SEPTEMBER COMMONWEALTH ASSOCATION FOR EDUCATION, ADMINISTRATION AND MANAGEMENT. ICT IN SCHOOLS: Contemporary Status in Government and

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1 COMMONWEALTH ASSOCATION FOR EDUCATION, ADMINISTRATION AND MANAGEMENT VOLUME 1 ISSUE 1 ISSN SEPTEMBER 2013 ICT IN SCHOOLS: Contemporary Status in Government and Private Higher Secondary Schools of District Anantnag (J & K) Excellence International Journal of Education and Research (Multi- subject journal)

2 ICT IN SCHOOLS: Contemporary Status in Government and Private Higher Secondary Schools of District Anantnag (J & K) Farhat Bashir Research Scholar, Department of Education, A.M.U., Aligarh, India ABSTRACT Information and Communication Technologies (ICT) has changed the everyday life of people worldwide. One of the most exciting changes in teaching and learning has been brought about by advances in ICT and by the Status of these technologies in the schools. The existing changes are possible only when there is availability of the ICT tools. In the present paper an attempt has been made to study the contemporary status of ICT in Higher Secondary Schools of District Anantnag (J&K), India. The study was conducted on all the Higher Secondary Schools. The total sample was selected from District Anantnag and all the (53) Higher Secondary Schools were selected. The data was analysed with the help of simple percentage and result is publicized with the help of graphical representations. The finding(s) of the study show that 1).The Status of ICT in Government and Private Higher Secondary School is low. 2). The Status of ICT is low in the Government schools as compared to the Private Schools. Keywords: ICT; Status; Higher Secondary Schools. 1. INTRODUCTION One of the most exciting changes in teaching and learning has been brought about by advances in ICT and by the availability of these technologies in the schools. This is possible because of the ICT tool availability. ICT can be beneficially leveraged to disseminate information about and catalyze adaptation, adoption, translation and distribution of sparse educational resources distributed across various media and forms. This will help promote its widespread availability and extensive use (National Policy on Education on ICT 2011). Implementation of technology based training programme in schools requires a lot of planning. It is very important for a teacher to understand how ICT technologies can be useful in different areas. Only then these technologies can be implemented in the teaching and learning process. National Policy on ICT in School Education (2009) reported that, A local area network at school level can enable automation of a variety of processes. Beginning with library automation, locally cached offline access to internet resources, office automation, maintenance of records, student tracking, resource planning, using the existing ICT infrastructure will increase efficiencies. The Information and Communication Technologies (ICTs) is considered normal in the 21st century, yet in developing countries it is often seen as a luxury especially at elementary and secondary levels and in Jammu and Kashmir ICT this luxury is squat in the schools. This has far Excellence International Journal of Education and Research (Multi- subject journal) Page 20

3 reaching effects on teachers, learners and educational institutions in such societies, which often lack basic ICT infrastructure The current status of educational development in Jammu and Kashmir is important to explore because it demonstrates how the State manages an education system after a significant amount of violence. The education system as a whole suffered absolutely due to militancy. What was left in the shape of school buildings were either burnt by the militants or taken over by security forces (Dabla 2010). The school buildings became the targets from the very beginning of the current spate of militancy. The present situation of education in the State of Jammu and Kashmir was very much affected due to armed insurgency. Many schools, colleges, libraries etc were put to ablaze, and examinations are being repeatedly postponed due to abnormal circumstances and the valuable time of the students is being wasted. 2. RATIONALE OF THE STUDY The scheme of Information and Communication Technology (ICT) in schools is being implemented to bridge the digital divide in schools. Setting up the requisite infrastructure to impart computer literacy and computer aided learning has been approved for 4752 government and government aided secondary and higher secondary schools (Report to the people ). From the various studies it has been drawn that the ICTs are not vigorously provided to the schools and if provided, they are not able to utilize them properly. That is why ICT is deficient in Schools (Adeyemi T.O 2010). The government and other interested parties like management should consider the reshaping of ICT to fit better in the lives of adults (Selwyn Neil 2003). According to Agymang (2010) the main barrier identified that could affect the usefulness of the various ICTs was electricity, cost and accessibility. The successful ICT initiatives meet three intertwined objects: availability (status), accessibility (usage) and demands. The know the actual position of ICT in a Jammu and Kashmir which has been affected by the insurgency more often in the span of 2-3 decades had led the researcher to think and select a problem relating the status of ICT in the Higher Secondary Schools of District Anantnag (J & K). 3. Objectives: 1) To find out the Status of ICT in the Government Higher Secondary Schools (GHSS) 2) To identify the Status of ICT in the Private Higher Secondary Schools (PHSS). 3) Comparison between the Status of ICT in Government and Private Higher Secondary Schools. 4. Methodology: The present study is based on the survey carried out by the investigator in (2012) in District Anantnag. Descriptive Survey method was employed for the present study in which it has been tried to find out the current Status of ICT in District Anantnag (J & K). Excellence International Journal of Education and Research (Multi- subject journal) Page 21

