Changes in the Use of It Technologies by Students of Agricultural Faculties (original) (raw)
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INFORMATION COMMUNICATION TECHNOLOGIES IN AGRICULTURAL UNIVERSITIES, STATUS AND SCOPE
Transstellar Journal , 2019
Information and Communications Technology (ICT) is changing the face of education throughout the globe. The present study was conducted in eighteen colleges of seven Agricultural Universities covering four states in India i.e., Andhra Pradesh, Telangana, Bihar and Jharkhand on accessibility of ICTs, their usage and factors affecting the usage by teachers and students. A total of 1051 students and 254 teachers from 21 colleges of the seven agricultural universities covering four states were selected for the study and the data was collected based on well structured questionnaire. The study revealed that ICT tools like interactive white board (49.38%) and television (35.78%) were the tools mostly used by the students daily, however ICT tools like e-library (37.58%), projector (34.25%) and Computer (36.73%) were used occasionally. In case of teachers, more than fifty percent were not utilizing the ICT tools & Materials like Digital student report card (88.58%), Virtual Classroom (68.50%) and Tele-conference (64.17) whereas tools like computer (86.61 %) and Wi-Fi / LAN (68.90) were used daily by the teachers. The common ICT tools like projectors, televisions, white boards etc., were accessible by more than 80 per cent of students and teachers in all agricultural universities. None of the universities have access to e-portfolio. teachers and students commonly agreed that the trainings on ICTs, availability of e-resources, organizational support and initial time requirement play major role in affecting the usage of ICTs. Most of the teachers opined that the internet speed is the major limiting factor influencing the adoption of ICT tools.
Information and communication technologies (ICTs) have been hailed as potentially valuable tools for educational change and reform. When properly used, various ICTs are said to help increase access to education, boost the relevance of education to the increasingly digital workplace, improve the quality of education and raise educational standards. The present study was conducted to find out the impact of ICT on the agricultural education of University students. Two hundred thirty-five students were selected based on the proportion to the size of the population from four SAUs. The impact of ICTs on the students was measured based on the major purpose served by ICT enabled instructional process i.e., its impact on Research (Thesis/Dissertation/Article), Preparing and keeping up-to-date subject information, or Seminar/Workshop/Conference, Assignment and Project, Data Analysis, andConcept understanding.Each purpose was further analyzed based on three quality/attributesof ICTs in the educational process i.e.,Time-saving, Accuracy, and Ease. Each of these attributes was measured in a five-point continuum of agreement-disagreement. Close to half (49.4%) of the students strongly agreed, with the impact of ICTs on the time-saving aspect for research (Thesis/Dissertation/Article) purpose, 41.27 per cent of the students agreed, with the impact of ICTs on time-saving for Preparing and keeping up-to-date subject information,34.9 per cent of the students strongly agreed, with the impact of ICTs on time-saving for the Seminar/Workshop/Conference purpose, 39.6 per cent of the students strongly agreed with the impact of ICTs on time-saving for Assignment and Project purpose, 51.10 per cent of the students strongly agreed, with the impact of ICTs on time-saving for Data Analysis, On time-saving for Concept understanding it is seenthatthe majority (30.60%) of the students agreed, with the impact of ICTs.
Zenodo (CERN European Organization for Nuclear Research), 2022
Information Communication Technology (ICT) consists of a distinct set of technological tools and resources to create, disseminate, store and manage data and information. Conventional ICT tools like T.V., radio and telephone have already established their credibility and effectiveness in promoting the developmental schemes in rural and backward areas. The modern ICT tools are computers, internet and wireless communication technology in addition of powerful software's which can process and integrate sound, text and video into electronic media. ICT has the ability to prepare learners for a rapidly changing world scenario. They may use ICT as a tool to identify, analyze, exchange and present information as per their need. Information and communication technology (ICT) in education is the method of education that use information and communication technology to support, improve, and optimize the delivery of information. Information and communication technology can lead to improved student learning and superior teaching methods. The findings regarding utilization of ICT tools by the teachers may help the administrators and policy makers for formulating effective implementation strategy and policies regarding. The paper aims to study extent utilization of ICT tools by teaching staff in Agricultural Education. The data were collected through Questionnaire. Frequency, percentage, mean, standard deviation and Garrett rank analyses have been used in the analysis. Results of the study revealed that one third (38.00%) of Agriculture University teachers used ICT tools at medium extent and the most extent utilization ICT tool by teachers was Internet/ web services. Hence internet was highly used by teachers (92.00%) for gaining knowledge and majority (94.00%) of the teachers preferred internet more due to saves time.
