CHAPTER - I

INTRODUCTION

1.1 RATIONALE OF THE STUDY

The use of information and communication technology (ICT) such as Internet

applications, CD-ROMs, video technology and various computer attachments and software

programs have caused many changes in society. These changes have not just been of a

technical nature but more importantly of a structural nature. Many of the major institutions of

our society have changed and the way we live our daily lives have been impacted. However,

the impact on education may be just a beginning to be felt as teachers integrate this new

technology into their teaching. In the early stages of the use of ICT in teaching, looking at the

experiences of teachers at a high school in the forefront provides some clues as to what

possibilities and problems may be presented with this new technology. The evolution of

technology has dramatically changed society. An endless number of people all over the world

use modern technology. Of the most profound changes in the past decade has been the

widespread proliferation of information and communications technologies (UNICEF, 2011).

1.2 COMPUTER TECHNOLOGY

The growth of technology has changed the world, which in turn has changed the daily

lives of Adolescents. Dehmler (2009) asserts that children today are growing up in an

interconnected, networked world. The youth have unprecedented access to modern

technologies and use them in expected and unexpected ways. Teens all over the world are

growing up in a world in which the Internet, cell phones, text messaging, television and video

games, and other technologies dominate their communication and are an integral part of

everyday life. Children are immersed in a world abounding with information (Livazovic,

2011).

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 While technology is often described as the most important influence upon society, it

remains a subject which has undergone little study. Recognizing that technology lies at the

very heart of society, this study wishes to investigate its impact on adolescents. Technological

advancement is one of the most essential factors for teenagers in many societies. Due to the

enormous development of technologies, this era can also be called the Age of Technology.

With the purpose of serving in the social, educational, and employment world, technology is

becoming the most essential tool. Social network sites, online games, video-sharing sites and

gadgets, such as iPods and mobile phones are now fixtures of youth culture (UNICEF, 2011).

They have so permeated youth lives that it is hard to believe that less than a decade ago, these

technologies barely existed. Modern technologies have altered how youth socialize and learn

and that raises a new set of issues that educators, parents, and policy makers should consider.

Technology is an integral part of most adolescents’ lives, hence it is important to understand

the impact it has on academic achievement.

According to Honey (2005), Pew Internet and American Life Project carried out a

survey that explored technology use among 802 youth ages 12 through 17. The survey was

conducted between 26 July and 30 September 2012. The study found out that

 78% of the teens have a cell phone and almost half of them, 47%, own smart phones;

 23% of the teens have a tablet computer, a level comparable to a general adult

population;

 95% of teens use the internet, and 93% of teens have a computer or have access to one

at home.

1.3 DIGITAL AGE

The Information Age (also known as the Computer Age, Digital Age, or new media

Age) is a period in human history characterized by the shift from traditional industry that the

Industrial Revolution brought through industrialization, to an economy based on information

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computerization. The onset of the Information Age is associated with the Digital Revolution,

just as the Industrial Revolution marked the onset of the Industrial Age.

During the information age, the phenomenon is that the digital industry creates a

knowledge-based society surrounded by a high-tech global economy that spans over its

influence on how the manufacturing throughput and the service sector operate in an efficient

and convenient way. In a commercialized society, the information industry is able to allow

individuals to explore their personalized needs, therefore simplifying the procedure of making

decisions for transactions and significantly lowering costs for both the producers and buyers.

This is accepted overwhelmingly by participants throughout the entire economic activities for

efficacy purposes, and new economic incentives would then be indigenously encouraged,

such as the knowledge economy.

The Information Age formed by capitalizing on computer microminiaturization

advances. This evolution of technology in daily life and social organization has led to the fact

that the modernization of information and communication processes has become the driving

force of social evolution.

1.4 DIGITAL REVOLUTION

The Digital Revolution, known as the Third Industrial Revolution, is the change from

analogy, mechanical, and electronic technology to digital technology which began anywhere

from the late 1950s to the late 1970s with the adoption and proliferation of digital computers

and digital recordkeeping that continues to the present day. Implicitly, the term also refers to

the sweeping changes brought about by digital computing and communication technology

during (and after) the latter half of the 20th century. Analogous to the Agricultural Revolution

and Industrial Revolution, the Digital Revolution marked the beginning of the Information

Age.

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 Central to this revolution is the mass production and widespread use of digital logic

circuits, and its derived technologies, including the computer, digital cellular phone, and the

Internet.

1.5 ICT

ICTs stand for information and communication technologies and are defined, for the

purposes, as a “diverse set of technological tools and resources used to communicate, and to

create, disseminate, store, and manage information.” These technologies include computers,

the Internet, broad casting technologies (radio and television), and telephony. ICT enables

rapid access to ideas and experiences from a wide range of people, communities and cultures,

and allows pupils to collaborate and exchange information from a wide range of people,

communities and cultures, and allows pupils to collaborate and exchange information on a

wide scale.

The Information and Communication Technology at the IGCSE level encourages

learners to develop lifelong skills, which will be useful to them in their work across the

curriculum and prepare them for future employment. They will develop understanding of the

implications of technology in society, including social, economic and ethical uses and

awareness of the ways ICT can help in home, learning and work environments.

The curriculum combines theoretical and practical studies focusing on the ability to

use common software applications to solve problems, including word processors,

spreadsheets, databases, interactive presentation software, web browsers and website design.

Learners analyze, design, implement, test and evaluate ICT systems, ensuring that they are fit

for purpose.

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1.6 EFFECTIVENESS OF ICT IN EDUCATION

ICTs are a potentially powerful tool for extending educational opportunities, both

formal and non-formal, to previously underserved constituencies—scattered and rural

populations, groups traditionally excluded from education due to cultural or social reasons

such as ethnic minorities, girls and women, persons with disabilities, and the elderly, as well

as all others who for reasons of cost or because of time constraints are unable to enrol on

campus.

