TEACHERS PERSPECTIVE ON INTEGRATING ICT INTO SUBJECT TEACHING

SUSHMA N JOGAN

JRF Scholar
Dept. of Education
Gulbarga University,
Kalaburagi-585106
Email: snjogan.jogan@gmail.com
Mobile: 9591715030
Abstract:
This paper examines how secondary teachers of the core subjects of English, mathematics, social
science and science have begun to integrate information and communication technology (ICT)
into mainstream classroom practice in English schools. It draws on an analysis of 50 different
subject teachers in school. Evident commitment to incorporating ICT was tempered by a
cautious, critical approach, and by the influence of external constraints. Teacher accounts
emphasized both the use of ICT to enhance and extend existing classroom practice, and change
in terms of emerging forms of activity which complemented or modified practice. Results show
that many teachers apply several elements of powerful learning environments in their classes.
This especially goes for the presentation of authentic tasks and the fostering of active and
autonomous learning. However, the methods employed by teachers to adapt education to the
needs and abilities of individual pupils proved quite limited. A gradual process of pedagogical
evolution was apparent; teachers were developing and trialing new strategies specifically for
mediating ICTsupported learning. In particular, these overcame the potentially obstructive role
of some forms of ICT by focusing pupils attention onto underlying learning objectives.
Key words: Teachers perspective, ICT, Integrating, learning environment.
Introduction:
ICT enables self-paced learning through various tools such as assignment, computer etc as a
result of this the teaching learning enterprise has become more productive and meaningful. ICT
helps facilitate the transaction between producers and users by keeping the students updated and

enhancing teachers capacity and ability fostering a live contact between the teacher and the
student through e-mail, chalk session, e-learning, web-based learning including internet, intranet,
extranet, CD-ROM, TV audio-videotape. Lal, Chhavi: Universal Journal of Educational
Research, v2 n3 p213-218 2014: Attitudinal Study of User and Non-User Teachers' towards ICT
in Relation to Their School Teaching Subjects a study to check attitude. Edusat technology has
become very powerful media for interactive participation of experts and learners and it reaches
the unreachable. Emerging learning Technology (ELT) of bogging, Integrated Learning. A
Modules, a pod cast, Wikis, Enhancement of Browsers, e-learning, M-learning, U-learning have
started making rapid strides in teaching learning. Alemu, Birhanu Moges: Universal Journal of
Educational Research, v3 n3 p170-189 2015: Integrating ICT into Teaching-Learning Practices:
Promise, Challenges and Future Directions of Higher Educational Institutes it aims at exploring
the process of integrating ICT into teaching-learning practices and its emerging challenges. In
particular, it shows that the contribution of ICT to the improvement of teaching and learning
processes is higher in the schools that have integrated ICT as an innovation factor. To attain this
highest level implies that a school not only has to modernize the technological tools, but also has
to change the teaching models: the teachers role, issues regarding classroom organizational, the
teaching and learning processes, and the interaction mechanisms.
Need and significance of the study:
The purpose of this study is to analyze what is happening at schools regarding the
integration and use of information and communication technologies (ICT) and to examine
teachers perceptions about what teaching and learning processes can be improved through the
use of ICT. In particular, it shows that the contribution of ICT to the improvement of teaching
and learning processes is higher in the schools that have integrated ICT as an innovation factor.
To attain this highest level implies that a school not only has to modernize the technological
tools, but also has to change the teaching models: the teachers role, issues regarding classroom
organizational, the teaching and learning processes, and the interaction mechanisms.
Objectives of the study:
1. To find out the teachers perspective in teaching different subject through ICT.
2. To identify the techniques followed in implementing ICT.
3. To find out the role of ICT in creating interest in teaching and learning process.

4. To understand the effective tools in using ICT in daily classroom teaching.

Research Methodology:
Sample size and technique: For collecting the requisite data, 50 teachers have been selected
from different disciplines. Simple random technique is used for collecting data.
Tools: The questionnaire was administered to the teachers of different subjects at Secondary
school.
Method: The researcher has followed Survey method for the study.
Procedure: For the present study the researcher visited KenBridge School in Gulbarga and
collected information from the different subject teachers. Standard questionnaire covering 20
questions regarding their perspective on integrating ICT into subject teaching was given and after
their response analysis was carried by applying percentage of the total responses.
Analysis and interpretation of data:
Question 1: Teacher should use ICT for presentations during teaching process?
OPTIONS

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

FREQUENCIES
17
06
02
00

PERCENTAGE
34%
12%
4%
00

00

00

The above table reveals that 34% of teachers agree to use ICT for presentations during teaching
process, 12% of them strongly agree and 4% are neutral in using.
OPTIONS

FREQUENCIES

PERCENTAGE

14
28%
Agree
05
10%
Strongly Agree
04
8%
Neutral
02
4%
Disagree
00
00
Strongly Disagree
Question 2: Teaching time is not enough in order to implement ICT in every day learning process.

