To Study The Computer Final

Table of Contents
1.1 Background of Study.................................................................................................1

1.2 STATEMENT OF PROBLEM........................................................................................2
1.3 Rearch OBJECTIVE.....................................................................................................2
1.4 RESEARCH QUESTIONS..............................................................................................3
1.5 SIGNIFICANCE OF THE STUDY....................................................................................3
1.6 SCOPE AND LIMITATION OF STUDY...........................................................................3
1.7 DELIMITATION OF STUDY..........................................................................................3
1.6 RESEARCH METHODOLOGY......................................................................................4
1.8.1 POPULATION.....................................................................................................4
1.8.2 SAMPLING TECHNIQUE.....................................................................................4
1.8.3 SAMPLE.............................................................................................................4
1.8.4 RESEARCH INSTRUMENTS.................................................................................4
1.8.5 DATA COLLECTION............................................................................................4
1.8.6 DATA ANALYSIS.................................................................................................4
1.7 OPERATIONAL DEFINITIONS......................................................................................4
2.1 Major Problems in Learning Process...............................................................................6
2.1.1 Poverty..............................................................................................................6
2.1.2 Lack of Basic Infrastructure..........................................................................6
2.1.3 Lack of Library, Scientific & Computer Laboratories....................................7
2.1.4 Transfer of Teacher......................................................................................7
2.1.5 Lack of Teacher Commitment......................................................................8
2.1.6 Teachers’ out of date Knowledge base........................................................8
2.1.7 Lack of Appreciation of Students.................................................................8
2.1.8 Lack of Co-Curricular Infrastructure.............................................................9
2.1.9 Proper Medical Facility.................................................................................9
2.1.10 Cram....................................................................................................................10
2.1.11 Other challenges.............................................................................................10
2.2 Personal conditions.................................................................................................10
2.3 Teaching aids..........................................................................................................12
2.4 Didactics and methodology.....................................................................................15
2.5 Role of Computer in Teaching-Learning Process.....................................................16
2.6 Computers in education help us in learning............................................................20
2.7 Role of Computers in Education and Medicine.......................................................24
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2.8 The Importance of Teaching Computer Science...........................................................27
2.9 Using computing technologies to solve problems..................................................28
2.10 Computer science skills needed to power the future.................................................28
2.11 Demystifying computer science..............................................................................28
2.12 Benefits of computer technology................................................................................30
2.13 Modes of Instruction...............................................................................................31
2.13.1 Seat Time.............................................................................................................32
2.13.2 Communication....................................................................................................32
2.13.3 Business...............................................................................................................32
2.13.4 Travel...................................................................................................................33
2.13.5 Education.............................................................................................................33
2.14 Effective Use of Computer Technology in Education..............................................34
CHAPTER 3..............................................................................................................................43
RESEARCH METHODOLOGY....................................................................................................43
3.1 Research Design............................................................................................................43
3.2 Population.....................................................................................................................43
3.3 Sample & Sampling Technique......................................................................................43
3.4 Instrumentation............................................................................................................43
3.5 Validity and reliability of instruments...........................................................................43
3.6 Data Collection..............................................................................................................44
3.7 Data Analysis.................................................................................................................44
CHAPTER 4..............................................................................................................................45
DATA ANALYSIS AND INTERPRETATION..................................................................................45
5.1 Summery.......................................................................................................................66
5.2 Findings.........................................................................................................................66
5.3 Discussion.....................................................................................................................68
5.4 Conclusion....................................................................................................................69
5.5 RECOMMENDATIONS..............................................................................................71
APPENDIX...........................................................................................................................76
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List of Tables
Table No Page
No
Table No: 4.1 45
Table No: 4.2 46
Table No: 4.3 47
Table No: 4.4 48
Table No: 4.5 49
Table No: 4.6 50
Table No: 4.7 51
Table No: 4.8 52
Table No: 4.9 53
Table No: 4.10 54
Table No: 4.11 55
Table No: 4.12 56
Table No: 4.13 57
Table No: 4.14 58
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Difficulties Faced By The Students Of Rural Areas In Learning Computer 1
CHAPTER 1
INTRODUCTION
1.1 Background of Study
It is basic right to get education for every human being Dakar education forum
has recommended that information technology should be used to provide education
for all (UNESCO 2001). By using information technology quality of education can be
enhanced and these technologies can play important role to develop economic growth.
“Computer technology and can anticipate about economic development of a country.
Computer technologies are accounted as indicated of economic development and job
opportunities.” (Campbell, 2001)
Computer technology can help students in every field of life. According
Gibson, computer terms of lifelong learning, an enormous challenge for educator
await since they are supposed to equip students with relevant and high quality
information computer technology experience before student emerge into the work
place.
Toe (2009) consider information technology as important factor for economic
development. He described that “computer information use has made word economic
more competitive and interdependent, therefore knowledge creation and its use have
become focal point for long term development strategies.” Computer technology has
increased the standard of life in modern society. It has promoted the quality of
education and changed the technique of teaching and learning. Computers are being
used for many of years as a result of technological advancement in society.
According to Bates T. (2001), “ as knowledge -based economic demands
technology-ready workers, government and business communities put enormous
pressure on educational institution to use computer education institution to use

computer in their daily routine task .” An improved network of information
technology is required to fulfill the needs to new development. Is man et al. (2001)
described that “lacks of computer faculties infrastructure in the workplace is
significant barriers to computer use.” The issues of integration of computer in
education have been discussed by researcher. The studies short that policy maker and
teacher can play crucial role to integrate Computer in education a strong ICT
infrastructure can be planned by the policy makes while the teacher are responsible
for effective implementation of these policies.
According to the Erkunt, (2010) “The appropriate financing, sufficient
training, careful planning, restricting the teaching process, and organize way a needed
when integrating computer technology in education.”
Although , Pakistan has made progress in use of mobile technology but it is
alarming situation that use of computer is not being used in education sector of the
Pakistan According Shaikh (2009), “ It is observed that due to fear of difficult
learning process, lack of responsibilities and ownership, and poor attitude teacher
deliberately do adopt ICT in classroom instruction “The education system in Pakistan
consist of three stages elementary education which is included elementary and middle
school education .Secondary and higher secondary education which start from 9th
class and it continues up to 12th class. The third stage is higher education which is
also called the University education.
1.2 STATEMENT OF PROBLEM

The topic of my study was to study the problem in learning computer at
elementary level in rural areas of Chishtian.
1.3 Research objective

1. To assess difficulties faced by students in learning computer at elementary
level.
2. To find the relationship between subsamples and difficulties faced by the
students in learning computer at elementary level.
3. To find the predictor of difficulties faced by students in learning computer at
elementary level.
1.4 RESEARCH QUESTIONS

Following questions would be in my study
1. What are difficulties faced by students in learning computer at elementary
level?
2. What was the relationship between subsamples and difficulties faced by the
students in learning computer at elementary level?
3. What was the predictor of difficulties faced by the students in learning
computer at elementary level?
1.5 SIGNIFICANCE OF THE STUDY

My study was to help the reader to know about the problem faced by the
students and causes of these problems. They was get to know about the possible
solution to these problem implement on these suggestion would minimize that
problem up to a possible level. So competent student would be raised from rural areas
of Chishtian.
1.6 SCOPE AND LIMITATION OF STUDY

The study was limited to the problems that student face in learning computer at
elementary level in rural areas of Chishtian
1.7 DELIMITATION OF STUDY

This study of problem was limited to the elementary level computer in rural area
of Chishtian.
1.6 RESEARCH METHODOLOGY

1.8.1 POPULATION
The population of my study was elementary level computer in rural area of
Chishtian.
1.8.2 SAMPLING TECHNIQUE

Random sampling technique was used in my study.
1.8.3 SAMPLE
Five elementary schools of rural area was the sample of my study.
1.8.4 RESEARCH INSTRUMENTS

Personal interviews and questionnaire was my research instrument.
1.8.5 DATA COLLECTION

Data was collected by approaching sample of my study by attending them
personally and through questionnaire from different schools.
1.8.6 DATA ANALYSIS

Data was collected and analyzed by taking average and mean by SPSS.
1.7 OPERATIONAL DEFINITIONS

Data
Data was a collection of raw facts and figures related to an object
Computer
Computer was an electronic machine which can store the data for permanent and
after we can use it.
SUB SAMPLE
A smaller portion of an original sample.

EDUCATION
The action or process of teaching someone especially in school, college or university
PREDICTOR
A predictor variable was a variable used in regression to predict another variable.
ICT
Information and communication technology (ICT) refers to all the technology used to
handle telecommunication.
CHAPTER 2
REVIEW OF RELATED LITERATURE
2.1 Major Problems in Learning Process
Learning process is considered as training in the field of morals for
individuals through which their potentialities are developed, the qualities and
traits of the creator are infused in them. In Pakistan our education system is
deliberately neglected. So for our literacy rate is very low all over the world after
the 71 years of its freedom. However the purpose of this study is to analyze the
main causes of the students which they faced during study in schools at rural area
of Tehsil: Chishtian, District: Bahawalnagar- Pakistan Problems faced by
Students
According to the present investigation, there are so many problems
in students‟ education. The following problems are elaborated under below:
2.1.1 Poverty
Pakistan is one among underdeveloped countries where majority of people
lives below the poverty line. They cannot bear the expenses of their children‟s
educational requirements (like, pen, pencil, uniform, shoes, etc. A large number
of children work as a labor in workshops, factories agro-fields, etc., to earn
livelihood and sport their poor families. In such a state of affairs a bad impact is
inevitable on the students mental capability, therefore children from poor families
can‟t continue their education by losing whim & interest in education. Secondly,
Mostly Parents prefer to send their children to madrassas where education is
totally free. (“Education: the majorprobleminPakistan,”2014)
2.1.2 Lack of Basic Infrastructure

The educational system of Pakistan is based on unequal lines. Medium of
education is different in both, public and private sector. This creates a sort of
disparity among people. (“Education: the major problem in Pakistan”). It is a
commonly observed that in public schools have no basic facilities but on the other
hand private schools‟ condition is totally different. In the study area that mostly
students have no proper class room paraphernalia are available. It is noted that at
least one third schools contain only one or two class rooms and without any
sitting arrangements. All the students are forced to make their own arrangement
like that, brick, used sack, etc. It is critical situation and causes to shatter the
morale of the students. That very situation also indicates that students are
deprived of their basic necessaries of education.
2.1.3 Lack of Library, Scientific & Computer Laboratories

