Dr. Pravin Master
Asso. Prof. College of Education, Kharod
Introduction:
Teacher is a paramount component involved in transforming the information, knowledge, wisdom, belief, attitude, skills, competencies etc. among learners. Each and every degree programmes/courses are important but B.Ed. degree programme is more important as this programme gives the society teachers who are working with the minds of students in schools. These students should be mentally, physically, psychologically, sociologically and intellectually optimally developed. The teachers imparting education to these students can play this role more effectively if they themselves have a positive attitude in using the educational technology.
The National Council for Educational Technology (NCERT-1967) has defined educational technology as “the development, application and evaluation of systems, techniques and aids to improve the process of human learning. Therefore, educational technology means not only the hardware or machines, but also all those process which help in human learning.
The scholastic education can be proved as a boon if the primary, secondary and higher secondary education can become an agent of change through the help of educational technology. In this respect it would be interesting to understand the ‘Role of IGNOU-B.Ed. Students and Uses of Educational Technology’. The students correctly underwent through proper schooling may help the nation in facing the challenges of higher education.
An analysis of different definitions pointed out that educational technology is
Ø an application of modern skills and techniques in view of the objectives
Ø facilitation of learning by methods-and media
Ø control over environment for effective learning
Inventions and fast development in technology has made a great impact in the field of education. The technology used by education is ranged from some simple method like microteaching to highly developed techniques such as virtual classroom and teleconferencing. Technology has caused a revolution in the way we teach and learn but there can be no real revolution unless the faculty changes how they teach (Zemsky and Massey, 2004)
In the present study, educational technology has been understood in terms of use of some micro teaching skills, methods like group discussion and team teaching, and use of models and some simple use of computers.
The term ‘awareness’ used here, is restricted to very general familiarity with the technology.
IGNOU (Indira Gandhi National Open University-India) is an enormous set up imparting education in 308 Programmes, over 3,500 Courses different courses, programmes through its 2,243 Study Centres/learners’ support Centres spreaded not only in India but abroad too. The total number of enrolmnet in IGNOU is over 2.2 million. It has also collaborations with 47 Institution abroad. (IJOL-Indian Journal of Open Learning Vol 18 Number 2 May 2009-an advertisement) Students attending B.Ed. programme at IGNOU are bachelor or/and Master graduates having at least two years of teaching experience in schools. They are trained in practical as well as theoretical aspects related to teaching and education system in school with the help of two workshops of 12+12 days in two years of period.
The Title of the Study:
The Title of the present study is: ‘The Role of IGNOU B.Ed. Students and Use of Educational Technology’.
Objectives of the Study:
Keeping the following objectives in the mind the present study was conducted:
1. To study the concept of educational technology among the B.Ed. IGNOU students.
2. To study the awareness of B.Ed. IGNOU students towards the use of educational technology.
3. To study the opinions of IGNOU B.Ed. students about educational technology for strengthening the current education.
Method:
For the purpose of present study the descriptive survey method of research was used.
Sample:
For the present study, 193 IGNOU B.Ed. students of the IGNOU B.Ed. Study Centre-0951 (P) KHAROD-394 115 Bharuch Dist. India were selected purposively. These students were working as untrained teachers having minimum 02 years of teaching experience in the schools of Gujarat-India. These students had selected two content and method based courses/subjects from English, Hindi, Social Studies, Science and Mathematics. From four optional courses/subjects they had selected one from Educational Technology, Computers, Guidance and Counseling and Distance Learning.
Tools:
For the present study the researcher constructed and used the questionnaire and an interview schedule for the purpose of data regarding the awareness of IGNOU B.Ed. students towards the use of educational technology.
The questionnaire and the interview schedule consisted of the awareness towards methods, devices and materials were constructed.
-Awareness regarding different methods of teaching:
Lecture Method, Micro Teaching Technique, Demonstration, Questioning, Group Discussion, Field Trip, Assignment, Slide Show, Power Point Presentation, Project etc.
-Awareness regarding different devices useful in imparting education:
OHP, Slide Projector, T.V, Computers, A/V Cassettes Player, A/V/CD Players, Camera, Internet etc.
