Turkish Online Journal of Distance Education-TOJDE October 2011 ISSN 1302-6488 Volume: 12 Number: 4 Notes for Editor-5

PERCEPTION OF TEACHERS TOWARDS EXTENSIVE UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY

Dr. Manas RANJAN PANIGRAHI Department of Pedagogical Sciences, College of Education and Behavioural Sciences, Haramaya University, Dire Dawa, ETHIOPIA, AFRICA ABSTRACT The study aims to study the perception of Sr. Sec. School Teachers towards extensive utilization of Information and Communication Technology (ICT). The Objectives of the study were: to study the perception of Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT); to compare the perception of Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT) in relation to gender; to compare the perception of Sr. Sec. School Teachers of different age groups towards utilization of Information and Communication Technology (ICT); to compare the perception of urban and rural Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT); to compare the perception of Sr. Sec. School Teachers to different level of qualification towards utilization of Information and Communication Technology (ICT); (vi) to suggest guidance for effective utilization of Information and Communication Technology (ICT) in Sr. Sec. Schools.

It was decided to select the sample from Sr. Sec. School teachers of Faridabad District of Haryana. In the present study 100 Sr. Sec. school teachers of Faridabad district of Haryana were selected through simple random sampling technique. Tools: Questionnaire for Teachers Perception towards Information and Communication Technology (ICT). This questionnaire was developed by investigator and finalized with its face validity. As findings can be declare that: There is no significant difference between the urban Sr. Sec. School teachers perception and their counter part i.e. rural Sr. Sec. School teachers towards utilization of ICT. There is no significant difference between the urban male and rural male Sr. Sec. School teachers perception did not differ significant on utilization of ICT. There is no significant difference between urban and rural female Sr. Sec. School teachers perception towards utilization of ICT. It reflected that urban and rural female teachers were not differs in view on utilization of ICT.

Keywords: Perception; utilization, Information and Communication Technology (ICT)

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INTRODUCTION The 21st Century has clearly shown that information technology provides unforeseen opportunities that enable multifaceted growth and development. Nobody can deny that the deployment of information technology have profoundly altered not only the way we live and work but also our reading and learning experience. Technological advances is fundamentally altering and redefining our outlook about information and its modes of dissemination. It is pertinent to underscore that learning is not merely information transmission. Experience, the world over, have indicated the positive changes that information technology can have in providing services that ameliorate the conditions of the under privileged. It is increasingly felt that deploying the right technologies can go a long way in creating, nurturing human and social capital. Expanding knowledge and adding to the repository of collective knowledge has positive cascading effect by improving productivity, competitiveness, wealth and prosperity apart from improving the quality of services and their delivery systems. Advances in computing, advent of the Internet and Wireless Fidelity (Wi-Fi) means that information cab be disturbed and accessed almost instantaneously. Peculiarly, however, the adoption of these technologies to the sphere of education and classroom teaching- learning methodologies has been slow (and in some cases almost nonexistent) in India. This dichotomy seems flabbergasting as mot of these new technologies were often incubated in various centers of higher education in different parts of the world. The most famous such Internet based technology incubated in the University System in USA is Google, which was incubated at Stanford University. Information and Communication Technology ICT refers to a range of technologies. Which includes computers, computer work station, display facilities, hardware, software, recording and processing systems for sound, still and moving pictures, graphic calculators and a wide range of communication facilities? In India, over the past few years ICT has come to permeate nearly all aspects of human life and are becoming part of our daily experience at an increasing pace. The educational administrators and teacher educators have realized these rapid advancements in ICT ands its tremendous potential to revolutionize education, particularly school education. Since our society heavily depends on ICT in many aspects of work and personal life. It will expect our schools to familiarize pupils with computers and their application during their schooling. Hence, the National Curriculum Framework for School Education (2000) rightly states that the new technology has a tremendous potential to revolutionize education and transform school dramatically integration of ICT into schooling would demand that the educational planners look beyond the current urban classroom devising updated plans for education in an electronic even in the far flung rural areas and expanding their design so that the computer becomes more than a subject of study. It is not merely integrated into an exiting curriculum- it becomes instead. An integral part of the schooling process resulting in universal computer literacy, computer aided learning and finally. Studies conducted in many countries (Becta, Manitoba. ICT in African schools 2000) in the use of ICT resources across prove that students exhibit substantial improvement in learning. Further, it is found that students who have acquired ICT skills are able to support higher order skills within subjects and to support independent learning; thus improving their academic performance.

