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CHAPTER 1
INTRODUCTION TO THE RESEARCH
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CHAPTER 1

INTRODUCTION TO THE RESEARCH

1.0 Introduction

The 21st century heralds a significant change in society. This change is the
permeation of information and communication technology (ICT) into all walks of life,
business, administration, government, education…(Stevenson, 1997). The rapid
proliferation of information and communication technologies (ICT) has significantly
changed the educational landscape globally. ICT is developing at a rapid rate and one of
the characteristics of ICT is its dynamism. It is difficult to set limits to what ICT can
achieve as it is a constantly shifting frontier.

1.1 ICT in Education

Enhancing educational quality is a constant process and is top priority. Education

systems work to prepare the next generation for a successful future in a changing world,
the knowledge economy of 21st century. Today, it is necessary to help teachers who in
turn help students develop the intellectual skills they need for a higher order of thinking
and to assist them to realize their abilities and potential and this is possible only through
the medium of ICT. It is now impossible to imagine future learning environments that are
not supported, in one way or another, by ICT.
Traditional teaching and learning paradigms have been shaken by the impact of ICT
on educational practices. One of the greatest challenges which needs to be overcome on
our way to the 21st century is to enable teachers and students to achieve competency and
mastery in the use of technology. There is inundation of information because of
developments in technology, leading to profound effects on education. Technology and
the use of computers within or outside the classroom is not to be viewed as a fad or a
cure-all. As educational institutions move towards the mainstream use of ICT in teaching
and learning there appear to be some critical steps and vital ingredients needed for the
successful infusion of ICT into educational environments. Although standalone
computers have been in most educational institutions for more than two decades now,
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teachers continue to grapple with how to use ICT to enhance teaching and learning
environments.
There has been a growing recognition that technology used in the absence of a sound
theoretical framework or pedagogy is generally not very effective in reaching programme
goals. Laurillard (2002); Mishra and Koehler (2006) and Unwin (2007), for example,
have cautioned against the use of ICTs without a conceptual framework or without a clear
understanding of why and how the ICT will contribute to students’ learning. These
insights have led some educationists to realise that pedagogically sound integration of
ICTs in teaching requires more than technical support; it also needs professional
upgradation for teachers to use ICTs in their teaching and learning. It is already
predictable that the use of ICT in education is enriching in many ways. Yet, there are
voices arguing that this is time consuming, costly to implement, and with benefits that
remain unclear or dubious.
The need of implementing the use of new technologies in educational process
depends on many factors, such as:
• Our overall understanding about quality teaching and learning, educational goals and
values;
• The learning objectives we target;
• Our motivation and opportunities;
• The methods and teaching style;
• The social context and personal issues.
The decision on when and how we integrate the new technologies in our teaching process
is mediated by the particular configuration of the above mentioned factors.
Yet, as the UNESCO World Educational Report (1998) notes, “the new technologies
challenge traditional conceptions of both teaching and learning, and, by reconfiguring
how teachers and learners gain access to knowledge , have the potential to transform
teaching and learning processes” ICTs provide an array of powerful tools that may
induce the transformation of the present isolated, teacher-centered and text-bound
classrooms into rich, student focused, interactive knowledge environments.
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ICT has the potential to change the shape of the classroom; change the relationship
between teacher and learner; offer new tools to support new ways of teaching and
learning; open up access to knowledge across distances through developments in
bandwidth. Oblinger and Rush (1997, p. 51) assert that technology allows a greater
participatory and collaborative society.
However, within higher education, the idea of active engagement of learners in rich
learning tasks and the active, social construction of knowledge and acquisition of skills
are still rare. There is a need to develop rich pedagogical uses of ICT that involves social,
collaborative construction of knowledge. ICT offers more flexible and wider access to
learning than was ever possible before. The profound shifts undergone in the field of
education due to ICT requires a pedagogical shift. It is strongly believed that our teachers
need to be trained in pedagogy based approaches to technology.
They need to have hands-on experiences with technological tools that advance their
own studies and educational and professional goals, as well as develop skills to be able to
design appropriate learning activities for their students. In today’s standards-driven
milieu, we frequently look to the standards for teachers established by national
professional organizations such as the National Educational Technology Standards
(NETS) for Teachers created by the International Society for Technology in Education
(ISTE, 2000). These categories provide a framework for linking performance indicators
within the Profiles for Technology Literate Students to the standards. Teachers can use
these standards and profiles as guidelines for planning technology-based activities in
which students achieve success in learning, communication, and life skills. These
standards address the following six areas:
1. Teachers demonstrate a sound understanding of technology operations and concepts.
2. Teachers plan and design effective learning environments and experiences
supported by technology.
3. Teachers implement curriculum plans that include methods and strategies for applying
technology to maximize student learning.
4. Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies.
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5. Teachers use technology to enhance their productivity and professional practice.