4 5. Sample and Sampling techniques: The study was conducted on 53 Higher Secondary Schools. The total sample was selected from District Anantnag. Purposive sampling technique was used and the whole target population was taken into consideration. The Sample Break-up is as under Figure (a): Represents Sample break-up of Schools Total schools (N= 53) GHSS (N =45) PHSS (N=08) 6. Tool used: To study the Status of ICT appropriate tool was not available. Consequently, A Self constructed Information Schedule (which contains 25 items) for Higher Secondary Schools was prepared, which described the name of the schools, whether run by Government or Private Organization, Moreover; it provides the information regarding the status of ICT in Higher Secondary Schools of District Anantnag Jammu and Kashmir. For achieving the objectives the Descriptive Statistics (percentage %) was used. 7. Data Analysis and Interpretation: I. To find out the Status of ICT in the Government Higher Secondary Schools (GHSS) TABLE No. 1 Item wise Status of ICT in Government Higher Secondary Schools (N=45) S.no Name of Items Percentage of ICT Status in GHSS 1 Computer 53.3% 2 Internet 11.1% 3 Projectors 6.7% 4 LCD Projector 0% 5 Slide Projectors 0% 6 Films 84.4% 7 Film Projectors 0% 8 Epidiascope 0% 9 Tape-recorders 100% 10 Audio- Cassettes 100% Excellence International Journal of Education and Research (Multi- subject journal) Page 22

5 11 Video Cassettes 53.3% 12 On-line teaching/ learning 0% 13 Black-boards 100% 14 Smart-boards 0% 15 White-board 100% 16 CD-Players 53.3% 17 DVD-Players 53.3% 18 CDs/DVDs 53.3% 19 Audio-Conference 0% 20 Video-Conference 0% 21 Loud-Speakers 100% 22 T.V. 11.1% 23 Radio 11.1% 24 Charts 100% 25 Calculators 100% The above Table No.1 clearly depicts the Status of ICT in GHSS. Out of 45 schools the Status of ICT items like Computer, Video-cassettes, CD-Players, DVD-Players, CDs/DVDs were (53%) and the items Internet, T.V and Radio (11.1%), Projectors (6.7%), Films (84.4%) and the other items like LCD Projector, Slide-Projector, Film Projectors, Epidiascopes, On-lineteaching/learning, Smart-boards, Audio-Conference, Video-Conference were not available in the schools as percentage is zero. The items like Tape-recorders, Audio-cassettes, Video-cassettes, Excellence International Journal of Education and Research (Multi- subject journal) Page 23