 Anytime, anywhere. One defining feature of ICTs is their ability to transcend time

and space. ICTs make possible asynchronous learning, or learning characterized by a

time lag between the delivery of instruction and its reception by learners. Online

course materials, for example, may be accessed 24 hours a day, 7 days a week. ICT-

based educational delivery (e.g., educational programming broadcast over radio or

television) also dispenses with the need for all learners and the instructor to be in one

physical location. Additionally, certain types of ICTs, such as teleconferencing

technologies, enable instruction to be received simultaneously by multiple,

geographically dispersed learners (i.e., synchronous learning).

 Access to remote learning resources. Teachers and learners no longer have to rely

solely on printed books and other materials in physical media housed in libraries (and

available in limited quantities) for their educational needs. With the Internet and the

World Wide Web, a wealth of learning materials in almost every subject and in a

variety of media can now be accessed from anywhere at any time of the day and by an

unlimited number of people. This is particularly significant for many schools in

developing countries, and even some in developed countries, that have limited and

outdated library resources. ICTs also facilitate access to resource persons, mentors,

experts, researchers, professionals, business leaders, and peers—all over the world.

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  ICTs help prepare individuals for the workplace.

One of the most commonly cited reasons for using ICTs in the classroom has been to

better prepare the current generation of students for a workplace where ICTs, particularly

computers, the Internet and related technologies, are becoming more and more ubiquitous.

Technological literacy, or the ability to use ICTs effectively and efficiently, is thus seen as

representing a competitive edge in an increasingly globalizing job market.

1.7 BENEFITS/ADVANTAGES OF ICT IN EDUCATION

Here are some of the benefits which ICT brings to education according to recent

research findings.

General benefits

1. Greater efficiency throughout the school.

2. Communication channels are increased through email, discussion groups and chat

rooms

3. Regular use of ICT across different curriculum subjects can have a beneficial

motivational influence on students’ learning.

Benefits for teachers

1. ICT facilitates sharing of resources, expertise and advice

2. Greater flexibility in when and where tasks are carried out

3. Gains ICT literacy skills, confidence and enthusiasm.

4. Easier planning and preparation of lessons and designing materials

5. Access to up-to-date pupil and school data, anytime and anywhere.

6. Enhancement of professional image projected to colleagues.

7. Students are generally more ‘on task’ and express more positive feelings when they use

computers than when they are given other tasks to do.

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 8. Computer use during lessons motivated students to continue using learning outside

school hours.

Benefits for students

1. Higher quality lessons through greater collaboration between teachers in planning and

preparing resources.

2. More focused teaching, tailored to students’ strengths and weaknesses, through better

analysis of attainment data

3. Improved pastoral care and behaviour management through better tracking of students

4. Gains understanding and analytical skills, including improvements in reading

5. Comprehension.

6. Development of writing skills (including spelling, grammar, punctuation, editing and

re-drafting), also fluency, originality and elaboration.

7. Encouragement of independent and active learning, and self-responsibility for

learning.

8. Flexibility of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)

9. Development of higher level learning styles.

10. Students who used educational technology in school felt more successful in school,

were more motivated to learn and have increased self-confidence and self-esteem

11. Students found learning in a technology-enhanced setting more stimulating and

student-centred than in a traditional classroom

12. Broadband technology supports the reliable and uninterrupted downloading of web-

hosted educational multimedia resources

13. Opportunities to address their work to an external audience

14. Opportunities to collaborate on assignments with people outside or inside school

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Benefits for parents

1. Easier communication with teachers

2. Higher quality student reports – more legible, more detailed, better presented

3. Greater access to more accurate attendance and attainment information

4. Increased involvement in education for parents and, in some cases, improved self-

esteem

5. Increased knowledge of children’s learning and capabilities, owing to increase in

learning activity being situated in the home

6. Parents are more likely to be engaged in the school community

7. You will see that ICT can have a positive impact across a very wide range of aspects

of school life.

1.8 ICT AND RAISING STANDARDS

Recent research also points to ICT as a significant contributory factor in the raising of

standards of achievement in schools.

1. Schools are judged by the school inspectors to have very good ICT resources achieved

better results than schools with poor ICT.

2. Schools that made good use of ICT within a subject tended to have better achievement

in that subject than other schools.

3. Socio-economic circumstances and prior performance of pupils were not found to be

critical.

4. Secondary schools with very good ICT resources achieved, on average, better results

in English, Mathematics and Science than those with poor ICT resources.

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 A range of research indicates the potential of ICT to support improvements in aspects

of Literacy, numeracy and science.

1. Improved writing skills: grammar, presentation, spelling, word recognition and

volume of work.

2. Age-gains in mental calculations and enhanced number skills, for example the use of

decimals.

3. Better data handling skills and increased ability to read, interpret and sketch graphs

Improvements in conceptual understanding of Mathematics (particularly problem

solving) and Science (particularly through use of simulations)

1.9 ICT FOR QUALITY OF EDUCATION

ICTs can enhance the quality of education in several ways: by increasing learner

motivation and engagement by facilitating the acquisition of basic skills, and by enhancing

teacher training. ICTs are also transformational tools which, when used appropriately, can

promote the shift to a learner-centred environment.

Motivating to learn. ICTs such as videos, television and multimedia computer

software that combine text, sound, and colourful, moving images can be used to provide

challenging and authentic content that will engage the student in the learning process.

Interactive radio likewise makes use of sound effects, songs, dramatizations, comic skits, and

other performance conventions to compel the students to listen and become involved in the

lessons being delivered. More than any other type of ICT, networked computers with Internet

connectivity can increase learner motivation as it combines the media richness and

interactivity of other ICTs with the opportunity to connect with real people and to participate

in real world events.

