Use of ICT in Classroom: Teachers and Students Perception on ICT Tools
(A
Seminar Paper)
Submitted To:
Central
Department of Education
Department
of Foundations of Education
For
the Partial Fulfillment of Contemporary Educational Issues (Ed. 541), M. Ed. 4th
Semester
Submitted
By:
Name:
.........
Roll
No: ......,
Symbol
No.: ........
Room
No: ...........
Major:
ICTE Educations
Date: 18 Feb, 2022
Abstract
Information and Communication
Technology (ICT) plays various roles to make mathematics teaching-learning
activities more meaningful. Technology has seen a recent widespread integration
into daily life, where access to vast amounts of information is now available.
The ICT integrated teaching forcefully underpinning in our education system
as a pedagogical intervention. The teachers and students are trying to
habituate with incorporating their teaching learning activities.
This is a study on “Use of ICT in Classroom: Teachers and Students Perception on ICT Tools”
The objective of the study was to investigate the teacher’s perception of the
ICT tools used in classroom teaching and to explore students’ perceptions of ICT
use in the learning. In order to achieve these goals, teachers and students
access ICT in classroom teaching and learning at the Master's level. The
major tools used for the study were observation and interviews of mathematics
teachers and r students as the sample of the study. I used the qualitative
research design. It contains method that I employed while
collecting data, such as document analysis, interview, questionnaire and
observation. The data were organized, grouped, analyzed, and interpreted
according to the objectives of the study.
The study concluded that the
teachers and students have a positive opinion of perceptions of ICT tools. The result of the study showed
that the highly preferred tools have laptop/ desktop computers, multimedia
projectors, cell phones, and software tools like the internet, email, office program, and related apps like Moodle. Promote both the teachers and learners to more
interactive, communicative, and self-learning. I also found that it facilitated to
create more collaborative and cooperative learning. The e-library, Moodle, and
electric whiteboard were also preferred for promoting the self-learning and
self-paced leaning.
Keywords:
ICT tools,
Access, Teaching and Learning, E-Learning, collaborative
learning
List of Abbreviations
ICT:
Information Communication and Technology
MOE:
Ministry of Educations
GON:
Government of Nepal
SSDP:
School Sector Development Programs
TPD:
Teacher Professional Development
NCED:
National Center for Educational Development
TU: Tribhuvan University
HSEB: Higher Secondary
Examination Board
ISP: Internet Subscriber
Protocol
NGO: Non-Government
Organization
OLPC: One Laptop per
Child
DEO: Department of
Education
UNESCO: United Nations Educational, Scientific
and Cultural Organization
Table
of Contents
2.2
Interview with Teacher and Student
3.2
Students Perception of ICT Tools in learning
4.1
Status of ICT tools Teacher Perception in Classroom
4.2
Students Perception of ICT Tools at Home
4.2.1 Access to ICT Tools
at Home
Appendix-
A: Teacher’s Interview Guideline
Appendix-
B: Student’s Interview Guideline
Use of ICT in Classroom: Teachers and Students Perception on ICT Tools
Introduction
1.1 Background of the study
Creative
and innovative applications of information and communication technologies (ICT)
have long seen as important potential tools to enable teaching and learning
reform processes improving both access to education, and the quality of that
education. Several scholars suggest that ICT tool was be an important part of
education for the next generation.
The
new technologies have the potential to up keep education across the curriculum
and deliver opportunities for efficient student‐teacher communication in ways not possible
before. ICT tools in education have the
potential to transform teaching. Communications refers to the means of
transferring knowledge from one person to another person or one place to
another or so on. In other words, exchanging information views and felling has
known as communication. All the development and discoveries are true today
because of the growing trend of ICT
The
traditional instruction style in Nepal is advocated not only by teachers but also
by parents. Thus, Nepalese education is strongly influence by content and by
examination driven practices, with little or no attention paid to encourage
students to use their knowledge and skills to solve practical problems, or to
try to access their own, already acquired knowledge and construct new ideas.