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Our initial experiences in the CLASS project (Computer Literacy And Studies in Schools) did indicate that instructions with computer assisted learning has helped students to understand the concepts better and improve their academic achievements in Science and Mathematics (Raghavan, 1987 - 1988). Hence, it is necessary to introduce ICT in schools, not as a subject of study, but to integrate it to support teaching, learning and assessment. JUSTIFICATION OF THE STUDY On the above discussion the investigator found that various studies conducted on utilization of Information and Communication Technology (ICT) system show positive gain in achievement in all curricular areas. ICT saves time and efforts and increases efficiency. The advent of Internet has opened the facilities for web-based training and hence, necessitates a fundamental change in the mode of education and training. The study may add to the knowledge of the teachers and students how to improving their academic performance. It facilitates better management of classroom and students thereby improving the productivity of the tutor as well as the taught. It facilitates the teacher to concentrate on other tasks such as research and consultancy. Information and Communication Technology (ICT) systems thus help the teachers and learners to achieve information and make it instantly available when needed. People learn best when they need information. So educators need to take lead in the design, development and effective use of Information and Communication Technology (ICT) to convey specific content to any learner, no matter the location or goal of study. Studies conducted in many countries (Becta, Manitoba, ICT in African schools 2000) in the use of Information and Communication Technological (ICT) resources across curricular areas prove that students exhibit substantial improvement in learning. Further, it is found that students who have acquired ICT skills are able to support higher order skills within subjects and to support independent learning, thus improving their project did indicate that instructions with computer assisted learning has helped students to understand the concepts better and improve their academic achievements in Science and Mathematics (Raghavan, 1987). Hence it is necessary to introduce Information and Communication Technological (ICT) in schools, not as a subject of study, but to integrate it support teaching, learning and assessment. Therefore, the investigator planed to study the perception of Sr. Sec. School teachers towards extensive utilization of Information and Communication Technological (ICT). OBJECTIVES OF THE STUDY To study the perception of Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT). To compare the perception of Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT) in relation to gender. To compare the perception of Sr. Sec. School Teachers of different age groups towards utilization of Information and Communication Technology (ICT). To compare the perception of urban and rural Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT).

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To compare the perception of Sr. Sec. School Teachers to different level of qualification towards utilization of Information and Communication Technology (ICT). To suggest guidance for effective utilization of Information and Communication Technology (ICT) in Sr. Sec. School.

HYPOTHESIS OF THE STUDY There will be no significant difference between the perception of male and female Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT). There will be no significant difference between perceptions of Sr. Sec. School Teachers belonging different age group towards utilization of Information and Communication Technology (ICT). There will be no significant difference between perception of urban and rural Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT). There will be no significant difference between perception of Sr. Sec. School Teachers different level of qualification towards utilization of Information and Communication Technology (ICT).

POPULATION All the Elementary school teachers of Faridabad district of Haryana constituted the population for the purpose of the present study. The study was confined to both Urban and Rural Elementary school teachers. SAMPLE Sample is an essential part of the scientific procedure. A sample is a small proportion of a population selected for observation and analysis by observing the characteristics of the sample. One can make certain inferences about the population from which it is drawn, contrary to some popular opinion. Sample is not selected haphazardly. They are chosen in a systematically random way. So that chance or the operation of the probability can be utilized. According Good, (1952) A sample is a miniature population To be true, sample must be representative of a population and must be adequate in number. It was decided to select the sample from Sr. Sec. School teachers of Faridabad District of Haryana. In the present study 100 Sr. Sec. School teachers of Faridabad district of Haryana were selected through simple random sampling technique. 50 Sr. Sec. School teachers were from urban area and 50 Sr. Sec. School teachers were from rural area. 25 male teachers were from urban area and 25 male from rural areas. Similarly out of 50 female teachers 25 teachers belong to urban area and 25 teachers are from rural area. TOOLS USED Having selected the samples, the next step is to select, the suitable techniques or tools for the collection of data, we need certain instrument to gather new facts or to explore new fields. The selection of the tools for a particular study depends upon various considerations such as the objectives of the study, availability of suitable tests, personal competence of the investigator, to administrator, score and interprets the results of the questionnaire. Taking all these factors into consideration the investigator used the following tool.

