Opportunities for Digital Agricultural Education in National Education Policy-2020 (original) (raw)
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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.
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.
Vocational and Technical Education Journal, 2020
The world of today is technology driven; it is required that students acquire digital skills to be able to fit into the changing world. Information and communication technology (ICT) has become a more systematic concept in the educational field. Considering the role of ICT in improving teaching and promoting quality learning, disseminating knowledge, facilitating feedback between teachers and students, the utilization of ICT in the delivery process of agricultural education in colleges of education is still not effective due to the fact that some teachers still make use of the traditional method of teaching students. This paper identifies ICT devices, ICT in teaching and learning, use of ICT in Agricultural education, challenges in using ICT in teaching and learning agricultural education. This paper also reviewed the various steps that can be taken to integrate the use of ICT in the delivery process of agricultural education in Colleges of education in Nigeria and came to a conclusion that the use of ICT in teaching and learning can help bridge the gap that exist between students and teachers, bring the students closer to authentic learning materials and in general improve the result gotten from the teaching and learning process. This paper recommends that policies should be made by the government to further enhance the utilization of ICT, the improvement of the knowledge of ICT among lecturers in colleges of education by organizing seminars, training and workshop and also government should ensure that colleges of education are properly funded with ICT devices and ensure that management staffs of ICT are employed to keep ICT centres running.
The world of today is technology driven; it is required that students acquire digital skills to be able to fit into the changing world. Information and communication technology (ICT) has become a more systematic concept in the educational field. Considering the role of ICT in improving teaching and promoting quality learning, disseminating knowledge, facilitating feedback between teachers and students, the utilization of ICT in the delivery process of agricultural education in colleges of education is still not effective due to the fact that some teachers still make use of the traditional method of teaching students. This paper identifies ICT devices, ICT in teaching and learning, use of ICT in Agricultural education, challenges in using ICT in teaching and learning agricultural education. This paper also reviewed the various steps that can be taken to integrate the use of ICT in the delivery process of agricultural education in Colleges of education in Nigeria and came to a conclusion that the use of ICT in teaching and learning can help bridge the gap that exist between students and teachers, bring the students closer to authentic learning materials and in general improve the result gotten from the teaching and learning process. This paper recommends that policies should be made by the government to further enhance the utilization of ICT, the improvement of the knowledge of ICT among lecturers in colleges of education by organizing seminars, training and workshop and also government should ensure that colleges of education are properly funded with ICT devices and ensure that management staffs of ICT are employed to keep ICT centres running.
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.
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.
CERN European Organization for Nuclear Research - Zenodo, 2022
A scale was developed to measure the perception of Agriculture University teachers and students about utilization of ICT tools in Agricultural Education by following the Liker's summated rating scale. Based on the review of literature and discussion with the experts, 124 statements were prepared on dimensions. Relevancy rating was sent to 250 scientists and extension specialists working in research institutes of Indian Council of Agriculture Research (ICAR), State Agricultural University and development Departments for critical evaluation of statements on five point continuum. Seventy five judges sent in time were analyzed and aggregate of 100 statements were selected by finding the relevancy weightage scores (RWS) equal or more than 0.75 and mean relevancy score of 3.00 were selected for the item analysis. In item analysis the selected statements were administered to 40 teachers and 40 students in non-sample area in University of Agricultural Sciences, Dharwad. Finally a total of 38 statements were selected for the study based on 'r' values (> 1.75) they were included in the final scale. The 'r' value of the scale was found to be 0.86, which was significant at one % level indicating the high reliability. The scale developed was found to be reliable and valid, hence it is recommended to use. To study, utilization of ICT tools in Agricultural Education.
ICT and challenges of agricultural extension education
Journal of Agricultural Extension and Rural Development , 2020
After the novel coronavirus outbreak, many countries closed universities. This situation urges to implement online delivery as an alternative method. This study aimed assessing the access to and use of ICT by students, the ICT competencies possessed by the students, and assesses the current level of students' readiness for online education methods in the developing country like Ethiopia. Sample of 106 undergraduate students were selected. Semi-structured survey questionnaire was used for data collection. The findings revealed that most of the students have very limited access to and use of different types of ICTs. Mobile phones are the most popular ICT tool used by students. Poor ICT using competencies is another problem observed. ICT experts in the field of online education need to plan smartphone-based technologies, and it is recommended to offer zero-rated access to specific educational websites, and offer free or discounted mobile internet packages to all students who need it to switch to online classes.
E-LEARNING FOR AGRICULTURE EDUCATION IN INDIA
E-learning is a modern way of learning now days. It includes electronic media in the field of education. E-learning makes use of (ICT) information and communication technology. Now a day, In every field like learning in medical or learning in agriculture, e-learning is going popular to use. E-learning involves various types of media that provide video, audio, images and text. E-learning uses the intranet/ extranet / internet, and widens the horizon of traditional learning. This article explores the time when the concept of elearning was introduced, mentions its basic principles, discuss the ways in which it is superior than the traditional educational system. E-Agriculture is a rising field that specialize in the improvement of agricultural and rural development through improved and updated information and communication processes. Specifically, e-Agriculture involves the conceptualization, design, development, analysis and application of innovative ways in which to use information and communication technologies (IT) within the rural domain, with a primary specialize in agriculture. E-Agriculture may be a comparatively new term and that we totally expect its scope to alter and evolve as our understanding of the realm grows.