Traditional methods of teaching and learning are still dominant in Nepal, so
professional development in more modern pedagogical practice is an area
deserving close attention. As it is taught distribute knowledge and skill to
their students who in turn memorize facts, definitions, and algorithms, but who
have little or no practice in thinking for themselves
There is an increasing
number of computers and other technology in our everyday life. Many students and
teachers have using these technologies for better knowing and new way of
learning. The ICT affects every aspect of our life like teaching, learning,
reporting, communicating, and so on. However, educational systems around technologies
(ICTs) teach students the knowledge and skills they need in the 21st century
The discussion cleared that
the pressure of ICT intervention is inevitable in higher education classrooms to
meet the societal needs and transformation of society in Nepal. Now, higher education institutions are trying to establish the ICT as an
instructional tool for learning. Due to this scenario, this study has explored
the teacher's and students' perceptions of using ICT tools in the classroom. What
are perception of the ICT tools that teacher and students prefer for learning? Therefore,
this is the curiosity why many students like ICT use in education. Does it
enhance the quality of ICT education? What are the student's and teachers
perception to use ICT tools in learning, teaching-learning activities of ICT
Classes, Application of ICT tools, ICT lab, internet facilities, and education
system of ICT in education? Therefore, many researchers have concluded that
students are more interested in ICT. Therefore these profiles mentioned above
help to measure the use of ICT tools in classroom: teachers and students
perception in the context of Nepal.
1.2 Objectives
The
main objective of this study was to find out the “Use
of ICT in Classroom: Teacher’s and Student’s
Perception on ICT Tools” The specific objectives of this study were as
follows:
I. To
find out teachers’ perception of the ICT tools used in classroom teaching.
II. To explore students’ perceptions of ICT use in learning.
Methodology
The
required methods of this study were interviews, observation, and document
analysis. To conduct this “Use of ICT in
Classroom: A Teacher and Student Perception on ICT Tools is a qualitative
research design. This design deals with the procedure of the qualitative research,
which was carried out to achieve the response to the problem.
2.1 Document Analysis
To collect, require data this study was
different document analyses likewise, ICT Master Plan (2013-2017), School Sector
Development Programs (2016-2023), and ICT National Policies-2015 and articles, etc.
2.2 Interview with Teacher and Student
I had selected on master's degree (University
Campus, Kirtipur) of Kathmandu District purposively. I have taken two teachers
and two students’ interview participation for qualitative data collection. The
researcher granted permission from the Head of the Department and Subject
teachers to conduct an experiment. For collecting information and data with
related topics, the interview was being conduct for teacher and student based
on interview manual. The teachers and students I selected for the study were ICT
teaching and learning at the Master's level. The first fall, I went to this campus and then
meet the department of the head (gatekeeper). I requested seminar paper
research. Then, I meet the teacher and students and arranged the leisure time for an interview. Then I have approval from the teacher and student. First, fall one teacher
interview about my proposal objectives (See Appendix-A). Then I took the
students interview about my related objectives question (See Appendix-B).at the
end of this interview hearty thanks for help.
2.3 Observation
As a data, gathering device direct
observation makes an important contribution to descriptive research. The
purpose of the classroom observation was to provide supplemental data for the
study. This study was participant observation where the researcher was participating
in the classroom. For my research, I have observed the student activity
classroom and some important data collection. This observation is to observe
teachers’ actual use of ICT in the classroom.
2.4 Data Analysis
The
information and data collected from various sources and means were analyzed meaningfully by the qualitative method. As well as the time of study conclusion
will be produced based on interviews, observation, and document analysis by
using the descriptive method. This study received data collected. Then, data
were grouped based on the objectives. In this section was a discussion about
different topics and sub-topics. Then, according to the fundamental discussion were
data arrangement. I have analyzed the data linked with many kinds of literature. Data
were grouped based on the objectives. In this section was a discussion about
different topics and sub-topics. Descriptive and interpretive analyses were
used to analyze the data.
Literature Review
3.1 Policy and provisions
According
Educational institutions
are also influenced by this technology and most of these have tried to adopt
it. The teachers and students are no exceptions to using these tools. This tool
helps to transform the teachers and students into a technocratic society
3.2 Students Perception of ICT Tools in
learning
According to
Prepare ICT teaching and learning materials
initially for ICT. Improve classroom delivery, increase access to learning
materials, and effectiveness and efficiency of educational government and
management system. Provide ICT infrastructure and teaching-learning materials.
