International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021

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EQUIPPING TEACHERS FOR BLENDED MODE FOR
POST COVID-19
THEME: ICT integration in Teacher Education
SUB-THEME: On-line, Blended and off-line modes of Teacher Education
Dr. C.V. Suresh Babu1
, Jagadesan Jayanthi2
1
Professor, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 98402 37456
dr.c.v.suresh.babu@gmail.com
2
M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 98409 69752
jagadesanjayanthi64@gmail.com
International Conference on
Teacher Education in the 21st
Century: Vision and Action
March 8-10, 2021

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ABSTRACT
This paper discusses about the impact of sudden transmission of learning from face to face to
online mode education during COVID-19. It discusses a positive usage of Information
Communication and Technology in teaching by the teacher during school closures. This study
reveals that, how the learner have adapted to Blended learning to have more control over when
they can learn, progress on their own pace with no distractions. It also revealed that more learners
across the world were benefited through ICT.
KEYWORDS: ICT, Blended learning, Pedagogy, Technology,

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INTRODUCTION
Online education leads to a self-paced learning of the students. The use of on-line teaching and
learning is unavoidable for both teachers and the students. It is an important component for
enhancing the students’ skills and makes the knowledge wider. The outbreak of covid-19 has
forced the educational institutions to follow online education in teaching subjects. So, the learning
and teaching stepped into the digital world. Now a days, the teachers are almost supported with
online tools during this lockdown period. The teachers are also used attractive images, videos,
animated explanation and real life examples, in order to explain the subject concepts clearly. Thus
learning and teaching of subjects through ICT leads to more learning, more progress and with no
distractions to the students. The students who attended the online classes spend less time for study,
which leads to low stress and they can concentrate more on the teaching extracurricular activities.
The present rate of learning subjects through ICT is high in urban areas than in rural areas. More
students from urban areas are more benefited through online teaching of subjects. ICT provides
rapid growth in educational sector, which results in more investment by the Government during
this lockdown period. Thus through Blended learning, the teaching of subjects by the teacher
helped the learner to adopt new innovations in their learning.
RATIONALE BACKGROUND
Today, ICT are been used in schools as a separate entity, instead, schools must have an
Blended model into the learning and teaching processes for effective understanding.
Primary Objective:
 To Equip Teachers For Blended Mode For Post Covid-19
Secondary Objective:
 To improve the adapted learning skills among students teachers
 To develop critical and innovative thinking.
 Frequently handling of technical tools.
 Fun based activities.
LITERATURE REVIEW
The Literature review shows that “To overcome lockdown, online education became the primary
pathway amidst technological changes. Teachers had possibly more to do than the students and
those teachers who were technologically confronted had their limits tested.” Nearly 87.6% of the

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world's total enrolled learners affected during school closures. Irtifa Mukhter & Dr.Richa
Chowdhary et al.(2020).
There has been numerous studies to investigate “ the effectiveness of computer assisted subjects
classes learning by using e-learning(3G) support to determine if there is an effect of computer
subjects learning. So they found out important role of computers in teaching subjects in
education”.Cem Isik & Sumeyra Buran et al. (2012). For instance, the following studies were
conducted on “to find out the effect of E-learning strategy on students achievement in subjects.
The findings of the study revealed that the mean achievement scores of students taught subjects
using the e-learning strategy is higher than those taught using the lecture”. Eric Oziegbe
Obleabrieb et al. (2015).
A comprehensive description can be found in "The findings of the study show that there is
significant impact of the ICT by the teachers as a medium of instruction in the classroom on
learning outcomes in subjects students.” More outcomes from the students comes from effective
teaching. (Wuraola L. Lawal et al., 2015). It was as reported in literature that, “The papers in the
volume are organized into four areas: Innovation.in the classroom; greater encouragement to the
application of economic concepts and theories and advances in the teaching of Econometric
material". New innovations will certainly encouraged the students as well as the teachers to work
efficiently. S.Cook &Elliot et al.(2016).
This section presents a review of recent literature on, “Ogunode(2020) conducted a research using
a survey design method to determine the effect of COVID-19 on education among teachers and
senior secondary school pupils in Abeyi area in FCT, Abuja, NNigeria." COVID-19 has affected
academic programme of senior secondary schools all over the world. Gbenemenekpae et al.(2020).
A series of recent studies has indicated that, “ Findings from regression analysis showed that
information and communication Technologies (ICT) tools, particularly digital teacher competence
and teacher education opportunities to learn digital to competence instrumental in adapting to
online teaching during COVID-19 school closures “.(Johannes Konig et al.,2020).
The authors bring some information about the background of the problem, “The cognitive
opportunities and limitation of ICT that address the challenges in learning and teaching” Lim Cher
Ping et al. (2003). A large number of existing studies in the broader literature have examined, “The
findings show no statistical difference in students’ performance between face-to-face and online