In study are not a single school has any library facility, audio-video
support and Computer Laboratories. While these facilities are considered very
necessary instruments of the education, which play a great role in the student‟s
grooming. Actually teaching aids help and build student‟s concepts. Due to weak
conceptual base students lose their interest in studies.
2.1.4 Transfer of Teacher

Transfer of teacher from one place of job to other place of employment is
another huge problem. The transfers the school teachers not only disturb but also
create a bad impact on the education process of concerned students. If takes time
to understand the teacher‟s method of instruction while sudden transfer of
teachers disturb badly the education of the children. It is seen that most of
students cannot easily shift to any new teaching method of new appointed teacher
very easily. So a lot of time is required to understand new teaching method. This
practices results in wastage of time and effort and hamper badly the education
processes.
2.1.5 Lack of Teacher Commitment

Basicallyteachersarethoughttobeinstrumentsofchangeinthesociety.However
, it is observed a majority of teachers did not pay attention toward their
commitment. New ways of teaching are not adopted rather they attend the school
just for enjoying themselves and passing the time. As a result neglected students
may fell into wrong. Most of the school students run away from the school to
indulge in wasteful activities. Ultimately students lose their interest in education
and left education institution in an early age.
2.1.6 Teachers’ out of date Knowledge base

The modern age is full of opportunities. To avail these opportunities only
will is requisite factor. Opportunities to update oneself are also many. Teachers
are direly needful of updating their knowledge regarding the modern theories and
practices of education in case when they have no concept of educational modern
theories and are not aware of new concepts of relevant subject logically he will
use the old methods of teaching and out dated theories. In this way students are
deprived of new knowledge. Resultantly they will not be able to complete and
lose their craze for further learning. In Pakistan, People who do not get job in any
other sector, they try their luck in educational system. They are not professionally
trained teachers so they are unable to train a nation. (“Education: the major
problem in Pakistan,”2014)
2.1.7 Lack of Appreciation of Students

Lack of appreciation is another huge problem for the students to take then
on the road of success. “Lack of appreciation, acceptability and growth chance
has caused the disaster of the brilliant brains of nation.” Generally students are
not appreciated on their best performance in spite they are appreciated and
recognized on the basis of their financial and social status. This factor discourages
the students, who lack strong social background. In the long run they will never
work hard because they know that they will never be appreciated on their best
performance. In Pakistan the punishment is considered as compulsory for
teaching purposes. This factor, who put back the student from their education.
2.1.8 Lack of Co-Curricular Infrastructure

Co-curricular activities play a big role in the physical and mental
development of a child. However in the study area no one school has even proper
playground for the students physical grooming. Whenever students did not
participate in co-curricular activities then how he can be a healthy physically fit
and mentally sound person. According to the famous quotation, which read: “A
sound body has a sound mind”
2.1.9 Proper Medical Facility

In Pakistan the medical condition -is very poor especially for the common
people. Our government spend very short amount on the health, which is not
enough. The government should give proper attention on this sector, especially.
Government spends its expenditures in health sector just 0.7% per year but it‟s
not enough for massive populated areas in developed country like Pakistan. In the
study area, no medical facility is available at school level. Eye and skin problems
have been identified in most of the students of the area. The distances between
schools and basic health facilities are long to be approached easily die to lack of
transport means. Therefore students could not access the Basic Health Unit for
getting medical care and aid. Mostly ailing students recover from their disease
and ailments after protracted periods. In the study area, medical consultancy
available is the level of a dispenser instead of a specialized physician.

2.1.10 Cram
Cram is identified as big hurdle for the students to construct a strong
conceptual base. Those students, who can understand the topics of the text books
they can successfully solve the paper. While students who are unable to
understand the concepts they try to learn by heart (ratta) without perceiving
anything. So ratta is the main source for damaging the IQ of common students
who try to pass the examination through ratta in spite of passing his examination
in his practical life. He cannot make any difference. He earns only simple and
substandard life as they attempted their examinations in the same way.
2.1.11 Other challenges

The biggest challenge is the need for constant renewal in terms of content,
which means expanding NAT-based curricular requirements to accommodate
widespread applications that have emerged over the last 4-5 years (networking, e-
mail, and multi-media). As technology develops and the environment becomes
more user-friendly, there is less of a need for detailed knowledge of operational
systems. In direct proportion, however, there is an even greater demand for
practical experience in the use of software, the strengthening of network
communication and skills in preparing documentation. The role of graphics
software in the design of multimedia applications has increased along with the
significance of handling audio, visual and music editing programs. Although the
NAT structure is “durable” i.e. it does not suggest concrete tools and
methodology, because of accelerated technical development local curricula must
be modified on a continuous basis so that students can become familiar with the
latest applications.
2.2 Personal conditions

In an information society where students in possession of the appropriate
resources have the ability to acquire knowledge on their own, the role of teachers is
transformed. In this context, they act more as tutors and mentors, partners in the
acquisition of information rather than being the sole providers of knowledge. The
appearance of new equipment and software on a daily basis also stimulates educators
to improve their own knowledge. In addition, they face a professional-methodological
challenge in light of the fact that students in the ICT environment gain access to
information faster than they do, by surfing the Internet, for example. The educator„s
task, therefore, is to teach students to select and evaluate information (in addition to
taking part in constant post-graduate training), and it is primarily teachers of ICT who
are most sensitive to the changing role of educators.
Who teaches “informatics”? On the upper levels of elementary school, the
subject is mainly taught by qualified professionals who hold college degrees in
computer science, but there are not enough of them. The number of professional
teachers specializing in ICT is still insufficient, and schools generally solve this
problem by giving the task of teaching the new subject to other colleagues who
“understand the subject matter”. (In spite of this, 61.5% of the institutions surveyed
considered the level of professional knowledge to be satisfactory.) At present, the
most serious problem is that many educators trained in IT tend to quit teaching in
favor of more lucrative careers in the industrial-business sector, where their
knowledge is rewarded with a much higher salary. As a compromise, educational
authorities regularly suggest that schools should employ reliable “outside” instructors
and pay them an hourly wage to teach informatics lessons. The number of teachers on
a given faculty who are capable of using IT equipment for teaching purposes on at
least a basic level (38.14%) can also be regarded as a positive ratio. This is largely
due to intensive participation by teachers in post-graduate training. Over the last 6

years, various ICT courses organized by the Association of Informatics and Computer
Science Instructors (ISZE) alone have been attended by more than 40,000 educators.
2.3 Teaching aids

Teaching ICT is impossible without up-to-date equipment and supplementary
materials. Vital elements include computers and accessories, appropriate software to
assist in their use and application, educational databases, a well-equipped school
library and Internet connections. All of these should be available in quantities that
allow every student to take full advantage of the opportunities IT provides. While
certain teaching aids for “traditional” subjects may be used for several decades, rapid
development dictates that IT equipment becomes obsolete within 2-3 years – and this
rate of amortization is also significant in ethical-intellectual terms.
The ratio of computers/student is regarded as a quality indicator in accordance
with EU requirements. Our survey showed a ratio of 21.7 students to every one
computer. Although this indicator has improved in recent years, the existing range of
computer tools is unable to provide equal opportunity in large classes to students who
have no access to computer facilities in their homes. Computer use outside of the
classroom under the supervision of instructors takes place in only 48% of elementary
schools. Providing instruction to minority students is also an especially difficult
challenge since disadvantaged Roma families, for example, have no computers in
their homes at all. The ratio of computer equipment in elementary schools is
considerably higher.
An additional problem is the fact that computer equipment has an average life
span of 5 years. Defects are common, creating lots of downtime, repairs are
complicated and expensive, and the lack of local professionals or systems managers
able to deal with hardware problems simply compounds technical difficulties. Among
the institutions surveyed, 70% have high-quality printers, 53% have scanners, 27%
have CD-writing equipment, and 10% have digital projectors. New technologies
appear continuously on the commercial market (digital cameras, DVDs, palm-tops,
web-cameras etc.), but schools are unable to acquire these tools on a regular basis.
The most important reason for this is a lack of finances, but another is that curricular
requirements – quite wisely – do not designate specific applications, parameters, tools
or methodologies. The idea that “the curriculum doesn„t require it” or that “we can
make do with a different tool” has got in the way of many an acquisition.
In Pakistan a very few private schools have their own homepage, which is a
very low figure considering that web pages are “windows to the world” and provide
exceptional opportunities to establish contacts and integrate school life with that of
society. On the other hand public school has no idea to take step in this regards and so
no IT department is ever established in primary, elementary, secondary or higher level
in most of the schools. Updating and maintaining web-sites is also a regular task that
students can actively participate in, but teachers should also be expected to achieve
the minimum level of user knowledge required in this area. The fact that 20% of
educators teaching in grades 5–8 have their own e-mail address is praiseworthy, but
frequency of use and pedagogical content are an altogether different issue. A 24% rate
of e-mail usage among students is low considering that electronic communication is a
curricular requirement.
Suitable virus protection for computer equipment exists in only 35% of
educational institutions, and if the rate of Internet connection is 57%, then this is a
problem that could and should be dealt with (for example with free virus protection
services). Basic teaching aids should also include legal operating systems and
computer programs that assist students in learning the material required by curricula.
Answers to the survey indicate that 87% of the educators questioned expressed a need
for this, which means that the majority of schools do not have up-to-date and legal
versions of software. From time to time, we here that “there is no money left” to buy
software after the necessary hardware has been purchased at great expense; this
despite the fact that schools aim to meet legal obligations because setting an ethical
example demands it!
The textbook market has undergone significant changes during the last decade.
Here again, the first textbooks and workbooks primarily connected IT skills with
knowledge of computer programming and taught students about computer technology
itself rather than its practical use. Study materials began to develop further after the
introduction of the NAT system, and the selection has continuously expanded to
include complete new series of textbooks as well as improvements made to existing
ICT materials (textbooks and exercise books). With regards to their choice of teaching
materials, educators expressed a strong need for interesting textbooks with modern
content. These are expected to be “learnable”, reflecting a good balance in the ratio of
time to the quantity of subject matter, and must also match the current requirements.
In the opinion of teachers, ICT textbooks currently on the market do not exhibit a
satisfactory degree of didactic thoroughness; they are characterized more by a
descriptive approach and lack the power to motivate students.
There is also a strong demand for the use of digital teaching materials, which
have recently become available in large numbers on the market. Programs and web-
sites available on the Internet are also of great assistance. The first significant advance
in this area was the basic multimedia package provided to schools. Individual schools
have since then expanded these with other acquisitions of their own. Our surveys
show that these materials do not adequately cover the existing network of school
subjects either in terms of content or with regards to age-specific requirements i.e.

