   The researches have shown that the most effective uses of ICT are those in which the teacher, aided by ICTs, can challenge pupils’ understanding and thinking, either through whole-class discussions and individual/small group work using ICTs. ICTs are seen as important tools to enable and support the move from traditional ‘teacher-centric’ teaching styles to more ‘learner-centric’ methods.
3. Using ICTs as tools for information presentation is of mixed effectiveness
   The use of ICTs as presentation tools (through overhead and LCD projectors, television, electronic whiteboards, guided “web-tours”, where students simultaneously view the same resources on computer screens) is seen to be of mixed effectiveness. While it may promote class understanding of and discussion about difficult concepts (especially through the display of simulations), such uses of ICTs can re-enforce traditional pedagogical practices and divert focus from the content of what is being discussed or displayed to the tool being utilized. Thus, it has totally defeated the whole purpose of using ICT in education.

TEACHER TECHNICAL ABILITIES AND KNOWLEDGE OF ICTs

1. Preparing teachers to benefit from ICT use is about more than just technical skills
   Teacher technical mastery of ICT skills is a not a sufficient precondition for successful integration of ICTs in teaching.
2. ‘One-off training’ is not sufficient
   Teachers require extensive, on-going exposure to ICTs to be able to evaluate and select the most appropriate resources. However, the development of appropriate pedagogical practices is seen as more important that technical mastery of ICTs.
3. Few teachers have broad ‘expertise’ in using ICTs in their teaching
   Even in the most advanced school in G8 countries; very few teachers typically have a comprehensive knowledge of the wide range of ICT tools and resources.
4. In India, the use of ICTs to promote ‘computer literacy’ is seen as less important than in using ICTs as teaching and learning tools
   The use of technology in everyday teaching and learning activities appears to be more important than specific instruction in “computer classes”. While the development of technology skills is seen to have a role in the teaching and learning process, it is more important as an enabler of other teaching and learning practices, and not too important in and of itself. Schools that report the highest levels of student ICT-related skills and experience are often not those with heavy computer course requirements, but rather ones that made use of ICTs on a routine basis throughout the teacher professional development and the teaching and learning process.
5. Students are more sophisticated in their use of technology than teachers
   There appears to be a great disconnect between student knowledge and usage of ICTs the knowledge and abilities of teacher to use ICTs. This suggests that teacher inexperience and skill deficiencies may often be an important factor inhibiting the effectiveness of ICT use in education by students.

TEACHER USAGE OF ICTs

1. Teachers most commonly use ICTs for administrative tasks
   Teachers most often use ICTs for ‘routine tasks’ (record keeping, lesson plan development, information presentation, basic information searches on the Internet).  
2. More knowledgeable teachers rely less on “computer assisted instruction”
   Teachers more knowledgeable in ICTs utilize computer assisted instruction less than other teachers who use ICTs, but utilize ICTs more overall.
3. How teachers use ICTs is dependent on their general teaching styles
   Types of usage of ICTs correlate with teacher pedagogical philosophies. Teachers who use ICTs the most — and the most effectively — are less likely to use traditional ‘transmission-method’ pedagogies. Teachers who use more types of software tend to practice more “constructivist” pedagogies.
4. Teaching with ICTs takes more time
   Introducing and using ICTs to support teaching and learning is time consuming for teachers, both as they attempt to shift pedagogical practices and strategies and when such strategies are used regularly. Simply put: Teaching with ICTs takes more time (estimates vary on how much extra time is required to cover the same material; 10% is a common estimate). But in countries like India, where there is Power Shortages, this time may be as high as 25%.

TEACHER CONFIDENCE AND MOTIVATION

1. Few teachers are confident users of ICTs
   Few teachers are confident in using a wide range of ICT resources, and limited confidence affects the way the lesson is conducted.
2. Fear prevents many teachers from using ICTs
   Many teachers still fear using ICTs, and thus are reluctant to use them in their teaching.
3. ICTs motivate (some) teachers, at least at the start
   At least initially, exposure to ICTs can be an important motivation tool to promote and enable teacher professional development.
4. Incentives must be developed to promote effective teacher participation in continuing professional development
   Teachers require additional motivation and incentives to participate actively in professional development activities. A variety of incentives can be used, including certification, professional advancement, pay increases, paid time off to participate in professional development, formal and informal recognition at the school and community levels and among peers, reduced isolation, and enhanced productivity.
5. Access to ICTs is the most significant factor in whether teachers use them
   The most significant factor for continuing the development of teachers’ ICT-related skills is for them to have regular access to functioning and relevant ICT equipment.