6 Blackboards, Whiteboards, Charts, and Calculators were available in all the Government schools as the percentage is 100 in all these schools. It is clearly evident in the above {Figure No.1} II. To identify the Status of ICT in the Private Higher Secondary Schools (PHSS). TABLE No. 2 Item wise Status of ICT in Private Higher Secondary Schools (N=08) S.no Name of Items Percentage of ICT Status in PHSS 1 Computer 100% 2 Internet 62.5% 3 Projectors 50% 4 LCD Projector 0% 5 Slide Projectors 0% 6 Films 100% 7 Film Projectors 50% 8 Epidiascope 0% 9 Tape-recorders 100% 10 Audio- Cassettes 100% 11 Video Cassettes 100% 12 On-line teaching/ learning 0% 13 Black-boards 100% 14 Smart-boards 0% 15 White-board 100% 16 CD-Players 50% 17 DVD-Players 50% 18 CDs/DVDs 50% 19 Audio-Conference 0% 20 Video-Conference 0% 21 Loud-Speakers 87.5% 22 T.V. 100% 23 Radio 62.5% 24 Charts 100% 25 Calculators 100% The above Table no. 2 clearly depicts the Status of ICT in PHSS. Out of 08 schools the Status of ICT items like Internet and Radio (62.5%), Projectors, Film Projectors, CD-Players, DVD-Players, CDs/DVDs were (50%), Loud-Speakers were (87.5%) and other items like, LCD Projector, Slide-Projector Epidiascopes, On-line-teaching/ learning, Smart-boards, Audio- Conference, Video-Conference were not available as the percentage is zero (0) and the Excellence International Journal of Education and Research (Multi- subject journal) Page 24

7 items like Computer, Films, Tape-recorders, Audio-cassettes, Video-cassettes, Blackboards, Whiteboards, T.V, Charts, Calculators were available in all the Private schools as the percentage is 100.It is clearly evident in the {Figure.2}. III. Comparison between the Status of ICT in Government and Private Higher Secondary Schools. The comparison of the Status of ICT between the Government and the Private Higher Secondary Schools reveals that there is no difference in the Status of some ICT items like Tape-recorders, Audio-cassettes, Black-boards, White-boards, Charts and Calculators as the Excellence International Journal of Education and Research (Multi- subject journal) Page 25

8 table revealed that the Status of these items were same in both the schools while as the there was high percentage of the other item in PHSS as compared to GHSS. The graphical representation above (Figure No. 3) makes it quite clear. 8. Findings: 1. Out of (45) GHSS the Status of ICT items like Computer, Video-cassettes, CD-Players, DVD-Players, CDs/DVDs were (53%) and the items Internet, T.V and Radio (11.1%), Projectors (6.7%), Films (84.4%) and the other items like LCD Projector, Slide-Projector, Film Projectors, Epidiascopes, On-line-teaching/learning, Smart-boards, Audio- Conference, Video-Conference were not available in the GHSS as percentage is zero. The remaining other items were available in all the Government schools as the percentage is 100 in all these schools. 2. Out of (08) PHSS the Status of ICT items like Internet and Radio (62.5%), Projectors, Film Projectors, CD-Players, DVD-Players, CDs/DVDs were (50%), Loud-Speakers were (87.5%) and other items like, LCD Projector, Slide-Projector Epidiascopes, On-lineteaching/learning, Smart-boards, Audio-Conference, Video-Conference were not available as the percentage is zero (0) and the remaining items were available in all the Private schools as the percentage is The Status of ICT is low in Government Higher Secondary Schools as compared to Private Higher Secondary Schools. 9. Discussion: Excellence International Journal of Education and Research (Multi- subject journal) Page 26

