A Survey on ICT integrated science teaching in secondary schools of

Malappuram district of Kerala

A Proposal Submitted in partial fulfilment of the requirement for the

degree Master of education of the University of Mysore
Investigator
Noufal P

Under the Guidance of

Dr.M.Jyothi
Assistant Professor
Department of Education
Regional Institute of Education (NCERT), Mysore

DEPARTMENT OF EDUCATION
REGIONAL INSTITUTE OF EDUCATION, MYSORE
NATIONAL COUNCIL FOR EDUCATIONAL RESEARCH AND TRAINING

Introduction:
Information and Communication Technology (ICT) is the
phrase used to describe a different technology for gathering, storing,
retrieving, processing, analyzing and transmitting information. Information and
Communication Technology (ICT) encompasses the range of hardware
(desktop and portable computers, projection technology, calculators, data
logging and digital recording equipment), software applications (generic
software, multimedia resources) and information systems (Intranet, Internet)
available in schools. The use of information and communication technology
(ICT) such as Internet applications, CD-ROMs, video technology, and various
computer attachments and software programs has caused many changes in
society. These changes have not just been of a technical nature, but more
importantly of a structural nature. Many of the major institutions of our
society have changed, and how we live our daily lives has been affected.
However, the impact on education may just beginning to be felt as teachers
integrate this new technology into their teaching.
In the early stages of using ICT in teaching, looking at the
experiences of teachers at a high school in the forefront provides some clues
as to what possibilities and problems may be presented with this new
technology. Classroom resources are dramatically expanded by the use of ICT,
which makes many resources, including original source materials from all over
the world available to students, teachers, and school administrators. For
example, the Internet brings information, data, images, and even computer
software into the classroom from places otherwise impossible to reach, and it
does this almost instantly. Access to these resources can facilitate individual

and group projects, collaboration, sharing ideas, and can make available
curriculum material not found in schools without Internet access.
The past two decades have witnessed a dynamic shift in the way
the computers have been used as a tool in the teaching-learning process.
Today, the trend appears to be towards the creation of courses specifically
aimed at computer literacy, as well as towards integrating computer
technology in other content areas across the curriculum. Further, computer
technology has increasingly been applied towards non-instructional (record
keeping, grade averaging, communication, etc.) and pre-instructional
(developing materials, researching instructional content, etc.) uses. This great
change has brought forth a fresh perspective in the use of computers in the
teaching-learning process. The recent advancement in information technology
innovations and computer usage is rapidly transforming work culture and
teachers cannot escape the fact that todays teaching must provide
technology-supported learning. Moreover, links have been made between
computer use and constructivist, collaborative, and inquiry-based learning and
also pedagogical change (Scrimshaw, 2004).
Governments in most developing countries have responded
to the challenge by initiating national programs to introduce computers in
education. To better prepare pre-service candidates for teaching in the
information age, the International Society for Technology in Education (ISTE)
has defined National Educational Technology Standards (NETS) (2002) to guide
technology integration into teacher education programs. These include
dividing the teachers application of technology in instruction into six
categories: technology related - understanding, designing of experiences,
implementation of curriculum plans, assessment strategies, enhancement of
productivity, legal-ethical issues.

The United Nations Educational, Scientific and Cultural

Organization (UNESCO) implemented Beijing workshop (2003) on Teacher
Training in ICT Integration discussed guidelines for developing Competency
Based Standards for Teacher Education Curriculum which comprised of core
competencies related to pedagogy (new ways of doing things with Information
and Communications Technology (ICT), new theories of learning, pedagogical
skills: selection, presentation and assessment); technology (related concepts
and operations, social, health, legal and ethical issues); and technologypedagogy integration (ethical and legal use of technology to design effective
learning experiences, manage students learning, improve professional skills,
support interaction in learning/social communities). One developing country
that is currently pursuing the technological track in education is India.
Recognizing the challenge of the information age, the Indian National
Curriculum Framework for School Education, NCERT (National Council of
Educational Research and Training) through Curriculum Guide Syllabus for
Information Technology in Schools, 2001 addresses at length the question of
integration of ICT into schooling, acknowledges the pedagogical rationale
behind this integration and brings to the fore its manifold implications. NCERT
not only undertakes the development of training materials for teachers and
syllabus

or

instructional

materials

for

students

but

also

holds

training/orientation programmes for teachers towards basic ICT skills relevant

to school education and developing ability to use ICT-based learning materials
for the classroom. The current five year plan also lays emphasis on teacher
training in use of computers and teaching through computers. Government of
India Ministry of Human Resource Development (MHRD) with its National
Mission in Education through ICT has initiated an ICT policy in 2009 wherein
the mission is to devise, catalyse, support, sustain ICT and ICT enabled