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Questionnaire for Teachers Perceptions towards Information and Communication Technology (ICT). This questionnaire was developed by investigator and finalized with its face validity.

STATISTICAL TECHNIQUES USED Statistics has become an indispensable tool for research. It is fundamental to the proper analysis of data and investigation of a complex phenomenon. In order to fulfill the above objectives, the main statistical techniques i.e. Mean, SD and t test were used for the data analysis. ANALYSIS AND DISCUSSION Table: 1 Significance difference between the mean score of Urban and Rural Sr. Sec. School Teachers Perception towards utilization of ICT
Locali N Mean S.D SE t-value Significant ty D Level Significance difference between the mean score of Urban and Rural Sr. Sec. School Teachers Perception towards utilization of ICT Urban 50 119.08 19.71 3.5 1.01 < 0.05* 6 Rural 50 122.68 15.67 Significance difference between the mean score of Urban Male and Rural Male Sr. Sec. School Teachers Perception towards utilization of ICT Urban 25 121.68 Male 13.66 3.8 0.17 < 0.05* 6 Rural 25 122.04 Male Significance difference between the mean score of Urban Female and Rural Female Sr. Sec. School Teachers Perception towards utilization of ICT Urban 25 116.2 Female 15.31 4.3 1.72 < 0.05* 3 Rural 25 123.64 Female *Not significant

Significance difference between the mean score of Urban and Rural Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban Sr. Sec school Teachers Perception towards utilization of ICT was 119.08 and that of the Rural Sr. Sec School teachers was 122.68 with SD 19.71 respectively the obtain t value was 1.01 and that was found to be not significant at .01 and 0.5 level of significance.Hence, it can be concluded that, there was no significant differences between the Urban Sr. Sec. School Teachers Perception and their counterpart i.e. Rural Sr. Sec. School Teachers towards Utilization of ICT. Significance difference between the mean score of Urban Male and Rural Male Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban Male Sr. Sec school Teachers Perception towards utilization of ICT was 121.68 and that of the Rural Male Sr. Sec School Teachers was 122.04with SD 13.66 respectively the obtain t value was 0.17 and that was found to be not significant at .01 and 0.5 level of significance.

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Hence, it can be concluded that, there was no significant differences between the Urban Male Sr. Sec. School Teachers Perception and their counterpart i.e. Rural Male Sr. Sec. School Teachers towards Utilization of ICT. Significance difference between the mean score of Urban Female and Rural Female Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban Female Sr. Sec School Teachers Perception towards utilization of ICT was 116.2 and that of the Rural Female Sr. Sec School Teachers was 123.64 with SD 15.3 respectively the obtain t- value was 1.72 and that was found to be not significant at .01 and 0.5 level of significance. Hence, it can be concluded that, there was no significant differences between the urban female Sr. Sec. School Teachers Perception and their counterpart i.e. rural female Sr. Sec. School Teachers towards Utilization of ICT. Table: 2 Significance differences between the mean scores of Urban (Art/Com. and Science) and Rural (Art/Com. and Science) Sr. Sec. School Teachers Perception towards utilization of ICT
Qualification SE tSignificant D value Level Significance difference between the mean score of Urban (Art/Com.) and Rural (Art/Com.) Sr. Sec. School Teachers Perception towards utilization of ICT Urban 3 119.93 16.50 (Arts/Com.) 0 3.9 0.73 < 0.05* 5 Rural 3 122.83 13.98 (Arts/Com.) 0 Significance difference between the mean score of Urban (Sc) and Rural (Sc) Sr. Sec. School Teachers Perception towards utilization of ICT Urban 2 117.8 (Science) 0 13.20 4.1 1.12 < 0.05* 7 Rural 2 122.45 (Science) 0 Significance difference between the mean score of Urban (Art/Com.) and Rural (Science) Sr. Sec. School Teachers Perception towards utilization of ICT Urban 3 119.93 16.50 (Art/Com.) 0 3.8 0.56 < 0.05* 2 Rural 2 117.8 10.50 (Science) 0 Significance difference between the mean score of Rural (Art/Com.) and Rural (Science) Sr. Sec. School Teachers Perception towards utilization of ICT Rural 3 122.83 13.98 (Art/com) 0 4.1 0.09 < 0.05* 9 Rural 2 122.45 14.86 (Science) 0 *Not significant N Mean S.D