6. Teachers understand the social, ethical, legal, and human issues surrounding the use of
technology in PK-12 schools and apply those principles in practice.
The challenge is to use ICT in teaching learning judiciously and effectively and if this
is to happen then the change has to begin from the roots of education i.e., the teacher
education system.

1.1.1 ICT in Teacher Education

Teacher education has been slow to break with the traditional ‘mould’.
Notwithstanding the good points relating to the lecture mode, it is clear that teacher
education institutes and teacher educators need to develop policy with respect to how ICT
can be used to improve teaching and learning and to widen access to learning in a lifelong
learning framework. Designing and implementing successful ICT-enabled teacher
education programs is the key to fundamental, wide ranging educational reforms. Teacher
education institutions may either assume a leadership role in the transformation of
education or be left behind in the swirl of rapid technological change.
Preparing teachers to use technology effectively in the classroom is a central issue
the field of education faces in the 21st century (Bolick, Berson, Coutts, & Heinecke,
2003). Preservice teachers must be proficient in using technology for their productivity
and also prepared to integrate technology effectively into instruction. Often, however, the
integration of technology into preservice teacher education programs is the exception
rather than the norm (Cantu, 2000). As a result, preservice teachers often graduate with
limited knowledge of how to integrate technology effectively into the classroom
curriculum (Cantu, 2000).
Teacher education institutions and programs must provide the leadership for pre and
in-service teachers and model new pedagogies and tools for teaching learning. Pre-
service students should learn the uses of ICT because they are integrated into their course
work, both theory and practical experiences. They should see their professors model
innovative uses of ICT in their teaching, they should use it in their own learning, and they
should explore creative uses of ICT in their teaching. Teacher educators should expose
pre-service teachers to regular and pervasive modeling of ICT. Unless and until teacher
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educators do not model effective use of ICT in their own classes it will not be possible to
prepare a new generation of teachers who effectively use ICT in their transaction of
teaching learning. It is the responsibility of teacher preparation programs to prepare
candidates with the latest technological tools of the profession. Helping teacher
candidates become proficient in using technology in a constructivist way in all of their
academic endeavors should be woven throughout the teacher education programs.

1.1.2 Effective ICT Integration

Technology integration should not be done just on occasion, nor is it meant to be

hard work that can be easily forgotten. Teacher candidates are expected not to use
technology for the sake of simply using it, but rather to engage in critical analysis and
reflection to identify which modes of technology most complement their teaching and
student learning outcomes. Through analysis and reflection we can learn how technology
can be used effectively. Multiple perspectives, realistic and authentic tasks, activities and
environments, self-analysis and reflection, experiential learning, and collaborative and
cooperative learning are some of the themes associated with constructivist teaching and
learning that provide a direction of how technology can be incorporated in teacher
education programs (Murphy, 1997).
Providing opportunities for constructivist teaching and learning through authentic,
real-life tasks and situations, experiential learning with and through technology is what
needs to be encouraged. What best describes this approach is often labeled as
constructivist learning, which was summarized by Grace (1999) as one that is “continual,
effortless, independent of reward and punishment, never forgotten, inhibited by testing,
and dependent on the growth of the learner.” Smith (as quoted in Grace, 1999) claimed
that, on the other hand, learning is often viewed as “occasional, hard work, dependent on
reward and punishment, easily forgotten, ensured by testing and dependent on
memorization” (p. 50).

1.1.3 Constructivism and ICT

Constructivism focuses on knowledge construction. It is a belief that one constructs

knowledge from ones experiences, mental structures, and beliefs that are used to interpret
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objects and events. Constructivists advocated a learning model with learners as the centre
and the teacher as the guide. Constructivism describes a learner-centered environment
where knowledge and the making of knowledge is interactive, inductive, and
collaborative, where multiple perspectives are represented, and where questions are
valued. Constructivist learning environments are learner-centered, knowledge-centered,
assessment-centered and community-centered. The processes of learning, teaching, and
assessment should be designed to support such learning environments.
The use of ICT must support constructivist learning environments by supporting the
processes of learning, teaching, and assessment. Technology can play a significant role in
applying constructivist approach in today’s classroom. Technology makes possible the
instant exchange of information between classroom as well as individual students; it
allows instant access to databases and online information services, and provides
multimedia resources such as interactive audio and video. Technology also allows
presenting educational materials across media formats like: print, software like power-
point, still and motion video, animations, computer graphics.

