Proceedings of National Conference; INDIACom-2007 Computing for Nation Development, February 23 – 24, 2007 Bharati Vidyapeeth University Institute

of Computer Applications and Management, New Delhi.

ICT in the Changing Teaching-Learning Environment
Ravi S. Bhattacharjee Dept. of Physics, SGTB Khalsa College , Delhi-

ABSTRACT The Demands of a Knowledge Society, demands a paradigm shift in the Education Sector. The skills to be imparted to the students is far from reproduction of information. The new demands are an organization of Knowledge in an ever increasing space of group environment. ICT wires up groups and networks across boundaries, which is an enabling factor to this world as a global village. The paper aims at building a case for integrating ICT to the curriculum such that contemporary demands can be met. Hence the teaching Learning process must be revitalized through a combination of human input and technological input (ICT) . KEYWORDS . INTRODUCTION Current Research in Education, in general, and Science Education in particular, suggests that with the intervention of modern Information Technology and changing Social norms the prevailing structures that were built by the demands of sound research outcomes(e.g. research demanded by Security considerations of nations) are slowly giving away to more heterogeneous demands1 The earlier demands for sound outcomes, set the terms for of what contributes to knowledge, who is allowed to participate in its production, and how accreditation is organized. This lead to a strict disciplinary character in the organization of Scientific Knowledge. However, with the passage of time products emerging from the system could not find a place back in the system and hence diffused into a space that was more heterogeneous and in many cases more interdependent. This, therefore has necessitated into a form of knowledge which is governed by 1. a context of application involving a broad range of perspectives: 2. Trans-disciplinary; 3. Heterogeneity. In terms of organization the new model has flatter hierarchies and organizational structures which are transient .This makes the model more socially accountable and reflexive. Accreditation and quality control, is now a more wider, more temporary collaboration of people working on a problem that is more specific and localized.

Keeping in pace with these changes in Social perspectives, Education must be geared to create autonomous learners who in groups specialize to solve problems driven by discovery and innovation. Hence the necessity for a paradigm shift in which training is not for specializations that lead to division of labour inside already constituted disciplines, but to performers in a innovative problem- oriented, transdisciplinary milieu. It is, therefore, imperative to create a structure that imparts the necessary skills with a degree of flexibility that can be adjusted to the specific needs of the times. To create appropriately trained manpower, therefore, requires a program that imparts the necessary skills without losing itself in overspecialization. The Emerging Knowledge Society and its needs: Research in education seems to suggest that a “new definition of learning is based on cognitive, philosophical, and multicultural research perspectives. These perspectives suggest that meaningful learning occurs whe a learner has a knowledge base that can be used with fluency to make sense of the world, solve problems, and make decisions. Learners need to be selfdetermined, feel capable, and continueally strive to acquire and use tools they have to learn. The need to be strategic learners who have repertoire of effective strategies for their own Learning. Finally, they need to me empathetic learners who view themselves and the world from perspectives other then their own”.2. As learning is redefined, the curriculum needs to involve students in real world, relevant tasks. The students must be engaged in holistic tasks which utilizes students” prior Knowledge. This leads to a collaborative “class room” (beyond the boundaries of four walls) characterized by shared knowledge among teachers and students, shared authority amongst teachers and students, teachers as mediators, and heterogeneous groupings of students. ICT as a tool for meeting the demands: It is , therefore, imperative that Education must be geared to create autonomous learners with the teacher as the facilitator. A survey by Harvey and Green 3 seems to suggest an hierarchy of characteristics in a learner as demanded by the job market as 1. Willingness to Learn 2. Commitment 3. Dependability / reliability 4. Self- motivation 5. Team work

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Proceedings of National Conference; INDIACom-2007 6. etc. To build in such an environment , it is required that a structure be created that imparts the necessary skills with a degree of flexibility that can be adjusted to the specific needs of the times. Clever use of the wired information available in the world today, along with the easy networking opens the opportunities of organizing “groups” of “students” beyond the precincts of four walls to establish a truly multidisciplinary, multi dimensional teaching- learning mileau. The teacher as a facilitator is available to this huge group, as the multimedia technology can literally have the same person at various regions of space at the same time. A Pilot project: The author was involved in a pilot project wherein an attempt was made to make the existing classroom structure cross the established conventional boundaries. Software and Hardware interfaces were developed to equip Labs. with the Culture of online data acquisition , analysis and Simulation. A suitable integration of Computer skills within the existing curricula not only helps in reversing the trend of dwindling classrooms for pure Sciences but also make the process of teaching learning more contemporary. A Computer based learning system is not only cost-effective but also helps the learner to learn at his pace in a non-linear fashion – making references and cross references. In this light the a package was developed for the Commonwealth Science Council (CSC) sponsored project “ for developing multimedia modules to explain some key concepts in some key concepts in different branches of Science and Mathematics e.g. the breakthroughs , which marked the birth of modern Science during Renaissance. CONCLUSION An intelligent mixture of Human Resource ( Teachers) and It opens up the vistas for an absolutely imaginative new paradigm, which should help in producing multidimensioned individuals. FUTURE SCOPE The movement towards a “virtually” connected global village will only increase in more and more challenging and imaganitive solutions to the large complex problems of the world ( DNA sequencing for example) REFERENCES . [1] [2] [3] Gibbons M. Limoges et al, The new production of knowledge: the dynamics of Science in Contemporary Societies, Saga Publications M.Kulieke et al: NCREL, Oak Brook, 1990 Harvey and Green ,: Transforming Higher Education

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