| Narendra Sidhaye and Prof. Mrs. Geeta Kamble | | | | 2. ICTs seen as tools to help teachers create more |
| ABSTRACT | | | | 'learner-centric' learning environmentsThe researches |
| Keywords: Interactive Teaching, Dialogic Teaching, | | | | have shown that the most effective uses of ICT are |
| Multilevel Modeling, IWB. | | | | those in which the teacher, aided by ICTs, can |
| There has been much concern with the ideas of | | | | challenge pupils' understanding and thinking, either |
| interactive and dialogic teaching during recent years in | | | | through whole-class discussions and individual/small |
| India, ideas which have emerged from international | | | | group work using ICTs. ICTs are seen as important |
| comparisons. This paper concerns a research project | | | | tools to enable and support the move from traditional |
| in Pune which sought to explore how the interactive | | | | 'teacher-centric' teaching styles to more 'learner-centric' |
| features of information and communication technology | | | | methods. |
| (ICT) support interactivity in teaching. The project found | | | | 3. Using ICTs as tools for information presentation is of |
| that much use of ICT by good teachers was at a | | | | mixed effectivenessThe use of ICTs as presentation |
| relatively superficial level of interaction, yet when | | | | tools (through overhead and LCD projectors, television, |
| teachers used a deeper, more dialogic, level of | | | | electronic whiteboards, guided "web-tours", where |
| interactivity in teaching, they achieved improvements in | | | | students simultaneously view the same resources on |
| learning whether they used ICT or not. The potential of | | | | computer screens) is seen to be of mixed |
| ICT to support more dialogic teaching was not being | | | | effectiveness. While it may promote class |
| fully exploited. | | | | understanding of and discussion about difficult |
| Multilevel modeling showed positive gains in literacy, | | | | concepts (especially through the display of simulations), |
| mathematics and science for children aged 12 to 15, | | | | such uses of ICTs can re-enforce traditional |
| directly related to the length of time they had been | | | | pedagogical practices and divert focus from the |
| taught with ICT tools. These gains were particularly | | | | content of what is being discussed or displayed to the |
| strong for children of average and above average | | | | tool being utilized. Thus, it has totally defeated the |
| prior attainment. Classroom observations, together with | | | | whole purpose of using ICT in education. |
| teacher and pupil interviews, were used to develop a | | | | TEACHER TECHNICAL ABILITIES AND |
| detailed account of how pedagogic practice changed. | | | | KNOWLEDGE OF ICTs |
| Results from the multilevel modeling enabled the | | | | 1. Preparing teachers to benefit from ICT use is about |
| researchers to visit the classrooms of teachers | | | | more than just technical skillsTeacher technical |
| whose pupils had made exceptional progress and | | | | mastery of ICT skills is a not a sufficient precondition |
| seek to identify what features of pedagogy might | | | | for successful integration of ICTs in teaching. |
| have helped to achieve these gains. It was also | | | | 2. 'One-off training' is not sufficientTeachers require |
| possible to examine probable reasons for the lack of | | | | extensive, on-going exposure to ICTs to be able to |
| impact of ICTs on the progress of low prior attainment | | | | evaluate and select the most appropriate resources. |
| pupils, despite their enthusiasm for the ICT and | | | | However, the development of appropriate pedagogical |
| improved attention in class. The Interactive White | | | | practices is seen as more important that technical |
| Board is an ideal resource to support whole class | | | | mastery of ICTs. |
| teaching. Where teachers had been using ICT for | | | | 3. Few teachers have broad 'expertise' in using ICTs in |
| 2 years, there was evidence that all children have | | | | their teachingEven in the most advanced school in G8 |
| made exceptional progress in attainment in class tests. | | | | countries; very few teachers typically have a |
| Young children with limited writing skills and older pupils | | | | comprehensive knowledge of the wide range of ICT |
| with special educational needs are highly motivated by | | | | tools and resources. |
| being able to demonstrate their skills. These effects | | | | 4. In India, the use of ICTs to promote 'computer |
| are greatest when they have the opportunity, | | | | literacy' is seen as less important than in using ICTs as |
| individually or in small groups, for extended use of the | | | | teaching and learning toolsThe use of technology in |
| computers rather than as part of whole class teaching. | | | | everyday teaching and learning activities appears to |