1.2 Need of the Research

With the advent of ICT came new hopes in the potential of the information
Superhighway. However, little seems to have changed. Technology is increasingly
accessible, intuitive, reliable, and diverse in its application, and yet, has fallen short in
delivering similar gains in education. As Alexander (1995) states, “It seems surprisingly
obvious that there is no reason to expect the quality of learning to improve if we simply
transfer a learning experience from one medium to another”.
Reynolds (2001) presents an appropriate summary of the situation:
“… we are trapped in a cycle of classic innovation failure – a low quality implementation
of a not very powerful new technology of practice produces poor or no improvement in
outcomes, which in turn produces low commitment to the innovation and a reluctance to
further implement more advanced stages of the innovation (like the new communities of
learning now possible with ICT) that are more likely to generate the improvement in
outcomes that would produce the commitment to ICT utilization.”
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The models and programs that have been developed are mostly related to either
school teaching/ school teachers or pre-service training programs/ teacher trainees. There
is no program/model at present which specifically targets using ICT in the teacher
education program. Many programs are limited to computer literacy and do not train
teachers in the instructional use of ICT. By focusing on basic ICT skills, training fails to
prepare teachers to integrate ICT in their pedagogy.
Teacher educators often have little experience of using ICT to deliver the curriculum.
As a result, teacher trainees lack practical models of ICT integration. Most of the
teachers/ teacher educators perceive the use of a PowerPoint presentation as the be-all
and end-all of ICT integration which in turn completely negates all the multiple benefits
that appropriate use of ICT can generate for a learner. The presence of ICT in the
curriculum is still far from being satisfactory and demands a double effort from all
educational authorities: firstly the integration of ICT into the curriculum not only as a
cross-curricular subject, but also as central to teaching and learning processes; secondly
an effort to provide teacher educators and consequently teachers with specific training
programs to prepare them to face the harnesses of change and to familiarize them with
the new teaching and learning scenarios, facilitating, at the same time a life-long and life
wide type of learning.
Teacher training is understood as essential and key for the development of the
knowledge society and in a more restricted area to reach success in the acceptance and
implementation of ICT in the teaching. Despite the willingness of many teachers to defy
difficulties and integrate ICT into their teaching procedures, still the use and deployment
of ICT in teaching is far from being a reality. Only with a correct acquisition by teachers
of both pedagogical and technological skill and proper competency will we be able to
face the challenge that living in the society of knowledge supposes. Ideal integration of
ICT into the teaching learning process requires access to ICT in the classroom, the
motivation to use it but most of all a practical model of ICT integration.

 
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1.3 Importance of the Research

The present research is an effort to fill the lacuna created by the absence of any
specific model for integration of ICT into the teaching of the theory courses in the B.Ed.
curriculum. It is an endeavour to promote change from the topmost echelons of teacher
training i.e., the teacher educators by integrating ICT into the teaching learning process.
Successful implementation of the information and communication technology ICT based
model of curriculum transaction for teacher educators will help in improving the quality
of teacher training being imparted in teacher training institutions. The concepts of
constructivism, active learning, collaborative learning, self learning, continuous
assessments, reflective practice and justified use of technology on which the model is
based will find expression in day to day teaching thus putting ideal theory into model
practice.

1.3.1 Development of ICT Based Model of Curriculum Transaction

The key to success lies in finding the appropriate points for integrating technology
with constructivism into pedagogical practice, so that it supports the deeper, more
reflective self-directed activity. In a technology rich environment one must remember
that the educational focus is on learning and instruction goals instead of the technology
itself, because technology are merely tools or vehicles for delivering instruction. There is
a strong link between effective use of modern technology and the theory of
constructivism which is what has been explored in the current research to develop a
constructivism integrated ICT based model of curriculum transaction. A brief overview
of the principles of constructivism which have been used by the researcher in developing
the ICT based model of curriculum transaction is provided in Table 1.
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Table 1.Comparison of Pedagogies

