A STUDY OF THE USE OF TECHNOLOGY BY THE
TEACHERS OF PROFESSIONAL COURSES IN TERMS OF STAGES OF CONCERN AND CONTRIBUTIVE FACTORS
Thesis Submitted to the University of Lucknow for the Degree of
Doctor of Philosophy
in Education
BY
NEETA SAHU
Under the Supervision of
Supervisor Co- Supervisor
Dr. BEERMATI SINGH Dr. SUBODH KUMAR
Reader (Rtd.) Professor
Department of Education Department of Education
University of Lucknow University of Lucknow
DEPARTMENT OF EDUCATION
UNIVERSITY OF LUCKNOW
LUCKNOW
2013
Dr. Beermati Singh
Reader (Rtd.),
Department of Education,
University of Lucknow,
Lucknow.
CERTIFICATE
This is to certify that the thesis entitled “A Study of The Use of Technology by the Teachers of Professional Courses in Terms of Stages of Concern and ContributiveFactors” is an original work of Ms. Neeta Sahu, who has completed her research work under my supervision.
Place: Lucknow
Date: (Dr. Beermati Singh)
Dr. Subodh Kumar
Professor
Department of Education,
University of Lucknow,
Lucknow.
CERTIFICATE
This is to certify that this thesis entitled “A Study of The Use of Technology by the Teachers of Professional Courses in Terms of Stages of Concern and Contributive Factors” is an original work of Ms. Neeta Sahu, who has completed her research work under my co-supervision.
Place: Lucknow
Date: (Dr. Subodh Kumar)
DECLARATION
I certify that present research work “A Study of The Use of Technology by the Teachers of Professional Courses in Terms of Stages of Concern and Contributive Factors”, has been completed by me in theDepartment of Education, University of Lucknow, Lucknow. I hold responsibility for the quotations, calculations and explanation given in this research work. I further declare that the thesis does not contain any part which has been submitted for the award of any degree either in this university or in any other University without proper citation.
Place: Lucknow
Date: (NEETA SAHU)
ACKNOWLEDGEMENTS
It is a great opportunity to express my heartfelt indebtness to those who have helped me in course of my research work. First of all, I express my gratitude to my supervisor, Dr. Beermati Singh, Reader (Rtd.), Department of Education, University of Lucknow, Lucknow for her able guidance, keen interest, encouraging discussions, suggestions and moral support, which always enlightened me in difficult moves. I am also thankful to my co- supervisor, Dr.Subodh Kumar, Professor, Department of Education, University of Lucknow, Lucknow for his academic guidance.
I also wholeheartedly express my deep gratitude to Prof. U.C. Vashishtha, Former Head and Dean, Faculty of Education, University of Lucknow and Prof. SarojAnand, Former Head and Dean, Faculty of Education, University of Lucknow, under whose tenure the research problem wasconceived, for allowing me to work on this research topic.
I express my gratitude to Prof. AkhileshChaube, Head, Department of Education, University of Lucknow, Lucknow and Prof. NidhiBala, Dean, Faculty of Education, University of Lucknow, Lucknow for providing all kind of support and permitting me to avail all the facilities of the department.
I am obliged to the Heads and faculty of various colleges, who have helped me in collection of data. I also thank staff of several libraries for helping me in availing study material.
I am extremely grateful to my parents, brothers and sisters for their invaluable co- operation, constant inspiration and never ending encouragement, which always boosted me to accomplish my research work with zeal. I also express my sincere gratitude to my in- laws for their help whenever required. Further, I wish to acknowledge the help rendered to me by my friends, who stood with me whenever I needed.
I am especially thankful to my husband, Mr. ArunSahu who always supported me. Without his co-operation this research work could have not been completed. Last, but not the least I express my love and appreciation to my young daughter Samriddhi, who remained constant source of motivation throughout my research work.