International Journal of Academic Research in Business and Social Sciences, 2017
This study seeks to examine the use of ICT by students in the process of teaching and facilitating (PdPc) the subject of Agriculture. Experimentation and the quantitative method using questionnaires have been adopted in this study. The qualitative method using interviews is also carried out. The choice of the subject for the study is also done through the purposive sampling involving 96 Form Four students in Agriculture stream in 4 secondary schools in the District of Kubang Pasu. The study subject comprises of two conventional groups and two ICT groups. The descriptive statistic analysis is adopted, to explain the study variable based on the demography of gender and computer ownership. Meanwhile, the inference statistic analysis namely MANOVA and Pearson correlation are employed to the hypothesis of the study. The study outcome shows that there is a significant difference towards the variable of knowledge and interaction to both groups of students. The study finding also demonstrates that there is a significant difference between ICT knowledge and the aspect of student demography. The Pearson correlation analysis also shows that there is a significant relationship between the level of motivation and student interactions and the level of knowledge and student interaction. The interview analysis outcome finds that there are two main themes namely the factor that causes students to be more motivated if teacher uses ICT and there is a positive interaction effect if ICT is used during the PdPc. The conclusion from the study shows that the use of ICT in the PdPc process really leaves an impact on the knowledge, motivation and interaction of the students and it is able to increase the PdPc of Agriculture subject.
Information and Communication Technology (ICT) in agricultural education has paramount importance to bring reality to the teaching-learning process. In spite of committed efforts, the utilization of ICT tools in agricultural education is still not reaching the expectations of the stakeholders. Ample numbers of ICT tools were also been regularly designed and refined to suit the teaching-learning process in agricultural education. But the focus on the valid gaps for underutilization of ICTs has not been made by the researchers in the agricultural education system. To explore such gaps and to bring a modest approach to the faculty members to learn and efficiently utilize the ICT in their teaching endeavor, the present study was taken up under ICAR extramural research project during 2016-17 with the objective of assessing the extent of utilization of ICT by the faculty members in the State Agricultural Universities. The study revealed that there was 35.08 per cent awareness 29.45 per cent of accessibility 26.47 percent of knowledge, 23.38 per cent of application proficiency and 22.28 per cent of the frequency of usage by the faculty members on all ICTs. Highest utilization of ICTs was under Tools and Peripherals followed by Programs, Web Browsers and Search Engine', Personal Mails, Online Transactions and other components. Nearly half of the faculty members had a moderate extent of ICT utilization followed by less and extent of ICT utilization. Under 'tools and Peripherals', Computer, Printer and Pendrive; under 'Web Browsers and Search Engines', Google, Google Chrome and Microsoft Internet; under programs Microsoft Office, Adobe Reader and File explorer; under 'Personal Mails' Gmail, Yahoo mail and Rediff mail; under social networking sites Facebook, Youtube and Whatsapp were the top three ICTs used by the faculty members. Among the different academic activities, the ICTs were majorly used for Enrichment of subject knowledge, a collection of course materials, Class Room Presentation and other activities by the faculty members in SAUs.
INTERNET UTILIZATION PATTERN AMONG AGRICULTURAL STUDENTS
An exploratory study on internet utilization pattern among agriculture student is conducted in the Chandra Shekhar Azad University of Agriculture and Technology Kanpur. Examine study, Information sharing and entertainment related factors that may affect the adoption of an innovation or product such as personal computer laptop mobile etc. For the study, a scale was developed by Department of Agricultural extension to measure internet utilization pattern of 120 students and students were approached personally by the investigator for the collection of relevant data the result of study suggests that most of the respondents have the positive effect on their overall performance due to internet use.