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 Facilitating the acquisition of basic skills. The transmission of basic skills and

concepts that are the foundation of higher order thinking skills and creativity can be

facilitated by ICTs through drill and practice. Educational television programs such as

Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colours,

shapes and other basic concepts. Most of the early uses of computers were for computer-

based learning (also called computer-assisted instruction) that focused on mastery of skills

and content through repetition and reinforcement.

Enhancing teacher training. ICTs have also been used to improve access to and the

quality of teacher training. For example, At Indira Gandhi National Open University,

satellite-based one-way video- and two-way audio-conferencing was held in 1996,

supplemented by print-materials and recorded video, to train 910 primary school teachers and

facilitators from 20 district training institutes in Karnataka State. The teachers interacted with

remote lecturers by telephone and fax

1.10 COMPUTERS AND THE INTERNET USE FOR TEACHING AND LEARNING

There are three general approaches to the instructional use of computers and the

Internet, namely:

1) Learning about computers and the Internet, in which technological literacy is the end

goal;

2) Learning with computers and the Internet, in which the technology facilitates learning

across the curriculum; and

3) Learning through computers and the Internet, integrating technological skills

development with curriculum applications.

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Learning about computers and the Internet

Learning about computers and the Internet focuses on developing technological

literacy. It typically includes:

 Fundamentals: basic terms, concepts and operations

 Use of the keyboard and mouse

 Use of productivity tools such as word processing, spread sheets, data base and

graphics programs

 Use of research and collaboration tools such as search engines and email

 Basic skills in using programming and authoring applications such as Logo or

Hyper Studio

 Developing an awareness of the social impact of technological change.

Learning with computers and the Internet

Learning with the technology means focusing on how the technology can be the

means to learning ends across the curriculum. It includes:

• Presentation, demonstration, and the manipulation of data using productivity tools

• Use of curriculum-specific applications types such as educational games, drill and

practice, simulations, tutorials, virtual laboratories, visualizations and graphical

representations of abstract concepts, musical composition, and expert systems

• Use of information and resources on CD-ROM or online such as encyclopedia,

interactive maps and atlases, electronic journals and other references.

Technological literacy is required for learning with technologies to be possible,

implying a two-step process in which students learn about the technologies before they can

actually use them to learn.

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Learning through computers and the Internet mean

Learning through computers and the Internet combines learning about them with use

of learning with them. It involves learning the technological skills “just-in-time” or when the

learner needs to learn them as he or she engages in a curriculum-related activity.

1.11 COMPUTERS AND THE INTERNET USED IN DISTANCE EDUCATION

Many higher educational institutions offering distance education courses have started

to leverage the Internet to improve their programme’s reach and quality.

Disadvantages of ICT

One of the major barriers for the cause of ICT not reaching its full potential in the

foundation stage is teacher’s attitude. According to Hara (2004), within the early years

education attitudes towards ICT can vary considerably. Some see it as a potential tool to aid

learning whereas others seem to disagree with the use of technology in early year settings.

Blatchford and Whitebread (2003:16), suggests that the use of ICT in the foundation stage is

“unhealthy and hinders learning”. Other early years educators who are opposed to offering

ICT experiences within the educational settings take a less extreme view than this and suggest

that ICT is fine, but there are other more vital experiences that young children will benefit

from, (Blatchford and Whitebread, 2003). In theory some people may have the opinion that

the teachers who had not experienced ICT throughout their learning tend to have a negative

attitude towards it, as they may lack the training in that area of the curriculum.

Another important drawback to use ICT in schools is the fact that computers are

expensive. According to the IT learning exchange (2001), in most schools ICT will be the

single largest curriculum budget cost. This may be seen as a good thing but on the other hand

there will be little money left over for other significant costs.

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1.12 WEB BASED LEARNING

Informally, Web-based education (WBE) encompasses all aspects and processes of

education that use World Wide Web as a communication medium and supporting technology.

There are many other terms for WBE; some of them are online education, virtual education,

Internet-based education, and education via computer-mediated communication (Paulsen,

2003). Adapting from (Keegan, 1995) and (Paulsen, 2003), it can be said that WBE is

characterized by:

i. the separation of teachers and learners (which distinguishes it from face-to-face

education);

ii. the influence of an educational organization (which distinguishes it from self-study

and private tutoring);

iii. the use of Web technologies to present and/or distribute some educational content;

iv. the provision of two-way communication via the Internet, so that students may benefit

from communication with each other, teachers, and staff.

1.13 DIFFERENT MEANS OF WEB BASED LEARNING

Web-based learning does not require special learning styles; rather skills and knowledge

of how to adapt you’re learning styles to web-based learning and its material. Research shows

no proof about which learning style is best in web-based learning. As you have probably

noticed, much information is provided as written text and graphics, which are most beneficial

for visual learners. But knowing your learning style and strategies you can always adapt and

combine your way of learning with the presented material.

For students it is well suited in the following categories

 Independent learners able to learn without classroom activities, face-to-face

interaction or constant guiding and directions from teachers;

 Familiar with computers and technology or at least willing to learn how to use them;

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  Self-motivated, well organized in terms of time and structure of the course;

 Busy with their families or work, far from universities to be on campus.