The response from the above table shows that 28% of teachers agree with the above question,
10% strongly agree, 8%neutral and 4% disagree for implementing ICT.

OPTIONS

FREQUENCIES

PERCENTAGE

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

13
09
01
02

26%
18%
2%
4%

00

00

Question 3: ICT provide an opportunity to students to work with technology

The above table shows that 26% of teachers Agree with the given statement, 18% strongly agree,
4% Disagree and 2% Neutral to providing an opportunity to students.
Question 4: Whether there should be adaptability for the use of new technologies
OPTIONS

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

FREQUENCIES
19
06
00
00

PERCENTAGE
38%
12%
%
4%

00

00

The response shows that 38% agree, 12% strongly agree and 4% disagree for adaptability of the
new technologies.
Question 5: Does your skills help to teach effectively in the class.
OPTIONS

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

FREQUENCIES
10
15
01
02

PERCENTAGE
20%
30%
00
00

00

00

From the question 5 it has been revealed that 20 % agree, 30% strongly agree, their skills help to
teach effectively in the class.
OPTIONS

FREQUENCIES
15
09
00
01

PERCENTAGE
30%
18%
00
2%

Agree
Strongly Agree
Neutral
Disagree
00
00
Strongly Disagree
Question 6: Do you think preparation time for teaching by ICT is time consuming and demanding?

The above table indicates that 30% agree, 18%strongly agree in preparation time for teaching is
time consuming.
Question 7: Do you think ICT helps to create active learning environment for the students inside
or outside the classroom?

OPTIONS

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

FREQUENCIES
14
10
00
01

PERCENTAGE
28%
20%
00
2%

00

00

The above table shows that 28% agree, 20% strongly agree and 2% disagree to create active
learning environment for the students inside and outside the classroom.
Question 8: Whether use of concept mapping software is helpful or not.
OPTIONS

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

FREQUENCIES
14
06
02
03

PERCENTAGE
28%
12%
4%
6%

00

00

The above table highlights that 28 % agree, 12% strongly agree, 6% disagree and 4% neutral for
the concept mapping software.
Question 9: Do you think in ICT smart boards and projectors are an effective teaching aid for teaching?
OPTIONS

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

FREQUENCIES
17
08
00
00

PERCENTAGE
34%
16%
00
00

00

00

From the above table 34% agree and 16% strongly agree to say smart boards and projectors are
an effective teaching aid.
Question 10: Do you think an institution must provide orientation or workshop for the use of ICT.
OPTIONS

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

FREQUENCIES
09
12
02
02

PERCENTAGE
18%
24%
4%
4%

00

00

The above table reveals that 24% strongly agree, 18% agree, 4% neutral and disagree to say an
institution must provide orientation or workshop for the use of ICT.
OPTIONS

Agree
Strongly Agree
Neutral
Disagree

FREQUENCIES
16
09
00
00

PERCENTAGE
32%
18%
00
00

00

Strongly Disagree

00

Question 11: Do you think the use of ICT can create interesting teaching and learning process.
It is clear from the above table 32% agree and 18% strongly agree to use ICT in creating interest
in teaching and learning process.
OPTIONS

Agree
Strongly Agree
Neutral
Disagree

FREQUENCIES
16
06
02
01

PERCENTAGE
32%
12%
4%
2%

00

00

Strongly Disagree

Question 12: Whether ICT is having an impact on students academic achievement.

The above table reveals that 32% agree, 12% strongly agree, 4% neutral and 2% disagree for
saying ICT have an impact on students achievement.
Discussion of results and implications of the study:
1.
2.
3.
4.
5.
6.

Teacher should use ICT for presentations during teaching process for effective learning.
They should adopt the use of new technologies.
An institution must provide orientation and workshop for the use of ICT.
ICT is helpful in developing students abilities to work collaboratively.
ICT is having impact on students academic achievement.
Different emerging software plays a vital role in ICT.

Conclusion:
To conclude, we can say that integrating ICT into different subject teaching is very useful in all
the discipline for the development of the nation. ICT allow for a higher quality lessons through
collaboration with teachers in planning and preparing resources. Students learn new skills: analytical,
including improvements in reading comprehension. ICT also develop some writing skills: spelling,
grammar, punctuation, editing and re-drafting. Still new technologies encourage independent and active
learning, and students responsibility for their own learning. ICT proves that students who used
educational technology felt more successful in school they are more motivated to learn more and have
increased self- confidence and self-esteem. It is also confirmed that many students found learning in
a technology-enhanced
classroom environment.
References:

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