they do not conform to curricula. Taking this into account, it seems there is an
overabundance of programs designed to assist in the editing of publications and
independent study as well as a large number for the development of audio-visual
materials, and many databases of a lexical nature.
High costs are the elementary reason why the use of multimedia educational
materials is not more widespread (the price of a normal CD-ROM is approximately 8-
10% of a teacher„s average net income). Another disadvantage is the lack of
classrooms equipped with projectors that would allow teachers to present the material
using a frontal approach. In addition, many teachers have no computers at home with
which to look through the CD-ROM or related Internet materials in preparation for
their lessons. In all likelihood, the most common pedagogical practice in the coming
years will continue to be one that limits the use of ICT to the study of subject itself.
Activities outside of the classroom will focus mainly on the creation of school-
oriented publications (e.g. school newspapers, tender applications) and the
independent use of school library facilities (e.g. writing homework compositions).
2.4 Didactics and methodology

Although ICT provides numerous opportunities for individual study, pair-
work and project-based learning, the educators we asked favor a teacher-centered,
frontal approach in the classroom (and not just in ICT, but in all other subjects as
well). The role of teachers as the principal transmitters of knowledge continues to take
precedence over the tutorial approach mentioned so often in connection with the
information society, even though changes in this role are more prevalent in the field
of informatics than in lessons dealing with other subjects.
Teachers would like to improve their knowledge of the following areas:
teaching methodology, innovation, networks, and familiarity with hardware as well as
Internet, LINUX, and software applications. Demonstration lessons were listed as the
elementary choice of training. It is unfortunate that schools do not organize more of
these, because there is a great need for presentations in a “live” setting, where
educators can watch their colleagues put new ideas, innovative methods and the
results into practice. Lecture series concentrating on the latest developments are listed
second, followed by accredited post-graduate courses – in correlation with the present
support system for teacher training.
2.5 Role of Computer in Teaching-Learning Process

In front of the monitor, moments become hours, appearing often reproaches
from parents, like: “why to play in place to learn”. Software manufacturers have tried
to combine this two sides and so was born computer aided. Whether for websites or
the products distributed on CD, as example this work. According to a study, students
who use computer for learning at home, achieved higher scores than other children, is
because lessons at the computer completes teacher explanations with multimedia
elements and virtual experiments. In this case students understand and retain easier
difficult topics from books. The role of computer in teaching activities is becoming
more important because world is in a continuous and rapid modernization. The
computer plays an important role in teaching and learning process. We live in a world
where changes are made with high steps, and we must keep up with then. The
computer can be used in teaching-learning of play form, drawing the children.
Computer use in school has and will have a great role in the presentations of lessons,
and for communication and information. A test conducted by electronic means has
various advantages among which may be mentioned: direct monitoring by the teacher
in a virtual class, the results can be stored in databases is different draw conclusions
on the evolution of each particular student and his performances can be available to
test different data can be accessed repeatedly, etc., leading to an adaptable and
flexible learning and assessment, as part of a complex mechanism of the educational

process. Computer training is the way in which the interaction of teaching and
learning, between teacher and students, is the means of this computer. Integrating
computers in teaching refers to how information and tasks contained in software work
is articulated with other sequences of training and responding to objectives pursued by
the teacher. Proper handling of the computer itself can be done by teachers or by
students, depending on the task of learning content and specific situation in which the
learning. If we know how to weave the traditional with the modern lesson, if we
managed to make students to participate in their training, if they educate students who
will know how to find certain truths, proves that the methods used by us in the
educational process were most suitable, we chose the best way. Using the computer as
a tool in teaching school subjects lead to the development of critical thinking,
allowing students to demonstrate spontaneous.
The past two decades have witnessed a dynamic shift in the way the
computers have been used as a tool in the teaching-learning process. Today, the trend
appears to be towards the creation of courses specifically aimed at computer literacy,
as well as towards integrating computer technology in other content areas across the
curriculum. Further, computer technology has increasingly been applied towards non-
instructional and pre-instructional uses. This great change has brought forth a fresh
perspective in the use of computers in the teaching-learning process. The recent
advancement in information technology innovations and computer usage is rapidly
transforming work culture and teachers cannot escape the fact that today‟s teaching
must provide technology-supported learning. Moreover, links have been made
between computer use and constructivist, collaborative, and inquiry-based learning
and also pedagogical change. Some researchers suggest that computer technology can
overhaul education, serving as a panacea, or as an agent of change. Generally, it is

accepted that computers have the potential to enhance teaching and learning and
provide students with a learning experience that other strategies cannot provide
(Wellington, 2005).
Over the past decade technology has been used in a variety of ways and for an
array of purposes. As new technologies have emerged they have often times replaced
or have been used concurrently with earlier technologies, thus dramatically changing
the nature of the way the technology has been used in the classrooms. It is important
to note that not all of computer usage in schools during the decade is focused on
teaching of basic computer skills, those educators who envisioned a more student
centered curriculum and learning environment did attempt to employ computers in
different ways among subjects other than the computer subject. In 1992, the
International Association for Evaluation of Educational Attainment (IEA) survey,
Computers in American Schools (Becker, 1994), indicated that almost half of
middle/junior high and high school mathematics, language, and science teachers and
about 70% of elementary teachers in these areas used computers “at least several
times during the year”. However, “several times” a year seemed to indicate a failure
by teachers to fully infuse computer-based technology into the classroom. Similarly,
in his attempt to implement Information Technology (IT) in schools in Ontario, found
that Canadian ministry officials estimated that only 20 percent of the teaching cohort
were at least “moderately committed computer users” and even this 20 per cent might
not be in favor of a dilution of the traditional curriculum model - “software integrates
the curriculum. It can work against a subject approach”.
Teachers in the United States used computers in multiple ways and reported
changes in teaching practice, including: presenting more complex material to students,
giving students more individual attention, allowing students to work more

independently, and becoming more of a coach and facilitator in the classroom.
Technology-rich schools” of Santa Monica, California, in which curriculum and
instruction had been changed, and the school days were reorganized to make effective
use of technology. These schools were considered to be “representative of the best
practices across the nation, and they demonstrated that technology could be used to
restructure the learning experience for students and improve learning outcomes.
Educational technology can be reliably expected to make to reform objectives. The
highest percentage of use of computers and the internet was for preparing
instructional materials. Lowest percentage of use of computers and the internet was
for instructional use for students. The teachers used word processing primarily for
preparing instructional materials, instructing students in the classroom and interactive
lab. The second highest use was for web searching.
Teachers used internet in their teaching and how they used material resources.
The results stated that teachers made use of internet by transforming it into a resource
which fit into their own teaching methods. Furthermore, computer use by teachers
was divided into three main components namely, for teaching purposes administration
purposes, and personal purposes. The computer literacy of science teachers seemed to
increase science teachers‟ computer use and consequently increase their integration of
computer applications as an instructional tool. Internet, email, and educational
software Compact Discs (CDs) were found to be used frequently in the classrooms.
Dawson (2008) while examining the extent to which science teachers perceived that
their preservice education prepared them to use ICT in their teaching role, found that
the most frequent uses of ICT were word processing, internet research, email, and
PowerPoint while the least frequent uses were palm top computers, web page design,
online discussion groups, and virtual excursions. As can be gauged from the above
mentioned studies that researchers have employed varying research methods in an
attempt to understand the role that technology can and does play in education.
Consequently, there are a number of differing lines of research that have been
conducted, and many of the lines of inquiry may overlap with others. This has
resulted in a large amount of research, but so varied in method and treatment that at
times is difficult to categorize. Unfortunately, much of the early research on computer
uses in education has ignored the systematic study of ways in which computers can be
used by the teachers in teaching-learning process.
2.6 Computers in education help us in learning