Significance difference between the mean score of Urban (Art/Com.) and Rural (Art/Com.) Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban (Arts / Com) Sr. Sec school Teachers Perception towards utilization of ICT was 119.93 and that of the Rural Sr. Sec School Teachers was 122.83 with SDs 13.98 respectively the obtain t- value was 0.73 and that was found to be not significant at .01 and 0.5 level of significance.Hence, it can be concluded that, there was no significant differences between the urban (Arts/Com.) Sr. Sec. School Teachers Perception and their counterpart i.e. rural (Arts/com.) Sr. Sec. School Teachers towards Utilization of ICT.

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Significance difference between the mean score of Urban (Sc) and Rural (Sc) Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban(Science) Sr. Sec school Teachers Perception towards utilization of ICT was 117.8 and that of the Rural (Science) Sr. Sec School teachers was 122.45 with SD 13.20 respectively the obtain t- value 1.12 and was found not to be significant at 0.05 and 0.01 level of significance. Hence, it can be concluded that, there was no significant differences between the urban (Science) Sr. Sec. School Teachers Perception and their counterpart i.e. rural (Science) Sr. Sec. School Teachers towards Utilization of ICT. Significance difference between the mean score of Urban (Art/Com.) and Rural (Science) Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban (Art/Com) Sr. Sec school Teachers Perception towards utilization of ICT was 119.93 and that of the Rural (Science) Sr. Sec School Teachers was 117.8 with SDs 16.50 and 10.50 respectively the obtain t- value was 0.56 and that was found to be not significant at .05 and 0.01 level of significance. Hence, it can be concluded that, there was no significant differences between the urban (Arts/Com.) Sr. Sec. School Teachers Perception and their counterpart i.e. rural (Science) Sr. Sec. School Teachers towards Utilization of ICT. Significance difference between the mean score of Rural (Art/Com.) and Rural (Science) Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Rural(Art/com) Sr. Sec school Teachers Perception towards utilization of ICT was 122.83 and that of the Rural (Science) Sr. Sec School Teachers was 122.45 with SDs 13.98 and 14.86 respectively the obtain t- value was and that was 0.09 found to be not significant at .01 and 0.05level of significance. Hence, it can be concluded that, there was no significant differences between the Rural (Arts/Com.) Sr. Sec. School Teachers Perception and their counterpart i.e. Rural (Science) Sr. Sec. School Teachers towards Utilization of ICT. Table: 3 Significance difference between the mean score of Urban (different Age groups) and Rural (different Age groups) Sr. Sec. School Teachers Perception towards utilization of ICT
Age Group tSignificant value Level Significance difference between the mean score of Urban (25-40years) and Rural (25-40 years) Sr. Sec. School Teachers Perception towards utilization of ICT Urban (253 118.3 15.01 40) 5 4 4.29 0.58 < 0.05* Rural 3 120.3 13.39 (25-40) 5 1 Significance difference between the mean score of Urban (41-55 years) and Rural (41-55 years) Sr. Sec. School Teachers Perception towards utilization of ICT Urban (411 120.3 55) 5 3 14.30 5.22 1.51 < 0.05* N Mean S.D SED