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hybrid courses and contribute to the literature specific to the discipline of subjects, which unlike
other disciplines, has shown in findings “. Dorina Tila et al. (020).
Previous studies have shown, “Internet enhancement seemed to have no significant effect on
attitude changes and the changes were not consistent in anyone direction. Thus the result were
mixed about the effect of Internet enhancements attitudes toward subjects “. Rajashree Agarwal &
A.Edward Day et al (1998).This was successfully established as described by, “In 2019, the
percentage of Internet user based on ITU estimations reached 53.6% registering a positive progress
since 2005.In addition Netherland is the first country in the European Union that has incorporated
the economic education in the school curriculum at primary and secondary levels. There, Sweden
is the country where economic education is part of the school curriculum from first grade
onwards”, Adina Teodora Pasa et al. (2020). For example, research has provided evidence for,
“The findings of the study reflect the impact of E-learning students interest in using E-learning
resources and their performance “ (V.Sathishkumar et al., 2020)
Previous studies have emphasized, “This paper focuses on the use of ICT in schools by students
to support the processes of learning and teaching. It will aim to describe the ways in which
teacher’s cold and/or should facilitate student use of computer systems and how they can progress.
“Stella Nwigbo, Dr.Madhu.B.K et al. (2016).
RESEARCH DESIGN
4.1. Research Hypothesis and Research questions
Simple hypothesis:
i. Online economic education of the students leads to self-paced learning of the students.
Research Questions
1. What is the impact of online learning of education?
2. What is the positive effect of online learning of subjects?
Complex hypothesis:
ii. Online teaching and learning of subjects leads to more learning, more progress and with
no distractions.
Research Questions
3. What is the advantages of using online mode in learning and teaching?
4. In what way the online classes is suited in learning and teaching?

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Null hypothesis:
iii. The number of online classes attended by the students has no effect on their progress.
Research Questions
5. Do online class has any impact on students' progress?
6. What effect does the online classes attend by the students?
7. How many online classes are needed for the students to learn?
Causal hypothesis:
iv. ICT leads to more learning, more progress and with no distraction.
Research Questions
8. What effect does the ICT have on the students learning?
9. In what way ICT is more essential in learning of different subjects?
10. In what way ICT is more helpful to the learner?
Directional hypothesis:
v. The students who attended the online classes have more benefited than those who do
not attend it.
Research Questions
11. How did the online classes where effective to the students?
12. Do the students need to attend online classes regularly?
13. What will happen to the students if they attend classes daily?
Non-directional hypothesis:
vi. The students who attended the online classes is related to the extra -curricular activities.
Research Questions
14. Is there any relationship between online education and extra-curricular activities?
15. In what way the online classes are related to extra -curricular activities?
Explanatory hypothesis:
vii. Rapid growth in blended mode education results in more investment by the
Government.
Research Questions
16. What is the reason behind the rapid growth in Blended mode education?
17. What will happen to the rapid growth of blended mode results in?
Sampling Design

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Probability sampling:
Simple random sampling: 100 students are taken as a population with equal chances being given
to the students. From 100 students, 25 students will be taken as a sample to represent the
population.
Stratified random sampling: Students may be divided on the basis of girls and boys and again
this may be divided into groups like rich and poor. Sample will be selected from each different
groups, in which it is equal to the entire population. There are differences in population such as
sex, religion and status in this method treats all the students of a population as equal.
Multi-stage cluster sampling: Samples can be collected by dividing the area into sub groups in
which the geographical area is very large.so we get samples from all higher secondary schools in
India through this method of sampling
Variable Selection
Effect of online teaching on achievement of students during Pandemic situation.
a. Independent variable -Online teaching.
b. Dependent variable- Achievement in subjects.
c. lntraneous variable- Blended mode.
d. Extraneous variable-homely environment and parents support.
e. Moderating variable-intelligence.
f. Intervening variable-students interest.
g. Controlled variable- knowledge and computer.
h. Confounding variable-Teacher’s focus.
Measurement scale Design
 Nominal scale: Online education and face to face education are the two modes of education
that are present in our present educational system.
 Ordinal Scale: The teacher ranked the children from the highest to the lowest with the
help of their test scores
 Interval Scale: The differences between online learning and off line learning are the same.
 Ratio Scale: The teacher conducted an online classes for four hours daily to the students.
Comparative scales:
 Paired Comparison: Online mode of education is compared with face to face mode of
education.

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 Rank Order Scaling: Most of the students are prefer to be assessed using oral exams and
least preferred tests using multiple choice questions.
 Constant Sum Rating Scale: The teacher allocates the teaching tools for online classes
according to their topics.
 Q-sort scaling: Each and every students are ranked with the help of their test scores.
Non-Comparative Scaling:
 Continuous rating scale or graphic rating scale: The teacher gives tests continuously to
check the performance of the students through online.
 Likert scale: The quality of the teacher bridges the gap between online learning and face
to face learning.
 Semantic differential scale: Online education plays a passive role of the students and face
to face plays a active participation by the students.
 Stapel scale: Online teaching and learning brings both positive and negative effects.
TECHNOLOGY DRIVEN MODULES
Recent ICT provides free online modules to help students to learn and explore. Each tool is
based on animated video involving interactive learning systems such as discussing subjects in real
life situations and students can also undertake various activities and tests to exhibit their
knowledge and problem solving skills.
SUGGESTIONS
The following are recent apps which can enhance blended mode learning :
Economic Times: This handy news app covers the latest developments in the field of business
and the stock market. If you’re looking to stay up to date on developments of economic
news, then this app has a global perspective that includes news, slideshows, stock tracking,
and push notifications for important updates. More international than other subjects news
apps, this gives you a perspective on economic stories from around the globe.
EconBiz: For both students and researchers, EconBiz is a handy app to have to find information
about recently published subjects papers. It gives you access to a vast range of books, journal
articles, and papers in the field of subjects. While it started off as a German-language app,
now it covers a large amount of English language content too, making it useful for any
economist who is trying to find a paper to reference.