Traditional Constructivist Classroom ICT based model

Classroom classroom
Knowledge is seen as Knowledge is seen as dynamic, ever Justified use of ICT to
inert. changing with our experiences. facilitate knowledge
construction
Strict adherence to Pursuit of student questions and Student centered
fixed curriculum is interests is valued. learning
highly valued.
Learning is interactive, building on Active learning
Learning is based on what the student already knows.
repetition.
Students work Students work primarily in groups. Collaborative learning
primarily alone. using ICT
Teachers disseminate Teacher's role is interactive, rooted in Teacher as a
information to negotiation. Teachers have a dialogue facillitator
students; with students, helping students
construct their own knowledge.
Assessment is through Assessment includes student works, Continuous
testing, correct observations, and points of view, as assessment using ICT
answers. well as tests. Process is as important
as product.
Students are taught The students learn HOW TO Reflective practice by
LEARN. students
Expert Evaluation
Self evaluation Reflective practice by
teachers

The present research is a small contribution in the large pedagogical change that is
required to keep teacher education abreast with the rapid changes and growth in
education due to ICT. On this background a dire need has been felt for a practical and
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usable model of ICT based curriculum transaction which incorporates the strong
pedagogical theory of constructivism. Thus the researcher after extensive review and
research has developed the ICT based model of curriculum transaction which uses the
principles of constructivism as its theoretical bases and a study of the effectiveness of this
model is the basis of this research.

1.4 Title of the Research

Study of the effectiveness of an Information and Communication Technology (ICT)

based model of curriculum transaction for teacher educators.

1.5 Statement of Aim

To research current practices of ICT based teaching in colleges of education and to

design, develop and test the effectiveness of an Information and Communication
Technology (ICT) based model of curriculum transaction for teacher educators.

1.6 Operational Definitions

1. Study of Effectiveness

a) The difference in teacher trainee’s achievement in content test after curriculum

transaction through ICT based model on experimental group and traditional
method on control group.

b) Teacher trainee’s feedback on the criteria of effectiveness given: Preparation,

Use of Teaching Aid / ICT Tool, Management of Session / Activities, Teacher
Educators Role, Teacher trainees Role, Collaborative Learning, Assessments
and Overall Impression.

c) Peer teacher educator’s feedback on the criteria of effectiveness given:

Preparation, Use of Teaching Aid / ICT Tool, Management of Session /
Activities, Teacher Educators Role, Teacher Trainees Role, Collaborative
Learning, Assessments and Overall Impression.
d) Study the usability through usability quality components-Understandability, Learn
ability, Objective Achievement, Operability, User Satisfaction and Applicability.
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2. Information and Communication Technology Based Model - ICT Based Model

The ICT based model developed by the researcher integrating the theory of
constructivism using the principles of student centered and active learning,
collaborative learning, self learning, continuous assessments, reflective practice and
justified use of technology through the medium of ICT in the curriculum transaction
process.
3. Curriculum Transaction
An inclusive phrase to mean the organization of the teaching, learning, assessment,
evaluation and reflection of the sessions for the theory component of the B.Ed. course
of University of Pune.

4. Teacher Educators  
Teachers teaching in the B.Ed. course.

1.7 Objectives of the Research

1. To analyze the ICT based curriculum transaction practices by teacher educators.

2. To develop an ICT based model of curriculum transaction integrating the theory of
constructivism, using the principles of student centered and active learning,
collaborative learning, self learning, continuous assessments, reflective practice and
justified use of technology through the medium of ICT in the curriculum transaction
process.
3. To determine the effect of ICT based model of curriculum transaction on teacher
trainee’s achievement.
4. To examine the effectiveness of ICT based model of curriculum transaction through
teacher trainee’s feedback.
5. To examine the effectiveness of ICT based model of curriculum transaction through
peer teacher educator feedback.
6. To find the usability of the ICT based model of curriculum transaction for teacher
educators.
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1.8 Assumptions

• It is assumed that the teacher trainees have a basic level of ICT competency i.e.,
able to operate computers and internet as it is a compulsory theory paper of 40
marks weightage and practical work with 60 marks weightage in the B.Ed.
syllabus of University of Pune.

1.9 Research Questions

For Objective 1

• What are the current ICT based curriculum transaction practices by teacher
educators?
For Objective 7

• What would be the response of the user group of teacher educators about the usability
of the ICT based model of curriculum transaction?
• How much is the total usability of the ICT based model of curriculum transaction for
teacher educators?

1.10 Hypothesis

Research Hypothesis for Objective 2, 3, 4 and 5.

H1 - The ICT based model of curriculum transaction will produce better teacher trainee
achievement in content test than the traditional method.

H2 - The ICT based model of curriculum transaction will be more effective than the
traditional method through teacher trainee feedback.
H3 – The ICT based model of curriculum transaction will be more effective than the
traditional method through peer teacher educator feedback.

Null hypothesis for Objective 2, 3, 4 and 5.

