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Analytical Study of Technological skills of Pre-Service Teachers

To Use ICT in Teaching Learning Process

Dr. S. S. Barwal
Assistant Professor. D. U.
Seema Sharma
Research Scholar,
Mewar University.
seemasharma1974@gmail.com
9811111334
“India can become one of the developed countries in the world by 2020, if we adopt
technology as our tool. For this, the teaching community should change its mindset and
enthuse the students by means of technology”
A.P.J. Abdul Kalam

Abstract
Change is the law of nature and for survival one has to adapt according the environment.
Globalization and technological change have accelerated in tandem over the past years
and have created a new global education ―Powered by technology, fueled by
information and driven by knowledge. Any change in nature, purpose, quality or
character of school education throws new demands on teacher education and reinforces
the program evaluation and readjustment especially in the area of the developments in the
application and dissemination of knowledge and technology to meet the changing
demands in education. Teacher training is a crucial factor in meeting these demands with
the reformation in instructions as this is the strongest channel to ignite the spirit of
technological empowerment of future. The research paper is the thrust to analyze the
technological competencies among the pre-service teachers and their perspective about
the use of Information Communication Technology in teaching learning process; it also
focuses on the importance of ICT as innovative practice to enhance the teaching learning
process. The research has been conducted on 50 B.Ed. students.
The emergence of new global technological trend has serious implications for the nature
and purpose of educational institutions. In this connection, Information and
communication technologies (ICTS) which include radio, television, and the Internet -
have been touted as potentially and powerful enabling tools for educational change and

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reform. When used appropriately, different ICTS are said to help in expanding the access
to education, strengthen the relevance of education to the increasingly digital workplace,
and raise educational quality, among others, helpful in making teaching and learning into
an engaging, active process connected to real life. However, the effective integration of
ICTS into the educational system is a complex, multifaceted process that involves not just
technology, but indeed giving enough initial capital, getting the technology, changing
curriculum and pedagogy, institutional readiness, teacher competencies and long-term
financing.

Information Technology
Today„s world is a world of information explosion. This information explosion is taking
place in such a fast speed that even a literate person is feeling as if he or she is illiterate
being not able to cope up with such an information explosion. Information technology
(IT) is the acquisition, processing, storage and dissemination of vocal, pictorial, textual
and numerical information by a micro-electronics - based combination of computing and
telecommunication.
Information Technology consists of two words Information and Technology. The term
Information refers to any communication or representation of knowledge such as facts,
data or opinions in any medium or for, including textual, numerical, graphic
Cartographic, narrative or audiovisual forms. Technology is the practical form of
scientific knowledge or the science of application of knowledge to practical.
Information Technology is any equipment or interconnected system or sub system of
equipments that is used in the acquisition, storage, manipulation, management
transmission or reception of data or information.
Information Technology is a scientific, technological and engineering discipline and
management technique used in handing the information, it„s application and association
with social, economical and cultural matters.
UNSECO
Communication Technology
Communication Technology is also comprised of two words like ―Communication &
Technology. Communication is an integral part of human existence. It is communication
that decides the very identity of human beings. Modern society is turning into an
information society and communication is the exchange of information. It is the process
& transfer of information form a Sender to a receiver with the use of a medium in which
the communication information is understood by both sender and receiver.
Communication Technology implies the knowledge, skills and understanding needed to
exchange information verbally or non verbally. It is processing of information in terms of
accessing information, decoding information and sending it via a medium to the
receivers. Medium or channel can be written or oral or gesture form.
Communication Technology is the electronic system used for communication between
individuals or groups. It facilitates communication between individuals or groups even

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among them who are not physically present at the same location. Systems such as
telephone, telex, fax, radio, T.V. and Video are included, as well as more recent computer
based technologies, including electronic data interchange and e-mail. In short,
communication technology is the activity of designing and constructing and maintaining
communication systems