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Rural (41-55) 1 5 128.2 0

Significance difference between the mean score of Urban (25-40 years) and Urban (41-55 years) Sr. Sec. School Teachers Perception towards utilization of ICT Urban 3 118.3 15.01 (25-40) 5 4 4.12 0.48 < 0.05* Rural 1 120.3 12.56 (41-55 ) 5 3 Significance difference between the mean score of Rural (25-40 years) and Rural (41-55 years) Sr. Sec. School Teachers Perception towards utilization of ICT Urban 3 120.3 13.39 (41-50) 5 1 4.48 1.76 < 0.05* Rural 1 128.2 14.97 (41-50) 5

*Not significant Significance difference between the mean score of Urban (25-40years) and Rural (25-40 years) Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban (20-40 years) Sr. Sec School Teachers Perception towards utilization of ICT was 118.34 and that of the Rural (25-40 years) Sr. Sec School teachers was 120.31 with SDs 15.01 and 13.39 respectively the obtain tvalue was 0.58 and that was found to be not significant at .01 and 0.05 level of significance. Hence, it can be concluded that, there was no significant differences between the Urban (25-40 years) sr. sec. school teachers perception and their counterpart i.e. Rural (25-40 years) sr. sec. school teachers towards utilization of ICT. Significance difference between the mean score of Urban (41-55 years) and Rural (41-55 years) Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban (41-55 years) Sr. Sec School Teachers Perception towards utilization of ICT was 120.33 and that of the Rural (41-55 years) Sr. Sec School Teachers was 128.33 with SD 14.30 respectively the obtain t- value was 1.51 and that was found to be not significant at .01 and .05 level of significance. Hence, it can be concluded that, there was no significant differences between the Urban (4155 years) Sr. Sec. School Teachers Perception and their counterpart i.e. Rural (41-55 years) Sr. Sec. School Teachers towards Utilization of ICT. Significance difference between the mean score of Urban (25-40 years) and Urban (41-55 years) Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Urban (25-40 years) Sr. Sec School Teachers perception towards utilization of ICT was 118.34 and that of the urban (41-55 years) Sr. Sec School Teachers was 120.33 with SDs 15.01 and 12.56 respectively the obtain t-value was 0.48 and that was found to be not significant at .01 and .05 level of significance. Hence, it can be concluded that, there was no significant differences between the Urban (25-40 years) Sr. Sec. School Teachers Perception and their counterpart i.e. Rural (41-55 years) Sr. Sec. School Teachers towards Utilization of ICT. Significance difference between the mean score of Rural (25-40 years) and Rural (41-55 years) Sr. Sec. School Teachers Perception towards utilization of ICT The table indicates that the mean score of Rural (25-40 years) Sr. Sec School Teachers Perception towards utilization of ICT was 120.31 and that of the Rural (41-55 years) Sr. Sec School Teachers was 128.2 with SDs 13.39 and 14.97 respectively the obtain tvalue value was 1.76 and that was found to be not significant at .01 and .05 level of significance.Hence, it can be concluded that, there was no significant differences between the rural (25-40 years) Sr. Sec. School Teachers Perception and their counterpart i.e. rural (41-55 years) Sr. Sec. School teachers towards utilization of ICT.