SUBJECT KNOWLEDGE

1. Teachers’ subject knowledge influences how ICTs are used
   The way ICT is used in lessons is influenced by teacher knowledge about their subjects, and how ICT resources can be utilized and related to it.
2. Teacher content mastery and understanding of student comprehension make ICT use more effective 
   The evidence shows that when teachers use their knowledge of both the subject and the way pupils understand the subject; their use of ICT has a more direct effect on student achievement.
3. Exposure to new/additional information via ICTs is not enough
   The effect on attainment is greatest when pupils are challenged to think and to question their own understanding, rather than on exposure to new and additional information.
4. ICTs can aid teacher self-learning in subject matter
   By providing access to updated and additional learning resources, ICTs can enable teacher self-learning in his/her subject area.

TEACHER PROFESSIONAL DEVELOPMENT

1. On-going teacher training and support is critical to the successful utilization of ICTs in education
   Teacher training and professional development is seen as the key driver for the successful usage of ICTs in education.
2. Teacher professional development is a process, not an event
   Traditional one-time teacher training workshops have not been seen as effective in helping teachers to feel comfortable using ICTs, let alone in integrating it successfully into their teaching. Discrete, ‘one-off’ training events are seen as less effective than on-going professional development activities.
3. Introducing ICTs expands the needs for on-going professional development of teachers
   Effective ICT use in education increases teachers’ training and professional development needs. However, ICTs can be important tools to help meet such increased needs, by helping to provide access to more and better educational content, aid in routine administrative tasks, provide models and simulations of effective teaching practices, and enable learner support networks, both in face to face and distance learning environments, and in real time or asynchronously.
4. Successful teacher professional development models can be divided into three phases
   Successful on-going professional development models can be divided into three phases: pre-service, focusing on initial preparation on pedagogy, subject mastery, management skills and use of various teaching tools (including ICTs); in-service, including structured face-to-face and distance learning opportunities building upon pre-service training and directly relevant to teacher needs; and on-going formal and informal pedagogical and technical support, enabled by ICTs, for teachers, targeting daily needs and challenges.
5. Effective teacher professional development should model effective teaching practices
   Effective teacher professional development should approximate the classroom environment as much as possible. “Hands-on” instruction on ICT use is necessary where ICT is deemed to be a vital component of the teaching and learning process. In addition, professional development activities should model effective practices and behaviors and encourage and support collaboration between teachers. On-going professional development at the school level, using available ICT facilities, is seen as a key driver for success, especially when focused on the resources and skills directly relevant to teachers’ everyday needs and practices.
6. On-going, regular support for teachers is crucial
   On-going and regular support is essential to support teacher professional development and can be facilitated through the use of ICTs (in the form of web sites, discussion groups, e-mail communities, radio or television broadcasts).

ENABLING FACTORS

1. A variety of changes must be implemented to optimize teacher use of ICTs
   Shifting pedagogies, redesigning the curriculum and assessment, and providing more autonomy to the schools help to optimize the use of ICT. With sufficient enabling factors in place, teachers can utilize ICTs in as ‘constructivist’ a manner as their pedagogical philosophies would permit.
2. Functioning technical infrastructure is (obviously) crucial
   Teachers must have adequate access to functioning computers, and be provided with sufficient technical support, if they are to use ICTs effectively.
3. Introducing ICTs takes time
   Adequate time must be allowed for teachers to develop new skills, explore their integration into their existing teaching practices and curriculum, and undertake necessary additional lesson planning, if ICTs are to be used effectively.
4. Support from school administration and the community can be important
   Support of school administrators and, in some cases, the surrounding community, for teacher use of ICTs is seen as critical if ICTs are to be used at all, let alone effectively. For this reason, targeted outreach to both groups is often necessary if investments in ICTs to support education are to be optimized.
5. Lessons learned from introducing ICTs in education need to be shared
   As the introduction of ICTs to aid education is often part of a larger change or reform process, it is vital that successful uses of ICTs are promoted and disseminated.

 CONCLUSIONS

1. ICTs are used in education in two general ways: to support existing ‘traditional’ pedagogical practices (teacher-centric, lecture-based, rote learning) as well as to enable more learner-centric, ‘constructivist’ learning models. Research suggests that both are useful, but that ICTs are most effective when they help to enable learner-centric pedagogies.
2. However, studies of ICT use in Developing Countries like India suggest that, despite rhetoric that ICTs can enable new types of teaching and learning styles, for the most part they are being used to support traditional learning practices.
3. Additional barriers to effective use of ICTs in education are very well present in the form of LACK of BASIC INFRASTRUCTURE in our Country

 

