A Brief Note on Proposed research area

Applicant Name

A.K.Divakar

Application Number

HS15SRP0051

Research Topic

ICT and Education

Mail Id

dak280@gmail.com

Phone

9952910190

Proposal:
Information and Communication Technology (ICT) for Education Information and
Communication Technology (ICT) plays an integral role in the field of education. Education is
invaluable to anybody, but there are lots of problems that get in the way of delivering the
education to the learners, e.g. cognitive problem, psychological problems, geographical problems
etc. ICT tools like Internet, Smartphones etc. could serve as a solution for all these problems. In
my research I would like to fully understand the impact of ICT on education. I would like to
explore the various means to utilize the advantages of ICT and unlock its full potential to
improve education and to deliver it in the best way possible to the students. This research hopes
to uncover the possibilities that ICT can open up for enhancing education and it also tries to
examine the optimum and the best medium or the methods to use ICT to enhance education as
much as possible.

ICT and education

Motivation for the study:
The study on ICT is really important because it has a lot to offer to a developing country
such as India. ICT has proved itself in various fields such as E-governance, information,
business, knowledge transfer etc. If we are able to tap to full potential of ICT tools such as radio,
television, Internet, mobiles etc. for education it will set us in a great path towards development.
India is home to the worlds largest number of illiterates. 37% of the illiterates in the
world are from India. India is placed in one of the 21 countries among the world that face an
educational crisis. In 2010 India reduced its spending in education from 13% to 10% of its
expenditure (Indias Illiterate, 2014). Indias higher technical education is progressing, but is

far from world class administration (Uma Maheswari. P., 2013).

People might have doubts that already ICT is in a good position India and investing more
into it is just going to be waste. The answer to their questions is the rank of India in the ICT
Development Index (IDI). India ranks 121 among the 157 countries in 2013 and 129 among 166
countries in 2014, this rank shows our position in ICT compared with other countries of the
world. The IDI of India is 2.21 in 2013 and 2.53 in 2014, which is measured out of 10. This
shows the development we still need in the field of ICT, making it more accessible and readily
available to all (Ramachandran .T, 2013; Prashant.P, 2014). National policy on Information and
Communication Technology (ICT) intends to provide free and open access to ICT and ICT
enabled tool in order to improve the state of education in the country (National Policy, 2012).
Even after three years of government schooling about 60% of children cannot read (Bouissou. J,
2014). This points out to severe flaws, on governments side in the education department. There
are so many problems infesting the education in our country. So ICT could be the solution to all
these problems.
All these factors point out that there is fair chance for ICT in the field of education. It can
improve educational standards and also allow students to learn easily and also provide easy
access to study material. With a lot of manpower shortage in education department ICT could be
a game changer and help improve the nature of education in the country. There is great scope for
developing ICT to help education and it could lead to a win-win situation. These are factors that
motivated me to take up this topic for my research.

Review of literature:
ICT and Education:

All students should have had at least basic ICT lessons in school, and virtually all have
computers at home though most probably have more experience accessing the Internet and using
online applications via mobile phones. (Lockley, T., 2011). Through the use of ICT as a teaching
tool, the process of teaching and learning will be more interesting and effective. With the
initiation of ICT, teachers can diversify their teaching methods and even can improve the quality
of teaching by using various facilities available in ICT.(Razak, K. A., 2014). Active and
collaborative learning environments facilitated by ICTs contribute to the creation of a
knowledge-based student population. The use of ICT improves the learning process through the
provision of more interactive educational materials that increase learners motivation and
facilitate easy acquisition of basic skills. (Ayesha. A, 2014).

Usage of ICT:
Overall ranks make Internet the most preferred, followed by TV after which radio is
opted for their utility value and use of these tools offers more engaging learning
environment for students of all ages (Arulchelvam. S, 2007; Ayesha, 2014). The effective
use of ICTs in teaching-learning process can help in bridging the gaps ( Uma Maheswari. P,
2013).

Quality of ICT in India:

Educational telecasts by the CWCR, Gyan Darshan and Anna EDUSAT has very
little reach in terms of awareness about the programmes and frequency of usage and
receipt of signals. (Arulchelvam. S, 2007; Panda. B.K., 2014 The Government

University has higher ICT infrastructure when compared to the Private University and are
more towards student centric learning. The introduction of educational technologies
requires that universities should make a significant investment in the establishment and
maintenance of information technologies to support teaching, research and
administration (Uma Maheswari. P., 2013).

Factors affecting ICT and Education:

Attitude can affe2ct actual level of use, there are a lot of factors such as culture,
geographical location and presence of adequate facilities which may act as a moderator between
attitude and actual level of use of ICT (Nair, G.K., 2012).