1.14 INFORMATION TECHNOLOGY

IT was limited only to the textual mode of transmission of information with ease and

fast. But the information not only in textual form but in audio, video or any other media is

also to be transmitted to the users. Thus, the ICT = IT + Other media. It has opened new

avenues, like, Online learning, e-learning, Virtual University, e-coaching, e-education, e-

journal, etc. Third Generation Mobiles are also part of ICT. Mobile is being used in imparting

information fast and cost effective. It provides e-mail facility also. One can access it

anywhere. It would cost more. The ICT brings more rich material in the classrooms and

libraries for the teachers and students. It has provided opportunity for the learner to use

maximum senses to get the information. It has broken the monotony and provided variety in

the teaching – learning situation. The ICT being latest, it can be used both at school and

higher education levels in the following areas:

 Teaching

 Diagnostic Testing

 Remedial Teaching

 Evaluation

 Psychological Testing

 Development of Virtual Laboratory

 Online Tutoring

 Development of Reasoning & Thinking

 Instructional Material Development

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1.15 MOBILE LEARNING

Mobile learning is defined as the provision of education and training on mobile

devices: Personal Digital Assistants (PDAs), smart phones and mobile phones. One of the

characteristics of mobile learning is that it uses devices which citizens used to carry

everywhere with them, which they regard as friendly and personal devices, which are cheap

and easy to use, which they use constantly in all walks of life, and in a variety of different

settings”

Modern educational practice advocates for a change in the teacher’s role, from that of

a source of knowledge to the “facilitator” of the learner’s activity .Jonassen et al. presented a

number of students’ activities which allowed them to think, construct knowledge and learn

using technology within a constructivist perspective. According to the same authors,

meaningful learning comprises of intentional learning, active learning, constructive learning,

cooperative learning, and authentic learning. Meaningful learning cannot be achieved only

through technology in terms of hardware and software, both technology and classroom

settings must be taken into account in new concepts of e-learning, mobile-learning, virtual

classrooms and interactive classrooms.

Recent developments in Internet and multimedia technologies have prompted the

proliferation of electronically supported teaching and learning (e-learning). E-learning is

especially popular in online and distance education programmes, with support for self-paced

learning and cost-effectiveness among several other advantages. In addition to e-learning

applications accessible on laptop/desktop computers, handheld mobile devices are being used

for educational purposes, in what is known as “mobile learning”. Mobile learning or m-

learning offers mobility, portability and availability of learning anytime, anywhere thus

making “ubiquitous learning” a reality. Ubiquitous learning is a model of learning which is

not constrained by time and space limits, a model that should allow just-in time access to

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learning content and supports interactions with content as well as other learning resources

such as tutors and peers.

STUDENT CENTERED MOBILE LEARNING ARCHITECTURE

Mobile devices, such as smart phones and media players, are increasingly powerful,

convenient and ubiquitous in the lives of young people. These devices have transformed the

ways that people communicate, seek information and work with data of various forms. Yet, in

the classroom context, mobiles are often seen as a threat to the serious work of school. This is

an understandable reaction, as many of the typical informal uses of mobiles –texting, game

playing, and media consumption– seem incompatible with or disruptive tithe goals of

education. When mobiles are incorporated into classroom settings, they are often used in

limited ways, such as to reproduce existing school functions, acting as calculators, calendars

or textbooks. We argue for a different vision of mobile devices in education, one that sees

young people’s informal digital practices as holding great potential to transform practices of

the mathematics classroom. Mobile devices are highly flexible computing devices, but much

of their use falls into four basic practices (White, Booker, Martin &Ching, 2012):

(1) Capturing and collecting information and experiences across a variety of settings,

through photos, audio and video recordings, numerical and text entry;

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 (2) Communicating and collaborating with others via phone, text, email and social

networks;

(3) Consuming and critiquing media including music, photos, videos, games and text

documents;

(4) Constructing and creating personal forms of representation and expression through

edited photos and videos, sketches, podcasts, blogs and so forth. Although these

informal digital practices are typically oriented toward out-of school topics of interest,

we believe they can be readily mapped on to mathematical, scientific and engineering

practices highlighted in the Common Core math and Next Generation Science

Standards. For example, the informal practice of capturing and collecting maps onto

the STEM practice of collecting data, while communicating and collaborating maps

onto scientific and mathematical discourse and argumentation.

1.16 ENABLING STUDENT CENTERED LEARNING USING NEW MEDIA

TECHNOLOGY

Nowadays most Norwegian university students are in possession of handheld mobile

devices. Devices are getting more affordable on one hand, but also their processing power

and storage capacity are fast improving on the other hand. The majority of available devices

can support multiple functions from audio and video calls to text chats, gaming, Internet

browsing, media consumption and a multitude of other advanced applications. Considering

the potential learning opportunities, universities are increasingly adopting m-learning to

supplement formal teaching and learning. M-learning is a hot research topic both in academia

and industry as well due to the associated technological challenges such as access technology

(bandwidth), usability of the user interfaces, memory capacity and battery life on one hand,

but also pedagogical challenges on the other hand. Mobile learning is still in its infancy and

more research work is needed in devising pedagogy for mobile learning to enhance students’

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motivation, to make learning more personal and enhance students’ responsibility as well as

ownership of learning. Mobile learning is credited with the possibilities of enabling student

centered learning, providing the conditions for students to learn anytime, anywhere and

promoting self-motivation and self-regulation in learning.

One of the important goals of attending a university course was to be able to get the

knowledge which would be otherwise inaccessible. Nowadays, people are aware that they can

have access to a lot of content using new media technology. There is in fact a broad range of

learning materials which can be accessed through the World Wide Web, and there is much

that students can choose from. Given the availability of multimedia learning materials and the

differences in students’ approach to learning, it is necessary to provide the students with a

possibility to choose the most appropriate learning materials according to the characteristics

of their situation, referred to as “context”.

In the time to cone, mobile learning will not be a choice any more, but a compulsive

mode of learning to stay ahead. It does not belong to the “fifteen minutes of fame” category,

and is projected to become a predominant method of learning for an ever growing, new age,

mobile workforce.