| The ICT is in effect a mediating artifact in interactions | | | | be more important than specific instruction in |
| between teacher and pupils. | | | | "computer classes". While the development of |
| FULL PAPER | | | | technology skills is seen to have a role in the teaching |
| Analysis of Research Findings of Use of ICT and Its | | | | and learning process, it is more important as an enabler |
| Effectiveness in Teaching/Learning in Schools from | | | | of other teaching and learning practices, and not too |
| Pune City | | | | important in and of itself. Schools that report the |
| Introduction | | | | highest levels of student ICT-related skills and |
| In 1995, handful of young engineers from COEP | | | | experience are often not those with heavy computer |
| started a Voluntary Organization, ‘Creative | | | | course requirements, but rather ones that made use of |
| Engineers' with the motto of carrying out different | | | | ICTs on a routine basis throughout the teacher |
| experiments, researches in Educational Field. One of | | | | professional development and the teaching and |
| the authors of this paper, Mr. Narendra Sidhaye was | | | | learning process. |
| The Founder Chairman of the organization. ‘Search | | | | 5. Students are more sophisticated in their use of |
| The Raw Talent Group' was set up to find out hidden | | | | technology than teachersThere appears to be a great |
| talent from schools in Pune. By the end of Century all | | | | disconnect between student knowledge and usage of |
| the members of the group felt that ICT in | | | | ICTs the knowledge and abilities of teacher to use |
| EDUCATION was Buzz Word in G8 nations. Natural | | | | ICTs. This suggests that teacher inexperience and skill |
| question followed, ‘What is the Situation in our | | | | deficiencies may often be an important factor inhibiting |
| country, especially in Pune, the Oxford of the east?' | | | | the effectiveness of ICT use in education by students. |
| After lot of deliberations, finally, in 2002 a research | | | | TEACHER USAGE OF ICTs |
| was started which is still in force. | | | | 1. Teachers most commonly use ICTs for |
| The group members carried out a survey of nearly | | | | administrative tasksTeachers most often use ICTs for |
| 185 secondary schools in Pune, regarding status of use | | | | 'routine tasks' (record keeping, lesson plan |
| of ICT, deployment of ICT, interest of school | | | | development, information presentation, basic |
| management and teachers for use of ICT in day to | | | | information searches on the Internet). |
| day classroom instructions, etc. The picture was | | | | 2. More knowledgeable teachers rely less on |
| shocking. Hardly 15 to 20 teachers were using ICT and | | | | "computer assisted instruction"Teachers more |
| that too was limited to PPTs. On this backdrop the | | | | knowledgeable in ICTs utilize computer assisted |
| group members felt an urgent need to undertake a | | | | instruction less than other teachers who use ICTs, but |
| very systematic and scientific study about Deployment | | | | utilize ICTs more overall. |
| and Practices of ICT in schools of Pune City. | | | | 3. How teachers use ICTs is dependent on their |
| It was decided not just to study the present situation | | | | general teaching stylesTypes of usage of ICTs |
| but to encourage use of ICT in teaching/learning, at | | | | correlate with teacher pedagogical philosophies. |
| least to create awareness amongst teachers about | | | | Teachers who use ICTs the most -- and the most |
| effectiveness of use of ICT in education in G8 nations. | | | | effectively -- are less likely to use traditional |
| Laptops were provided to teachers who readily | | | | 'transmission-method' pedagogies. Teachers who use |
| showed willingness to participate in the project. Slowly | | | | more types of software tend to practice more |
| the number of participating schools as well as different | | | | "constructivist" pedagogies. |
| subject teachers grew and is still growing year after | | | | 4. Teaching with ICTs takes more timeIntroducing and |
| year. The group member took help of experts from | | | | using ICTs to support teaching and learning is time |
| education field like Dr. Deshpade, Dr. | | | | consuming for teachers, both as they attempt to shift |
| Patwardhan, Dr. Sanjeev Sonawne. They happily | | | | pedagogical practices and strategies and when such |
| extended the support for analyzing the data, designing | | | | strategies are used regularly. Simply put: Teaching with |
| experimental models, conducting tests, etc. | | | | ICTs takes more time (estimates vary on how much |
| In these 8 years, one thing is endorsed; Training is the | | | | extra time is required to cover the same material; 10% |
| Key. Teacher training and ongoing relevant | | | | is a common estimate). But in countries like India, where |