Computers have changed the way we work, it will be in any profession you
have or see. Therefore, it is only but natural the role of computers in education has
been given a lot of importance in the recent years. Computers play a vital role in
every field. They aid industrial processes; they find applications in medicine; they are
the heart of the software industry; they play a vital role in education. The uses of
computers in education are manifold. Here, we shall talk about the important facets of
the role of computers in education. When we ask educators about why we should have
computers in education, we constantly hear that the computer can help or that the
computer can help in education. The idea that the computer should always make easy
comes from an overview of the fact that the computer entered our lives to help. The
computer made cash machines possible; computers are inside automated devices such
as microwaves, video recorders, cars, etc. These are examples in which the life of the
computer made something much easier or made something available that was
previously impossible. Thus the same thing should happen to education. The
computer should facilitate education, making it much easier for the student to learn,
for the teacher to teach, and to organize the administrative part of education.
The computer technology has a deep impact on education. Computer
education forms a part of the school and college curriculum, as it is important for
every individual today, to have the basic knowledge of computers. The advantages of
computers in education include an efficient storage and performance of information,
quick information processing and very importantly the saving of paper. Know more
about the importance of computer education. Computer teaching plays a key role in
the modern systems of education. Students find it easier to refer to the Internet than
searching for information in fat reference books. The process of learning has gone
beyond learning from prescribed textbooks. Today, aspirers can satisfy their thirst for
knowledge by means of the Internet. It is easier to store information on computers
than maintaining hand-written notes. To know more on the subject, read
about textbooks versus computer teaching.
Online education has revolutionized the education industry. The computer
technology has made the dream of distance learning, a reality. Education is no more
limited to classrooms. It has reached far and wide thanks to the computer technology.
Physically distant locations have come close to each other only due to computer
networking. Computers facilitate an efficient storage and effective presentation of
information. Presentation software like PowerPoint and animation software like Flash
and others can be of great help to the teachers while delivering information.
Computers can turn out being a brilliant aid in teaching. Computers facilitate an
audio-visual representation of information, thus making the process of learning
interactive and interesting. Computer-aided teaching adds a fun element to education.
Internet can play an important role in education. As it is a huge information
base, it can be harnessed for the retrieval of information on a wide variety of subjects.
The Internet can be used to refer to information on various subjects to be taught to the
students. Moreover, computers help an electronic format for storage of information,
thereby saving paper. Homework and test assignments submitted as soft copies save
paper. Electronically erasable memory devices can be used repeatedly. They offer a
robust storage of data and reliable data retrieval. The computer technology thus eases
the process of learning. A life without computers would seem almost unimaginable
for many. The importance of computers is evident today and having the perfect know-
how of computers can only propel one‟s career in the right direction. Today,
computers are a part of almost every industry. They are no more limited to the
software industry. They are widely used in networking, information access, data
storage and the processing of information.
So why not introduce computers early in education? Introducing computers
early in education lays the foundation of most of the major competitive careers.
Computers play a significant role in one‟s personal and professional life. There is not
a single day that passes without opening our computers. In some cases, we spend time
at work and at home on a computer. These ingenious inventions have changed not
only the way we work but also the way we perceive information. It does not matter
which profession you have, you still need a computer and if possible, a really good
one. But let‟s talk about the link between computers and education. Some say that
computers should never be a part of education and that child, not to mention teenagers
spend too much time already on these machines. On the other hand, recent studies
have shown computers to be highly useful, helping children between one and three
years to accumulate important skills. The conclusion is that computers play a very
important role in education, one that cannot be denied no matter how much we would
want to. Computers are found in any industry or field. They have facilitated numerous
processes from different industries, being used at the same time by various
educational institutions and even in medicine. Computer technology has influenced
education, making a large amount of information readily available. Young minds
know the importance of computers, enjoying the fast processing of information. There
is always the green side of computers that means that heaps and heaps of paper are
saved when using these machines. So, what do you know, you can benefit from the
latest technology and stay green at the same time.
There are teachers out there who consider computers to be one of the
cornerstones of modern education. Are they right? Has the process of learning
changed for the better since the introduction of computers in schools and other
institutions? The answer is yes and many statistics have shown that computers are
able to create a genuine thirst of knowledge in children of different ages. Yes, it is
true that they also spend their time looking for music and even movies. They also
spend hours talking with their friends. But the important thing is that, since the
appearance of computers, education is no more limited to a room. Computers and the
Internet technology have opened both our eyes and minds into a world that just craves
for being explored and discovered. Teachers have also promoted the use of
computers. Not only they have access to large amounts of information but they can
also benefit from this technology when teaching. It is a known fact that one of the
easiest ways to teach a lesson is using a presentation in PowerPoint. The information
is delivered through slides and students find it much more comfortable to get notes.
Education is not the only field where computers have demonstrated to be useful. The
medical field has benefitted indeed from the appearance of PCs, representing the
perfect medium for information storage. Today, hospitals use computers on a regular
basis for a wide range of medical data, including patient‟s records, medical history,
surgical interventions and treatments prescribed. All of this data is stored on the
computer and can be accessed at any chosen moment. Doctors use computers to
search for the latest discoveries of the medical world, including journals and diagnosis
breakthroughs. They also rely on per formant medical equipment that has a modern-
generation computer, including when it comes to X-ray devices and other systems
commonly used for medical imaging. In the future, we can expect to have computers
that think just like us. Specialists are working to develop a smart computer that is able
to help people with a certain handicap, providing access to a wealth of products and
services at the same time.
2.7 Role of Computers in Education and Medicine:

Computers have passed a long history of development transforming from
scientific projects, a hallmark of academic research themselves to working tools and
now the main instruments of understanding and cognizing the surrounding world.
Now they are changing the way of teaching and learning. However, many would
prefer to postpone technological revolution in education till the time a person enters
the university. Many people are sure that prior that time young people are more prone
to subjective and biased information which can harm immature minds. Some people
are on the contrary sure, that if a person starts surfing the net from the very beginning,
he or she gains the necessary experience in finding useful information, he or she even
learns to live there. Taking into consideration the latest developments in augmented
reality technologies it might certainly come true in the near future. Some teachers
believe that good old traditional methods of teaching are quite reliable and there is no
urgent need to revamp the whole system. While modern educators are pretty sure that
learning should be fun. And the more fun a student has, the more successful the
results of the teaching process will be. And nowadays a computer or some other
digital technologies are the ultimate condition of fun. The most interesting opinion is
shared by a number of parents who in general view a computer as a new baby-sitter a
rather upgraded one when compared with the previous version a TV-set.
They seem to think that buying a computer for their child is enough to make
him or her upload and engage into some educative programs, surf informative sites
and resources. And they are bitterly disappointed when their children spend most of
the time indulging into some stupid shooter, tearing their enemies to bloody pieces or
chat with the same rattle-brained peers in some neighboring district discussing
football. It was quite clear from the very beginning that a child or even a teenager
need some sort of guidance to enter the Internet world, somebody who would teach
them to behave at different forums and online discussions as many of them as well
as older persons share the same illusion of lack of restraint which seems to be the
Internet main feature. But sooner or later all of them come to some sort of a
conclusion that computer skills are indispensable for children not to lag behind the
time and be competitive at the current education and workforce market. Computers in
education can be beneficial in several ways. They can increase the productivity of
students by making tasks such as composing papers and research easier. They can
make it easier for teachers to collect papers, grade them and send them back to
students. Computers can also reduce the amount of paper necessary for education,
since materials can be sent and viewed digitally. Email can allow teachers to contact
students quickly without scheduling face to face meeting time. Assignments can also
be sent out via email and finished work can be submitted in a digital form as an email
attachment rather than turning in a paper copy. Students may be expected to check
their email regularly for class updates and assignments. Computer education in
schools plays important role in student‟s career development. Computer with the
internet is the most powerful device that students can use to learn new skills and more
advanced version of current lessons. Schools are around the globe teaching student‟s
basics of computers and internet.
The uses of computers and internet are growing day by day at high speed. In
almost all business, companies, schools using computers for various official
operations. New tech tools are coming that helping students to learn better. Computers
help students to draw the creativity on the computer such as by using windows paint
program. If students are taking Urdu Classes or poem writing then they can do it by
typing in Urdu on computers. If students are taking Mathematical classes they can use
Microsoft Excel application to solve and understand questions. Parents want their kids
to be intelligent and creative. They want to see high marks at the end of the year.
They don‟t want to see their kids don‟t know about computers when other knows
very well. They want to send their kids to schools where the high level of education
and schools have enough IT infrastructures.
That‟s why especially private schools are leading in education and taking
higher fees because of the importance of computers education. But not all parents are
able to admit their students in costly schools. Computers and the internet not only
help students to explore creativity and imagination but also help to understand
technologies. Students are future leaders for any nation. Current school students are
future doctors, engineers, entrepreneurs. So, for the education development, it is really
important to teach students in schools about computers, the internet and its benefits.
To understand computers you need learn more about basics of computers. Computers
provide everything for users in which anyone can understand computers. I will try to
explain here with simple example and easy introduction which helps you to
understand computers better. Let‟s start from the definition: What is
computer? Computer is an electronic device in which can store, calculate, manipulate,

analyze, visualize, arrange and manage data and information with high speed and
accuracy.
Software is an internal part of computer which we can only see and can‟t
touch. In more technical terms software is group of programs designed and developed
to perform specific tasks. A program is groups of functions and classes. A function is
group of instruction. Instruction is given to computers by users in various methods
such as click, type, code etc. for example: Windows, typing tutor, tally, adobe
Photoshop, MS office etc. are software designed to perform specific tasks. Such as
windows is a main software help to recognize hardware and display a screen (desktop) where
users can command computers. In other way typing tutor is designed and developed to
improve typing speed, Adobe Photoshop is designed to perform graphic designing tasks.
Tally software is used for accounts works such as balance sheet. Etc. In other words
Computer software is like a soul in the computer. We can‟t see and touch but we can feel that
something is there and because of soul we‟re accessible to other human beings. Soul is main
operating system in human body without software (Soul) computer is useless and same it is
the body that it is useless without soul. Because of soul (operating system) the body
(computer) can receive commands. Our entire ear, eyes, arms, fingers, these are all our
physical component of body. So, it is same in the computers, the screen, mouse, keyboard all
are physical components of computers we can use them to convert meaningless things into
meaningful because of software. So, software is most important part of computers.
2.8 The Importance of Teaching Computer Science

In today's digital world, computer science is a critical field of study that offers a
limitless amount of opportunities for both academic and technological growth. Since
the invention of the Internet, the development of new computing technologies has
steadily increased, leading to fundamental change in the way we live and work. It's
hard to imagine a life without computers, laptops, mobiles and tablets, but without
computer science, that's exactly what we'd have. As computing technologies
continue to rapidly expand and evolve, why are many schools still reluctant to harness
the countless benefits of teaching computer science?
2.9 Using computing technologies to solve problems

Computer science is the No. 1 source of new wages in the US, with businesses and
organizations driving the demand for people with proficiency in computer technology.
Gaining a computer science qualification provides a breadth of opportunities in a wide
variety of fields, such as information technology, telecommunications, aerospace and
defense, financial services, and digital marketing, to name just a few! Yet for all the
complexities involved in specialist computer science careers, all computer science
students will share at least one fundamental and highly transferable skill: the ability to
use technology to solve problems. Learning about computer science and how to
write programs from an early age will teach students to logically think their way
through any type of problem. This paves the way for independent thinking and the
ability to produce solutions to problems from a new perspective: an extremely useful
skill in any career choice.
2.10 Computer science skills needed to power the future

There is a clear skills shortage in the computer science sector, with hundreds of
thousands of unfulfilled job opportunities. At present, only 35 states allow students to
count computer science courses toward their high school graduation. According
to code.org, 42,969 computer science students graduated into the workforce last year,
in contrast to 486,686 current open computing jobs nationwide. Considering these
statistics, it makes sense to prepare our children throughout their K-12 education, with
the computing skills they need to succeed in a constantly expanding job market.
2.11 Demystifying computer science