The 40 Wireless Reach funded education projects across the globe have produced

many insights about how to design, deliver, and evaluate highly successful mobile learning

projects. These include in-school or after-school learning environments in which each student

has access to personalized mobile device, such as a Smartphone or tablet, from which they

can access Internet resources and tools. A hallmark of the Wireless Reach initiative is a

recognition that, to have emerging mobile solutions impact more students and teachers, the K-

20 educational sector needs best practices, proven solutions, and evidence-based exemplars

that address commonly held challenges and concerns about mobile learning. This research-

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informed collection of 8essential components addresses that vital need and provides valuable

input to inform local plans and initiatives:

1. Purposeful planning for mobile device usage

2. Leveraging content and curriculum that is mobile-empowered

3. Understanding the power of Internet access

4. Preparing educators effectively

5. Securing leadership buy-in

6. Building personal learner efficacy and capacity for self-directed learning

7. Measuring project results with meaningful metrics

8. Creating an ecosystem that is sustainable and scalable

1.17 PURPOSEFUL PLANNING FOR MOBILE DEVICE USAGE

The first step in designing a mobile learning experience understands that its power for

improving student outcomes does not magically come simply from using a mobile device.

Smart phones and tablets are not like fire, a technology from which one gets a benefit simply

by standing near it. Instead, learning technologies serve as catalysts: their power for effective

education stems from enabling deeper content, more active forms of pedagogy, more

authentic and diagnostic assessments, and more links between classroom experiences and life.

Usage of mobile devices without empowering at least one of these dimensions — or some

other evidence-based mechanism for deeper learning —is a waste of time, effort, and

resources, because phones and tablets don’t intrinsically create learning any more than does a

pencil.

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1.18 ADVANTAGES AND DISADVANTAGES OF MOBILE PHONES

Advantages

 Educational Support

Using smart phones and tablet computers, students have easy access to knowledge. They

use their devices as supportive educational tools. They now have access to diagrams,

articles, essays and other academic information which can improve student performance

in the classroom.

 Interaction

We all know that when a teacher calls upon a student, the student gets the jitters, thinking

that he or she might be in trouble. With mobile learning, communication between teacher

and student is easy. It can even encourage shy students to communicate more openly

when they are in class. Teachers can also use mobile devices to interact with students that

require special attention.

 Management

No two students are the same. Each has their own way of absorbing information.

Several educators note that each student requires different pedagogies or strategies for

learning. Through mobile learning, students are able to learn in their own way. They can now

personalize and enjoy learning.

 Wider Access

Other than having access to educational tools online using their smart phones and tablet

computers, students now have access to industry experts. Students can read reviews and blogs

by field experts. They can also follow conferences and “webinars” (online seminars). They

also now have a chance to interact with professionals even from their homes or classrooms.

Using gadgets, they can overcome distance and expenses too.

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  Special Education

More and more gadgets are being developed every day to help students with learning

disabilities.

Mobile technology can also benefit those with special needs. Now that there are several apps

that cater to learning disabilities and physical impairments, we can say that learning-

challenged students have a chance to be equal to those who are normal.

Disadvantages

 Size of Device

The size of the gadget is also a disadvantage. It is so small that they can be lost or stolen

easily. Moreover, the screen is just too small and it can strain the eyes of those who use it for

a long period of time. Also, on a screen so small, only a small amount of information can be

displayed.

 Battery Life

Most gadgets only have about 2 to 4 hours of productivity. Once the battery runs out, the

student will have to plug it in for recharging. Mobile learning is then no longer mobile.

 Technology

Although technology is still progressing, what we have now is still limited. Most gadgets

have limited storage for storing large or many files. A student has to spend more in order to

have bigger storage space, and that goes back to the first disadvantage of mobile learning.

Moreover, there are several operating systems or platforms out there. Content isn’t all equal.

So if students are Apple users, they use iOS ; if Android users, they only like Android.

 Usability

Mobile devices are difficult to use because of the small buttons. They can be tricky to use

even for students. Although detachable keyboards are available, that costs money.

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1.19 SELF EFFICACY

Self-Efficacy, coined by Albert Bandura is a person's belief in his or her ability to

complete a future task or solve a future problem. For example, if a person believes he is a

brilliant scientist and can complete any scientific experiment, he has a high self-efficacy in

science because he believes in his competency to perform a future experiment. Whether it is

true that he is brilliant in science or not doesn't really matter? It only matters what he

believes.

Self-Efficacy can also influence your goals, actions, and successes (or failures) in life.

If your self-efficacy in an area is much lower than your ability, you will never challenge

yourself or improve. If your self-efficacy in an area is much higher than your ability, you will

set goals that are too high, fail, and possibly quit. The ideal self-efficacy is slightly above a

person's ability: high enough to be challenging while still being realistic.

1.20 STEPS TO IMPROVE SELF EFFICACY

1. Use moderately- difficult tasks.

If the task is too easy will be boring or embarrassing and may communicate the

feeling that the teacher doubts their abilities; a too-difficult task will re-enforce low

self-efficacy. The target for difficulty is slightly above the students' current ability

level.

2. Use peer models

Students can learn by watching a peer succeed at a task. Peers may be drawn from

groups as defined by gender, ethnicity, social circles, interests, achievement level,

clothing, or age.

3. Teach specific learning strategies

Give students a concrete plan of attack for working on an assignment, rather than

simply turning them loose. This may apply to overall study skills, such as preparing

for an exam, or to a specific assignment or project.

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 4. Capitalize on students' interests

Tie the course material or concepts to student interests such as sports, pop culture,

movies or technology.

5. Allow students to make their own choices

Set up some areas of the course that allow students to make their own decisions, such

as with flexible grading, assignment options or self-determined due dates.

6. Encourage students to try

Give them consistent, credible and specific encouragement, such as, "You can do this.

We've set up an outline for how to write a lab report and a schedule for what to do

each week - now follow the plan and you will be successful."

