Programme No. 5
ABSTRACT
1. Title of the Study: Case Studies of ICT Practices in Schools
2. Objectives:
• To document innovative ICT enabled practices in teaching learning
• To analyse teacher’s understanding of ICT, its influence on teaching learning
practice, and its implementation
• To analyse the effects of ICT implementation on teaching learning practices
3. Research Questions:
Does implementation of ‘ICT supported teaching learning’ lead to improvements
in teachers’ existing practices?
What characteristics and factors of the implementation affect the teacher
practices?
Does involvement in ‘ICT supported teaching learning’ lead to transformation of
existing teacher practices?
What characteristics and factors of ‘ICT supported teaching learning’ foster or
hinder transformation of teacher practices?
4. Likely Outcomes and Benefits:
The studies are expected to inform the range of practices that constitute ICT
implementation in Schools, provide pointers to teacher orientation, research and
policy planning, particularly in the ICT Scheme of the MHRD.
5. Methodology:
Research Design
A case study approach would be adopted. Individual teachers who have
established themselves as effective users of ICT in their classrooms would
constitute the cases. Data obtained through observations, field notes, documents
available, and interviews of teachers would be used for the study. Relevant
tools/schedules/checklists, where required would be developed for data
collection. Validity of the evidence would be established through triangulation.
Sample
Over the years, various schools have implemented ICT as a vehicle for teaching
learning in a variety of different ways. Many teachers have systematically
adopted ICT, developed their own styles of teaching learning with the help of
ICT tools and processes, and have been recognized for the creative ways of
enhancing learning in their classrooms. These teachers form the population for
the study and a sample of 10-15 teachers would be drawn from this population.
Available documentation and testimonies would be used to guide the selection
of the cases.
6. Duration of the Programme:12 months; (April, 2010 to March, 2011
7. Target Groups:School Education
8. Budget Proposed: Rs.1,92,000/-
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Programme No. 5
1.
2.
Name of the NCERT Constituent/
Department
Title of Programme
Case Studies of ICT Practices in Schools
3.
(a) Type of the Programme
Research
(b) Category of the Programme
(New/ongoing/carried over)
Carried Over
If the programme is on- going or
carried over, mention the PAC Code
No. and Year of Approval
Total duration of the Programme as
phased in col.10
(a) Date on which programme
commenced/to be commenced
(b) Target Date of completion
Target Groups
(a) If the Programme is meant for a
group with special needs(Special
group ,SC, ST, Minority, Girls etc)
(b)Stage of Education to which the
programme is meant
If programme is state/
Region/Agency specific,
Beneficiaries
This programme was proposed in the
previous year from CIET (13.01), but could
not be taken up
12 months
4.
5
6.
DCETA
April, 2010
March, 2011
School Education
Not Applicable
Not Applicable
Teachers, Researchers and Policy Makers
7. Introduction
The Ministry of HRD, Government of India has under the ICT scheme provided
funding to States of the Indian Union to equip schools with ICT tools and
programmes. Private initiatives like that undertaken by Microsoft and Intel have
also catalysed ICT hardware and software being used for teaching learning. Today, a
large number of teachers across the country are using ICT to augment their teaching
learning repertoire.
ICT tools, particularly computers, projectors and multimedia software have been
perceived as a value add to teaching learning and different shades of integration
have been attempted. Access to the internet has also helped teachers use a wider
variety of resource materials and ideas for teaching learning.
Has this ICT use made classroom transactions more efficient? Has it made teaching
learning more effective? Has it transformed teacher perception of the subjects being
taught? Has it set the teacher reflecting on her/his practices in the classroom? Has it
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influenced teacher planning, teaching and evaluation? How do different
configurations of ICT use influence teaching learning? The present study aims to
explore this area of research interest and provide pointers for more focused research
into the subject.
Research conducted world wide on the subject (BECTA, 2006, Empirica (2006),
Network for IT-Research and Competence in Education (ITU) (2004), Ramboll
Management (2006), Underwood, J. et al. (2005)) has yielded inconclusive evidence
on impacts. In the Indian context, ICT implementation is still in its infancy and has
not evolved into standard practice in schools. Also depending on when the
implementation was initiated, a large variety of practices have been noted.
However, some exploratory studies including surveys have been conducted
(Siddiqui, 2007 and IMRB, 2007, Goel, D. R., 2005). The BECTA reported cited
above has dwelt on the issue of effects of ICT on teacher practices and finds that
ICT practice is yet to realize its true potential of transforming classroom practices.
Characterising teacher practices in ICT enabled situations and understanding the
means to catalyse teacher transformation would ensure that meaningful
investments are made for ICT in schools. It will also help shift the focus from
computer literacy as a goal of ICT intervention to enhancing the quality of teaching
learning in schools.