It's no surprise that many children born in the 21st century have grown up
surrounded by an abundance of technology: from smart phones, to video games to
social media. Young children also have the innate ability to learn new processes
quickly. So, shouldn't we utilize the fact that children younger than ever are able to
use these products, and teach them about the computer programs behind the
technology? Although computer science can be a complex and sometimes daunting
subject, it would be beneficial to introduce children of all ages to the computer coding
basics. In fact, the earlier we teach computer science to our children, the better chance
we have of demystifying preconceptions that surround the subject.
At Daydream Education, we have a range of engaging posters that help to
simplify computer science into bite-size chunks of information. Breaking down the
intricacies of computer science and helping to nurture students' enthusiasm of the
subject from a young age, will result in a greater volume of students pursuing the
study of computer science in high school and beyond.
The assistance of a computer during the teaching learning process is essential.
Society has become more computer literate over the past few decades, and as
technology has been advancing, society‟s reliance on computing systems has
increased. Therefore to incorporate computers in the teaching learning process is
necessary in order to create familiarity with various computer assistant applications
from a young age, particularly within a classroom capacity. The role of a computer in
the teaching learning process can also be used as a way to interact with students away
from the school environment as an aid to homework and assignments that have been
set during holiday periods. This added benefit means that an E-mail system can
be setup or a discussion board so that if the students are experiencing any difficulties
with their work they can either have the option to ask the teacher discreetly for
assistance or alternatively they can discuss issues with their peers to solve problems
between them. This concept allows assistance to always be at hand with the added
benefit of making a task more interactive. Similarly, a course website can be created
in order to provide information for future students who are thinking of signing up to a
certain class. This will allow the students to gain a comprehensive understanding of
the course outline and what is required of them during the duration of the course and
furthermore, how the course will be assessed. The benefits of a computer system are
that it is fast and efficient, gathering information almost immediately, with the ability
to process and access information that would take too long manually. Furthermore,
different types of learning material or teaching aids can be accessed from the internet,
which can be used to make classroom activities more interactive. This system allows
for flexibility to teaching style with the added bonus of promoting responsiveness to
the variations of teaching methods that are available and that have been promoted by
a computer system.
2.12 Benefits of computer technology

Computer technology controls satellites and traffic signals. MP3 players and
cellular phones rely on it. When people drive, they depend on a computer to keep
their vehicle's engine running properly. Governments use it to streamline services and
enhance defense. Even basic television broadcasting now depends on complex
computer management to keep things moving. Computer technology permeates the
fabric of contemporary life at home, at work and even at play. Development has been
a major pursuit of humanity for a long time now. People have tried to improve their
ways of life by innovating numerous and diverse things. One of the greatest
advancements of the times has been technology. Technological developments such as
computers and locomotives among others have influenced all sectors of human life
including health, transport, communication, and education to mention but a few. The
developments in the computer technology, in particular, have caused significant
changes in the lives of people. The resultant effects of the advancement in computer
technology have been either positive or negative to human life. The paper is a
research about the computer technology and its effects on human life, particularly in
relation to education. The thesis statement of the research is that the advancement of
the computer technology has proven to be of a greater good to the human race in the
delivery and access of educational services. The research question is: to what extent
has the advancement in computer technology been beneficial to humanity in the
education sector? Firstly, the paper discusses the various ways in which the computer
technology has advanced and the various educational areas of human life it has
influenced positively. Secondly, it discusses the negative educational effects of the
computer technology on humanity. Lastly, the development experienced in the
computer technology has had significant contribution on humanity.
Digital tools and Internet access have changed the landscapes of both the college
world and beyond. The Ed.gov website says that 60 percent of the jobs in the 21st century
will require computer and digital skills. But aside from the future job benefits that students
gain, schools that use technology today report higher attendance rates, lower numbers of
dropouts, and a host of other critical benefits that students receive because they have access to
technology.
2.13 Modes of Instruction

Technology-based learning taps into multiple learning strategies. College instructors
using technology tools select from a variety of educational tools that include audio, video,
digital simulations, illustrations and other multi-sensory tools. Students in classrooms that
feature these technologies use them to watch an animation of how the blood pumps through
the heart, listen to international news sources to learn a foreign language or use weather
graphing to create an assignment for a geography class. Ed.gov reports that students in these
classrooms perform 30 percent better than their counterparts in classes without these
technologies.
2.13.1 Seat Time

When trying to restructure the traditional classroom so that it better fits the needs of
the 21st century learner, educators often talk about "seat time." This term indicates how much
time students must actually be in the classroom in order to get full credit for their coursework.
Many nontraditional students populate the classrooms of today, and traditional class
schedules requiring daytime attendance won't work for them.
2.13.2 Communication
Computer technology provides a number of benefits in terms of fast
communication. Instant messaging systems allow users to exchange information in
real time without necessitating a call or physically moving to another location. Video
conferencing systems enable users to see each other in real-time, regardless of their
locations. Email programs provide the opportunity to send personal or professional
messages, even legal documents, in a fraction of the time traditional postal services
provide.
2.13.3 Business
Computer technology benefits business at every level. Computer technology
allows for the automation of numerous manufacturing processes. It provides real-time
access to financial markets across the globe, 24 hours a day. A variety of software
packages exist that enable companies with multiple warehouses to track total
inventory, ordering and sales for the entire company, rather than wait on weekly or
monthly hard copy reports. The internet provides a means for businesses to list their
full line of products and provide purchase options without catalogs, brick-and-mortar
store locations or on-site personnel.
2.13.4 Travel
Computer technology radically alters the process of travel. Savvy travelers no
longer need a travel agent to get to their destination of choice. Online services provide
travelers the chance to book tickets, compare prices and even to plan routes for travel
by car, all of which reduce costs in time and money. GPS systems, particularly in-
vehicle GPS systems, give drivers accurate navigational information as they travel.
Some systems provide audio instruction to the driver about when and where to turn,
which reduces the odds of getting lost.
2.13.5 Education
The educational benefits of computer technology are manifold. Computers in
classroom provide young children the opportunity to learn skills, such as touch-
typing, and core types of programs, such as word processing and spreadsheet
applications, they will need throughout their careers. The Internet allows users the
world over to pursue informal and formal distance learning, ranging from simple
how-to videos up to graduate level college degrees. With the recent advancement in
the education industry, the use of computers in education has become relevant.
Computers play a great role in helping students learn faster and they also increase the
level of creativity of students because of the endless equations they present to a
student. Many schools have expanded on their use of computers by creating bigger
computer labs. This is a bit expensive for most schools, so most public schools have
not enjoyed the benefits of using computer technology in education. Both teachers
and students use computers to complete specific tasks. For teachers, they use
computers to create graphic illustrations which can help students learn easily, yet
students use computers in typing of notes and reading of electronic books which can
be downloaded from the internet. However, schools and educational curriculum
should not replace teachers with computers, because a computer is just a tool which
can be of no function without a teacher‟s guide. This means that we shall still need
and will always need to have teachers in the classrooms, but use computers to help
them do their job easily and also attract students to get involved in academic
activities. The exact effectiveness of computers is not yet clear, but it cannot be
denied that they have simplified the way we learn. Without computers, educational
facilities like “Online Education or long Distance Learning” would be next to
impossible.
2.14 Effective Use of Computer Technology in Education:

Students can learn more when teachers teach them using visual illustrations.
Now when we talk of computer technology, we cover technological tools like PC‟s,
smart whiteboards, iPads, Projectors, Internet and Mobile phones. Both students and
teachers can use these tools in education. For example, teachers can use smart
whiteboards and projectors in visual illustrations, teachers can use PC‟, s to assign
work to students in the classroom, students can use iPads to read from any were or
share illustration images with their peers while in the classroom. It is well known that
humans learn better when images or videos are integrated with text. A teacher can
derive live stream videos from the internet and use a projector and a white board to
show a live example to their students while in the classroom.
Many students have used computer technologies to learn from any were,
computer gadgets like iPads can access internet from anywhere and they can allow
students to attend remote classes. Many universities and colleges have added online
education on their curriculum and they enroll students from all parts of the world.
This has opened boundaries to so many students, who have got the opportunity to
study advanced courses which are not provided in their universities or colleges. Also
adults who want to continue with education have embraced the online education
system, because it allows them to learn at any time and also give them the freedom to
work. For example, a person can work during day time, and attend lectures in the
night while at home using a computer and the internet. Unlike in the past, were
examples on specific subjects would only be derived from text books, in most cases
these example are out-aged so they might have worked during those days but they
cannot work today. So with such examples students find it very hard to relate a
subject with the present situation. Computer technology has changed this. With the
use of broadband internet, teachers and students can get real-time example on specific
subjects. This makes learning easy because students can easily interact with those live
examples, which simplifies the way they learn.
The education system has wrapped the computer deeply into its
curriculum due to its importance in society and culture. Children and adult
students take computer courses to further their education not only about
computers but also math, reading and social science. Knowledge of
computers is required for most professions, from medical applications to
industry processes. Educators use computers to assist in teaching students
the fundamentals of mathematics and other subjects that have complex
formulas that could have been difficult for a student to grasp in the past.
Students can use them to write as well as research their papers and
homework. Computers also allow students to explore subjects outside of
their wheelhouse to expand their interests far beyond school books or
lectures. As soon as a child enters the classroom, he is inundated with
technology, from computerized screen projectors to tablets and desktops that