7. Give frequent, focused feedback

Giving praise and encouragement is very important, however it must be credible. Use

praise when earned and avoid hyperbole. When giving feedback on student

performance, compare to past performances by the same student, don't make

comparisons between students.

8. Encourage accurate attributions

Help students understand that they don't fail because they're dumb, they fail

because they didn't follow instructions, they didn't spend enough time on the task,

or they didn't follow through on the learning strategy.

1.21 TEACHING ATTITUDE

Teaching attitude: an attitude is a personal disposition common to individuals but is

possessed by different individual in different degree. It implies them to react to objects,

situations or proposition in the way that can be called favourable or unfavourable. This basic

motivation is responsible for moulding the nature of attitude in each individual. Continuous

motivation manifests it in terms of appetites and aversions and through experience we

develop favourable and unfavourable indicates towards various objects class of objects.

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1.22 STATUS OF TEACHING AS A PROFESSION

Teaching is actually one of the oldest professions. It is true that the requirements for

entrance into the teaching profession have not always been as high as those for some other

professions. It is also true that in the profession of teaching, there are some members who

have not lived up to the desirable level of conduct and service. Furthermore, many persons

have used teaching as a stepping stone to other professions. Finally, there are major

differences between teaching and the other professions. However, these aspects of teaching

and teachers do not deny to teaching, its status as a profession (Richey, 1968). Teaching is a

profession in the sense that the roles of teachers are based on a body of knowledge, usable

skills and a commitment to the tasks which one has accepted to perform.

1.23 CHARACTERISTICS OF A PROFESSION

There have been several characteristics or distinguishing marks of a profession. Stinnett

(1968) suggested the following criteria.

 A profession involves activities essentially intellectual.

 A profession commands a body of specialized knowledge.

 A profession requires extended professional preparation.

 A profession demands continuous in-service growth.

 A profession affords a life-career and permanent membership.

 A profession sets up its own standards.

 A profession exalts services above personal gains.

 A profession has a strong, closely knit, professional organization.

Other criteria for a profession that have been suggested by different writers are

 Acceptance of personal responsibility and accountability by members, through

adherence to a code of ethics.

 Dedication to the derivation of new knowledge.

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  Aggressiveness in enforcing standards, a system of rewards-monetary and honorary

 (Coombs, 1965).

1.24 TEACHING AS A PROFESSION

Certainly teaching meets this criterion. It involves activities that are predominantly

intellectual in nature and the work performed by its members is basic to the preparation for all

other professional endeavours. Heath and Nielson (1993) describe the following conditions

and characteristics that support teaching as a profession.

 Most teachers are working for the sake of giving service to mankind rather than for

great personal gains. Naturally there are some people employed in our higher institute,

as is true of any other profession, who work against the progress of the profession.

However, the action of a few should not be allowed to detract unduly from the ideals

of service held by the profession.

 Teachers are required by law to complete certain requirements for certification and

entrance into the profession, and these requirements are constantly being

strengthened.

 Teaching requires careful skills and understandings.

 Teachers have professional publications to help them keep up-to date.

 Teachers attend summer institute, extension classes, workshops, conventions, and

institutes and engage in a wide variety of other in-service activities.

 Teaching is well regarded as a life career.

 Teachers have their standards and ethics operating through the National Education

Association and through state and local education associations.

 Teacher’s rights are defended by these organizations, with the national education

association as a body of ultimate appeal.

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1.25 TEACHING AS A SEMI-PROFESSION

It may be viewed as a semi-profession or an emerging profession (Ornstein and

Levine, 1993). Teaching is considered by Etzoni (1969) as a semi-profession because the

training of teacher is shorter, their status is low or moderate, the right of privileged

communication is less established, theirs is less of specialized knowledge and they have less

autonomy from societal control than the profession.

1.26 PROFESSIONAL PERSPECTIVE

Teachers largely depend upon their personal characteristics and dispositions. Both

seem to be highly interlinked, as the teaching profession requires certain dominant behaviors

which show his intellect, desire to excel, extended professionalism and continuum, in service

growth for a good teacher and teachings as a life concern (Baver et al., 1995). This is a

profession, which exalts service above the personal gains. There are number of factors which

determine the attractiveness of teaching profession. In this regards it looks important to quote

the classical study of Chivore (1988) conducted in Zimbabwe. The research focused on the

Perspectives of peoples towards teaching profession. Amongst the number of factors, the

highest attractiveness of public and private sector for Ph.D teachers was that of salaries

relative to those of private and public sector. Another important factor was more

opportunities for further education, which more strongly was related to the prestige factor.

Perspective towards teaching is a complex of inter-linked Perspectives. Grounlund

(1985) classified the statements of MTAI- the most widely used teacher Perspective scale-

into 5 categories namely moral status of children, classroom management, child development

and behaviour, philosophy and curriculum, and teacher’s reactions.

Morrison(1976) noted about the same MTAI that by factor analysis of its items five

sub areas were detected, namely, moderns versus traditional Perspectives to class control,

favourable versus unfavourable Perspectives to pupils, permissiveness versus punitiveness

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toward particular forms of pupil behaviour, rejection of pupil, and desire to control versus

inclination to let pupils do as they wish. Different people have listed different dimensions in

the Perspective of teachers about classroom teaching. These are ideology, personal

adjustment, classroom management, emotional disengagement, student autonomy versus

teacher direction, consideration of students’ viewpoint, subject matter emphasis, and student

teaching and integrative learning. These different classifications of the same parameter

clearly indicate that categories of teacher Perspective toward teaching are not fixed; rather

they are flexible; and any one of them may be adopted with or without modification.