Student and Faculty Perceptions of ICT Use in Undergraduate Agriculture Courses
Journal of Agricultural Education, 2013
Students and faculty in a land-grant college of agriculture were surveyed to determine their perceptions of current and future Information and Communication Technology (ICT) use in undergraduate agriculture courses. There was a large, positive relationship (r = .83) between student and faculty perceptions of the extent to which 40 specific ICT tasks were required in undergraduate courses. Students and faculty ranked the same five ICT tasks (receive email, send email, search the Internet, submit assignments as email attachments, and use Blackboard© to acquire course information) as being the most frequently required. Students and faculty agreed that all database tasks and many of the intermediate to advanced spreadsheet, word processing, graphics, Internet, and miscellaneous tasks were seldom required in undergraduate agriculture courses. While a majority of students and faculty indicated that future ICT use should be maintained at the current level in each of seven broad ICT areas, there were significant (p < .05) differences between faculty plans and student recommendations for future use of the Internet, databases, computer graphics, and specialized applications. Students were undecided to moderately positive about their course-related ICT experiences. These results indicate a need to better integrate intermediate and advanced ICT tasks into undergraduate courses.
ICT Utilization by the Faculty Members in State Agricultural Universities (SAU's): Gap Analysis
Information and Communication Technology (ICT) in agricultural education has paramount importance to bring reality to the teaching learning process. In spite of committed efforts, the utilization of ICT tools in agricultural education is still not reaching to the expectations of the stakeholders. Ample numbers of ICT tools were also been regularly designed and refined to suit to the teaching learning process in agricultural education. But the focus on the valid gaps for underutilization of ICTs has not been made by the researchers in agricultural education system. To explore such gaps and to bring a modest approach to the faculty members to learn and efficiently utilize the ICT in their teaching endeavor, the present study was taken up under ICAR extramural research project during the year 2016-17 with the objective of identifying and analyzing the gaps in ICT utilization by the faculty members in State Agricultural UniversitiesThe study revealed that there was thirty two per cent gap existed between Awareness and Frequency of Use of ICTs among the faculty members and was found as major gap followed by 28 per cent gap was found between Awareness and Application proficiency, 25.00 per cent gap between Awareness and Knowledge and 19.00 per cent gap between Accessibility and Frequency of Use of ICT by the faculty members. The Chi square test revealed that the personal factors viz., age, gender, academic qualification, designation, experience didn't have any impact on ICT utilization by the faculty members. The process factors like Awareness, accessibility, knowledge, application proficiency and attitude had strong impact on extent of ICT utilization by the faculty members. The 'R 2 ' value of 0.893 depicted that all the selected ten factors put together explained about 89.60 per cent variation in the utilization of ICT by the faculty members. Further, the process factors viz., knowledge and application proficiency significantly contributed to most of the variation in the utilization of ICT by the faculty members. The Information and Communication Technology (ICT) is a very broad term focusing on improving the quality, quantity and speed of information to reach the students in an educational system. ICT has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. With ICT, teachers are able to create their own material and thus have more control over the material used in the classroom than they have had in the past. ICT offers an excellent opportunity for improved coordination across the agricultural nexus, bridging the information gap, sharing information and creation of knowledge. Tinio (2002), states the potentials of ICTs in increasing access and improving relevance and quality of education in developing countries.
2011
Information and communication technologies (ICTs), particularly modern technologies such as computers and Internet, have considerable potentials to facilitate the process of teaching and learning in every educational organization. Using these technologies will also bring great benefits for agricultural educators. The purpose of this study was to investigate factors affecting the use of ICTs, which in this research refers to computer and Internet use by Iranian vocational agricultural educators. The descriptive research methodology was used in this study. The population consisted of 170 educators employed in public vocational agricultural schools in Zanjan province of Iran, during the 2008-2009 school year. Results showed that there was a statistically significant positive correlation between dependent variable, the use of ICTs, with independent variables including educators skills in using English language, computer and internet skills, extra monthly income they receive from areas r...
USAGE PATTERN OF ICT TOOLS BY THE FARM VARSITY STUDENTS IN INDIA
TJPRC, 2018
The present study was conducted in seven farm universities of Andhra Pradesh, Telangana, Bihar and Jharkhand states. Data were collected from 1051 students of 18 colleges pursuing Agriculture, Horticulture and Animal Husbandry courses. The interactive white board, television and projector were used daily by most of the students, while e-library and university website were occasionally used. Daily usage of ICT resources was more in Bihar followed by Telangana, Jharkhand and AP. The occasional usage of ICTs was more in AP followed by Telangana and at par in other two states. The availability of personal ICT tools was more in Jharkhand followed by Telangana, Bihar and AP. The availability of mobile/tablet was high in all states, while PC/Laptop and net connectivity was more with students of Jharkhand.