print out grades and daily lessons. The importance of computer technology
can‟t be downplayed when it comes to education. Students benefit from
using the computer to hone math and comprehension skills as well as to
learn how to further their careers by possessing the latest in technological
skills in the workplace. The role of the computer in the education system i s
twofold. It trains students while they also become familiar with the latest in
technology, which helps them to manipulate the user-friendly tools that a
computer requires. Technology can help a teacher to understand how a
student learns. It can then also assist the teacher in understanding what
techniques work best for a child. Teachers realize the importance of the
computer in school education as an educational tool, and young students are
also demanding to know how to use the latest technology for their benefit
both in and out of school. Students today are typically native to technology,
meaning that if they aren‟t challenged in the classroom, they will find a way
to understand technology and its uses outside of the classroom or home.
Technology allows them to learn at their own pace. That can mean either
catching up to peers at younger stages or excelling and finding their own
path at later stages of their education.
Education is an astronomically important factor in life – for everyone. An
educated person has the ability to make practical decisions. Education not only
enables individuals to put their potential to the best use and do something productive
in the upcoming future, but also plays a main role in shaping an individual to be a
better, responsible citizen and an active member of society. The latest and most
advanced education is assisted by technology. All education levels across nations are
embracing technology based education. There are studies, professors, students, and
others who support the embrace, yet others, who read negative statistics, are against it.
It is understandable why there are people against technology in education, because
there are downsides to it. In a perfect world there would be no negatives or
downsides, but a perfect world does not exist. However, the pros outweigh the cons
and so I believe education would be at its best with the aid of tech. Technology
improves education for the students and the teachers who instruct it, and the tax
payers who fund education. Technology aided education goes by dozens of terms,
such as hybrid learning, technology-based learning (TBL), mixed learning, blended
learning, online aided schooling, information technology (IT) for education, and
distance learning. Whatever term it is, its learning simply described as “mixing the
use of modern technologies to enhance students‟ learning experiences and curriculum
requirements” (“Blended Learning Poised for Takeoff in Schools”). A report recently
released, identified six emerging models for blended learning, ranging from guided
online instruction in the classroom to “self-blended” models where students take
courses a la carte. They defined blended learning as “any time a student learns at least
in part at a supervised brick-and-mortar location away from home and at least in part
through online delivery with some element of student control over time, place, path,
and/or pace.” Education has come a long way since the one-room classrooms of
former America: the evolution of education has come to the virtual world we
currently reside in. It is unarguable that there is no generation as tech-savvy or at ease
with the online environment than today‟s students who have grown up immersed in a
virtual world. We exist in a generation where iPods, smart phones, and laptops have
replaced notebook and pens, while inventions such as the Smart Board, LCD
projectors, tutoring software, podcasts, video conferencing, and document cameras,
among other education aiding tech, have been created for the educational setting
(Chelley, 2007). Technology-based learning covers all learning done by electronic
technology, including: Lance Dublin, a researcher of blended learning, said our
generation is “experiencing a kind of renaissance, with new technology prompting
new thinking about how to enhance, extend, and enable learning” and that technology
and media are important for a student‟s quality education, stating, “new tools and
technologies are opening up exciting new possibilities” (Dublin, 2011). Many
education facilities and programs have embraced the technological innovation of
education. For example, free online public education is accessible for k-12 across the
country. Colleges feel the pressure from competitor schools to offer quality online
courses to their students. Some schools have made technological advances -and in
rare cases completely adopted technology-based learning – by offering online courses,
funding classroom tech, and making the courses more tech and media friendly. Four
States of the United States of America -Alabama, Florida, Michigan, and Idaho -
require online courses from their high school students (“Board Approves Idaho
Online Class Requirement”). In Minnesota, school districts have thrown out the
expensive, mass-produced, hardcopy textbooks for technology-friendly, online
curriculum developed by their teachers on the web. The problems with hardcopy
textbooks are that they are written to the requirements of Texas and California, the
two biggest markets for the book publishers and can cost sixty-five dollars. That
means a third of the books go unused in most states, plus they become outdated after
only a decade. Buying new textbooks at least every ten years is very expensive, but if
schools followed these districts examples the money saved would be “unbelievable”
as one teacher puts it (“Minn. Teachers Write Their Own Online Textbooks”).
Through the embrace already taken toward tech in the classroom it can be predicted
that technology and education entwined is positively affecting education. In a study,

most respondents believe that technology will become even more entwined into
education learning. However, other‟s hold opinion that blended learning is only a
push for a technological advanced future without concern for the students‟ quality of
education. They argue that technology-based students are not excelling, but doing
quite the opposite. They believe that there are not enough results to safely say that
technology positively influences education. One teacher, who observed her school‟s
effort to increase online instruction, said about the students, “[the] poor kids are
guinea pigs” (“Board Approves Idaho Online Class Requirement”). However,
AngielloRoanne, a professor who teaches online courses at Bergen Community
College, New Jersey, analyzes one of the many studies done on internet influenced
courses. She calls those who believe face to face education is the only way to teach
„traditional‟. The key findings of the study are firstly, that students who took all or
part of their classes online performed better, on average, than those taking the same
course through traditional face-to-face instruction; and secondly, education combining
online and face-to-face elements had a larger advantage relative to purely face-to-face
instruction than did purely online instruction. It was also found that online learning is
effective for all learner groups (Angiello, 2010). Another argument against blended
education is the price that comes with it. It is true that all the new, shiny technology
can put a hole in someone‟s pocket, but it‟s important to remember that in the long
run the technology is paying for itself. Like the example of online textbooks, where
they can be updated virtually, instead of buying new hardcopy textbooks every
decade. Other opponents make claims that schools will replace teachers with
computers and shift state taxpayer money to out-of-state companies to pay for the
online curriculum and laptops. However, according to the article “Achieving Effective
Learning Effects In The Blended Course: A Combined Approach Of Online Self-

Regulated Learning And Collaborative Learning With Initiation” students who
become less dependent on instructors, even if their dependence on technology
increases, are more likely to succeed with qualities that make them more independent
(McFarlane, 2008). To address the shift of tax money to other states, the e-learning -
electronically supported learning and teaching- market in North America is the fastest
growing market, so money regulating throughout the states is beneficial for the
nation‟s economy. Education supported by technology is a topic that has caught the
attention of many, and so this interest has developed the cause of many studies,
usually performed by professors; and who knows better than professors on education?
They first handedly see what the students need to succeed and how tech affects them
in the classroom. Professors Pamela Lam and Sarbari Bordia completed an interview
study model, concluded that e-learning, the term for TBL and computer-aided tools
for education, offers a variety of advantages including, “its flexibility in adapting to
the educational needs of students, its cost effectiveness in opening educational
opportunities to larger number of students, and its convenience in providing access to
information” (Lam, 2008). Dr. Chia-Wen conducted a study so that educators and
education facilities would recognize the importance of technology integrated classes
(Tsai, 2008). Four university professors wrote an article on blended learning. In it
they stated, “Based on a growing body of knowledge, there is little doubt that
computer and communication technologies can facilitate and enhance learning”
(Chelley, 2007). Blended learning creates the opportunity for educators, institutions,
and students to attain their education beyond the walls of the classroom.
Technological innovations have changed and benefited the way schools teach and
students learn. In a 2008 survey, nearly two-thirds (63%) of the respondents voted
that technology will have a major influence on teaching methods over the next five
years. With those five years almost up, it is undeniable to say that technology has
influenced education -and the next five years afterwards are only going to increases in
technological advances in education. These technological changes will effectively
change the skill-sets of the future workforce, as well as its approach to work in
general. It‟s important to consider the question of what it will mean to be an educated
person in the 21st century. Amy Lynch, who has studied Generation Y (individuals
born between 1982 and 2001, also referred to as “millenials”), says that they are
“open to collaboration, have an enormous facility for multi-tasking, and are at ease
with new technologies.” Graduates are entering the workforce with “high multi-
sensory-processing” and technological abilities leaving employers expecting
graduates to have accumulated most of the necessary technology skills before joining
their organizations (Glenn, 2008). In the cases where schools require of their students
to have taken blended learning classes to graduate, they say they‟re giving their
students the opportunity to have online experience for their résumé and preparing
them to succeed. Advocates for online and blended courses agree that the majority of
today‟s workforce requires some sort of tech knowledge (Davis, 2008). Not only does
the use of technology improve learning in the classroom, but it is essential to success
after graduation. I understand how people would be against technology in education,
because there are downsides to it. In a perfect world there would be no negatives or
downsides, but, of course, a perfect world does not exist. However, the pros out
weight the cons and so I believe education would be at its best with the aid of tech.
People once asked if it was possible for students to learn from a distance, but now the
question is how distance learning affects student outcomes. Since the use of
computers the beliefs that distance learning was less effective than traditional learning
has greatly decreased. Although e-learning has its drawbacks, it is the action that will
help schools exceed. The majority of researches and studies support educational
technology for students, and give evidence that it helps better their education. If
education stays as it is currently, we are missing out on so much opportunity for
improvement. The workforce and world in general will become more and more
technology dependent, yet graduated students may not have the skills and experience
to be prepared for what awaits them after their education. The concept of blending
learning is still evolving, but its potential is great and has proven itself to be effective.
This important step in the evolution of education will not only benefit students in their
learning, but also the students who are preparing to enter the workforce.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter deals with research methodology. In this chapter research design,
population, sample & sampling technique, instrumentation, validity and reliability of
instrument, data collection and data analysis is indicated.
3.1 Research Design

The research methodology that we use in this study is the design research paradigm.
In this section we first explain this methodology. Then we motivate why design research is
appropriate for this study. Finally, we address the issues of reliability and validity and we
discuss the measures that were taken to meet these criteria
3.2 Population
The population of my study was elementary level computer in rural area of
Chishtian.
3.3 Sample & Sampling Technique

Elementary schools of rural area was the sample of my study. Random
sampling technique was used in my study.
3.4 Instrumentation
Personal interviews and questionnaire was my research instrument.
3.5 Validity and reliability of instruments

This section talks the reliability and validity of the research
methodology. The question is how all these criteria are met in this design
research study, where questionnaires and interviews are the main sources of
data, and explanation is the main techniques of analysis. As the objectives
and methods of design research with data are different from those of
comparative experiential research, the operationalization of reliability and
validity is different as well. For design research, the justification often has
an argumentative character the explanatory power, grounded in empirical

evidence, is essential. We briefly address internal and external reliability
and validity.
3.6 Data Collection

Data was collected by approaching sample of my study by attending them
personally and through questionnaire from different schools
3.7 Data Analysis

Data was collected and analyzed by taking average and mean by SPSS..
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
Table No. 4.1
Lessons are presented by showing something on a computer in the class
Option Frequency Percentage Mean
SA 2 2
A 54 54
UNC 7 7 3.05
DA 21 21
SDA 16 16
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
SA A UNC DA SDA Total
Table. 4.1 shows that 54 % respondents were agreed 2% strongly agree 7% UNC
21% disagree respondents 16% strongly disagree with the statement. Mean score 3.05.
Majority of respondents were 54% agreed with the statement.

Table No. 4.2

Entire lesson is delivered using a computer.
SA 1 1
A 33 33
UNC 9 9 2.58
DA 37 37
SDA 20 20
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
Table. 4.2 shows that 37% respondents were disagree 1% strongly agree 33 % agreed
9% UNC respondents 20% strongly disagree with the statement. Mean score 2.58.
Majority of respondents were 37% disagreed with the statement.
Table No. 4.3

Students are given assignments that require them to use a computer
SA 0 0
A 48 48
UNC 10 10 2.84
DA 20 20
SDA 22 22
Total 100 100
120
100
80
60 Frequency
Percentage
40
20
SA A UNC DA SDATotal
Table 4.3
shows that 48 % respondents were agreed 0% strongly agree 10% UN clear 20%
disagree respondents 22% strongly disagree with the statement. Mean score 2.84.