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iTunes U: If you’re an early stage subjects student, then you can take online courses in almost
anything with iTunes U. This app lets you access full courses including videos and
downloads from some of the best universities in the world. There are subjects courses
available from Westminster Academy, Khan Academy, Cornell University, and more.
World Bank DataFinder: When you’re writing a paper and you need quick access to important
statistics from the World Bank, you can turn to their DataFinder app. Instead of having to
trawl through the rather cumbersome website, you can check the app for data, including
charts and maps, which compare countries and indicators, advanced queries to sift through
large data sets to find what you need, and current data to get the latest information directly
from the World Bank API.
Yahoo Finance: One of the most popular finance apps is Yahoo Finance, which you can use to
track the stocks that you are interested in and get real-time information on the stock market.
There is also a section for finance news which has all the headlines you need to read to stay
updated about the current economy. The app is mostly aimed at investors, but with all this
information it’s also helpful for subjects students who want to stay informed.
Khan Academy: Another resource like iTunes U that is very helpful for students – especially new
students – is Khan Academy. This app offers full courses on the basics of subjects which
you can follow along online. The content is likely to be too basic to be useful for postdoc
students, but for new Bachelor’s students seeking to refresh their knowledge of key topics
like microsubjects or elasticity, it’s great.
Castbox: A great way to keep up with the latest news and discussions in subjects is to listen to
podcasts. Podcasts like Marketplace, Planet Money, or Bloomberg Taking Stock are great
ways to learn, and you can listen to them while you are exercising or pottering around the
house. Castbox is a free and easy to use podcast app.
Bloomberg: Another very popular finance app like Yahoo Finance is Bloomberg. This app has
sections for business and finance news, market data, and portfolio tracking. Although the
portfolio tracking features are less likely to be useful for students, the news section is
outstanding and offers analysis and opinion pieces as well as the latest news in the field.
PocketCAS Mathematics Toolkit: If you’re doing advanced calculations for your data analysis,
then it’s useful to have a scientific calculation app on your phone. The PocketCAS app has

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advanced features like creating 2D and 3D plots, performing calculus operations, algebra
functions, and conversion of physical units. For advanced statistics users, this app is a must.
The Economist: This app from The Economist magazine focuses on news and analysis for
subjects topics from around the world. It offers a selection of free articles from The
Economist, plus reports on current affairs, science, technology, and other news. You can
save articles to read later and share articles over social media. If you’re a regular reader of
The Economist, then this app is a must-have.
Oanda Currency Converter: When you need to stay informed about fluctuations in world
currencies, it helps to have all of the important information in one place. This is what the
Oanda Currency Converter offers, letting you track daily rates for different currencies and
including an option to add a percentage to rates to simulate the actual rate offered by banks
and credit card companies.
Oanda Forex Trading: This unique app is highly educational and also a lot of fun. It is designed
for investors, but it also has a demo mode which is perfect for students. The demo mode lets
you use fake money to make investments by buying and selling real currencies, and then
keep track of how successful your ‘investments’ are. This is a great way to learn the basics
of investing with no risk involved.
BENEFITS FOR TEACHERS AND STUDENTS
 It’s a new model of knowledge sharing to the students with variety of tools to learn
effectively at their own pace.
 For example: using GOOGLE FORM allows Teachers to quickly create test and submit the
Students response immediately for blended mode.
 Teachers and Students can access a variety of modern teaching and learning tools.
 Online attendance, Class recordings creates more accountability for learners and Educators.
SCOPE FOR FURTHER RESEARCH
This study we identified following scope for research areas:
1. Current Issues and Trends in Education
2. Technological Pedagogical Content Knowledge
3. Concepts and Principles of Integrating ICT in Classroom
4. Building Manipulative-Interactive Media with Application
5. Exploring Three Dimensional Space with Application

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6. Building Digital Activity with Application
7. Game for Teaching
8. Digital Environment
9. Assessment in Learning using ICT
CONCLUSION
Current COVID-19 pandemic have given new ways of Teaching and Learning processes i.e.
Blended mode, the role of ICT have completely transformed from the traditional technologies to
new generation tools. Students get more involved when their classes blended with technologies.
It’s clearly seen that, effective use of ICT tools enhances teaching of and improves students’
involvement.
ACKNOWLEDGMENT
We thank all our Faculty members, Educators of various schools in Chennai and our students
and other anonymous reviewers for their valuable comments on our draft paper.
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the authors.
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