(NEETA SAHU)
CONTENTS
CHAPTER NO. / CONTENT / PAGE NO.Chapter 1 / Introduction / 1-27
1.1 / Education Technology / 2-5
1.2 / Historical Development of Educational Technology / 5-6
1.3 / Functions of Educational Technology / 6-9
1.4 / Role of Educational Technology in Education / 9-12
1.5 / Barriers in Expansion of Technology in Education / 12-13
1.6 / Suggestions for Promoting Use of Technology / 13-15
1.7 / Educational Technology and Higher Education / 15-17
1.8 / Concept of Stages of Concern / 17-19
1.9 / Emergence of the Problem / 19-20
1.10 / Statement of the Problem / 20
1.11 / Significance of the Study / 20-21
1.12 / Terms Defined / 21-23
1.13 / Objectives / 23-25
1.14 / Hypotheses / 25-26
1.15 / Delimitations / 27
Chapter 2 / Review of Related Literature / 28-54
2.1 / Studies Related to Gender and Teaching Experience / 29-31
2.2 / Studies Related to Training and Professional Development / 32-39
2.3 / Studies Related to Stages of Concern / 39-46
2.4 / Studies Related to Miscellaneous Factors / 46-54
Chapter 3 / Research Methodology / 55-75
3.1 / Research Design / 55-56
3.2 / Variables / 56
3.2.1 / Independent Variables / 56
3.2.2 / Dependent Variables / 56
3.3 / Population and Sample / 57
3.3.1 / Population / 57
3.3.2 / Sample / 57
3.4 / Sampling Procedures / 57
3.4.1 / Selection of the Institutions / 57
3.4.2 / Selection of the Teachers / 58
3.5 / Tools / 61
3.5.1 / Use of Technology Questionnaire / 61-65
3.5.2 / Stages of Concern Questionnaire / 65-70
3.5.3 / Personal Data Sheet / 71
3.6 / Data Collection / 71
3.7 / Data Organization / 71-72
3.8 / Statistical Techniques / 72-74
3.9 / Degree of Freedom / 74-75
3.10 / Level of Significance / 75
Chapter 4 / Results and Discussion / 76-120
Chapter 5 / Conclusions, Educational Implications, Suggestions and Summary / 121-155
5.1 / Conclusions / 121-123
5.2 / Educational Implications / 123-126
5.3 / Suggestions / 126-130
5.4 / Summary / 130-155
REFERENCES / 155-161
BIBLIOGRAPHY / 162-163
APPENDICES / i-xv
Appendix - 1 / Personal Data Sheet / i
Appendix - 2 / Use of Technology Questionnaire / ii-iv
Appendix - 3 / Use of Technology Questionnaire (Modified) / v-vii
Appendix - 4 / Stages of Concern Questionnaire / viii-ix
Appendix - 5 / Stages of Concern Questionnaire (Modified) / x-xi
Appendix - 6 / Table of ‘t’ & ‘r’ Values of Technology Use Questionnaire / xii
Appendix - 7 / Table of ‘t’ & ‘r’ Values of Stages of Concern Questionnaire / xiii
Appendix - 8 / Correlation of Dimension Score with Total Score of Technology Use Questionnaire / xiv
Appendix - 9 / Correlation of Dimension Score with Total score of Stages of Concern Questionnaire / xv
LIST OF TABLES
TABLE NO. / DESCRIPTION / PAGE NO.3.01 / List of Selected B.Ed Colleges and Teachers of Lucknow City / 59
3.02 / List of Selected Engineering & Management Institutes and Teachers of Lucknow City / 60
3.03 / Detail of Dimensions and No. of Items of Use of Technology Questionnaire / 62
3.04 / Detail of Options in Use of Technology Questionnaire / 63
3.05 / List of Different Stages of Concern / 66
3.06 / Detail of Dimensions and No. of Items of Stages of Concern Questionnaire / 68
3.07 / Detail of Options in Stages of Concern Questionnaire / 68
4.01 / Significance of Difference in the Use of Technology between Male and Female Teachers of Professional Courses / 76
4.02 / Significance of Difference in the Use of Technology between More and Less Experienced Teachers of Professional Courses / 79
4.03 / Significance of Difference in the Use of Technology betweenTrained and Untrained Teachers in Technology Based Courses / 82
4.04 / Significance of Difference in the Use of Technology between Teachers Who are Getting and not Getting Professional Development Opportunities / 85
4.05 / Significance of Difference in the Use of Technology between Teachers of Education and Management Stream / 88
4.06 / Significance of Difference in the Use of Technology between Male and Female Teachers of Education Stream / 91
4.07 / Significance of Difference in the Use of Technology between Male and Female Teachers of Management Stream / 93
4.08 / Significance of Difference in the Use of Technology between Male Teachers of Education and Management Stream / 96
4.09 / Significance of Difference in the Use of Technology between Female Teachers of Education and Management Stream / 98
4.10 / Significance of Difference in the Use of Technology betweenTeachers Having Highand Low Awareness Concern for Technology Use / 101
4.11 / Significance of Difference in the Use of Technology betweenTeachers Having Highand Low Informational Concern for Technology Use / 104
4.12 / Significance of Difference in the Use of Technology betweenTeachers Having High andLow Personal Concern for Technology Use / 106
4.13 / Significance of Difference in the Use of Technology betweenTeachers Having High and Low Management Concern for Technology Use / 109
4.14 / Significance of Difference in the Use of Technology betweenTeachers Having High andLow Consequence Concern for Technology Use / 112