MOE has implemented some of the programs related to ICT in education. They are one laptop per child (OLPC) pilot project in selected 26 Collage of six
districts; Lab modal (computer sharing mechanism) projects in some Collage and
internet connectivity to District Educations Offices (DEOs) and schools (through
matching funds to college) and computer labs with an internet connection from local
Internet Subscriber Protocol (ISPs). Department of Education (DOE), with the
involvement of some NGOs, has developed interactive digital learning materials
for the students at the University Level.
The discussion cleared that the pressure of ICT intervention is
inevitable in higher education classrooms to meet the societal needs and
transformation of society in Nepal. Now, higher education institutions
are trying to establish the ICT as an instructional tool for learning. Due to
this scenario, this study has explored the condition of using ICT in teaching
and learning. What are the ICT tools that teachers and students prefer for
learning?
Findings &Discussion
This
study focused on the teacher's and students perceptions of using ICT tools in the
classroom. The results of this study were presented in this section according
to the objectives
4.1 Status of ICT tools Teacher Perception in
Classroom
Access
to computers, ICT software, and ICT teaching and learning has increased globally
in the past few decades, but in many places like Nepal, technology is rarely
integrated substantially, or even at all, into everyday teaching. One reason
for this is the here to for Lack of appropriate professional development for the application of technologies and tools in a classroom situation. In these issues,
one teacher says, “I mostly used PowerPoint presentation to present my lessons. Similarly,
I also use Google to search for materials and presents. In the same way, I explore the internet to find out sample materials for reading and sample research to make
my students be familiar with current international trends in research.”
The
teacher had a supportive perception of the use of ICT tools in the classroom in terms
of the perception of teaching, developing the teaching materials, creating
innovative teaching, and evaluations of student’s outcomes. It is because the
ICT is helpful in the perception of classroom teaching. The learning software
still needed to be improved because the digital era demanded rapid change in
learning.
I
am totally agreed with this statement at Collage Level not only in teaching ICT. The
teacher does not provide sufficient time for ICT teaching and learning. However, college
administration and ICT teacher collaboration at college. In this situation the
ICT education field, in particular, more teachers should be interested in
getting professional development training in the use of advanced technology.
The initiative described in this paper was designed to encourage teachers to do
this, though it was not very successful in this aspect.
Perception of teacher ICT tools
teaching and learning at teacher training, infrastructure, and human skilled
development resource for integrating ICT for teaching and learning were not
sufficient in the Nepali context. A teacher says “in our college at one ICT
(computer, laptop, multimedia, social media, software, and projector) lab which
where students can easily access teaching and learning notes, assignment and
project work.”
After
this interview, I concluded that students get more effective ICT teaching and
learning, and student ICT concept help student dream. The student
collaboration learning feels good uses of ICT.
I
agree in this situation student and teacher perception of ICT tools in teaching
and learning. The college also maintains an ICT lab and teacher training. the
expense of student performance on the national examination Increased knowledge
about and skill in using technology combined with positive results in using it
with students could help teachers to be more disposed toward incorporating it
in their instructional practice. The issue for those delivering professional
development to teachers concerns whether the new skills and knowledge are given
an active role in teachers’ classes after the training is completed.
4.1.1 Improper training
For the successful and effective ICT
tools used, teacher training is of most important ICT will be very useful for
teacher and student. One of the preliminary steps in implementing any ICT-based
educational approach is teacher perception, unless the teacher is fully
comfortable with a new approach to teaching, providing students with computers.
That is why training related to the specific subject with appropriate use must
be essential for teachers. A teacher says “we are not sufficiently trained how
to use ICT tools in (laptop/computer,
multimedia projector, mobile phone, Software tools: internet, email, Microsoft
word, excels, PowerPoint, Moodle.)Teaching and learning.”
After this interview, I concluded that the
master trainer at the teacher training centers are does not have highly trained ICT
human resources in the ministry. The teacher will also play a vital role in the
colleagues and ICT for college administration and information management. So
that knowledge is necessary to teach the ICT subjects.