Information Communication Technology

"ICT stand for information and communication technologies and is defined, as a "diverse
set of technological tools and resources used to communicate, to create, disseminate,
store, and manage information." "ICT implies the technology which consists of electronic
devices and associated human interactive materials that enable the user to employ them
for a wide range of teaching - learning processes in addition to personal use." These
technologies include computers, the Internet, broadcasting technologies (radio and
television), and telephones. "ICT is that technology which uses the information to meet
human needs or purposes including processing and exchanging." "Information and
communications technology (ICT) in education is the processing of information and its
communication facilities and features that variously support teaching, learning and a
range of activities in education. As per the definition of Information and Communication
Technology, which share it to be diverse set of technological tools and resources used to
communicate, create, disseminate, store and manage information; and interestingly
forming base to link the mass population especially are in process to spread information
and communicate appropriately to the users .These technologies include computer, the
Internet, broadcasting technologies, Satellites and telephones.
The Milestones of Integration of Technology and Education The National Policy on
Education 1986, as modified in 1992, stressed upon employing educational technology to
improve the quality of education. The policy statement led to two major centrally
sponsored schemes, namely Education Technology and Computer Literacy and studied in
Schools paving the way for a more comprehensive centrally sponsored scheme –
Information and Communication. The significant role of ICT in school education been
highlighted in the National Curriculum Framework (NCF – 2005). It had rightly stated
that “The judicious use of technology can increase the reach of educational programs,
facilitate management of the system as well as help address specific learning needs and
requirements. Possibilities of teaching and learning at varied places, self – learning,
enabling dual modes of study etc. could all benefit from the use of technology,
particularly Information and Communication Technology (ICT) to enable these
processes” This sounds motivational and interesting and also forms base for the present
advancement.

Education and Information Communication Technology

Information and Communication Technology has become a necessity for the present
generation; computers, internet, television, mobiles are an inseparable part of ICT and it
is dire need of the era to link technology with education in order to increase the
effectiveness of the teaching learning process. Education on the other hand, needs the
resources to be driven up, not only to the regular learning but, much more than that. The
size of population, the nature of population, awareness about inclusive education, cost

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effectiveness, quality enhancement etc. are various issues that are encouraging the
educationists to devise ways to encourage the process of education. Today the learners
are diverse, want to get educated but at the time, place, pace as per their own choice of
modern learning resources. If the learners find themselves confident and involved in
working with different Information and Communication Technologies, then why not to
harness the energy of tools for the teaching- learning process and spread the education.
Today‟s generation may be able to enjoy better educational facilities if, the technologies
behind the concept of Information and Communication Technology are appropriately
integrated in the educational process.

Characteristics of ICT inEducation

ICT in education is any hardware and software technology that contribute in the
educational information processing. In the context of present era, ICT mainly comprises
of Computer technology with its hardware, like, Personal computer machine,
infrastructure required for setting up Internet facility and also software like, CD ROM
including various programme packages, E-learning strategies etc. ICT in education is any
Information Technology that focuses on the acquisition, storage, manipulation,
management, transmission or reception of data required for the educational purpose. For
example, the information about students' records, their admissions, updates of their
auricular and co-curricular activities. ICT in education is any technology that deals with
the exchange of information or in other words communication in the teaching learning
process. Uses of Electronic learning technology like, Teleconferencing, power point
presentations, CD ROM are Communication Technology which is the part of ICT. ICT in
education is any educational technology that is applied in the educational process. It
encompasses Hardware approach like use of machines and materials, Software approach
like use of methodologies and strategies of teaching learning and Systems approach that
uses the management technology that deals with the systematic organization of the
hardware and the software. Different software packages are being used in different
departments of education; e.g. library software, administration software, software related
to managing the entire teaching learning process. ICT in education is the support material
in the hands of the human resource involved in the educational process in order to
enhance the quality of education.

