Psychological Challenges Towards Implementing ICT in Teaching- Learning

Halder, Santoshi; Chaudhuri, Sudip
January 2010
Proceedings of the European Conference on e-Learning;2010, p140
Conference Proceeding
Globalization and technological explosion that have ushered over the past decade have led to the emergence of new global economy "powered by technology, fueled by information and driven by knowledge." (US Department of Labor, 1999). However, the task of introducing ICTs in teaching - learning situations over the years suggests that the effective integration of ICTs into the educational system is a multifaceted process that involves not just technology and infrastructure but also other such aspects like environmental preparedness, teacher readiness and competencies. In recent years there has been a tremendous interest among the researchers for finding out ways on how these skills can be developed in the teachers. NCTE, 2005 have made it essential for the school teachers to get training in teaching practices expecting a more skilled group of teachers. In India this notable task of training is offered through various Teachers Training Colleges spread over India through their B.Ed course assuming a quality return in teacher behavior. The curriculum meant for the trainee teachers in the Teachers Training Colleges ought to be framed with the objectives of developing those requisite characteristics. As the National policy on Education 1986 in India stated, "There is a paramount need to create a computer literate environment", to meet this end it is mandatory to include 'computer training' in the B.Ed syllabus which is not yet included. Ministry of Human Resource Development, 2009 laid special stress by initiating policy formulation process on 'Building a National policy on ICT in School Education'. Recent years have witnessed burgeoning interest in the use of computers as novel tools in the field of education. But practically speaking there is still the need for resolving the hidden psychological barriers of the teachers (lack of computer self- efficacy, computer anxiety etc) who are entrusted with the responsibility to use ICT in classroom. Computer self-efficacy means one's perception of their computer skills about computer use. Recent years have witnessed burgeoning interest in the use of computers as novel tools in the field of education. Nowadays, computers are common tools in most schools, and are being used increasingly in all subject areas. Although some teachers are enthusiastic about using computers, others are more apprehensive. Motivated by this scenario, the present study was undertaken to explore the perceptions of Secondary School Teachers of West Bengal regarding their self efficacy in relation to computer use so that to understand their psychological barriers. Research Question: What is the nature of computer Self-Efficacy and Computer Anxiety of trainee teachers? Whether there is any influence of discipline of study on Computer Self-Efficacy and Computer Anxiety of trainee teachers? Whether there is any effect of gender on Computer Self-Efficacy and Computer Anxiety of trainee teachers? Methodology Sample: The participants consisted of 84 Secondary School Teachers (Trainees of the University of Calcutta, West Bengal, India). Tools: (i) General Information Schedule (GIS) (ii) Computer Self Efficacy Scale (Murphy et.al 1989) (iii) Computer Anxiety Scale Procedure: Data is gathered from randomly selected 84 pupil teachers from Teachers Training Colleges from Eastern India. Apart from the GIS the two different scales, i.e., Computer Self Efficacy Scale and Computer Anxiety Scale are administered to pool data from the male and female trainee teachers of different disciplines (arts, science and commerce). Analysis of data: Data are subjected to appropriate statistics, descriptive as well as inferential. Implication of the study As concern towards creating future teachers it is necessary that the teacher training programmes should be reoriented consciously to include computer training as a compulsory core subject so that the trainee teachers irrespective of their prior computer accessibility and knowledge can frequently use and access computers and resolve their psychological barriers for instilling computer literacy in their students and set a step ahead towards achieving the objective of infusing ICT in teaching-learning.


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