| professional development are essential if benefits from | | | | there is Power Shortages, this time may be as high as |
| investment in ICTs are to be maximized. The paper | | | | 25%. |
| contains important findings about use of ICT by | | | | TEACHER CONFIDENCE AND MOTIVATION |
| teachers and pupils along with its effectiveness. | | | | 1. Few teachers are confident users of ICTsFew |
| Objectives of Study | | | | teachers are confident in using a wide range of ICT |
| 1. Finding the status of deployment of ICT in schools | | | | resources, and limited confidence affects the way the |
| from Pune City | | | | lesson is conducted. |
| 2. Establishing ICT practices in Unaided English Medium | | | | 2. Fear prevents many teachers from using ICTsMany |
| Secondary Schools (ICSE, IB, CBSE, and SSC) | | | | teachers still fear using ICTs, and thus are reluctant to |
| 3. Promoting use of ICT in teaching and learning as a | | | | use them in their teaching. |
| regular habit. | | | | 3. ICTs motivate (some) teachers, at least at the |
| 4. Checking the effectiveness of use of ICT for | | | | startAt least initially, exposure to ICTs can be an |
| shorter as well as longer (continuous) time periods. | | | | important motivation tool to promote and enable |
| Sampling | | | | teacher professional development. |
| Convenient Sampling was used in the beginning as no | | | | 4. Incentives must be developed to promote effective |
| school was willing to participate in this project. When it | | | | teacher participation in continuing professional |
| started in 2002, only one school showed interest and | | | | developmentTeachers require additional motivation and |
| the project was kicked off. The efforts of the | | | | incentives to participate actively in professional |
| members paid and in the subsequent years the | | | | development activities. A variety of incentives can be |
| number grew to 4, 7, 8, 11, 14 and by the end of | | | | used, including certification, professional advancement, |
| academic year 2009, there are 21 odd schools. | | | | pay increases, paid time off to participate in |
| Method of Study | | | | professional development, formal and informal |
| Survey as well as Experimentation methods were | | | | recognition at the school and community levels and |
| used for this research. Teachers were asked to use | | | | among peers, reduced isolation, and enhanced |
| ICT for minimum of 7 weeks to continuous use of ICT | | | | productivity. |
| in selected classes of few schools. Performance of | | | | 5. Access to ICTs is the most significant factor in |
| the selected classes is being continuously monitored by | | | | whether teachers use themThe most significant factor |
| team members for last 7 years. The interviews with | | | | for continuing the development of teachers' ICT-related |
| teachers and students have given valuable inputs to | | | | skills is for them to have regular access to functioning |
| the ongoing study. | | | | and relevant ICT equipment. |
| The interesting findings of the research are given | | | | SUBJECT KNOWLEDGE |
| below in the form of Data Interpretation and | | | | 1. Teachers' subject knowledge influences how ICTs |
| conclusions. | | | | are usedThe way ICT is used in lessons is influenced |
| Teachers of modern times are slowly appreciating the | | | | by teacher knowledge about their subjects, and how |
| value of ICT in their work. Never has it been easier to | | | | ICT resources can be utilized and related to it. |
| access authentic resources in the target subject and | | | | 2. Teacher content mastery and understanding of |
| never has it been easier to create reusable resources, | | | | student comprehension make ICT use more |
| whether electronic worksheets, animated | | | | effective The evidence shows that when teachers |
| presentations or exciting interactive materials. Word | | | | use their knowledge of both the subject and the way |
| processors, presentation software, authoring software | | | | pupils understand the subject; their use of ICT has a |
| and interactive whiteboards are becoming common in | | | | more direct effect on student achievement. |
| Rich Schools and teachers of different subjects use | | | | 3. Exposure to new/additional information via ICTs is |
| them often and to advantage. | | | | not enoughThe effect on attainment is greatest when |
| New technologies have changed and continue to | | | | pupils are challenged to think and to question their own |
| change the way different subjects are taught and | | | | understanding, rather than on exposure to new and |
| learnt. Multimedia resources, sometimes related to | | | | additional information. |
| television series or course books, are available from | | | | 4. ICTs can aid teacher self-learning in subject |
| commercial providers, and contain activities relevant to | | | | matterBy providing access to updated and additional |
