ATTITUDE AND COMPETENCY IN ICT AMONG SECONDARY SCHOOL TEACHERS

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A Monthly Double-Blind Peer Reviewed Refereed Open Access International e-Journal - Included in the International Serial Directories.

International Research Journal of Human Resources and Social Sciences (IRJHRSS)

25 | P a g e International Research Journal of Human Resources and Social Sciences Impact Factor- 3.866

Vol. 3, Issue 6, June 2016 ISSN(O): (2349-4085) ISSN(P): (2394-4218)

© Associated Asia Research Foundation (AARF)

Website: www.aarf.asia Email : editor@aarf.asia , editoraarf@gmail.com

ATTITUDE AND COMPETENCY IN ICT AMONG SECONDARY

SCHOOL TEACHERS

Dr. K. Govindarajan

Assistant Professor, Department of Education Alagappa University University-Karaikudi

ABSTRACT

Growth of Information and Communication Technology (ICT) brought in rapid

changes in various fields. It had also made entry into school education because of its

appropriateness, applicability and versatility in use for classroom teaching. It is well recognized

that ICT has great potential for improving the problem solving skills. Its interactive nature

motivates students to learn. Educationists and teachers believe that with the help of ICT quality

of education given to the students can be significantly improved.

(Key Words: Information and Technology, ICT Attitude, ICT Competency Teachers in ICT)

I INTRODUCTION

Teacher is an effective and dominating factor among the ones contributing to educational

improvements. The teacher effectiveness depends mainly on the teachers’ attitude ,

characteristics and the classroom phenomena such as environment and climate, organization and

management. Various commissions and committee have recommended methods of bringing

about qualitative improvements in education. As a result, the teachers are motivated, inspired and

endured to develop better curriculum, text books and teaching aids. But all the efforts are

meaningless unless teachers are not having the positive attitude towards educational technology.

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26 | P a g e Communication Technology(ICT).It is possible to bring the process of learning beyond the

boundaries of classroom by exploring new possibilities of ICT.

Information Communication Technologies (ICTs) are information handling tools that

are used to produce, store, and process, distribute and exchange information. In the developing

world, ICTs are used largely to increase access to and improve the relevance and quality of

education. ICTs have demonstrated potential to increase the options, access, participation and

achievement for all students.

ICT Attitude has been defined as a person’s general evaluation of feeling of favors or

opposition toward ICT and specific computer related activities.

ICT Competency describes what a teacher should know to be able to use technology in

his/her professional practice.

II Review of Related Literature

Dedun K.S (2013) studied on “A Study of Primary and Secondary Schools Teachers’ Awareness

towards Educational Technology with reference to certain variable”, to find out the awareness of

Educational Technology of Primary and Secondary School teachers. Totally 273 sample were

taken for the study. Total Weigh Score (TWS) was used to measure the awareness about

individual items. It was found that types of school areas found different on teachers awareness

towards Educational Technology. Also found that male teachers were positive awareness of

Educational Technology than female. Via this study it has been found that government schools

assist financially to make it well equipped.

Kamaldeen Oladosu (2012) investigated the study on “Basic Technology Teachers’ Awareness

and Attitude towards the Use of Information and Communication Technology for Sustainable

Development in Lagos State Education Districts: I, IV and investigate the Basic Technology

Teachers’ awareness and attitude towards ICT. The data for the study were collected through

questionnaire and analyzed using descriptive statistics. Findings showed that Basic Technology

Teachers’ have the right attitude towards ICT but lack of adequate information integration

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27 | P a g e III MEHODOLOGY

3.1 Statement of the Problem

The present research entitle “Attitude and Competency in ICT among Secondary

School Students”.

3.2 Objectives of the Study

1. To assess the level of attitude and competency towards Information and

Communication Technology among secondary school teachers in Thanjavur Revenue District.

2. To study the difference in the level of attitude and competency towards Information

and Communication Technology among secondary school teachers between the groups regarding

gender, age group, educational qualification, school type and school location.

