ict pedagogy

TITLE ICT PEDAGOGY FOR SKILL ENRICHMENT IN TEACHER EDUCATION PROGRAMME

M.DEIVAM,

M.Phil Scholar (2012-13),Department of Applied Research,Gandhigram Rural Institute – DU,

Gandhigram.

ICT – Pedagogy

Teaching is one of the most challenging professions in our society. Knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. Information and Communication Technology (ICT) can enhance the effect of teaching - learning process. The development of ICT has given new dimension to the pedagogy. ICTs are potentially powerful tools for extending educational opportunities; it brings more materials and resources for classroom interaction. Teaching - learning process is made interactive by integrating ICT. So it is high time that teacher should equip themselves on par with the development of ICT and only then they can discharge their duty effectively and usefully. ICT not only facilitates delivery of instruction, but also learning process. ICT develops international collaboration and networking in the field of education and professional development.

• ICT Tools such as computer, LCD projector, OHP, Television, Mobile phone, Skill enrichment such as skill of using interactive white board, using application software, preparing E-content, demonstration, life skills, soft skills, and problem solving skills.

Statement of the problem

• The present study is undertaken to find out the ICT

tools used by the Teacher Educators. A learning

package to improve the skills will be developed and

tested among student teachers. Therefore, the

present study entitled “ICT Pedagogy for Skill

Enrichment in Teacher Education Programme”

Objectives

• To explore the availability of ICT equipments in the Colleges of Education

• To test the knowledge of ICT among the B.Ed. students of colleges of education

• To identify the essential ICT pedagogy skills required for student teachers

• To prepare self learning package for student teachers• To test the effectiveness of the self-learning module

for skill development.• To suggest strategies of ICT Pedagogy for skill

enrichment among student teachers

Hypotheses

• There is no significant difference between pre-test scores of experimental and control groups.

• There is a significant difference between post-test scores of experimental and control groups.

Methodology

• Survey cum Experimental Design• Double group design Experimental group (Pre and Post test)

Control Group (Pre and Post test)

StepsExperimental Group

(N=50)Control Group

(N=50)

I Pre-test (ICT Knowledge test)

Pre-test (ICT Knowledge test)

IIExperimental Treatment Conventional Teaching

IIISelf-Learning Package Introduced

Printed materials used for conventional teaching

IVPost-test (Innovative skill test)

Post-test (Innovative skill test)

VComparison of gains in both groups

Experimental Detail

Study area

• One of the backward district of Tamil Nadu, Dindigul is selected for the study. There are 21 B.Ed., Colleges of Education in this district. Among them 1 is aided , 2 University Department and 20 self-financing colleges. The population for the present study includes all B.Ed. students and Teacher Educators in Dindigul district.

SampleSurvey sample100 Teacher Educators (Lecturer) were selected various (10 colleges) colleges of education in Dindigul district.Experimental sample 100 Student Teachers (B.Ed) were selected from Meenakshi College of Education in Dindigul district.

Sample of B.Ed Students for Experimental study

Group Number of

Student

Name of the institution

Experimental Group 50 Meenakshi College of

Education

Control Group 50

Tools

1.ICT Equipment survey (Questionnaire) 2. ICT used for Class room instruction

(Questionnaire)3. ICT Knowledge test (Objective type question)4.Innovative Skill test (Objective type question)

Statistical technique

• Mean• S.D• Percentage Analysis• ‘t’ – testData were analysed in SPSS

Self Learning Package This self learning package consists of some innovative skills such as skill of demonstration, skill of using interactive whiteboard, skill of using application software, skill of prepare E-Content, Negotiation skills, Problem solving skills and life skills. These skills very essential for secondary teacher trainees and this will more helpful for enhancing the teaching competency. The windows movie maker, audio recorder and MS Word these software used for developing self learning module. Each skill prepared very simple to understand readers and content related picture also attached.

Self-Learning package for Skill Development (SLP)

• To identify essential skills for student-teachers, this skills is different from micro-teaching skills, in this module investigator introduced innovative skills in the twenty first century.

• Different types of skill needed for student teachers those skills listed below, such as skill of demonstration, skill of using interactive whiteboard, skill of using application software, skill of prepare E-Content, Negotiation skills, Problem solving skills and life skill.

• Investigator used two kinds software’s such as windows movie maker and MS PowerPoint Presentation with the help of this software developed this self learning package.

• In this module investigator inserted picture and videos related to content.

Cont.,

• Each skill prepared separate electronic Presentation and all presentation hyperlinked each other.

• This module is looking good and easy to attract every learner.

• The student teachers learn themselves without help of others, here investigator role is supervisor.

• This module showed different educationalist they were provide some suggestion for improve my module.

ICT Equipments Survey among College of Education

Method of Teaching used for major subject

1.Lectu

re Meth

od

2.Lectu

re Cum Dem

onstrati

on

3.Demonstr

action M

ethod

4.Bilingu

al Meth

od

5. Problem

Solvin

g Meth

od

6.Scien

tific Meth

od

7.Syntheti

c Meth

od

8.Inductive

Meth

od

9.Deducti

ve Meth

od

10. Brai

n Storm

ing Meth

od0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AlwaysRarely Never

Details of t-test of the pre-test scores

Group Number of Students

Mean Standard deviation

‘t’ value Remarks at 5% level

Pre-test Control Group

50 14.02 3.320.741 Not

Significant

Pre-test Experimental Group

50 14.52 2.88

Details of ‘t’-test between pre-test and post-test scores to control group



‘t’ value Significant

Pre-test Control Group

50 14.02 3.3215.08 0.05

Post-test Control Group

50 19.10 2.27

Details of ‘t’-test between pre-test and post-test scores to experimental group



‘t’ value Significant

Pre-test Experimental Group

50 14.52 2.8816.81 0.05

Post-test Experimental Group

50 22.64 2.16

Major Findings • All the teacher education colleges in Dindigul

district are having ICT labs to fulfill the conditions for reorganization by NCTE.

• 47.52% of ICT Knowledge is there among B.Ed students (48.35% of ICT knowledge is there in Experimental group, 46.68% of ICT knowledge is there in Control Group)

• 67.22% of equipment available ICT labs in colleges of education and 32.68% .

• There is no significant difference between Experimental and Control group of pre-test.

•There is a significant difference between Experimental group and Control group of pre and post-test. •The Private and Aided colleges of education don’t have multimedia laboratory.•All Institutions are planning to expand the ICT laboratory in the near future .•The server operator restricted the access of the workstation planning in the near future. And three colleges only, the workstation is connected to an external internet.

Educational Implications

1. The major outcome of the experiment highlights the self learning module for learning innovative skills for secondary teacher trainees. The students learnt through electronic presentation have recorded higher achievement than recorded in conventional teaching.2. ICT based learning will make students accountable for their learning and given them a sense of power and ownership in learning outcome.

Conclusion

• All the colleges of education in Dindigul district have one ICT laboratory as per the norms of NCTE. But ICT labs are not equipped properly and rarely use for classroom teaching. No institutions have multimedia laboratory and smart classroom which is needed for effective teaching. The lecture method of teaching was used at colleges of education level (93%) and innovative method such CAI, PSI, PL, Brain storming, needed to be popularized in colleges of education.

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