4.15 / Significance of Difference in the Use of Technology betweenTeachers Having High and Low Collaboration Concern for Technology Use / 115
4.16 / Significance of Difference in the Use of Technology betweenTeachers Having High and Low Refocusing Concern for Technology Use / 118
LIST OF FIGURES
FIGURE NO. / DESCRIPTION / PAGE NO.4.01 / Mean Values of Technology Use of Male and Female Teachers of Professional Courses / 78
4.02 / Mean Values of Technology Use of More and Less Experienced Teachers / 80
4.03 / Mean Values of Technology Use of Trained and Untrained Teachers in Technology Based Courses / 83
4.04 / Mean Values of Technology Use of Teachers Getting or Not Getting Professional Development Opportunities / 86
4.05 / Mean Values of Technology Use of Teachers of Education and Management Stream / 89
4.06 / Mean Values of Technology Use of Male and Female Teachers of Education Stream / 92
4.07 / Mean Values of Technology Use of Male and Female Teachers of Management Stream / 95
4.08 / Mean Values of Technology Use of Male Teachers of Education and Management Stream / 97
4.09 / Mean Values of Technology Use of Female Teachers of Education and Management Stream / 100
4.10 / Mean Values of Technology Use of Low and High Awareness Concerned Teachers / 102
4.11 / Mean Values of Technology Use of Low and High Informational Concern Teachers / 105
4.12 / Mean Values of Technology Use of Low and High Personal Concerned Teachers / 108
4.13 / Mean Values of Technology Use of Low and High Management Concerned Teachers / 110
4.14 / Mean Values of Technology Use of Low and High Consequence Concerned Teachers / 113
4.15 / Mean Values of Technology Use of Low and High Collaboration Concerned Teachers / 116
4.16 / Mean Values of Technology Use of Low and High Refocusing Concerned Teachers / 119
CHAPTER – 1
INTRODUCTION
INTRODUCTION
In the present era, technology has become an Integral part of our lives. Every day there is new gadget or software that makes lives easier. Making lives easier is not, however,the only role the technology plays in our lives.Infact, it is playing key role in making every aspect of life better. Technology has opened new doors to untouched aspects of lifeand has tremendously affected every field of human life. The field of education is not an exception. It is playing an increasing role in the field of education. Technology in educationalfield is changing the traditional role of the stakeholders of education. New information and communication technology has introduced many changes in the present educational system. Interactive technologies have affected the very nature of teaching and learning. Technology offers the opportunity to change the roles that teachers and students have traditionally played. As technology advances, itis used to benefit students of all ages in learning process. Technology used in classroom helps students to absorb the material.Projection screens linked to computer allow students to see their notes instead of simply listening to ateacher who is delivering alecture.
Technology has also advanced to help children even before they have started school. Educational video games and software for young 0gochildren help them prepare for school and in some cases get a head start on their education. Information and communication technologies are helping in changing the educational environment. These technologies are electronic and computerized device and associated human interactive materials that enable the user to employ them for a wide range of teaching and learning processes. These technologies include computers, video, television, sensors, interface boxes, the internet, telecommunication, satelliteconnections and all the softwares and the materials which help the teachers to use them to teach their pupils. Similarly, softwares are used to supplement class curriculum. There are programs which provide study questions, activities and even test and quizzes outside the classroom. Technology has also become part of many curriculums; students use computers to create presentations and use internet to search topics for papers and essays .They learn to use the technology available to them in classrooms or at home. This ensures that after studies they will be able to use the technology in a work setting,which may put them ahead of others who did not have access to particular technology or software in their own school setting.
TECHNOLOGY – MEANING & DEFINITIONS
Technology is application of scientific knowledge for practical purposes in our day to day life. It is a science of techniques and methods of doing things,related to any art, science or to a particular profession. When we apply the science of learning and communication to teaching we evolvetechnology.
According to BAIN (1937)“Technology includes all tools, machines, utensils, weapons, instruments, housing, clothing, communicating and transporting devices and the skill by which we produce and use them.”
According toBloomer (1973) “Technology is the application of scientific theory to practical ends.”