Anderson’s (1995) classification appears to be better in that. It includes ideology,

which provides a framework to all other sub areas of teacher’s Perspective towards teaching,

but this classification, too, needs adaptation. For the purposes of constructing Perspective

scale for this study, sub-areas of this classification have been adapted, because there appears

to be considerable overlap between these classes. Personal adjustment is a composite of 4

dimensions i.e, ideology, social status, material returns and human stuff with which the

teacher has to work i.e. students. The other four classes namely classroom management,

emotional disengagement, student autonomy versus teacher direction and consideration of

student’ viewpoint, all relate to the philosophy of education, objectives of education,

methodology, and perceptions about students. These classes have, therefore, been reclassified

into 4 sub-areas namely, ideology, commitment for the profession, attributes of the profession

and perceptions about the students.

Ideology includes philosophy of life and the duties of the teacher as insisted by the

philosophy, commitment for the profession includes social status and material returns;

attribute of the teaching profession includes objectives of education and the professional

responsibility of the teacher; and perception about students includes both the perceived

personality attributes of students and pupil teacher relations.

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1.27 GENERAL PROFESSIONAL DEVELOPMENT NEEDS

The executive director of Learning Forward, “an international membership association

of learning educators focused on increasing student achievement through more effective

professional learning,”

Recently, report was released stating that outlining recommendations for professional

development activities that can assist educators in implementing the new standards and

assessment systems. The report is intended to guide local and state discussions on how

professional development can address educator skill deficits.

According to author Stephanie Hirsch, the following professional needs are common

among educators.

a. All educators require basic assessment literacy training. Ensure that educators

understand the distinctions between formative, interim, and summative assessments.

Teachers also need to learn how to prepare and use common assessments.

b. Many educators lack the technology skills they will need to use the new

assessments. Teachers will need to understand the technology associated with the new

assessments, including what knowledge and skills they are required to possess to access

and use the new assessment systems in their classrooms. Additionally, teachers will

require specific skills to effectively administer, understand, and generally work with

computer-adaptive and computer-based testing, as well as with acquiring and

interpreting results.

c. Teachers need practical but intensive learning experiences oriented toward the

Common Core State Standards and new assessments. Teachers need to integrate the

new expectations into their own classrooms, and these experiences must be introduced

over several months and followed by ongoing support for a minimum of one year.

Experiences should include oral, written, and collaborative engagement in teaching,

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 learning, and evaluating the knowledge, skills, and dispositions and practices related to

implementation of the CCSS and the assessments.

d. Resources, in many formats, will be essential to efforts to transition to the new

standards and assessments. Teachers must be trained to use a variety of resources to

assist them in making transitions to new assessments and curricula. These include

curricula guides, pacing guides, strategies, student work, and anchor lessons that align

to the assessments and standards. Contributing to the development of resources is

another form of valuable professional development.

e. Teachers need schools where collaboration is required and time is provided. The

pace of change will be faster than previously experienced for many teachers, and the

stakes will be higher; all teachers will require time to gain the knowledge and skills and

apply the new tools in real work settings, and the success of such efforts will be

accelerated when work is conducted in collaboration with peers. Principals and other

school leaders can use this transition to establish new governing norms for collaborative

work cultures and expectations for shared responsibility within their schools.

f. Teachers need ready access to one or more teacher leaders in their buildings who

are broadly expert on Common Core State Standards and related curricula and

assessments. Early in the transition process, it is important to identify and support

teachers who become early adopters and serve as models for implementation by

coaching other teachers. These teacher leaders will require professional development

for the new standards and assessments in addition to training to support their roles as

coach and facilitator.

g. Teachers require networking with peers in the same grade level or course for

support with implementation. Regular time should be set aside, and a well-prepared

facilitator can guide these teams of teachers as they study the standards at a deeper level

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 (unpacking the standards), plan for integrating the new assessments, interpret

assessment results, problem solve, construct new lessons in response to assessment

findings, and more.

1.28 STATEMENT OF THE PROBLEM

The thesis entitled “A study of attitude towards Mobile Learning, Teaching Profession and

Self Efficacy among Prospective Teachers”.

1.29 OPERATIONAL DEFINITION OF THE KEY TERMS USED

MOBILE LEARNING

M-learning or mobile learning is defined as "learning across multiple contexts, through social

and content interactions, using personal electronic devices. A form of distance education, m-learners

use mobile device educational technology at their time convenience.

TEACHING PROFESSION

Teaching attitude: an attitude is a personal disposition common to individuals but is possessed

by different individual in different degree. It implies them to react to objects, situations or proposition

in the way that can be called favorable or unfavorable. This basic motivation is responsible for

molding the nature of attitude in each individual. Continuous motivation manifests it in terms of

appetites and aversions and through experience we develop favorable and unfavorable indicates

towards various objects class of objects.

SELF EFFICACY

Self-efficacy is a self-judgment of one's ability to perform a task in a specific domain.

However, a high degree of self -efficacy in one domain does not necessarily transfer to other areas of

endeavor. High self -efficacy positively affects performance; this good performance will in turn

enhance self -efficacy.

PROSPECTIVE TEACHERS

The prospective teacher is nothing but the students who study Bachelor of Education

(B.Ed.) after 10+2+3 pattern.

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1.30 OBJECTIVES OF THE STUDY

The objectives of the present study is as follows,

1. To study the prospective teachers attitude towards Mobile learning.

2. To study the prospective teachers attitude towards teaching profession.

3. To study the prospective teachers attitude towards self - efficacy.

4. To analyse the self - efficacy of the teachers based on gender, locality, medium of instruction,

qualification, income, marital status, economic status and computer knowledge.

5. To identify the teacher’s preference towards mobile learning based on gender, locality,

medium of instruction, qualification, income, marital status, economic status and computer

knowledge.

6. To study the teaching profession of teachers based on the gender, locality, medium of

instruction, qualification, income, marital status, economic status and computer knowledge.

7. To measure teacher’s teaching profession, self - efficacy and mobile phone dependence

towards usage of Wi- Fi availability in college.