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MAJOR FINDINGS In the light of the interpretation the result of the present investigation as already, the following major findings are given. There is no significant difference between the urban Sr. Sec. School teachers perception and their counter part i.e. rural Sr. Sec. School teachers towards utilization of ICT. There is no significant difference between the urban male and rural male Sr. Sec. School teachers perception did not differ significantly on utilization of ICT. There is no significant difference between urban and rural female Sr. Sec. School teachers perception towards utilization of ICT. It reflected that urban and rural female teachers were not differs in view on utilization of ICT. There is no significant difference between urban (Arts and Com.) Elementary School teachers perception and their counter part i.e. rural (Arts and Com.) Sr. Sec. School Teachers towards utilization of ICT. There is no significant difference between urban and rural science teachers were not differs in view on utilization of ICT. There is no significant difference between urban (Arts / Com.) and rural (Science) Sr. Sec. School teachers perception towards utilization of ICT. There is no significant difference between urban (Arts / Com.) and rural (Science) Sr. Sec. School teachers perception towards utilization of ICT. It stated that, rural (Science) teachers do not differ in perception on utilization of ICT. There is no significant difference between urban (25 40 years) rural (25 40 years) Sr. Sec. School teachers perception towards utilization of ICT. It showed that, urban (25-40 years) and rural (25-40 years) teachers were not differ in perception on utilization of ICT. There is no significant difference between urban (41-55 years) and rural (41-55 years) Sr. Sec. School teachers perception towards utilization of ICT. There is no significant difference between urban (25-40 years) and urban (41-55years) Sr. Sec. School teachers perception towards utilization of ICT. It reflected that urban (25-40 years) and (41-55 years) teachers were not differs in perception on utilization of ICT. There is no significant difference between rural (25-40 years) and rural (41-55 years) Sr. Sec. School teachers perception towards utilization of ICT. It showed that rural (25-40 years) and (41-55 years) teacher were not differing in perception on utilization of ICT.

EDUCATION IMPLICATIONS Any research effort must have some bearing on the theory or practice of the discipline to which it belongs. The results of the present study have, therefore to be viewed from this angle as to how much do they contribute to the existing knowledge. It should be admitted at the very outset that being limited in scope and with some natural limitations a humble effort like the present one; one cannot have for reaching generalizations to recommend any revolutionary changes in its subject field. But at the same time this effort has to be examined for its bit in this direction. Every research activity has its own implications with its relevant field. The piece of research is not an exception from this.

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This research has its wider implications particularly in educational field, for students, teachers, principals and educational administrators and planners. As we find almost all the variables under study show no significant difference between urban and rural teachers perception. So educators need to take lead in the design, development and effective use of Information and Communication Technology (ICT) to convey specific content to any learner no matter the location or goal of study. It has its implications for educational administrator, educational planner and concerned policies making bodies. The result of the study leads support to above mentioned functionaries of educational field to draw a demarcation line between urban and rural Sr. Sec. School and to frame policies and programmes to improve teacher effectiveness and add to the knowledge of the teacher and students how to improving their academic performance. The study also helps the teachers and learners to achieve information and make it instantly available when needed. BIODATA and CONTACT ADDRESSES of AUTHOR Manas RANJAN PANIGRAHI is an Associate Professor in Educational Leadership and Management in the Department of Pedagogical Sciences at the Haramaya University, Ethiopia. He earned his Ph.D. from Jamia Millia Islamia Central University, Delhi, India. He is having a diverse career in Education Management, Pedagogy and ICT in education in teaching and research for the last 13 years. He is associated as Lecturer, Assistant Professor and Associate Professor in different Universities and national level Institutions of India and Ethiopia. He has published one edited book and 14 research articles in Indian and international journals. Associate Professor Manas RANJAN PANIGRAHI Department of Pedagogical Sciences, College of Education and Behavioural Sciences, Haramaya University, , Post Box.-138, Dire Dawa, ETHIOPIA. Email: [email protected] REFERENCES Aggarwal, Y. P. (1998). The Science of Educational Research A Source Book, Kurukshetra University Campus : Nirmal Book Agency. Anbuchelven, M. & Solayan, M. (2005). Effect of using Audio-Visual Equipment on Reading-Writing Communication among the Students of Standard V, Journal of Educational Research and Extension, Vol. 42(1), 33-40. Babu, S. Sudhakar, (2007). Technological Advances and Roll of Information and Communication Technology (ICT) in Teacher Training and higher Education, University News, Vol-45, No-26, Pp-12-15. Behera, S. C. (1990). An Investigation into the Impact of Educational Television Programmes on the Competency of Teachers of the Elementary Schools, Ph.D. Edu., Utkal University. Best, John W (1977). Research in Education. Englewood Cliffs News Jersey Prentice Hall Inc.

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