Table No. 4.4

Students make classroom presentations using a computer
SA 3 3
A 17 17
UNC 22 22 2.44
DA 37 37
SDA 21 21
Total 100 100
120
100
80
60 Frequency
Percentage
40
20
Table. 4.4
shows that 37% respondents were disagree 3% strongly agree 17 % agreed 22%
UNC respondents 21% strongly disagree with the statement. Mean score 2.44.
Majority of respondents were 37% disagreed with the statement.

Table No. 4.5

Computer is used to update my subject knowledge
SA 2 2
A 35 35
UNC 15 15 2.72
DA 29 29
SDA 19 19
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
Table 4.5
shows that 35 % agreed respondents were 2% strongly agree 15% UNC 29% disagree
respondents 19% strongly disagree with the statement. Mean score 2.72. Majority of
respondents were 35% agreed with the statement.

Table No. 4.6

Computer is used to enhance my teaching skills
SA 3 3
A 25 25
UNC 13 13 2.50
DA 37 37
SDA 22 22
Total 100 100
120
100
80
60 Frequency
Percentage
40
20
Table 4.6
shows that 37% respondents were disagree 3% strongly agree 25 % agreed 13% UNC
respondents were 37% disagreed with the statement.

Table No. 4.7

Computer is used to develop lesson/unit plans
SA 2 2
A 34 34
UNC 19 19 2.71
DA 23 23
SDA 22 22
Total 100 100
120
100
80
Frequency
60 Percentage
40
20
0
Table 4.7
shows that 34 % respondents were agreed 2% strongly agree 19% UNC 23%
disagree respondents 22% strongly disagree with the statement. Mean score
2.71. Majority of respondents were 34% agreed with the statement.

Table No. 4.8

Computer is used to prepare study schedules
SA 0 0
A 26 26
UNC 9 9 2.29
DA 33 33
SDA 34 34
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
SA A UNCDASDATotal
Table 4.8
shows that 34% respondents were strongly disagree 0% strongly agree 26 % agreed
09% UNC33% disagree respondents with the statement. Mean score 2.29. Majority of
respondents were 34% strongly disagreed with the statement.

Table No. 4. 9
Computer is used to generate additional instructional material

SA 2 2
A 23 23
UNC 19 19 2.45
DA 30 30
SDA 26 26
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
Table 4.9
shows that30% disagree respondents were 2% strongly agree 23 % agreed 19% UNC

Table No. 4.10

Announcements and relevant information are notified via internet
SA 0 0
A 32 32
UNC 22 22 2.63
DA 23 23
SDA 23 23
Total 100 100
120
100
80
60 Frequency
Percentage
40
20
Table 4.10
shows that 32 % agreed respondents were 0% strongly agree 22% UNC 23% disagree

Table No. 4.11

Study material is displayed on internet
SA 11 11
A 29 29
UNC 13 13 2.81
DA 24 24
SDA 23 23
120
100
80
60 Frequency
Percentage
40
20
Table 4.11
shows that 29 % agreed respondents were 11% strongly agree 13% UN clear 24%
disagree respondents 23% strongly disagree with the statement. Mean score 2.81.

Table No. 4.12

Students‟ creative work and achievements related information is disseminated on
school website
SA 8 8
A 29 29
UNC 14 14 2.76
DA 30 30
SDA 18 18
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
Table 4.12
showed that 30% respondents were disagree 8% strongly agree 29% agreed 14%
UNC respondents 8%strongly disagree with the statement. Mean score 2.76. Majority
of respondents were 30% disagreed with the statement.

Table No. 4.13

Computer is used to build question banks
SA 6 6
A 35 35
UNC 19 19 2.87
DA 20 20
SDA 20 20
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
Table 4.13
shows that 35% respondents were agreed 6% strongly agree 19% UNC 20% disagree
respondents 20%strongly disagree with the statement. Mean score 2.87. Majority of

Table No. 4.14

Students are given tests on the computer, either offline or online, to assess their
performance
SA 10 10
A 25 25
UNC 16 16 2.73
DA 26 26
SDA 23 23
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
SA A UNCDA SDATotal
Table 4.14 shows that 26% respondents were disagree 10% strongly agree 25%
agreed 16% UNC respondents 23%strongly disagree with the statement. Mean score
2.73. Majority of respondents were 26% disagreed with the statement.

Table No. 4.15

Students‟ attendance records are generated on computers
SA 13 13
A 27 27
UNC 14 14 2.89
DA 28 28
SDA 18 18
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
SA A UNCDA SDATotal
Table 4.15
shows that 28% respondents were disagree 13% strongly agree 27% agreed 14% UNC
respondents 18%strongly disagree with the statement. Mean score 2.89. Majority of

Table No. 4. 16
Students‟ assignment records are maintained on computers
SA 2 2
A 54 54
UNC 7 7 3.05
DA 21 21
SDA 16 16
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
Table 4.16
shows that 54 % respondents were agreed 2% strongly agree 7% UNC 21% disagree

Table No. 4.17

Computer is used to generate students‟ profile for the purpose of guidance and
counseling
.Option Frequency Percentage Mean
SA 1 1
A 33 33
UNC 9 9 2.58
DA 37 37
SDA 20 20
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
Table 4.17 shows that 37% respondents were disagree 1% strongly agree 33 %
agreed 9% UNC respondents 20% strongly disagree with the statement. Mean score

Table No.4.18
Slow learners get computer based instructions to catch up with the rest of the class
SA 0 0
A 48 48
UNC 10 10 2.84
DA 20 20
SDA 22 22
Total 100 100
120
100
80
60 Frequency
Percentage
40
20
Table 4.18 shows that 48 % respondents were agreed 0% strongly agree 10% UN
clear 20% disagree respondents 22% strongly disagree with the statement. Mean score
2.84. Majority of respondents were 48% agreed with the statement.

Table No. 4.19

Solve basic problems related to calculation, experiment, and exploration.
SA 2 2
A 35 35
UNC 15 15 2.72
DA 29 29
SDA 19 19
Total 100 100
120
100
80
60
Frequency
Percentage
40
20
Table 4.19 shows that 35 % agreed respondents were 2% strongly agree 15% UNC

Table No. 4.20
See and perform simulations to experience real life events

SA 3 3
A 25 25
UNC 13 13 2.50
DA 37 37
SDA 22 22
Total 100 100
120
100
80
60 Frequency
Percentage
40
20
Table 4.20 Shows that 37% respondents were disagree 3% strongly agree 25 %
agreed 13% UNC respondents 22% strongly disagree with the statement. Mean score

Table No. 4.21

Play educational games on a computer as a reward or motivator
SA 2 2
A 34 34
UNC 19 19 2.71
DA 23 23
SDA 22 22
Total 100 100
120
100
80
Frequency
60 Percentage
40
20
0
Table 4.21 shows that 34 % respondents were agreed 2% strongly agree 19% UNC

CHAPTER 5
SUMMERY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Summery
This study was entitled as “To study the difficulties faced by the students of rural
areas in learning computer at the elementary level in Chishtian”. The main objectives
of the study were: To analyze the relationship between learning achievements of
position holder students with their family background. To examine the family support,
to analyzes factors of family background which effects the achievement of position
holder students. To give recommendations to students for their learning achievements.
5.2 Findings
 (56%) respondents were agreed with the statement that lessons are presented
by showing something on a computer in the class.
 (57%) respondents were disagreed with the statement that entire lesson is
delivered using a computer.
 (48%) respondents were agreed with the statement that students are given
assignments that require them to use a computer.
 (58%) respondents were agreed with the statement that students make
classroom presentations using a computer.
 (37%) respondents were disagreed with the statement that computer is used to
update my subject knowledge.
 (59%) respondents were disagreed with the statement that computer is used to
enhance my teaching skills.

 (36%) were agreed with the statement that computer is used to develop
lesson/unit plans.
 (67%) respondents were strongly disagreed with the statement that computer is
used to prepare study schedules.
 (56%) respondents were strongly disagreed with the statement that computer is
used to generate additional instructional material.
 (32%) respondents were agreed with the statement that Announcements and
relevant information are notified via internet.
 (40%) were agreed with the statement that Study material is displayed on
internet.
 (48%) respondents were strongly disagree with the statement that Students‟
creative work and achievements related information is disseminated on school
website
 (41%) respondents were agreed with the statement that Computer is used to
build question banks.
 (49%) were disagreed with the statement that Students are given tests on the
computer, either offline or online, to assess their performance
 (46%) respondents were disagreed with the statement that Students‟
attendance records are generated on computers.
 (56%) respondents were agreed with the statement that Students‟ assignment
records are maintained on computers

 (57%) respondents were disagreed with the statement that Computer is used to
generate students‟ profile for the purpose of guidance and counseling
 (48%) respondents were agreed with the statement that slow learners get
computer based instruction to catch up with the rest of the class.
 (58%) respondents were agreed with the statement that Solve basic problems
related to calculation, experiment, and exploration
 (37%) respondents were disagreed with the statement that See and perform
simulations to experience real life events
 (59%) respondents were disagreed with the statement that Play educational
games on a computer as a reward or motivator.
5.3 Discussion
 Computer Technology is a wonderful thing but many fall into the trap of
thinking technology will do everything for us.
 Computer Technology is supposed to be a tool, not the end all be all.
 Finding the right technology to use will require you to adapt as a teacher and
consider how that computer technology aids learning.
 A good teacher is a reflective teacher. Every time you use technology for a
particular unit.
 The idea here is not that you expose your students to every type of technology
that is out there.