8. Progress:
(Please state briefly the progress achieved for ongoing/carried over programmes
and the work likely to be completed by the end of the current financial year)
9. Objectives:
• To document innovative ICT enabled practices in teaching learning
• To analyse teacher’s understanding of ICT, its influence on teaching learning
practice, and its implementation
• To analyse the effects of ICT implementation on teaching learning practices
10. Research Questions:
Does implementation of ‘ICT supported teaching learning’ lead to improvements
in teachers’ existing practices?
What characteristics and factors of the implementation affect the teacher
practices?
Does involvement in ‘ICT supported teaching learning’ lead to transformation of
existing teacher practices?
What characteristics and factors of ‘ICT supported teaching learning’ foster or
hinder transformation of teacher practices?
11. Likely Outcomes and Benefits:
The studies are expected to inform the range of practices that constitute ICT
implementation in Schools, provide pointers to teacher orientation, research and
policy planning, particularly in the ICT Scheme of the MHRD.
25
12. Methodology:
Research Design
A case study approach would be adopted. Individual teachers who have
established themselves as effective users of ICT in their classrooms would
constitute the cases. Data obtained through observations, field notes, documents
available, and interviews of teachers would be used for the study. Relevant
tools/schedules/checklists, where required would be developed for data
collection. Validity of the evidence would be established through triangulation.
Sample
Over the years, various schools have implemented ICT as a vehicle for teaching
learning in a variety of different ways. Many teachers have systematically
adopted ICT, developed their own styles of teaching learning with the help of
ICT tools and processes, and have been recognized for the creative ways of
enhancing learning in their classrooms. These teachers form the population for
the study and a sample of 10-15 teachers would be drawn from this population.
Available documentation and testimonies would be used to guide the selection
of the cases.
13. Time Budgeting
• Total duration of project: 12 months (April, 10 to March, 11)
• Selection of teachers for the case studies and obtaining concurrence by May, 10
• Review of related literature and identification of potential characteristics /
factors and development of tools/schedules/checklists etc. by Jun, 10
• Field visits of one week duration, one every alternate month*, beginning July, 10
• Documentation and analysis will be carried out concurrently; Final report by
March, 11
*(frequency of visits is based on the school timetable, other projects of the coordinators
and is likely to increase; if more than one teacher is available in a school, more cases
will be included)
14. Organisational Framework
Task of Coordinator
Development of the design and methodology, development of the tools, review of
literature, field studies, on the task orientation of co-coordinator, and development of
research report
Task of Co-coordinator
Assist the coordinator in various activities involved, field studies, development of
report
Cost Estimation
S. No.
Item of Expenditure
Estimated Expenditure (Rs.) Remarks if any
1.
5 Field visits (Air)
5×15000=75,000
2.
10 Field visits (Road/Train) 10×5000×=50,000
3.
D.A. for 15 visits
3×15×1500=67,500
Total
1,92,500/-
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15. References
Becta (2006) ‘The Becta Review 2006: Evidence on the progress of ICT in education’,
UK:
Becta. Accessed at:
http://becta.org.uk/corporate/publications/documents/The_Becta_Review_2006.pdf .
Empirica (2006) ‘Benchmarking Access and Use of ICT in European Schools’, Empirica,
2006.
http://ec.europa.eu/information_society/eeurope/i2010/docs/studies/final_report_3.pdf
Network for IT-Research and Competence in Education (ITU) (2004) ‘Pilot: ICT and
school development’, University of Oslo. Accessed at:
http://zalo.itu.no/ITU/filearchive/ENG_PILOT_FV.pdf .
Ramboll Management (2006) ‘Elearning Nordic 2006: Impact of ICT on Education’,
Denmark: Ramboll Management. Accessed at:
http://www.skolutveckling.se/skolnet/english/pdf/English_eLearning%20Nordic_Print.
pdf#se
arch=%22Elearning%20Nordic%202006%22.
Underwood, J. et al. ‘Impact of broadband in schools’ UK: Nottingham Trent
University, Becta, June 2005. Accessed at:
http://www.becta.org.uk/page_documents/research/ntu_broadband_full.pdf .
Siddiqui, M. A., ‘A Study of the Best Practices of the Intel® Teach Pre-Service Program
in India’, Country report for the seven nation study of the impact of the Intel Teach
program led by Deakins University, Australia, Intel Corporation, April 2008. Source:
Learning Links Foundation
IMRB, Intel® Teach Pre-Service Evaluation Report, Country report for the seven nation
study of the impact of the Intel Teach program led by Deakins University, Australia,
Intel Corporation, April 2007. Source: Learning Links Foundation
Goel, D. R., ‘ICTE: Research’, Presentation made for Learning Links Foundation,
September, 2005. Source: Learning Links Foundation
16 (a) Name and designation of the programme coordinator:
Rajaram S. Sharma, Professor
(b)Name and designation of other faculty members (s) involved:
Dr.(Mrs.)Asha Jindal, Reader
Signature of the Head of Department
Date:-
Signature of the Programme Coordinator
Date:-
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