 SELECTED REFERENCES

• American Federation of Teacher, at http://www.aft.org.
• Bast, Joseph L. Harmer, (12 March 1997) “ICT and Educational Freedom: A Debate”
• Becta (2002) ICT Supporting Teaching – Developing Effective Practice
• Bielefeldt (2001) Technology in Teacher Education: A Closer Look
• Burniske (2006) Breaking Down the Digital Walls: Learning to Teach in a Post-Modem World
• Carlson (2002) The Missing Link in Educational Technology: Trained Teachers
• Carlson (2008) Teacher Professional Development in the Use of Technology
• Centre for Education Reform, at http://www.edreform.com/
• Childhood Education and Care: Background Report for the United Kingdom, Dec 2002.
• Cox (2003) ICT and pedagogy: A review of the research literature
• Department for Education, Govt. of UK: You Can Profit From Educational ICT
• EDC (2008) Multichannel Learning Maximizes Scarce Resources in Developing Countries: A theory evolves from years of practical experience
• Edmondson (2002) What styles of computer training enhance teachers’ competence and confidence to use ICT?
• Education and Employment Committee of House of Commons Session 1996199, Third Report, Research and Library Services Division.
• Friedman M., (1982) Capitalism and Freedom, University of Chicago Press
• Guruchran Das (8th August 2008) Article in Daily Sakal, All Editions
• Jager (1999) Impacts of ICT in education. The role of the teacher and teacher training  
  • King, E., Rawlings, L., Gutierrez, M., Pardo, C., and Torres (1998) The World Bank Report
  • Kozma (2007) Technology, Innovation, and Educational Change: A Global Perspective
  • Milken Family Foundation (1999) Information Technology: Underused in Teacher Education
  • Schoolnet Africa (2004) Towards a Strategy on Developing African Teacher Capabilities in the Use of ICT
  • UNESCO (2003) Building Capacity of Teachers/Facilitators in Technology-Pedagogy Integration for Improved Teaching and Learning
  • UNESCO – Bangkok (2004) Teacher professional development on ICT Use in Education in Asia and Pacific: Overview from selected countries
  • Unpublished Research Findings of ‘Search The Raw Talent Group’ by Creative Engineers

• Becta (2008) What Research says about ICT & Teacher Continuing Professional Development

About the Author

1. Mr. Narendra Sidhaye holds a Bachelors Degree in Mechanical Engineering. He has also completed his Masters in Education from University of Pune. He has devoted himself to the cause of education. He is founder chairman of Creative Engineers, a voluntary organization of engineers dedicated to the cause of Basic Education. He is working as an independent researcher in the field of education for last 15 years. The organization has carried out many research projects in Basic Research as well as Action Research Category.

2. Prof. Mrs. Geeta Kamble

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Sams Teach Yourself Microsoft Excel 2000 Programming in 24 Hours by Sharon… $69.95

Teach Yourself- Solar Cells Diy Panel Kit w/Instruction $69.95

Teach Yourself Complete Latvian NEW by Tereza Svilane $67.25

Teach Yourself Complete Lithuanian Book | Meilute Ramon $67.92

Teach Yourself Beginner’s Portuguese (Teach Yourself .. $65.75

ART NAILS TEACH YOURSELF CREATIVE MASTER KIT 109 $64.95

Spelling Made Easy (Teach Yourself), Patrick Thornhill $64.72

Sams Teach Yourself CSS in 24 Hours (Sams Teach Yourself…in 24 H.. – Paperback $64.44

Fly By Night $2.58 All products are BRAND NEW and factory sealed. Fast shipping and 100% Satisfaction Guaranteed….

Fender Presents: Getting Started on Electric Guitar — A Guide for Beginners $19.99 Over 3 hours long with 50 interactive guitar lessons on DVD. Covers tuning, essential chords and scales, practice tips, rhythm techniques, play-along tracks with a band, 3-D fretboard graphics, instrument care, and more. Includes 5 languages: English, French, Spanish, Japanese, and German. Hosted by Keith Wyatt of the Musicians Institute….

French for Kids: Learn French with Penelope and Pezi Beg. Level 1 Vol. 1 $13.82 French For Kids is a DVD and booklet set that makes learning French a fun adventure for your child. Starring native French speakers and 3-D animated characters FRENCH FOR KIDS teaches basic conversational French within the context of a fantastic children s birthday party filled with lively songs delicious food and playful games. P n lope and her adorable French-speaking puppy “Pezi” introduce prac…

Shiva Rea: Flow Yoga for Beginners $2.99 …

Shiva Rea: Flow Yoga for Beginners $9.99 …

VeggieTales – God Wants Me to Forgive Them? [VHS] $3.68 Another early entry in the VeggieTales series offers two lessons on forgiveness. These colorful and very funny 30-minute tapes are an entertaining way to teach Christian-lite morals to youngsters (and those young at heart). In the first episode, Jr. Asparagus has trouble understanding why he must forgive an irritating grape tourist family (who call themselves “the grapes of wrath”) after they insu…

Defender SN502-4CH-002 Feature-Rich 4-Channel H.264 DVR Security System with Smartphone Access and 4 Indoor/Outdoor Hi-Res CCD Night Vision Cameras $409.99 The Defender SN502-4CH is a complete DVR security system that has all the latest features yet is very easy to use. It has been specifically designed for do-it-yourself applications. This kit includes a four channel DVR with built-in hard drive, four indoor/outdoor night vision cameras, and all accessories needed to start monitoring your property immediately. Setup is fast and hassle-free because e…