On the basis of above definitions it can be said that technology is application of scientific knowledge in order to achieve some value. Technology enhances the capacity to solve problems, to produce goods and to make life easy and comfortable.
1.1EDUCATIONAL TECHNOLOGY
The term education technology refers to the use of technology in educational setting. Educational technology is the practice of facilitating learning and improving performance of the learners by creating, using and managing appropriate technological processes and resources. It refers to the instructional use of computers, television and other kind of electronic hardware and software. Many educators use the term educational technology, instructional media and instructional technology interchangeably.According to the Association for EducationalCommunications and Technology (1996), one of the principal professional associations representing educational technologists,“Instructional technology is a complex, integrated process involving people, procedures, ideas, devices and organizations for analyzing problem, and devising, implementing evaluating and managing solutions to these problems in situations in which learning is purposive and controlled.” Thus educational technology is a process which helps in improving learning environment and solving problems related to teaching and learning. Educational technology is perceived as a value for curriculum enhancement and enhancement of student learning at every level of education.
Interactive technology, like computer, holds greater promise in the instructional process compared to other media such as book materials, chalkboard, radio, television, and film that have been used for instructional practices for a long time. The computer is capable of activating the senses of sight, hearing and touch of the users. It has the capacity to provide higher interaction potential for users to develop their individual intellectual and creative abilities. The computer offers a problem-based learning environment that helps the user to apply them in creative manner and acquire active rather than passive knowledge. Similarly, the internet helps to link the students to the school and libraries around the world there by making it possible for them to access information on any subject. Apart from enjoying access to large quality of information internet facilitates individualized learning, creativity, vital skills of inquiry and problem that are useful for productive living.
Thus,it is evident that educational technology incorporates different technologies to provide teachers and students vast quantities of information in an easily accessible, non sequential and interactive manner that can be used as teaching tool, resulting in effective teaching-learning process. Educational technology pervades the whole teaching – learning process to make it meaning full for the teacher who teaches and the learner who learns and modifies his behavior for his own betterment and for the betterment of mankind.
Several authors have defined educational technology. Below are given the definitions which would be helpful in explaining the concept of educational technology:
According to KULKARNI (1966)“Educational Technology may be defined as the application of the laws as well as recent discoveries of science and technology of sciences of the process of education.”
According toCOX (1970)“The application of scientific process to man's learning conditions is what has come recently to be called “educational “or “instructional” technology.
According toMATHIS (1970)“Educational Technology refers to the development of a set of systematic methods, practical knowledge for designing, operating and testing schools as educational systems.”
According toRICHMOND (1970) “Educational Technology is concerned to provide appropriately designed learning situations which, holding in view the objectives of the teaching or training bring to bear the best means of instructions”.
According to DAVIS (1971)“Educational technology is concerned with the problems of education and training context, and it is characterized by the disciplined and systematic approach to the organization of resources for learning.”
According to SAKAMATO (1971)“Educational Technology is an applied or practical study which aims at maximizing educational effect by “ controlling” such relevant facts as educational purposes, educational content, teaching materials educational methods, educational environment, conduct of students behavior of instructions and interrelations between students and instructors. “
According to LEEDHAM (1973)“Educational technology concerns the systematic use of modern methods and technologies in teaching and learning. It involves teachers in a variety of roles. Some of which are traditional, some still emerging “
According toLEITH (1975)“Educational Technology” is an application ofscientific knowledge about learning and condition of learning to improve the effectiveness and efficiency of teaching and learning.”
On the basis of above definitions it can be concluded that educational technology can be considered as the systematic use of scientific knowledge, methods, techniques and technologies to plan, realize, evaluate and to improve teaching, learning process. It aims at organizing various resources in order to maximize educational effect and removing disparities in educational facilities. It is a science of techniques by which educational goals could be realized.
1.2 HISTORICAL DEVELPOMENT OF EDUCATIONAL TECHNOLOGY
For technology, the terms visual education and visual instruction were used originally because the materials which were available to the teachers were three dimensional objects, photographs and silent films which depended upon sight. Later on, when sound was added to films audio recordings became popular, then the terms audio visual education and audio visual instruction and audio visual devices came into existence. For the first time, in 1926 Presseyused “Teaching Machine” in the field of education. During 1930-40 Lumsdain,Glaser and others used scrambled books, cards and boards in teaching. However, these materials did not influence education very much. During 1950s Skinnerdeveloped “Programmed Learning” instructional material which was supposed to be the direct form of education technology.