8. To study the teaching profession, self - efficacy and mobile learning based on the type of

mobile phone.

9. To find the relationship between the attitude of prospective teachers towards mobile learning

with respect to the type of college.

10. To find the relationship between the attitude of prospective teachers towards teaching

profession with respect to the type of college.

11. To find the relationship between the attitude of prospective teachers towards self - efficacy

with respect to the type of college.

12. To execute the significant difference exists among the attitude of prospective teachers towards

mobile learning with respect to the gadgets.

13. To execute the significant difference exists among the attitude of prospective teachers towards

teaching profession with respect to the gadgets.

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 14. To execute the significant difference exists among the attitude of prospective teachers towards

Self efficacy with respect to the gadgets.

1.31 HYPOTHESES OF THE STUDY

1. There is no significant difference in attitude of B.Ed. trainees towards Mobile Learning with

respect to Gender.

2. There is no significant difference in attitude of B.Ed. trainees towards Teaching Profession

with respect to Gender.

3. There is no significant difference in attitude of B.Ed. trainees towards Self – Efficacy with

respect to Gender.

4. There is no significant difference in attitude of B.Ed. trainees towards Mobile learning with

respect to qualification.

5. There is no significant difference in attitude of B.Ed. trainees towards Teaching Profession

with respect to qualification.

6. There is no significant difference in attitude of B.Ed. trainees towards Self - Efficacy with

respect to qualification.

7. There is no significant difference in attitude of B.Ed. trainees towards Mobile Learning with

respect to Medium of Instruction.

8. There is no significant difference in attitude of B.Ed. trainees towards Teaching Profession

with respect to Medium of Instruction.

9. There is no significant difference in attitude of B.Ed. trainees towards Self - Efficacy with

respect to Medium of Instruction.

10. There is no significant difference in attitude of B.Ed. trainees towards Mobile Learning with

respect to marital status.

11. There is no significant difference in attitude of B.Ed. trainees towards teaching profession

with respect to marital status.

12. There is no significant difference in attitude of B.Ed. trainees towards self - efficacy with

respect to marital status.

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13. There is no significant difference in attitude of B.Ed. trainees towards Mobile Learning with

respect to Parent’s income.

14. There is no significant difference in attitude of B.Ed. trainees towards teaching profession

with respect to Parent’s income.

15. There is no significant difference in attitude of B.Ed. trainees towards self - efficacy with

respect to Parent’s income.

16. There is no significant difference in attitude of B.Ed. trainees towards Mobile Learning with

respect to availability of Wi-Fi in college.

17. There is no significant difference in attitude of B.Ed. trainees towards teaching profession

with respect to availability of Wi-Fi in college.

18. There is no significant difference in attitude of B.Ed. trainees towards self - efficacy with

respect to availability of Wi-Fi in college.

19. There is no significant difference in attitude of B.Ed. trainees towards Mobile Learning with

respect to basic computer knowledge.

20. There is no significant difference in attitude of B.Ed. trainees towards teaching profession

with respect to basic computer knowledge.

21. There is no significant difference in attitude of B.Ed. trainees towards self - efficacy with

respect to basic computer knowledge.

22. There is no significant difference in attitude of B.Ed. trainees towards Mobile Learning with

respect to type of mobile.

23. There is no significant difference in attitude of B.Ed. trainees towards teaching profession

with respect to type of mobile.

24. There is no significant difference in attitude of B.Ed. trainees towards self - efficacy with

respect to type of mobile.

25. There is no significant difference exists among the attitude of prospective teachers towards

Mobile learning with respect to the Residential locality.

26. There is no significant difference exists among the attitude of prospective teachers towards

teaching profession with respect to the Residential locality.

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 27. There is no significant difference exists among the attitude of prospective teachers towards

self - efficacy with respect to the Residential locality.

28. There is no significant difference exists among the attitude of prospective teachers towards

Mobile learning with respect to the college locality.

29. There is no significant difference exists among the attitude of prospective teachers towards

teaching profession with respect to the college locality.

30. There is no significant difference exists among the attitude of prospective teachers towards

self - efficacy with respect to the college locality.

31. There is no significant difference exists among the attitude of prospective teachers towards

mobile learning with respect to the type of college.

32. There is no significant difference exists among the attitude of prospective teachers towards

teaching profession with respect to the type of college.

33. There is no significant difference exists among the attitude of prospective teachers towards

self - efficacy with respect to the type of college.

34. There is no significant difference exists among the attitude of prospective teachers towards

mobile learning with respect to the gadgets.

35. There is no significant difference exists among the attitude of prospective teachers towards

teaching profession with respect to the gadgets.

36. There is no significant difference exists among the attitude of prospective teachers towards

Self efficacy with respect to the gadgets.

1.32 DELIMITATIONS OF THE STUDY

The study has the following limitations:

 The study was confined to selected colleges in Coimbatore city of Tamil Nadu.

 The study compares only three variable i.e. mobile learning, professional

development and self - efficacy.

 The sample was restricted to 497 students for the convenience and capacity of the

investigator.

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  The study was based on the stratified sampling technique. Stratification is made based

on the different subject disciplines. Random selection of one college is carried out in

order to select samples.

 The study was confined only to the teacher trainees.

1.33 CHAPTERISATION

First chapter includes the brief introduction to the study, problem, variables, and

samples, description of the variables, need and significance of the study, objectives,

hypotheses and limitations of the study. The most important and the essential chapter of any

thesis work as well as the II Chapter of this work comprising the studies conducted in India

and Abroad. The third chapter describes the methods and procedures of the study, samples,

tools used and data collection procedure. The fourth chapter presents the statistical analysis,

results and interpretations. Finally the fifth chapter gives the findings, suggestions,

recommendations and conclusion followed by bibliography, Webliography and appendices.

35