5.4 Conclusion
 Majority of respondents were agreed that the syllabus of computer is
maintained in English that is a third language for Pakistani students.
 Majority of respondents were agreed that out teaching method is not up to date
and it is stull obsolete.
 Majority of respondents were agreed that in Pakistan the use of IT is more
negative than it positive use.
 Majority of respondents were agreed with the statement that lessons are
presented by showing something on a computer in the class.
 Majority of respondents were disagreed with the statement that entire lesson is
delivered using a computer.
 Majority of respondents were agreed with the statement that students are given
assignments that require them to use a computer.
 Majority of respondents were agreed with the statement that students make
classroom presentations using a computer.
 Majority of respondents were disagreed with the statement that computer is
used to update my subject knowledge.
 Majority of respondents were disagreed with the statement that computer is
used to enhance my teaching skills.
 Majority of were agreed with the statement that computer is used to develop
lesson/unit plans.
 Majority of respondents were strongly disagreed with the statement that
computer is used to prepare study schedules.
 Majority of respondents were strongly disagreed with the statement that
computer is used to generate additional instructional material.
 Majority of respondents were agreed with the statement that Announcements
and relevant information are notified via internet.
 Majority of were agreed with the statement that Study material is displayed on
internet.
 Majority of respondents were strongly disagree with the statement that
Students‟ creative work and achievements related information is disseminated
on school website
 Majority of respondents were agreed with the statement that Computer is used
to build question banks.
 Majority of were disagreed with the statement that Students are given tests on
the computer, either offline or online, to assess their performance
 Majority of respondents were disagreed with the statement that Students‟
attendance records are generated on computers.
 Majority of respondents were agreed with the statement that Students‟
assignment records are maintained on computers
 Majority of respondents were disagreed with the statement that Computer is
used to generate students‟ profile for the purpose of guidance and counseling
 Majority of respondents were agreed with the statement that slow learners get
computer based instruction to catch up with the rest of the class.
 Majority of respondents were agreed with the statement that Solve basic
problems related to calculation, experiment, and exploration
 Majority of respondents were disagreed with the statement that See and
perform simulations to experience real life events
 Majority of respondents were disagreed with the statement that Play
educational games on a computer as a reward or motivator.
5.5 RECOMMENDATIONS
 In view of the findings derived from this study and the conclusions arrive from
them, the following recommendations for policy and practice are presented.
They are mainly related to strategies that can be implemented by policy
makers to ensure the success of ICT usage in education.
 The Government should combine its efforts and resources to achieve
maximum results by appointing one governmental authority/department to be
responsible for ICT policy formulation, implementation, and evaluation,
instead of scattering resources and efforts as is currently happening between
several departments.
 The government may use a range of methods to encourage teachers to use ICT
in their teaching to ensure equal learning opportunities for all students.
 The government should give schools more authority and freedom to manage and run
themselves and that includes financial matters.
 This study identified a need for more training opportunities. Hence, the Government
should ensure that all teachers receive adequate training. Training should not merely
focus on basic of ICT skills but should also present methods for integrating ICT in
teaching and learning. In addition, training should be in the form of continuous
professional development courses with flexible training hours as well as in school
training.
 The government should make use of ICT teachers in schools and assign teacher
training responsibilities to them. ICT teachers should therefore be offered school
training courses that are especially tailored to meet the needs of the school and its
teachers. Teachers should also receive ongoing training as they get experience in
previously learned skills and will therefore feel more confident. Through school
training ICT teachers can ensure that teacher are practicing what they have learned
during training courses and can offer advice to teachers on how to implement and
integrate ICT in their teaching.
 In this study, time constraints were considered a major hindrance to ICT use,
therefore, policy makers in the Government provide additional planning time for
teachers to experiment with their new ICT skills, design methods to integrate ICT in
their teaching, and prepare materials for use during lessons. The additional time can
be generated from decreasing the managerial workload of teachers to release more
time for learning, training, and planning ICT use in teaching.
 The availability of reliable maintenance and technical support was considered an
important supporting factor and its absence was regarded as a hindrance to ICT use.
To promote more ICT usage, the government should provide locally based and in
school maintenance and technical support to assure teachers during their lessons that
their flow will not be interrupted when a technical problem arises.
 Training and technical support issues can be resolved by decentralizing the process of
teacher training. By preparing ICT teachers in each school with suitable and required
skills to train and support their colleagues it is likely that more teachers will be
committed to that sort of training as a result of its convenience and long run.
Moreover, school management will be more cooperative in terms of releasing time
for ICT teachers to attend training courses run by the government during school days,
since it is easier to reallocate a few ICT lessons than rescheduling the whole timetable
due to the number of subject teachers attending these training courses.
 Teachers expressed their need for professionally developed software and programs in
local language. Government policy makers should spare no effort or time to address
this issue by allocating adequate funding for the creation and development of
software that is suitable for the local culture and most importantly, fulfills the aims
and objectives of the curriculum.
 School ICT resources should be enriched with specifically designed software that
suits the local culture and identity. The software should be in standard Local language
and based on the government national curriculum. It is important to ensure that is
based on the curriculum and shares its general guidelines but is not a replicate of it. It
should also take into consideration cultural issues, and such as dressing characters in
traditional clothes.
 Research studies often generate issues that are of further interest to researchers. As a
result of the present study further studies can build on its results to enrich existing
knowledge in the area of ICT, and ideas for further research have also emerged. It is
clear from this research and others that the use of ICT in education is developing
rapidly. The research approach to this development needs to be expanded. A study
using questionnaire could provide deeper insight into teacher‟s ‟usage of ICT in
teaching as well as obtain firsthand information regarding factors supporting and
hindering their usage and evaluate the extent of their influence on teachers ICT use.
Moreover, I personally believe in the importance of interviewing policymakers to
investigate their views on the current status of ICT use in elementary schools and
procedures taken to promote supporting factors and reduce the effect of hindrances.
Comparing their vision of the future of education with those of teachers would reveal
interesting comparisons and assist in bridging the gap between policies and preferable
futures.
 The researcher hopes that this study will encourage other researchers to
conduct follow-up research in the field of ICT in education. Teacher ICT
usage is still in its early stages of implementation and further research should
therefore be encouraged and welcomed.
 There is a need to update the course component in computer education in
secondary teacher education and motivate faculty of all subjects‟ teachers at
every level to upgrade their knowledge and skills of using the computers in
elementary education.
 Information and Communication Technology can be included as a core subject
at B.Ed and M.Ed courses. The curriculum designers should integrate ICT as
one of the units in each subject which will help the teachers to develop
learning materials for each subject

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APPENDIX
Dear Respondents,
I am conducting research on the topic, “ A Study of the Difficulties Faced by the Students
of Rural Areas in Learning Computer at the Elementary Level ” for completion of my B. Ed
Degree. I require your opinion for the completion of my study. I assure you that your
provided information will be kept confidential and used only for research purpose.
Your cooperation shall make me highly obliged.
Name: School:
Some statements are given below. Please indicate your level of agreement by ticking
the relevant box according to the following abbreviations.
SA Strongly agree
A Agree
UNC Uncertain
DA disagree
SDA Strongly Disagree
Sr. Statement A SA DA SDA UC
No
1 Lessons are presented by showing something on a
computer in the class
2 Entire lesson is delivered using a computer
3 Students are given assignments that require them to
use a computer
4 Students make classroom presentations using a
computer
5 Computer is used to update my subject knowledge
6 Computer is used to enhance my teaching skills
7 Computer is used to develop lesson/unit plans
8 Computer is used to prepare study schedules
9 Computer is used to generate additional
instructional material
10 Announcements and relevant information are
notified via internet
11 Study material is displayed on internet

12 Students‟ creative work and achievements related
information is disseminated on school website
13 Computer is used to build question banks
14 Students are given tests on the computer, either
offline or online, to assess their performance
15 Students‟ attendance records are generated on
computers
16 Students‟ assignment records are maintained on
computers
17 Computer is used to generate students‟ profile for
the purpose of guidance and counseling
18 Slow learners get computer based instruction to
catch up with the rest of the class.
19 Solve basic problems related to calculation,
experiment, and exploration
20 See and perform simulations to experience real life
events
21 Play educational games on a computer as a reward
or motivator

To Study The Computer Final

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Table of Contents

1.1 Background of Study.................................................................................................1

has recommended that information technology should be used to provide education

“Computer technology and can anticipate about economic development of a country.

Computer technologies are accounted as indicated of economic development and job

opportunities.” (Campbell, 2001)

Computer technology can help students in every field of life. According

Gibson, computer terms of lifelong learning, an enormous challenge for educator

Toe (2009) consider information technology as important factor for economic

used for many of years as a result of technological advancement in society.

According to Bates T. (2001), “ as knowledge -based economic demands

technology-ready workers, government and business communities put enormous

pressure on educational institution to use computer education institution to use

computer in their daily routine task .” An improved network of information

described that “lacks of computer faculties infrastructure in the workplace is

significant barriers to computer use.” The issues of integration of computer in

for effective implementation of these policies.

According to the Erkunt, (2010) “The appropriate financing, sufficient

when integrating computer technology in education.”

Although , Pakistan has made progress in use of mobile technology but it is

Pakistan According Shaikh (2009), “ It is observed that due to fear of difficult

deliberately do adopt ICT in classroom instruction “The education system in Pakistan

also called the University education.

1.2 STATEMENT OF PROBLEM

elementary level in rural areas of Chishtian.

1.3 Research objective

1. To assess difficulties faced by students in learning computer at elementary

2. To find the relationship between subsamples and difficulties faced by the

students in learning computer at elementary level.

3. To find the predictor of difficulties faced by students in learning computer at

1.4 RESEARCH QUESTIONS

1. What are difficulties faced by students in learning computer at elementary

students in learning computer at elementary level?

3. What was the predictor of difficulties faced by the students in learning

computer at elementary level?

1.5 SIGNIFICANCE OF THE STUDY

solution to these problem implement on these suggestion would minimize that

1.6 SCOPE AND LIMITATION OF STUDY

elementary level in rural areas of Chishtian

1.7 DELIMITATION OF STUDY

1.6 RESEARCH METHODOLOGY

1.8.2 SAMPLING TECHNIQUE

1.8.4 RESEARCH INSTRUMENTS

1.8.5 DATA COLLECTION

personally and through questionnaire from different schools.

1.8.6 DATA ANALYSIS

1.7 OPERATIONAL DEFINITIONS

Data was a collection of raw facts and figures related to an object

after we can use it.

A smaller portion of an original sample.

The action or process of teaching someone especially in school, college or university

A predictor variable was a variable used in regression to predict another variable.

of Tehsil: Chishtian, District: Bahawalnagar- Pakistan Problems faced by

According to the present investigation, there are so many problems

in students‟ education. The following problems are elaborated under below:

of children work as a labor in workshops, factories agro-fields, etc., to earn

Mostly Parents prefer to send their children to madrassas where education is

totally free. (“Education: the majorprobleminPakistan,”2014)

2.1.2 Lack of Basic Infrastructure

disparity among people. (“Education: the major problem in Pakistan”). It is a

deprived of their basic necessaries of education.

2.1.3 Lack of Library, Scientific & Computer Laboratories