ICT Pedagogy

1. TITLE
ICT PEDAGOGY FOR SKILL ENRICHMENT IN TEACHER EDUCATION
PROGRAMME
M.DEIVAM,
M.Phil Scholar (2012-13),
Department of Applied Research,
Gandhigram Rural Institute – DU,
Gandhigram.

2. ICT – Pedagogy
Teaching is one of the most challenging professions in our society.
Knowledge is expanding rapidly and modern technologies are
demanding teachers to learn how to use these technologies in their
teaching. Information and Communication Technology (ICT) can
enhance the effect of teaching - learning process. The development
of ICT has given new dimension to the pedagogy. ICTs are potentially
powerful tools for extending educational opportunities; it brings
more materials and resources for classroom interaction. Teaching -
learning process is made interactive by integrating ICT. So it is high
time that teacher should equip themselves on par with the
development of ICT and only then they can discharge their duty
effectively and usefully. ICT not only facilitates delivery of instruction,
but also learning process. ICT develops international collaboration
and networking in the field of education and professional
development.

3. • ICT Tools such as computer, LCD projector,
OHP, Television, Mobile phone, Skill
enrichment such as skill of using interactive
white board, using application software,
preparing E-content, demonstration, life skills,
soft skills, and problem solving skills.

4. Statement of the problem
• The present study is undertaken to find out the ICT
tools used by the Teacher Educators. A learning
package to improve the skills will be developed and
tested among student teachers. Therefore, the
present study entitled “ICT Pedagogy for Skill
Enrichment in Teacher Education Programme”

5. Objectives
• To explore the availability of ICT equipments in the
Colleges of Education
• To test the knowledge of ICT among the B.Ed. students
of colleges of education
• To identify the essential ICT pedagogy skills required for
student teachers
• To prepare self learning package for student teachers
• To test the effectiveness of the self-learning module for
skill development.
• To suggest strategies of ICT Pedagogy for skill
enrichment among student teachers

6. Hypotheses
• There is no significant difference between pre-
test scores of experimental and control
groups.
• There is a significant difference between post-
test scores of experimental and control
groups.

7. Methodology
• Survey cum Experimental Design
• Double group design
Experimental group
(Pre and Post test)
Control Group
(Pre and Post test)

8. Steps
Experimental Group
(N=50)
Control Group
(N=50)
I Pre-test (ICT Knowledge
test)
Pre-test (ICT Knowledge test)
II
Experimental Treatment Conventional Teaching
III
Self-Learning Package
Introduced
Printed materials used for conventional
teaching
IV
Post-test (Innovative skill
test)
Post-test (Innovative skill test)
V
Comparison of gains in both groups
Experimental Detail

9. Study area
• One of the backward district of Tamil Nadu, Dindigul is
selected for the study. There are 21 B.Ed., Colleges of
Education in this district. Among them 1 is aided , 2
University Department and 20 self-financing colleges. The
population for the present study includes all B.Ed. students
and Teacher Educators in Dindigul district.

10. Sample
Survey sample
100 Teacher Educators (Lecturer) were selected
various (10 colleges) colleges of education in
Dindigul district.
Experimental sample
100 Student Teachers (B.Ed) were selected from
Meenakshi College of Education in Dindigul district.

11. Sample of B.Ed Students for Experimental
study
Group Number of
Student
Name of the institution
Experimental Group 50 Meenakshi College of
Education
Control Group 50

12. Tools
1.ICT Equipment survey (Questionnaire)
2. ICT used for Class room instruction
(Questionnaire)
3. ICT Knowledge test (Objective type question)
4.Innovative Skill test (Objective type question)

13. Statistical technique
• Mean
• S.D
• Percentage Analysis
• ‘t’ – test
Data were analysed in SPSS

14. Self Learning Package
This self learning package consists of some innovative
skills such as skill of demonstration, skill of using
interactive whiteboard, skill of using application
software, skill of prepare E-Content, Negotiation
skills, Problem solving skills and life skills. These
skills very essential for secondary teacher trainees and
this will more helpful for enhancing the teaching
competency. The windows movie maker, audio
recorder and MS Word these software used for
developing self learning module. Each skill prepared
very simple to understand readers and content related
picture also attached.

15. Self-Learning package for Skill
Development (SLP)
• To identify essential skills for student-teachers, this skills is
different from micro-teaching skills, in this module investigator
introduced innovative skills in the twenty first century.
• Different types of skill needed for student teachers those skills
listed below, such as skill of demonstration, skill of using
interactive whiteboard, skill of using application software, skill of
prepare E-Content, Negotiation skills, Problem solving skills and
life skill.
• Investigator used two kinds software’s such as windows movie
maker and MS PowerPoint Presentation with the help of this
software developed this self learning package.
• In this module investigator inserted picture and videos related to
content.

16. Cont.,
• Each skill prepared separate electronic
Presentation and all presentation hyperlinked
each other.
• This module is looking good and easy to attract
every learner.
• The student teachers learn themselves without
help of others, here investigator role is
supervisor.
• This module showed different educationalist they
were provide some suggestion for improve my
module.

17. ICT Equipments Survey among College of Education

18. Method of Teaching used for major subject
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Always
Rarely
Never

19. Details of t-test of the pre-test scores
Group Number
of
Students
Mean Standard
deviation
‘t’ value Remarks
at 5%
level
Pre-test
Control
Group
50 14.02 3.32
0.741 Not
Significa
nt
Pre-test
Experime
ntal
Group
50 14.52 2.88

20. Details of ‘t’-test between pre-test and post-test scores to control group
Group Number
of
Students
Mean Standard
deviation
‘t’ value Signific
ant
Pre-test
Control
Group
50 14.02 3.32
15.08 0.05
Post-test
Control
Group
50 19.10 2.27

21. Details of ‘t’-test between pre-test and post-test scores to experimental group
Group Number
of
Students
Mean Standard
deviation
‘t’ value Signific
ant
Pre-test
Experime
ntal
Group
50 14.52 2.88
16.81 0.05
Post-test
Experime
ntal
Group
50 22.64 2.16

22. Major Findings
• All the teacher education colleges in Dindigul
district are having ICT labs to fulfill the conditions
for reorganization by NCTE.
• 47.52% of ICT Knowledge is there among B.Ed
students (48.35% of ICT knowledge is there in
Experimental group, 46.68% of ICT knowledge is
there in Control Group)
• 67.22% of equipment available ICT labs in colleges
of education and 32.68% .
• There is no significant difference between
Experimental and Control group of pre-test.

23. •There is a significant difference between
Experimental group and Control group of pre and
post-test.
•The Private and Aided colleges of education don’t
have multimedia laboratory.
•All Institutions are planning to expand the ICT
laboratory in the near future .
•The server operator restricted the access of the
workstation planning in the near future. And three
colleges only, the workstation is connected to an
external internet.

24. Educational Implications
1. The major outcome of the experiment highlights the self
learning module for learning innovative skills for secondary
teacher trainees. The students learnt through electronic
presentation have recorded higher achievement than
recorded in conventional teaching.
2. ICT based learning will make students accountable for
their learning and given them a sense of power and
ownership in learning outcome.

25. Conclusion
• All the colleges of education in Dindigul district
have one ICT laboratory as per the norms of
NCTE. But ICT labs are not equipped properly
and rarely use for classroom teaching. No
institutions have multimedia laboratory and
smart classroom which is needed for effective
teaching. The lecture method of teaching was
used at colleges of education level (93%) and
innovative method such CAI, PSI, PL, Brain
storming, needed to be popularized in colleges
of education.

26. THANK YOU