| specific skills and Key Stages. The ease of capturing | | | | learning resources, ICTs can enable teacher |
| and editing audio/video makes it easier for the teacher | | | | self-learning in his/her subject area. |
| to create own multimedia resources. More recent | | | | TEACHER PROFESSIONAL DEVELOPMENT |
| developments such as blogs, podcasts and wikis open | | | | 1. On-going teacher training and support is critical to the |
| up new possibilities to transform teaching and learning | | | | successful utilization of ICTs in educationTeacher |
| further. | | | | training and professional development is seen as the |
| Integrating ICT into your teaching enables you to bring | | | | key driver for the successful usage of ICTs in |
| all four language skills into the classroom directly and | | | | education. |
| simply. Text, images, audio and video can be used on | | | | 2. Teacher professional development is a process, not |
| the interactive whiteboard, in applications and in | | | | an eventTraditional one-time teacher training |
| resources you create for both whole-class teaching | | | | workshops have not been seen as effective in helping |
| and independent work by pupils. | | | | teachers to feel comfortable using ICTs, let alone in |
| A great bonus of the increasing presence of ICT in the | | | | integrating it successfully into their teaching. Discrete, |
| teaching and learning is that pupils are presented with | | | | 'one-off' training events are seen as less effective |
| ever more opportunities for improving learning, and for | | | | than on-going professional development activities. |
| learning in diverse ways. The text book and traditional | | | | 3. Introducing ICTs expands the needs for on-going |
| teaching clearly still have a major place in teaching and | | | | professional development of teachersEffective ICT |
| learning but ICT adds a new dimension, which enables | | | | use in education increases teachers' training and |
| learning to be more personalized, more flexible and | | | | professional development needs. However, ICTs can |
| more varied. | | | | be important tools to help meet such increased needs, |
| ICT can be used to great effect to improve | | | | by helping to provide access to more and better |
| understanding and performance in the target subject | | | | educational content, aid in routine administrative tasks, |
| and to improve both learning and ways of learning. The | | | | provide models and simulations of effective teaching |
| ongoing research clearly reveals certain interesting | | | | practices, and enable learner support networks, both in |
| facts. | | | | face to face and distance learning environments, and |
| Pupils use ICT to: | | | | in real time or asynchronously. |
| - Develop skills | | | | 4. Successful teacher professional development |
| - ICT is not solely a text medium. Pupils can develop all | | | | models can be divided into three phasesSuccessful |
| four language skills using modern technology. They can | | | | on-going professional development models can be |
| work on text manipulation activities which incorporate | | | | divided into three phases: pre-service, focusing on initial |
| images or audio. They can identify and use useful | | | | preparation on pedagogy, subject mastery, |
| images, sound or video clips on the Internet or | | | | management skills and use of various teaching tools |
| CDROMs. They can easily make their own audio or | | | | (including ICTs); in-service, including structured |
| video recordings in completion of a task. They can use | | | | face-to-face and distance learning opportunities building |
| audio and video in their own presentations. | | | | upon pre-service training and directly relevant to |
| Develop learning skills | | | | teacher needs; and on-going formal and informal |
| - Pupils can work with ICT to develop their | | | | pedagogical and technical support, enabled by ICTs, for |
| understanding of subject, their analytical and | | | | teachers, targeting daily needs and challenges. |
| organizational skills and their critical skills. Authoring | | | | 5. Effective teacher professional development should |
| software can be used to create engaging and | | | | model effective teaching practicesEffective teacher |
| challenging activities aimed at developing an | | | | professional development should approximate the |
| understanding of subject. | | | | classroom environment as much as possible. |
| Learn in more varied ways | | | | "Hands-on" instruction on ICT use is necessary where |
| - Pupils can work effectively at their own pace and | | | | ICT is deemed to be a vital component of the teaching |
| level, using differentiated materials or guided learning | | | | and learning process. In addition, professional |
| pathways created by the teacher. Hyperlinks placed in | | | | development activities should model effective |
| worksheets direct pupils to support materials or | | | | practices and behaviors and encourage and support |