Advantages of ICT Mediated Learning

Various research studies have shown ways to integrate the ICT in Teaching – Learning
process and analyzed many advantages for the educational system, such as:
i) Features of easy usability
ii) Quick access
iii) Motivates the learner
iv) Multisensory Approach
v) Flexibility

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vi) Re-engages the disengaged learner

vii) Caters the Individual Differences
viii) Helps in developing High Order Thinking Skills
ix) Contributes to Active learning
x) Ensures full participation
xi) Develops self learning
Multi-media Approach for effective and efficient learning, it is now accepted that there
should be a multi-media approach. Edgar Dale (1969) through his "Cone of Experience"
has demonstrated that in any learning situation, the more the senses are stimulated, the
more the person learns and the longer he retains. Dale describes how the different types
of aids, starting from verbal symbols up to direct purposeful experiences, are interrelated
and effective in the learning process. The different materials of the experiences presented
in the cone may be classified into three: (i) non-projected aids; (ii) projected aids; and
(iii) activity aids.
ICT through Multimedia sensitize the mind using different sense organs and hence
provide better results in terms of learning.
There are three prominent psychological bases:
 Dale‟s Cone of Experience
 Multisensory Approach
 Constructivist Approach
Dale‟s Cone of Experience is a model that incorporates several theories related to
instructional design and learning processes. During the 1960‟s, Edgar Dale theorized that
learners retain more information by what they “do” as opposed to what is “heard”, “read”
or “observed”. He developed the Cone of Experience.

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According to Dale‟s Research, the least effective method is at the top, involves learning
from information presented through verbal symbols. The most effective method is at the
bottom which involves the direct purposeful learning experience such as hands on
experience. Direct purposeful experiences represent reality or the closest things to real,
everyday life. The cone shows the average retention rate for various methods of teaching.
It increases from top to bottom, the greater the learning the more information is likely to
be retained. It also suggests that when choosing an instructional method it is important to
remember that involving students in the process strengthens knowledge retention. It
reveals that “action learning “techniques result in up to 90% retention. People learn best
when they use perceptual learning as they are sensory based. All this can be provided
through the ICT. ICT provides opportunities to participate, hands on experience and
even could provide direct or real life experience.

Multisensory Approach
Learning experienced through all the senses is helpful in reinforcing memory. From the
earliest teaching guides (Montessori 1912), educators have embarrassed multisensory
techniques in order to make learning richer and more motivating for learners.
Multisensory approaches have been particularly valuable in literacy and language
learning.
The department for Education and Skill (2004) defines multi-sensory as: „using visual,
auditory and kinesthetic modalities, sometimes at the same time‟. Kinesthetic refers to
perceiving through touch and an awareness of body movements. Activities that harness
all the senses are also an excellent way to include learners with disabilities. ICT offers
opportunities to experiment with different sense organs. Learning with audio/video
equipments or learning with different body movements, ICT can help in all areas. It
attempts to involve more sense organs for learning.
ICT may contribute to create powerful learning environments in numerous ways. ICT
provides opportunities to access an abundance of information using multiple information
resources and viewing information from multiple perspectives, thus fostering the
authenticity of learning environments. ICT may also make complex processes easier to
understand through simulations that, again, contribute to authentic learning environments.
Thus, ICT may function as a facilitator of active learning and higher-order thinking
(Alexander, 1999; Jonassen, 1999). The use of ICT may foster co-operative learning and
reflection about the content (Susman, 1998). Furthermore, ICT may serve as a tool to
curriculum differentiation, providing opportunities for adapting the learning content and
tasks to the needs and capabilities of each individual pupil and by providing tailored
feedback (Mooij, 1999; Smeets&Mooij, 2001). As Stoddart and Niederhauser (1993)
point out, ICT may fit into a spectrum of instructional approaches, varying from
traditional to innovative. Niederhauser and Stoddart (2001) distinguish two main types of
software use in education: skill-based transmission software, and open-ended
constructivist software. Typically, skill-based software aims at enhancing pupils‟skills by
administering drill and practice exercises. Open-ended software may serve as a tool for
helping learners build knowledge (Jonassen, 1999; Squires, 1999). This type of ICT use
may be expected to contribute especially to powerful learning environments.

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How Students Learn With Technology

One of the biggest questions we have in mind when we think about educational
technology from the educational point of view, is what is the process involved in order
for learning to take place. Schultz (2000), in his study has found a strong relationship
between technology and the way of thinking. Characteristically, he mentions that not only
the technological progress clearly reflects the way people think at a particular point in
time, but also the way people think is clearly mirrored in technology. This is because
technology tries to facilitate the process towards the solution of current problems and
current problems are the cause for having the process of improving technology initiated.
According to Schultz (2000), this interrelationship of technology to human way of
thinking also reflects the cognitive abilities of the individuals.