Research question:

How to improve integration of ICT to improve education and make it affordable to all?
How can ICT be used to enhance education?
How can ICT be used to tackle the hurdles faced by education?

To analyse the problems of implementation of ICT among students.

To find out the usage pattern of ICT among student.
To study gender differences in accessing ICT.
To study the extent to which students attitude, teachers attitude, infrastructure and
quality of material available affect the efficiency of ICT.
To establish a framework for a student centered learning through ICT.
To identify the problems of ICT usage among student.

Objectives:

Theoretical framework:
The main theories used for this research, are the behavioral theories such as Theory of Reasoned
Action (TRA) and Technology Acceptance Model (TAM).
The Theory of Reasoned Action
Fishbein and Ajzen first proposed the Theory of Reasoned Action (TRA) in 1975. The
model views individuals as rational organism and they use information at their disposal to make
judgements, form evaluations and arrive at decisions. According to this theory, an individuals
attitude toward performing a given behaviour is related to his/her beliefs related to certain
consequences and his/her evaluation of those consequences in performing that behaviour. The
theory viewed attitude as one major determinant of the persons intention to perform the
behaviour in question. The normative beliefs and motivation to comply, lead to normative
pressures. The collective influence of normative pressures is termed as subjective norm.
Thereby, attitude toward the behaviour and subjective norms are the determinants of ones
intention to perform the behaviour. Lastly, intention leads to performing the intended behaviour.
This theory precisely explains the antecedents of technology adoption.
Technology Acceptance model (TAM)
In 1986 Davis extended TRA model to become Technology Acceptance model (TAM)
by. TAM posits that the two particular beliefs Perceived usefulness (PU) and Perceived Ease of
Use (PEOU) are of primary relevance for computer acceptance behaviour. PU is the subjective
probability that using a particular application system will increase ones job performance. PEOU
is the degree to which using an application system is free of effort. Both PU and PEOU predict
attitude. TAM differs from TRA predominantly in one aspect in this behavioural intention is
being jointly determined by the persons attitude toward using the system and Perceived
Usefulness. One serious drawback in the TAM model is the exclusion of subjective norm.
Venkatesh and Davis in the year 2000 worked on their new adapted TAM model, which is
popularly known as Extended Technology Acceptance Model (TAM2). TAM2 explains the
factors in terms of social influence and cognitive instrumental processes. Later, the TAM 2 was
again extended to become TAM 3 to account for the influence of managerial interventions on
Information Technology adoption and use in work place context.

References:
1. Arulchelvan, S , (2007). The role and effectiveness of electronic media in higher education with
special reference to tamil nadu.. http://hdl.handle.net/10603/26908
2. Ayesha. A., (2014).Information
http://hdl.handle.net/10603/29479

and

communication

technologies

in

education.

3. Bouissou. J.,(March 11, 2014). Poor state education in India threatens the futures of millions of
children. The Guardian. http://www.theguardian.com/world/2014/mar/11/india-education-stateprivate-scho
4. SPECIAL CORRESPONDENT, (2014, January 30). Indias illiterate population largest in the
world, says UNESCO report. The Hindu.
5. Lockley, T. (2011). Pre-university experience of ICT and self-access learning in Japan. Studies
in Self-Access Learning Journal, 2(3), 182-194.
6. Nair, G. K., (2012). ICT and Teachers Attitude in English Language Teaching. Asian Social
Science; Vol. 8, No. 11; ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of
Science and Education.
7. National Policy on Information and Communication Technology (ICT) In School Education,(23
March,
2012).
http://mhrd.gov.in/sites/upload_files/mhrd/files/
upload_document/revised_policy%20document%20ofICT.pdf
8. Panda B. K., (2014). An evaluative study on the Reach and effectiveness of Anna edusat
television. http://hdl.handle.net/10603/34505
9. Prashant. P., (November28,2014).India ranks 129 at ITUs ICT Development
http://www.teleanalysis.com/analysis/india-ranks-129-at-itus-ict-development-index11342.html

Index.

10. Ramachandran .T, (October 8, 2013). India 121st in global information and communication
technology
rankings.
The
Hindu.
http://www.thehindu.com/opinion/blogs/blogdatadelve/article5214382.ece
11. Razak, K. A. (2014). Information and Communication Technology among Excellent Islamic
Education Teachers in Selangor Malaysia. International Education Studies; Vol. 7, No. 13; 2014
ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education.
12. Uma Maheswari P , (2013). A Study On The Practice Of Ict Among The Students And Teachers
Of Technical Universities And Its Impact On Their Communication Behaviour.
http://hdl.handle.net/10603/27796