| activities at higher or lower levels. | | | | collaboration between teachers. On-going professional |
| - Pupils can work independently on research and | | | | development at the school level, using available ICT |
| collaboratively on project work. | | | | facilities, is seen as a key driver for success, especially |
| - Pupils can work flexibly away from the classroom. | | | | when focused on the resources and skills directly |
| - Pupils can receive immediate feedback when | | | | relevant to teachers' everyday needs and practices. |
| completing interactive materials created with authoring | | | | 6. On-going, regular support for teachers is |
| software. Hyperlinks can also be used in worksheets | | | | crucialOn-going and regular support is essential to |
| to link to correct versions: work submitted electronically | | | | support teacher professional development and can be |
| can be returned to a pupil by e-mail or placed in their | | | | facilitated through the use of ICTs (in the form of web |
| area on the school network or VLE (Virtual Learning | | | | sites, discussion groups, e-mail communities, radio or |
| Environment). | | | | television broadcasts). |
| Communicate with their peers | | | | ENABLING FACTORS |
| - Pupils can use email, video conferencing, blogs, wikis, | | | | 1. A variety of changes must be implemented to |
| social networking sites and text messaging to develop | | | | optimize teacher use of ICTsShifting pedagogies, |
| their target language in contact with their peers in other | | | | redesigning the curriculum and assessment, and |
| countries. | | | | providing more autonomy to the schools help to |
| Teachers use ICT to: | | | | optimize the use of ICT. With sufficient enabling factors |
| - Make whole-class teaching and learning more | | | | in place, teachers can utilize ICTs in as |
| dynamic. | | | | ‘constructivist' a manner as their pedagogical |
| - Create worksheets and presentations which can | | | | philosophies would permit. |
| include text, images, audio and video. Pupils can | | | | 2. Functioning technical infrastructure is (obviously) |
| manipulate text, listen to audio or watch a video clip | | | | crucialTeachers must have adequate access to |
| before completing gap-fill activities. | | | | functioning computers, and be provided with sufficient |
| - Develop interactive materials with authoring software: | | | | technical support, if they are to use ICTs effectively. |
| such materials may include audio and graphics, and | | | | 3. Introducing ICTs takes timeAdequate time must be |
| can be used to enable pupils to focus on language, | | | | allowed for teachers to develop new skills, explore |
| grammar or comprehension skills. | | | | their integration into their existing teaching practices and |
| - Create multi-skill tasks | | | | curriculum, and undertake necessary additional lesson |
| - Develop critical skills in pupils: presentations to their | | | | planning, if ICTs are to be used effectively. |
| peers by pupils can be evaluated as a whole-class | | | | 4. Support from school administration and the |
| activity using a range of criteria covering, for example, | | | | community can be importantSupport of school |
| accuracy, range of expression, visual appeal, and | | | | administrators and, in some cases, the surrounding |
| technical expertise. Written work completed | | | | community, for teacher use of ICTs is seen as critical |
| electronically by pupils can be brought up on the | | | | if ICTs are to be used at all, let alone effectively. For |
| screen or interactive whiteboard and used for | | | | this reason, targeted outreach to both groups is often |
| whole-class discussion, the pupils working under the | | | | necessary if investments in ICTs to support education |
| teacher's guidance to identify areas of excellence or | | | | are to be optimized. |
| areas for improvement. | | | | 5. Lessons learned from introducing ICTs in education |
| - Motivate pupils:Research indicates that regular use of | | | | need to be sharedAs the introduction of ICTs to aid |
| ICT increases motivation, especially if used regularly | | | | education is often part of a larger change or reform |
| and in several subject areas. | | | | process, it is vital that successful uses of ICTs are |
| - Develop cross-curricular work:Using Internet | | | | promoted and disseminated. |
| resources, common applications and simple editing skills | | | | CONCLUSIONS |
| teachers are collaborating with other departments in | | | | 1. ICTs are used in education in two general ways: to |
| producing resources for teaching topics of common | | | | support existing ‘traditional' pedagogical practices |
| interest. For example, a regional study of London could | | | | (teacher-centric, lecture-based, rote learning) as well as |
| be covered in English classes and also, even partly in | | | | to enable more learner-centric, ‘constructivist' |