H01 - There is no difference in teacher trainee’s achievement in content test between the
ICT based model of curriculum transaction and traditional method.

H02 - There is no difference in effectiveness between the ICT based model of curriculum
transaction and traditional method through teacher trainee feedback.
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H03 - There is no difference in effectiveness between ICT based model of curriculum

transaction and traditional method through peer teacher educator feedback.

1.11 Scope of Research

• The study covers teacher educators teaching in B.Ed. in colleges of education,

University of Pune.
• The study extends to teacher trainees pursuing B.Ed. in colleges of education,
University of Pune.
• The study relates to the curriculum transaction of theory component of B.Ed. course
of University of Pune.
• The ICT based model developed by the researcher integrating the theory of
constructivism using the principles of student centered and active learning,
collaborative learning, self learning, continuous assessments, reflective practice and
justified use of technology through the medium of ICT in the curriculum transaction
process is a guideline and framework for curriculum transaction of theory component
of the B.Ed. course by teacher educators.

1.12 Limitations of the Research

• The impact of the teacher trainee’s I.Q., interest in learning, motivation levels for the
session, and background knowledge on teacher trainee’s achievement in content test
and responses in teacher trainee feedback has not been considered.
• The tools used for data collection are not standardized tools but have been developed
by the researcher.

1.13 Delimitations of the Research

• The ICT based model of curriculum transaction is designed in English language

only.
• The present research is delimited to implementing the ICT based model of
curriculum transaction by researcher in theory part of curriculum transaction in
B.Ed. course only.
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• The present research is delimited to implementing the ICT based model by

researcher for curriculum transaction of three topics in three theory papers of
B.Ed. curriculum of University of Pune as follows:

Table 2. Sessions of ICT Based Model

Theory Paper Topic

Educational Evaluation Coefficient of Correlation
Educational Psychology Memory training techniques
English Education Techniques of teaching English -group
work, pair work

• The difference in teacher trainee’s achievement of experimental group and control

group is reflected by scores in content test only.
• The criteria of effectiveness studied are Preparation, Use of Teaching Aid / ICT
Tool, Management of Session / Activities, Teacher Educators Role, Teacher
trainees Role, Collaborative Learning, Assessments and Overall Impression only.
• The usability quality components studied are understandability; learn ability,
objective achievement, operability, user satisfaction and applicability only.

1.14 Theoretical Base of the Study

The development of the ICT based model of curriculum transaction is based on the
theory of constructivism. The principles of student centered and active learning,
collaborative learning, continuous assessments, reflective practice support the theory of
constructivism. Teacher as a facilitator and justified use of technology are principles
which are necessary for effective use of ICT. The theoretical background of the theory of
constructivism and all the principles used in the development of the ICT based model of
curriculum transaction are summarized in the Table 3.
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Table 3. Theoretical Bases of the Study

S. No. Theory Theorist Use in Present

Research
1. Constructivism Jean Piaget (1930) ICT based Model
2. ADDIE model of Russell Watson Develop ICT based
Instructional (1981) Model
System Design
3. Reflective practice Donald Schon ICT based Model
(1983)
4. Student centered Bonwell and ICT based Model
and Active learning Eison (1991)
5. Collaborative David and Roger ICT based Model
learning Johnson (1975)
6. Formative and Michael Scriven ICT based Model
summative (1967)
assessments
7. Teacher as Carl Rogers ICT based Model
facilitator (1985)
8. Justified use of ICT Intel teach ICT based Model
initiative

1.15 Significance of the Study

Possibly the greatest contribution that this study brings is in its approach to remain
relevant and withstand the rapid changes of technology. Other researches examining the
adoption of ICT into mainstream learning have focused on what is done with technology
rather than on its effect. Consequently, when the specific technology becomes obsolete,
the research risks becoming obsolete and its findings lose relevance. It is hoped that this
study will stand the test of time by focusing on the pedagogical process rather than a
process of implementation of ICT. The distinction here is that this change concerns the
 18 

personnel involved i.e., the teacher educator and teacher trainees, whereas
implementation concerns the technology involved. The findings of this study are
expected also to contribute to theoretical and methodological knowledge and give clear
and useful advice and support relating to effective curriculum transaction through
integration of information and communication technologies.
This study identifies teacher trainee and teacher educator related factors that optimize
teacher trainee learning outcomes in an ICT-rich learning environment. In doing so, it is
expected that educational leaders, nationally and internationally, can better formulate
strategies for developing ICT embedded curricula that support learning from a holistic
approach.