-Awareness regarding materials useful to impart education:
Blackboard, Charts, Posters, Models, Specimen, Maps, Globes, Transparency, Slides, Video/Audio Cassettes/CDs, Computer Assisted Learning, CCTV, etc.
The data collected were classified and tabulated according to the need and analyzed using percentage.
Collection of Data:
The data were collected personally by visiting the IGNOU B.Ed. Study Centre – (0951 (P) Kharod-394115. Gujarat- India. The developed tools were given to all the students and filled in by the sample. The collected data were systematically classified and tabulated according to the objectives of the study.
Statistical Techniques Used:
The classified and tabulated data were subject to statistical analysis using percentage and graphs.
Findings and Discussion:
Table No.1
Relative awareness about different components to Educational Technology
The use of Technology by IGNOU B.Ed. Students
The findings of the study were as follow:
Ø 65 % of the IGNOU B.Ed. students are aware about the concept of educational technology.
Ø 62 % of the IGNOU B.Ed. students are aware about the concepts like virtual classes and teleconferencing.
Ø 87 % of the IGNOU B.Ed. students are aware about the use of computers in different areas of school education system.
Ø 73 % of the IGNOU B.Ed. students use various skills of microteaching in their classroom teaching.
Ø To develop better understanding of some crucial concept of the subject content among the learners 55 % of the IGNOU B.Ed. students prefer team teaching and group discussion.
Ø 63 % of the IGNOU B.Ed. students use different models of teaching frequently in their teaching.
Ø 37 % of the IGNOU B.Ed. students were trained in the application of educational technology in different orientation programmes before IGNOU B.Ed.
Ø 37 % of the IGNOU B.Ed. students were interested in participating different training programmes arranged by the government or other agencies.
Ø 82 % of the IGNOU B.Ed. students feel comfortable and easy with educational technology.
Ø 23 % of the IGNOU B.Ed. students use educational technology in various educational activities rather than teaching.
Ø In different activities like collection of information to update themselves, evaluation process, co-curricular activities, sports etc the educational technology is used.
Ø 83 % of the students believe that the use of educational technology makes teaching interesting and effective
Ø The percentages of respondents are 100 and 94 respectively where the respondents use Assignments and Field Trip.
Table N0. 2 Use of Modern Technology:
The reading of the table-2 shows that the
Ø Facility for the Virtual Classroom and Teleconferencing is available in 13 % and 21 % school only. Only 26 % and 16 % of the students can use the Virtual Classroom and Teleconferencing system.
Ø Power Point is a most powerful component to impart instructions effectively. The table shows that only 63 % of the students can use it. Here, effective use of Power Point is again a different issue to discuss.
Ø Use of LCD is restricted to only 45 % of the students.
Ø The percentage of internet users is 72.
The more effective use of technology is highly desired from the teachers at all level. The responsible authority should bring the teacher and the technology very near to each other so that the desired change can be experienced by the society with the help of education.
Conclusion:
Educational technology is effective only when it is used to meet specific learning needs and when it enhances novel learning experiences at the part of the students.
Educational technology should be accepted as a part of regular teaching practice.
In many schools there aren’t technical persons to look after and arrange the technology at the time of use. Students need to learn how to assemble, arrange the technology at the time of use.
Educational technology does not replace the teachers but a proper integration of teachers and educational technology brings a success. In the present era students require an enhanced set of skills that includes not only reading, writing and some numeric skills but also the skills related to the use of educational technology and ICT.
As capacity and means of this study were limited, the outcome should be interpreted cautiously.
References:
1. B. Anand Rao and S. Ravishankar, Readings in Educational Technology, Himalaya Publishing House, 2000
2. IGNOU B.Ed. Programme – Study Material ES-361
3. Tara Chand (2006) Educational Technology, Anmol Publication, New Delhi
4. V. Singh, Practical Approach to Educational Technology, Akansha Publishing House, New Delhi, 2005
5. http://en.wikipedia.org/wiki/Educational technology