9 In the present research investigation, obtained findings revealed the fact that the Status of ICT in Higher Secondary Schools (either Government or Private) was inadequate. The result clearly indicated that there was no availability of the ICT (hi-tech) items. Therefore the result revealed the veto status of these ICT hi-tech items in almost all the Higher Secondary Schools. The result also revealed the squat of ICT items such as Computer, Films, Internet, Projectors, Video-Cassettes, CD-Players, DVD-Players, CDs/DVDs, Loud-Speakers, T.V. and Radio. The ICT items like Tape-recorders, Audio-Cassettes, Blackboards, Whiteboards, Charts and Calculators are easily available which are traditionally used in the classrooms. The reason was that the ICT items were highly expensive, that the schools were not in a position to procure these. It has been also observed that the ICT items like (Tape-recorders, Audio-Cassettes, Blackboards, Whiteboards, Charts and Calculators) were less expensive and their maintenance is easier than that of the hi-tech items that is why the availability of these traditional items was higher than that of (hi-tech) or (modern items). A report of (ICT in School Education, 2010) supports the finding of the present study. It has been reported that Availability of adequate infrastructure to support the deployment of ICTs in schools is a tremendous challenge that schools in the region currently face. The result clearly depicted that the Status of ICT is not healthier in the Higher Secondary Schools of District Anantnag (J & K). But the result of comparisons between the Government Higher Secondary Schools and Private Higher Secondary Schools revealed that the Status of ICT was lower in the Government Schools, as compared to the Private Schools as the status of some very useful items like Internet, Projectors, Films, T.V and Radio were low. In this technological age the teaching and learning process seems very difficult without ICT items. This owing the reason that the Government did not bring into play the ICT items fully in the schools. Several studies have been reported that the facilities of ICT were low in the schools as, Rao,(1984) found the absence of Sufficient equipments and materials. Private school were run by the management or the individual, they showed some sort of interest in inculcating the new technologies in their own schools for improving the teaching and learning process, as lot of fees were taken from the students and could afford to get ICT items for them. To get Education in Private schools is very much expensive. Private schooling is very much more expensive than schooling in government schools according to data generated by NCERT survey (Indian Education Report 2002). 10. Conclusion: Education through ICT provides awareness among the teachers and the students and has a positive impact on the present society. ICT can be employed in all the Higher Secondary Schools by means of appropriate and suitable ways. It can be helpful to a great extend if it can be implemented in the schools properly. Healthy Status ICT can create a perfect environment for teachers and students to obtain the needs, in real-life knowledge-based digital world. As to conclude, the schools and classrooms of the future gives effective tools for students and teachers, and prepares students to enter and successfully compete in the ever-expanding high-tech global marketplace. Conclusively a lot of quality improvement can be done in the field of ICT through Excellence International Journal of Education and Research (Multi- subject journal) Page 27

10 careful and planned implementation of ICT in education. The teachers and the students are the back bone of the society and the educational process is dependent on these two. The present study overall, reveals that the contemporary status of ICT in Higher Secondary Schools of District (J & K) is low. The integrating ICT in education is very crucial for the betterment of the schools. In many parts of the country, the national vision for ICT use in education has been integrated into schools. The status of ICT in the schools must be tackled adequately by the DIETS and Government of Jammu and Kashmir. There is a need of implementing the important ICT items in the schools of District Anantnag for the betterment of not only the students and teachers but also for the whole District. 11. Reference: Adenyemi,T.O and Olaleye F.O (2010) Information and communication Technology ICT for Effective management of Secondary Schools for sustainable Development in Ekiti state, Nigeria American Eurasian Journal of Scientific research 5 (2): IDOSI Publications. Agyemang,Beatric K.and Dadzie Perpetua.(2010) Providing Information Communication Technology Support to Distance Education students, in university of Ghana, Legon. Turkish Journal of distance Education TOJDE July 2010 ISSN volume:11 number :3 Article 6. Dabla.B.A,(2010) Sociological Papers on Kashmir. Vol 1. Published by Jay Kay Books. Printed at :Young Publishing House new Delhi. ICT in School Education(2010) Information and Communication Technology for Education in India and South Asia, Essay II, ICT in School Education (Primary and Secondary), by Info dev and Price White Coopers (PWC). India Eduction Report (2002) A profile of Basic Education (edited by R.Govinda) National Institute of Educational planning and Administration (UNESCO).Oxford University Press. National Policy On Information and Communication Technology (ICT) In School Education,Draft version 1.5, Department of School Education and Literacy, Ministry of Human Resource Development. Govt. of India, (2009). National Policy on Information and Communication Technology (ICT) in School Education(2011). Department of School Education and Literacy, Ministry of Human Resource Development. Government of India 2010.Revised Draft Dated Rao, L.N., (1984) A study of Factors Influencing the Effective use of Audio-Visual Equipments and materials in classroom teaching. PhD, Edu, SVU in Buch, M.B (1991) fourth survey of research on education ( ) vol.i p.p NCERT New Delhi. Report To The People( ) UPA Government, Directorate of Advertising and Visual Publicity Ministry of Information and Broadcasting, Government of India Compilation: Press Information Bureau Printed at Brijbasi Art Press Ltd., Noida mindia.gov.in/getdoc.php?id=xjhytm327.pdf. Selwyn.N, Gorard.S,Furlong.J and Madden.L.(2003) Older adult s use of information and communication technology in everyday life. Cambridge University Press. United kingdom. Excellence International Journal of Education and Research (Multi- subject journal) Page 28