TitleComputer Technology Awareness by Primary SchoolTeachers: A Case Study from India Dr Kirti Gulati Mrs Sudarshan Dang

IntroductionIn this study, teachers’ perspectives, their awareness level of specific technologies and the roles this technology plays in education are researched. Technical problems that inhibited the use of computers in their schools are also identified. Data was elicited from a sample of 200 teachers who were working in basic education schools in Sangamner region of Maharashtra, India.

Objectives

I.To investigate teachers education regarding computer.II.To investigate the sources & nature of the teachers education.III.To investigate the use of computer in teaching.

***Study Design***

Data was collected using questionnaire method to random sample of 200 school primary teachers in Sangamner region of Maharashtra state in India.

***Materials***

Data were collected by questionnaire developed for use in the study. Questionnaires were possibly closed questions but however a number of open questions were included where it was considered information might be lost if closed questioning were used. A pilot study was carried out among 20 primary teachers external to the study population. Design of the questionnaire was subsequently discussed with the respondents to ensure subject’s interpretations matched those of the investigators. Minor changes were made according to the feedback received.

***Procedure***

Data collected was done by personally meeting & interviewing the primary teachers of the school. The purpose of the study was communicated & questionnaires were filled from the teachers. The SPSS statistical package was used for the data analysis.

Discussion

Demographics: As the survey is done in rural part of India result of this survey was highly representative of primary schools in rural area of India. The demographics of respondent’s school mirrored the pattern of rural computer awareness. Small & large schools were represented as determined by the number of teachers employed in the school. The gender & age profile of the respondents were also representative of primary school teachers throughout the country.

Conclusion This study found that computers are included in syllabus & curriculum of primary education but children use the computers for relatively short period of time. It was also found that most teachers lack the knowledge of computers & require training. The results revealed that many teachers were not computer users. Many teachers lacked a functional computer literacy foundation upon which to build new technology and skills. Analysis of teachers’ knowledge of computer technologies revealed low levels of technical knowledge, as well as some interesting perceptions of the role of some specific computer-related items. For most teachers, the use of computers and related technologies had not been a routine part of their own educational environment.

This study showed that gender, years of teaching, and school status have a significant relationship to familiarity with computer technologies in India. Lack of hardware, lack of knowledge and skills about using computers, lack of training or insufficient training opportunities, and crowded classrooms were determined as the most important problems that basic education schools face in India. Data suggest that elementary school teachers in India needs to be increasingly encouraged to explore the emerging technologies for teaching. The results of this study can be used in the educational systems of newly developingCountries to overcome the difficulties mentioned in this case.Teachers should be trained so they can use IT technology in their teaching. It is hoped that finding of the study may influence policymaking & development of teachers training program of IT technology in education system.

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