activities and processes in order to improve access, quality and efficiency in

the school system. It also promotes networking, research, evaluation and
experimentation in ICT tools and ICT enabled practices to utilise the potentials
of ICT in school education.
Need and significance of the study:
Technology integration is the use of technology resources computers, Internet, e-mail, digital cameras, CD-ROMs, software applications,
electronic publications, etc. in daily classroom practices. Technology enables
teachers to provide multiple representations of content (images, graphs,
diagrams, tables) and multiple options for expression (multimedia, power
point). Computer technology changes traditional classroom instructional
techniques. ICT application in education can accelerate and improve learning
on a number of fronts from basic skills, problem solving, information
management, establishing life-long learning habits and concepts development.
It can also provide the means of gathering, connecting and analyzing data
about teaching and learning.
The

integration

of

information

and

communication

technologies can help revitalize teachers and students. This can help to
improve and develop the quality of education by providing curricular support
in difficult subject areas. Schools are using different ICT integrated teaching
methods such as Paid Software packages (Educomb, Extramarks), Free
software (Edubuntu), and through various websites which are available freely.
In Malappuram District of Kerala, there are different kinds of
schools such as CBSE Schools, State Board Schools, ICSE Board schools, JNV,
Kendriya Vidyalaya and International Schools. In each such school, different ICT
integrated teaching methods are used. Through this study, a brief analysis

regarding these methods, which includes technology used; teacher training,

content included and effectiveness of technology for students and teachers
view point.

Title of the study:

A

Survey on ICT integrated science teaching in secondary schools

of Malappuram district of Kerala.

Statement of the Problem:
Throughout the world, many countries have introduced
Information and Communication Technologies (ICT) into schools via different
courses of action. Nowadays in India as well, many schools has changed to ICT
oriented teaching for increasing the performance of the students. In this study,
ICT integrated teaching methodologies used in different kinds of schools in
Malappuram District of Kerala will be compared. This study will look in to the
content, Technology used, Teacher training given and Effectiveness of use.

Objectives of the study:

To study the availability of ICT resources for science teaching in different
kinds of secondary schools in Malappuram district.
To assess the utilization of ICT resources for science teaching.
To find the effectiveness of integrated technology used.
To find out if sufficient teacher training has been provided in each ICT
integrated method.

Research questions:
What are the ICT resources used for teaching science in different kinds
of secondary schools in Malappuram district?
Which types of ICT are frequently used by teachers?
Is there any difference in the availability of ICT resources in different
kinds of schools in Malappuram District?
Is there any difference in the utilization of ICT resources in Schools in
Malappuram District?
Is there any difference in the effectiveness of using ICT resources from
the teachers and students point of view?

Methodology:
Locale of the study:
This is basically a descriptive study (survey). Data will be gathered
from the selected schools of Malappuram district, Kerala. Among each of the
categories given below, one school will be selected: CBSE School, State board
School, ICSE Board School, JNV, Kendriya Vidyalaya and International School.

Selection Of sample:
Data will be collected by administering questionnaire to the
Headmaster/Principal, science teachers and 9th standard students from the
selected schools. Suitable questionnaires will be given to students, teachers
and Headmaster/Principal.
Delimitations of the Study:
The present study is restricted only to the science subject.
The present study is restricted to one among each type of schools in the
Malappuram district.
The present study is restricted only to 9th standard students.

References:
Sara Hennessy, Kenneth Ruthven and Sue Brindley, Teacher perspectives
on integrating ICT into subject teaching: Commitment, constraints,
caution and change, J. Curriculum Studies.

Jyoti Bhalla (2013), Computer Use by School Teachers in Teachinglearning Process.

Scott Reid, The Integration of Information and Communication
Technology Into Classroom Teaching, The Alberta Journal of
Educational Research, Vol. XLVIII, No. 1, Spring 2002, 30-46.
Mohammed Al Sharija, Ahmad Qablan, James J WattersPrincipals,
Teachers, and Students Perception of the Information and
Communication Technology in Kuwait Secondary Schools.
Matthew J. Koehler, Punya Mishra, and Kurnia Yahya (2005), Tracing the
development of teacher knowledge in a design seminar: Integrating
content, pedagogy and technology, Computers & Education, Volume 49,
Issue 3, November 2007, Pages 740-762.