From this, it can be seen that the
training is not centered upon teaching the particular subject. The training
that the ICT teacher need is not given yet. National Center for Educational
Development (NCED) has been provided to the teacher through national radio and
FM; compute science has been taught as an optional subject in school (grades 9
to 12), and Bachelor’s and Master’s levels are run by different colleges under
various universities; various training institutes conduct technical education
and vocational training courses in computer and ICT.
Supporting their lecturer and demonstration of
materials. Showing photos, video, and materials through it. Investigate new things
and help to compete in the global market. Help to increase the global competition.
Help to create more collaborative and cooperative learning. Promote both the
teachers and learners more interactive and communicative. Promote self-learning and self-paced learning.
4.2 Students Perception of ICT Tools at Home
In this 21st digital era, the use of ICT in real classrooms to tech was most challenging in the Nepali context.
Advancements in learning opportunities tend to be held back by the ICT
capabilities of the lowest common denominator, namely the students with the
least access to ICT. With ICT, access increases among students. The use of ICT
tools in the classroom has long been a topic for consideration by ICT
educators. One student says, “In our college 27 computers but it is not proper
work and internet connectivity in computer.”
After
this interview, I concluded that government-provided internet connectivity
access to the local and College level.
But, more effective ICT teaching and learning government provides
internet connectivity in classroom learning.
But,
ICT Master Plan (2013-2017) has emphasized the Expansion of access of the Internet to
all schools; Coordination, and collaboration with national and international
institutions to develop skilled human resources for continuous, relevant, and
quality education. SSDP (2016-2023) to Promotion of Industry-Academia
Collaboration (IAC); and Formulation and implementation of special IT programmer
focusing on students, teachers, and schools in order to develop competent human
resources.
In this regard, internet connectivity is
available in ICT Lab, and policies about all college available internet
connectivity are limited only to documents. The tool immediately was used on cell phones in the android version. It was the cheapest way to
implement it. I also found that it facilitated to create more collaborative
and cooperative learning. The e-library, Moodle, and electric whiteboard were
also preferred for promoting self-learning and self-paced learning. In
this situation government not to be able to regulate and coordinate on campus
and government.
I
do not agree with this problem but universities in developing countries should
adopt e-learning technologies to improve teaching and learning processes.
Pedagogical, technical and cost issues should be taken into account for each
specific technology when integrating ICTs in teaching and learning practices as
challenges.
In this digital era, ICT teaching
and learning real-world problems one country and country coordination in
online different ICT software uses to solve the educational problem. A student says, “In our teacher only uses Microsoft
power-point and projector in ICT teaching and learning and it is using limited
access to a computer.”
After
this interview, I concluded that using ICT tools greatly increased students,
motivation and engagement in learning. Students positively to the use of ICT
tools: they engaged well with lessons and learning was very good.
In
this regarded ICT National Polices (2015) has ICT skilled human resource
development management, Increasing access to education, Integration of ICT in all aspects of
education, Expansion of access of the Internet to all schools Coordination and
collaboration with national and international institutions to develop skilled
human resources for continuous, relevant and quality education. SSDP
(2016-2023) To Promotion of Industry-Academia Collaboration, Formulation, and
implementation of special IT programmers focusing on students, teachers, and
schools to develop competent human resources. Development of ICT infrastructure in
education.
ICT is a dynamic, easy-to-use tool as well
as an interactive ICT for learning ICT tools in a unique style in which
students have engaged in demonstrations, construction, and exploration that are
not available through paper-pencil.
4.2.1 Access to ICT Tools at Home
For
using ICT tools in teaching-learning activities we need to invest the required
money at first because there required different software for ICT and
furthermore, it needs to be updated frequently. A most developing
country has an economic challenge to use ICT in classroom activities as same as in
Nepal. Mostly ICT teaching and learning at home more practice with Internet
connectivity, laptops, and android phone. Students say, "I have an
android phone, laptop, and use of ICT educational software at home.”
After
this interview, I concluded that ICT only used college but more practice at
home in ICT education teaching and learning. ICT had
facilitated the self-learning of students. The attitude of teachers was that
ICT could improve the learning strategies and teachers’ roles in a
supportive and collaborative way.
However, recent figures from the Nepal
Telecom Authority show that around 24 percent of Nepal now have access to
some form of internet connection. The students mostly ICT used on mobile
phones. ICT has already encompassed the world of mass media. ICT has been provided
as one of the important tools for ICT teaching and learning in the home education
system. The student used easily practice at the home.