3. To find out the relationship between attitude and competency towards Information and

Communication Technology among secondary school teachers.

3.3 Hypotheses

1. There is no significant difference between male and female secondary school teachers’

attitude towards Information and Communication Technology.

2. There is no significant difference between below 40 and above 40 age groups in secondary

school teachers’ attitude towards ICT

3. There is no significant difference between under graduate and post graduate secondary school

teachers’ attitude towards ICT.

4. There is no significant difference between aided and un-aided secondary school teachers’

attitude towards ICT.

5. There is no significant difference between rural and urban area secondary school teachers’

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28 | P a g e 6 There is no significant difference between male and female secondary school teachers’

Competency towards Information and Communication Technology.

7. There is no significant difference between below 40 and above 40 age groups in secondary

school teachers’ Competency towards ICT

8. There is no significant difference between under graduate and post graduate secondary school

teachers’ Competency towards ICT.

9. There is no significant difference between aided and un-aided secondary school teachers’

Competency towards ICT.

10. There is no significant difference between rural and urban area secondary school teachers’

Competency towards ICT

3.4 Sample

The Sample consists of 188 secondary school teachers from both Aided and unaided schools,

Thanjavure District, Tamilnadu, South India

3.5 Tools

1. Attitude towards Information and Communication Technology questionnaire was designed

and standardized by O. Yusuf & R. Balogun (2011) Nigerian used for the study.

2. Competency towards Information and Communication Technology questionnaire was

designed by O. Yusuf & R. Balogun (2011) Nigerian used for the study.

3.6 Statistical Techniques used

The In the present study the relevant data collected and analyzed by employing the

following statistical tools to arrive at meaningful concussions.

1. Descriptive Analysis

2. Differential Analysis

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29 | P a g e IV ANALYSIS AND INTERPRETATION

[image:5.612.66.546.209.468.2]

4.1 Descriptive Analysis

Table 4.1

Mean and Standard Deviation of Attitude towards ICT among Secondary school teachers

with respect to different variables

Max. Score: 56

Variable N Mean SD

Attitude 188 39.55 4.79

Gender Male 94 39.96 4.84

Female 94 39.16 4.74

Age Below 40 108 39.35 4.15

Above 40 80 39.83 5.51

Degree Under Graduate 42 38.97 5.73

Post Graduate 146 39.73 4.46

Types of

Schools

Aided 116 39.52 4.79

unaided 72 39.61 4.76

Location

Rural 95 40.19 4.61

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[image:6.612.67.545.149.405.2]

30 | P a g e Table 4.2

Mean and Standard Deviation of Competency towards ICT among Secondary school

teachers with respect to different variables

Max. Score: 140

Variable N Mean SD

Competency 188 72.90 38.54

Gender Male 94 77.83 37.03

Female 94 67.99 39.19

Age Below 40 108 74.92 37.93

Above 40 80 70.20 38.95

Degree Under Graduate 42 76.14 39.95

Type of

Schools

Aided 116 75.90 35.54

Unaided 72 68.08 42.06

Location

Rural 95 78.47 36.48

Urban 93 67.22 39.54

4.2 Differential Analysis

Table 4.3

Mean and Standard Deviation and ‘t’ value of Attitude towards ICT among Secondary

school teachers with respect to different variables

Max. Score: 140

Variable N Mean SD ‘t’ Level of

Significance

Gender Male 94 39.96 4.84 0.2552 NS

Female 94 39.16 4.74

[image:6.612.67.547.576.717.2]

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31 | P a g e

Above 40 80 39.83 5.51

Degree Under Graduate 42 38.97 5.73 0.442 NS

Types of

Schools

Aided 116 39.52 4.79 0.906 NS

unaided 72 39.61 4.76

Location

Rural 95 40.19 4.61 0.06835 NS

[image:7.612.67.545.35.187.2]

