Integrated ICT approach in Teaching-Learning at Higher Education Institutes
Sanjeev Sonawane, Vaibhav Jadhav, Rajeev Ghode,
Savitribai Phule Pune University, Pune, India
Abstract: The present research deals with the integrated ICT approach in teaching-learning at
Higher Education Institutes. The researchers tried to explore an integrated ICT approach of
teachers in class-room teaching, e-content creation, and use of applications for various academic
purposes. Similarly, the researcher has analyzed how PG students use mobile technology for
learning and academic submissions (assignments, tutorials, projects, presentations). The
pedagogical and socio-economic forces that drive higher learning institutions to adopt ICTs in
teaching and learning are -increased access to information; greater communication; synchronous
and asynchronous learning; increased collaboration; cost-effectiveness; and pedagogical
improvement (Sife et al., 2007; Nawaz & Kundi, 2010a). The researchers needed quantifiable data
for the overall conclusion, and used Quantitative approach for this research study. Primary data
has been collected by filling guided questionnaire from 630 teachers and 210 students from
affiliated colleges under Pune University. The study reveals, teachers do not use ICTs to the extent
in teaching. PG students do not use social and mobile technologies for responsive learning.
Keywords: ICT, teaching-learning, academic submission, e-content
Literature review
ICT develops students’ new understanding in their areas of learning (Chai, Koh and Tsai 2010). ICTs help in the
effective use of equipment and programs to access, retrieve, convert, store, organize, manipulate and present data
and information. E-learning is described as the use of ICT to enhance or support learning and teaching in education
(Gay et al., 2006). Most universities today offer some form of eLearning (Kanuka, 2007). Use of some ICTs was
ubiquitous (e.g., mobile phones, email, and instant messaging) did not find any evidence to support claims that
digital literacy, connectedness, a need for immediacy, and a preference for experiential learning were characteristics
of a particular generation of students. (Bullen, M.; Morgan, T. & Qayyum, A. 2011)
Methodology
Quantitative research method is used to undertake this research study. 90 teachers of Savitribai Phule Pune
University departments and affiliated colleges are selected as sample on stratified random sampling from 7 faculties
(Arts, Science, Commerce, Management, Computer Science, Education and Law). There are total 598 respondent
not filled the questionnaire but 16 questionnaire resulted in incomplete information, which were rejected and only
573 teachers samples are considered as actual responses for the analysis. 210 students, who are studying either First
or Second Year of PG Programs of Savitribai Phule Pune University, are selected with simple random sampling.
Primary data has been collected by filling guided questionnaire for teachers and students.
Data analysis and results
ICT usage by teachers
1.
Use of ICT devices in Class Room - 93.5% teachers are using LCD Projectors, 56.1% teachers use
Laptops. 3.8% teachers found using television in classroom. Only 2.7% teachers are using Smart
Boards.
2. Use of Google Applications in Teaching Learning Assessment and Research- 97% teachers use either of the
Google application while 3% don’t use any of the Google application. 82% teachers have Gmail account for
3.
communication, 50% teachers use YouTube and Google Books. Very few 7% teachers use Calendar for
academic planning and 10% use transliteration.
Resources used for designing e-content - It is found that Wikipedia 2.26 (0.86) is the most preferred source for
getting information. PPTs available on internet 2.25 (1.30), Online Research Journals 2.17 (0.85) and E-books
2.16 (0.85) are also used by the faculties. Many faculties either don’t know or never used different Software
Applications 0.96 (0.94) and Online Open 1.31 (0.82) courses for designing presentations. Sometimes, faculties
are using YouTube 1.95 (0.77), Digital Library 1.77 (0.82) and Interactive Multimedia sources 1.47 (0.80) from
the internet.
ICT usage by students
1. Use of Smart Phones in learning - 75% students said they use it for referencing, while 58% said they use it
searching specific information and download the resources. Only 22% said that they use it to prepare
presentations and 28% said they use it for preparing assignments using smart phones.
2. Smart Phones for academic submissions with various media formats- 60% students sometimes use smart phone
for shooting video and record audio. 52% the students use it sometimes for photos and creating documents. 45%
students reported that they always use smart-phone for clicking images and use those in academic submissions.
3. Use of Educational Applications installed on Smart Phones - 33% students have installed various educational
mobile apps on their phones for their learning i.e. note taking, and language correction.
Conclusion
For better representation of data analysis, the researchers used following strategy and coding for describing the
topics in better understanding words rather than in percentages or numbers. The word ‘Maximum’ is used to
describe the percentages in the range of 81% to 100%. The word ‘Many’ is used to describe the percentages in the
range of 61% to 80%. The word ‘Average is used to describe the percentages in the range of 41% to 60%. The word
‘Few’ is used to describe the percentages in the range of 21% to 40%. The word ‘Very Few’ is used to describe the
percentages in the range of 0% to 20%.
Most of the teachers of Higher Education Institutions use ICT tools and Technology while delivering lectures, but in
the form of basic PowerPoint presentation. Very few teachers use multimedia content, audio-visual content, and
software applications to make their lectures more interesting and interactive. Most of the teachers have very basic
skills in creating e-content and presentations.
It is found that university students are moderately capable with social and mobile technologies to use ICTs
and in learning and academic submissions.
References
Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital Learners in Higher Education: Generation is Not the Issue.
Canadian Journal of Learning Technology, 37(1).
Chai, C. S., Koh, J. H. L. and Tsai, C.-C. (2010). Facilitating pre-service teachers’ development of technological,
pedagogical, and content knowledge (TPACK). Educational Technology and Society, vol.3, pp.63-73.
Gay, G., Mahon, S., Devonish, D., Alleyne, P. & Alleyne, P. G. (2006). Perceptions of information and
communication technology among undergraduate management students in Barbados. International Journal of
Education and Development using ICT, 2(4).
Kanuka, H. (2007). Instructional Design and eLearning: A Discussion of Pedagogical Content Knowledge as a
Missing Construct. e-Journal of Instructional Science and Technology (e-JIST). 9(2).
Sife, A. S., Lwoga, E. T. & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher
learning institutions in developing countries. International Journal of Education and Development using ICT