Conclusion
In
Nepal, the initiation of ICT in college education is progressing. Master Plan
(2013-17) to integrate ICT into school education. This demonstrates the
commitment on the part of the government. Until now, the program is not in a
stable position. ICT provides a great opportunity for schools/universities in
developing countries to improve their teaching and learning processes. So far,
most of the schools/universities in developing countries possess basic ICT
infrastructures such as internet, computers, video, audio, and mobile technology
facilities that form the basis for the establishment of E-Learning.
The effects of globalization have influenced the teachers and
students in their teaching and learning. Now, they both are trying to
transform their roles into ICT-based activities in the classroom. They both
teach and students have aware of to use of ICT tools in their pedagogy and try to
incorporate them into their learning. The most convenient tools were computers,
multimedia projectors, cell phones, and the internet for teachers and students. Both
of them believed that ICT friendly learning environment creates more
collaborative, supportive behavioral practices in the classroom. ICT tools would be
useful for self-study and group work habits in learning.
Generally, the results show a positive perception that teachers hold of the use of ICT in teaching and
learning. Despite the challenges associated with ICT integration in Nepal,
teachers have demonstrated their willingness to use the available ICT tools for
teaching and learning. In addition, teachers employ several criteria in
selecting ICT tools to use in teaching and learning. Help to create more
collaborative and cooperative learning. Promote both the teachers and learners to more interactive, communicative and self-learning. The ICT tools are inevitable
phenomena for effective delivery of knowledge and skills in higher education
teaching to meet the global needs of education.
References
Dhital, H. (2018). Opportunities and Challenges to
Use ICT in Government School Education of Nepa. International Journal of
Innovative Research Computer and Communication Engineering, 6(4).
GON. (2015). ICT National Policies.
Kathmandu: Government of Nepal.
Hohenwarter, M. (2008). E-learning: Concepts,
Issues, Application, Evaluation. Austria: Riyadh: Dar Alsolatech
Publication.
Keong, C. C., Horain, S., & Daniel, J. (2005). A
study on the use of ICT tools in teaching. Online Journal of Educational
Technology, 4(7), 25-27.
Lam, Y., & Lawrences, G. (2002). Teacher-student
role redefinition during a computer-based. Computer Assisted Language
Learning, 15 (3), pp. 295-315.
Mbangwana, M. A. (2008). Introduction of ICT in
schools and classrooms. Cameroon: Langaa, Bamako.
MOE. (2013). ICT Master Plan(2013-2017).
Kathmandu: Ministry of Education, Government of Nepal.
MOE. (2013). Information & Communication
Technology (ICT) in Education Master Plan 2013-2017. Kathmandu:
Government of Nepal.
MOE. (2016). School Sector Development
Program(2016-2023). Kathmandu: Ministry of Education, Government of
Nepal.
Moila, M. M. (2006). The use of educational
technology in teaching and learning: An investigation of South African college. Eurasia Journal of Mathematics, Science and Technology
Education, 37(3), 72-75.
UNESCO. (2002). Information and communication
technologies in teacher education:. Paris: UNESCO Higher Education.
UNESCO. (2014). Information and communication
technologies (ICT) in education. Canada: UNESCO Institute for Statistics.
Appendices
Appendix- A: Teacher’s Interview Guideline
Name of the teacher:
Campus Name:
Campus Address:
Campus Phone No. :
1.
What are the teachers’ perceptions of ICT
tools in teaching?
.............................…………………………………………………………………
2.
What are the teacher's perceptions and
attitudes on ICT tools used in the classroom?
………………………………………………………………………………………
3.
What are teachers’ perceptions in relation
to ICT usage? ………………………………………………………………………………………
Appendix- B: Student’s Interview Guideline
Name of the Student:
Campus Name:
Campus Address:
Campus Phone No. :
1.
What are your perceptions of the ICT
facilities that are available?
………………………………………………………………………………………
2.
What
is your view about the current ICT state in campus?
………………………………………………………………………………………
3.
What are the different types of ICT used
in the classroom?
………………………………………………………………………………………
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