Urban 93 38.91 4.87

Table 4.4

Mean and Standard Deviation and ‘t’ value of Competency towards ICT among Secondary

school teachers with respect to different variables

Max. Score: 140

Variable N Mean SD ‘t’ Level of

Significance

Gender Male 94 77.83 37.03 0.08 NS

Female 94 67.99 39.19

Age Below 40 108 74.92 37.93 0.410 NS

Above 40 80 70.20 38.95

Degree Under Graduate 42 76.14 39.95 0.553 NS

Type of

Schools

Aided 116 75.90 35.54 0.195 NS

Unaided 72 68.08 42.06

Location

Rural 95 78.47 36.48 0.045 NS

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32 | P a g e 4.4 Correlation Analysis

Table 4.5

Showing Relation between Attitude and Competency toward Information and

Communication Technology among secondary school teachers

Variable N ‘r’ ‘p’

Attitude and

Competency Values

188 0.3776 S

V FINDINGS AND CONCLUSION

5.1 Findings

1. There is no significant difference between male and female secondary school teachers

with respect to attitude towards ICT

2. There is no significant difference between below 40 and above 40 age groups in

secondary school teachers with respect to attitude towards ICT

3. There is no significant difference between Under Graduate and Post Graduate teachers

secondary school teachers with respect to attitude towards ICT

4. There is no significant difference between Aided and unaided secondary school teachers

5. There is no significant difference between rural and urban secondary school teachers

6. There is no significant difference between male and female secondary school teachers

with respect to Competence towards ICT

7. There is no significant difference between below 40 and above 40 age groups in

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33 | P a g e 8. There is no significant difference between Under Graduate and Post Graduate teachers

secondary school teachers with respect to Competence towards ICT

9. There is no significant difference between Aided and unaided secondary school teachers

10.There is no significant difference between rural and urban secondary school teachers

11.There is a significant relationship between attitude and competency towards Information

and Communication technology among secondary school teachers.

5.2 Recommendations

1. From the findings of the study , it is highly recommended go give more attention to the

rural students for the improvement of their ICT Competencies with the help of frequent

ICT related programmes.

2. The survey shown that more number of teachers doesn’t have the adequate knowledge to

operate the ICT equipment. Since, it is recommended that the institution should give

frequent opportunities to operate the ICT equipments in their regular classroom

situations.

3. 3. The Government bodies like NCERT, NCTE and UGC etc. should focus the

frequent assessment activities whether the teacher education institutions offers required

ICT infrastructure and ICT oriented teaching learning activities for student-teachers or

not.

5.3 Suggestions For Further Research

1. The same study may conduct to the entire Tamilnadu to find out the Competency and

Attitude levels towards ICT among high school and higher secondary school teachers.

2. It is required to identify the levels ICT competency of School teachers for further

improvement of their competency levels and promote the well competency level school

teachers.

3. This study limited to study only some selected ICT competencies ie., basic computer

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34 | P a g e Since it is required to study the further required competencies which are all essential

for teachers.

5.4 Conclusions

The present study has investigated the Attitude and Competency towards ICT among

Secondary School Teachers. In this context, it is the responsibility of policy makers, curriculum

designer, teacher educators, teachers, student-teachers, parents and others to perceived ICT with

a positive attitude and contributes sufficiently to develop the competency towards ICT.

REFERENCES

Abdulkafi Albirini (2004)Teachers’ attitude towards information and communication

technologies: the case of Syrian EFL teachers, Computers & Education , 47 (2006)pp 373-398

Gulbahabar, Y. and Guven, I (2008) A Survey on ICT Usage and the Perceptions of Social

Studies Teachers in Turkey. Educational Technology & Society, 11(3)pp 17-51

Krishna Kumar, K.S (2007) Instructional Technology Awareness and In-service Training

Needs of Primary School Teachers of Kerala, Department of Education University of Calicut.

Mangal S.K (2010) Advanced Educational Psychology (Second Edition) , PHI Learning