Learner

Cognitive Processing Style

Learning Style

Learning Strategy Employed

Learning Outcome Achieved

Students' Cognitive Processing Style According to the above scheme, each individual,
according to his/her personal cognitive abilities and learning style has to employ the most
appropriate learning strategy in order to achieve the desired learning outcome. Therefore,
the role of the teachers is, for a given group of students, to provide educational
technology activities of an appropriate level of difficulty based on their cognitive abilities
(age, fast vs. slow learners), that are expressed in a variety of ways (i.e: multimedia, the
Internet, etc.),in order to adjust the curriculum to a variety of learning styles (visual,
audio, by-doing) expressed through project-based activities based on the active learning
approach. Additionally, teachers have to provide a plethora of learning strategies in order
for the students to learn how to select the one, that is most appropriate for their desired
learning outcome. Based on Stables (1997), what is most important in this process is for
the children to express and to develop their own ideas. Teachers are there to facilitate this
process and to identify where the learning blockage occurs, in order to facilitate the
learning process. In addition to Piaget„s theory of cognitive adoption, based on their
cognitive processing styles, learners can be divided into two additional categories, as
Ellis (1994), cited in Leask (1999) describes: a) Focusers: those who concentrate on one
aspect of the problem at a time and proceed in a step-by-step manner b) Scanners: those
who tackle several aspects of the problem at the same time and allow ideas to crystallize
slowly. The above categorization seems to be related to whether a person has a deductive

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or an inductive way of reasoning, that is unconsciously whether he starts his/her thinking

process from a general or a specific idea respectively. Along with the concepts of
assimilation and accommodation, this composes the cognitive processing style of each
individual.

Objectives of the Study

 To assess the level of computer awareness of Pre Service Teachers.

 To analyze theTechnological skills of Pre-Service Teachers.
 To study the awareness of use of ICT in teaching learning process.
Methodology
As per the requirement of the study and to fulfill the objectives of the study the
survey method has been applied. The researchers have used survey method and the
observation method.

Sample
Researchers have selected a sample of 100 students of B.Ed.

Tools Used
Following tools have been used for the present study:
Questionnaire:- The tool used for collecting the data was close ended questionnaire
containing the questions to predict the awareness about computers and ICT.
(Developed by the researchers)
Classroom observation schedule: Two classes have been observed.
(Developed by the researchers)

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Analysis and Interpretation:

Can‟t
Q. No. Questions Yes No Say
1 Do you have knowledge of computer 27 23 0
2 Have you studied the computer 29 21 0
3 Can you handle the computers independently 27 23 0
4 Do you have knowledge
a) Ms. Word 27 23 0
b) PowerPoint 23 27 0
c) Ms. Excel 17 33 0
5 Do you surf internet for learning new concepts 39 11 0
6 Are you aware of the concept of Multimedia 5 45 0
7 Do you know about the multisensory approach 0 50 0
8 Are you aware about the psychological basis of ICT 0 50 0
9 Do you know about the readymade websites used for education 6 44 0
10 Can you develop the Multimedia Lesson Plan 0 50 0

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Graph Showing the Technological Competencies of Pre service Teachers

It is clear from the table and graph that 54% admitted that they have knowledge of
computers and can handle the computers independently whereas 46% have no knowledge
of computers and even are not able to use computers independently.In context to MS-
Word, MS-Power Point and MS-Excel, only 34% have the knowledge of MS-Excel.
Regarding the use of ICT in teaching learning process, the results are substandard.

Conclusion
Teacher has a significant role in imparting the education and this era of technology
stresses the teacher to be technologically empowered but the analysis highlightsthat our
pre service teachers are not Techno-savy. They are not aware about the importance of
ICT in education and methods to integrate the multimedia in their teaching learning
process. Education and training of Pre Service teachers need to focus its attention must be
provided with the opportunities of

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