| Geography lessons. | | | | learning models. Research suggests that both are |
| Finally to connect the research findings to our sub | | | | useful, but that ICTs are most effective when they |
| theme of paper, one must know what is Andragogy? | | | | help to enable learner-centric pedagogies. |
| Andragogy is almost the opposite of Pedagogy. | | | | 2. However, studies of ICT use in Developing Countries |
| Pedagogy is the style of teaching that is practiced in | | | | like India suggest that, despite rhetoric that ICTs can |
| most of our public schools. Pedagogy is a model for | | | | enable new types of teaching and learning styles, for |
| learning. It means, the teacher is in charge of | | | | the most part they are being used to support traditional |
| disseminating all the knowledge. The students are to | | | | learning practices. |
| absorb everything from the teacher, who is the expert | | | | 3. Additional barriers to effective use of ICTs in |
| in the area being taught. It is not necessary to have a | | | | education are very well present in the form of LACK |
| high interaction between the students and the teacher. | | | | of BASIC INFRASTRUCTURE in our Country |
| The lesson does not depend on the past experiences | | | | |
| of the student. This works pretty well for children, but | | | | SELECTED REFERENCES |
| usually not very well for adults. As a matter of fact, | | | | - American Federation of Teacher, at |
| the average adult will probably dislike this kind of | | | | - Bast, Joseph L. Harmer, (12 March 1997) "ICT and |
| instruction. | | | | Educational Freedom: A Debate" |
| Andragogy is different. Andragogy is another model of | | | | - Becta (2002) ICT Supporting Teaching - Developing |
| instruction in which the student plays a large part in | | | | Effective Practice |
| what is being taught. The teacher is more a facilitator | | | | - Bielefeldt (2001) Technology in Teacher Education: A |
| than an expert. They may be completely | | | | Closer Look |
| knowledgeable in this subject area, but it is up to the | | | | - Burniske (2006) Breaking Down the Digital Walls: |
| teacher to bring out the knowledge the students | | | | Learning to Teach in a Post-Modem World |
| already have that relates to the subject. Andragogy | | | | - Carlson (2002) The Missing Link in Educational |
| can also be called "Adult Learning Theory". This model | | | | Technology: Trained Teachers |
| of instruction encourages interaction between student | | | | - Carlson (2008) Teacher Professional Development in |
| and teacher, as a matter of fact, it depends on it. | | | | the Use of Technology |
| Following important research findings must be borne in | | | | - Centre for Education Reform, at |
| mind while implementing ICT in teacher education. | | | | - Childhood Education and Care: Background Report |
| ROLE OF THE TEACHER | | | | for the United Kingdom, Dec 2002. |
| 1. Teachers remain central to the learning processA | | | | - Cox (2003) ICT and pedagogy: A review of the |
| shift in the role of a teacher utilizing ICTs to that of a | | | | research literature |
| facilitator are not substitute for traditional teacher | | | | - Department for Education, Govt. of UK: You Can |
| leadership skills and practices. These are still important | | | | Profit From Educational ICT |
| (especially those related to lesson planning, preparation | | | | - EDC (2008) Multichannel Learning Maximizes Scarce |
| and follow-up). | | | | Resources in Developing Countries: A theory evolves |
| 2. Lesson planning is crucial when using ICTsTeacher | | | | from years of practical experience |
| lesson planning is vital when using ICTs; where little | | | | - Edmondson (2002) What styles of computer training |
| planning has occurred; research shows that student | | | | enhance teachers' competence and confidence to use |
| work is often unfocused and can result in lower | | | | ICT? |
| attainment. | | | | - Education and Employment Committee of House of |
| PEDAGOGY | | | | Commons Session 1996199, Third Report, Research |
| 1. Introducing technology alone will not change the | | | | and Library Services Division. |
| teaching and learning processThe existence of ICTs | | | | - Friedman M., (1982) Capitalism and Freedom, |
| does not transform teacher practices in and of itself. | | | | University of Chicago Press |
| However, ICTs can enable teachers to transform their | | | | - Guruchran Das (8th August 2008) Article in Daily |
| teacher practices, given a set of enabling conditions. | | | | Sakal, All Editions |
| Teachers' pedagogical practices and reasoning | | | | - Jager (1999) Impacts of ICT in education. The role of |
| influence their uses of ICT, and the nature of teacher | | | | the teacher and teacher training |
| ICT use impacts student achievement. | | | | - King, E., Rawlings, L., Gutierrez, M., Pardo, C. |