A Study of Teacher Educators Skill and ICT Integration in Online Teaching during the Pandemic Situation in India

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University of Nebraska - Lincoln University of Nebraska - Lincoln

DigitalCommons@University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln

Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

6-22-2021

A Study of Teacher Educators’ Skill and ICT Integration in Online A Study of Teacher Educators’ Skill and ICT Integration in Online

Teaching during the Pandemic Situation in India Teaching during the Pandemic Situation in India

Subaveerapandiyan A

Regional Institute of Education Mysore

, subaveerapandiyan@gmail.com

R Nandhakumar

Regional Institute of Education, Mysuru

, nandha_7025@yahoo.com

Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac

Part of the Higher Education Commons, Higher Education and Teaching Commons, Library and

Information Science Commons, and the Online and Distance Education Commons

A, Subaveerapandiyan and Nandhakumar, R, "A Study of Teacher Educators’ Skill and ICT Integration in

Online Teaching during the Pandemic Situation in India" (2021).

Library Philosophy and Practice (e-

journal)

. 5938.

https://digitalcommons.unl.edu/libphilprac/5938

A Study of Teacher Educators’ Skill and ICT Integration

in Online Teaching during the Pandemic Situation in India

Subaveerapandiyan A1, R.Nandhakumar2

1Professional Assistant, Regional Institute of Education, Mysuru, INDIA

E-mail ID: subaveerapandiyan@gmail.com

2Assistant Professor (Contractual), Department of Education,

Regional Institute of Education, Mysuru, INDIA

Mobile: 9842408251, E-mail ID: nandha_7025@yahoo.com

Abstract

Information and communication technology prompted the sharing of information over the

world. For its impact on education, the government and the authorities like the University Grants

Commission in India have energized the higher education institutions in India to implement online

education during the pandemic situation. This paper attempts to know the teaching faculties' ICT

skills and related online class skills in higher educational institutions in India. In India, like

developing countries, quick as the lightning change in traditional to fully online classes are like a

rumble of thunder because faculties are adopting this situation but students are challenging to

adopt. The directed out of two hundred and twenty respondents were sampled randomly,

questionnaires were distributed online, 201 were properly filled and returned from central

universities, government higher education institutions, and state universities. A one-way ANOVA

and independent-sample t-test on SPSS for data analysis were adopted. The results revealed that

the respondents are significantly the same regarding their skills related to online teaching and ICT

integration. Online education also involves sharing of resources, reinforcement techniques,

questioning, and evaluation. There was a significant difference in ICT skills and ICT integration

in online education. This was due to their age, availability of resources and some operational

difficulties. Following the present scenario, the right attitude and skills are recommended on the

21st-century requirements. Faculties are how they feel and taking into serious or joy, and an online

class is given to their pleasure or pressure are discussed in this article.

Keywords: ICT integration, ICT skills, Online education, Online teaching, 21st-century skills

1. Introduction

Information and communication technology (ICT) is becoming the leading channel in

transforming education all over the world. It helps the professional development of teachers at

higher education levels. Online education is responsible for the dissemination of knowledge and

information technologies. With the advent of ICT, teachers, students and institutions are prepared

to meet the new challenges in the field of educational technology to produce skillful learners and

accelerate learning. Online learning is the focus of this particular investigation.

Many studies have been conducted in this field, but all those studies focused on knowledge

management, skills, and strategies. However, this study focused on the teacher's mentality towards

online learning. Attitude plays a significant role in the implementation's success of online teaching

in a mandatory situation. It involves both the teaching experience based on ICT applications and

skill orientation. A professionally competent teacher will face problems in ICT integration and

thus will become the pressure for the teacher. At the same time, when they are capable of

overcoming any complexities in ICT integration, it becomes a pleasure for them. This study also

focused on teachers' skill at higher education levels according to the needs of qualified teachers

who might serve both teaching experience based on ICT applications in the classroom from one

side and practical issues inside the online environment from another and managerial purposes.

The new educational policy 2021 adopted by the Indian government supports online

teaching at every level, particularly at the higher education level. The country got a new education

policy after 34 years. The new education policy is framed with the vision of creating a higher

education system that contributes directly to transforming the country, providing high-quality

education to all, and making India a global knowledge superpower. The new educational policy

emphasizes the need to use technology in teaching, learning and assessment, education planning,

digital India campaign, administration and management and regulations through public

disclosures. National Educational Technology Forum (NETF), MOOCs, Divyang friendly

educational software, e-content in various languages, to meet 21st-century challenges, virtual labs,

and online assessment and examination are some of the products of technology in education based

on the new policy of education. In this way, in the field of education, the government has highly

significantly prioritized ICT development with the mission that teachers at the higher education

levels should be ready for such interaction with the government to work together to overcome such

issues. Based on this point of view, the existence of ICT integration in higher education refers to

the understanding of ICT and its impact. While it might be integrated with a great interest in the

curriculum by the students, teacher capacity building as well as the availability of resources like

computers with network connectivity, at this time is lacking. This is the primary reason for pressure

in the minds of the teachers. Many higher education institutions are provided with 24 hours free

wi-fi connectivity, adequate computer systems, laptops and tablets for the teachers and students in

recent years. Within these circumstances, all the general curriculum textbooks are converted into

digital textbooks available online. Computers should cover all the higher education systems in

India as per the new policy of education.

Based on the survey among the teachers in higher education institutions, in the academic year

2020-2021, it was the first time the student at higher education level taught utterly in an online

mode as per the policy of the University Grants Commission(UGC), India but has not been

monitored thoroughly. Perhaps these refer to the case of many barriers, such as lack of computer

devices and skilled teachers. From this point of view, when online courses are implemented in a

compulsory manner, the teachers have a chance to get some experience of using online resources

with regards to their student's learning. In spite of all difficulties, teachers felt pressure, but at the

same time, the uninterrupted service made pleasure in the minds of the teachers. Consequently,

more training needs to be conducted for teachers in order to develop skills related to online

education.

1.1 The impact of ICT use on teaching

ICT within educations is increasing with the demands because of the political, social and

economic conditions of a society. Therefore, ICT becomes an integrated system globally to speed

up the knowledge and abilities of students. Teachers progressively increase information when the

classroom environments are ready for ICT integration. (Law, 2000). The classroom infrastructure,

technical advancements, equipment and human resources such as teachers, technical

administrators and end-users are the components of this system. Presentation in online teaching

could be managed to get up-to-date knowledge and information that will refer to both teachers

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