Index
1. Introduction
2. Importance of the subject & importance of the proposed research
3. Literature Review
4. Proposed research methodology & method of data analysis
5. Expended contribution of the study
6. Scope & Limitations of the study
7. Bibliography
1. Introduction
Today computers are no longer specialized tools used only by scientists or engineers. They do not hum behind sealed glass walls in climate controlled environments. Computer systems are everywhere-in places you can not see or would not anticipate to locate them. They are a fact of life, a common thread that ties together our education, work and home life. The importance of computers in our daily life will continue to increase.
Where computers are widespread, they are also a part of education. Computers are used in schools for many applications such as writing papers or searching the Internet for information. Computer skills are also a subject being specifically taught in many schools, especially from adolescence onward - when the ability to make abstractions forms.
Computer literacy is the knowledge and ability to use computers and technology efficiently. Computer literacy can also refer to the comfort level someone has with using computer programs and other applications that are associated with computers. Another valuable component of computer literacy is knowing how computers work and operate. Having basic computer skills is a significant asset in the developed countries.
2. Importance of the subject & importance of the proposed research
Just imagine what our world would be like without computers! We can see computer everywhere, so it’s a fact that a solid Computer Education is essential in today’s modern world. A Computer Education helps to prepare business professionals to perform at their peak, as nearly every aspect of commerce and business now rely heavily computers. Computer Education Schools can provide knowledge that is vital to conducting business, or just functioning day-to-day in our modern society.
Computer Education means gaining a thorough education in the use of computer technologies that affect us in all aspects of our daily life. Students are given the hands-on computer experience, knowledge, and skills that can qualify graduates for careers in business, education, commerce, mechanics, technology, healthcare, and nearly every other field. As well as being an important tool of business, computers have become an important part of the home office, making Computer Education essential for managing personal finance, paying bills, and other household chores.
Associate, bachelor, master, and doctorate degrees in Computer Education are awarded for applications in arts, humanities, government and business analysis, marketing, commerce, sciences, and in computer software and hardware. Depending on the concentration, graduates may be qualified to apply for employment in the fields of traffic control, education, building design, business management, mechanical and automotive trades, health care, banking and finance, and many others.
So, for all these things, Students must start their computer education while their schooling. But we must take care that they love to learn it not just by heart it.
3. Literature Review
1. The case for integrating computers into the classroom is summed up by a 2002 Department of Education report:
The latest research and evaluation studies demonstrate that school improvement programs that employ technology for teaching and learning yield positive results for students and teachers. Given that many schools and classrooms have only recently gained access to technology for teaching and learning, the positive outcomes of these studies suggest a future for education that could be quite bright if the nation maintains its commitment to harnessing technology for education.
2. The programme of Computer Literacy and Studies in Schools (CLASS) was started in 250 schools in 1984-85. It was extended to 500 more schools in 1985-1986 and another 500 schools in 1986-87. Evaluation of the scheme through the Space Application Centre, Ahmedabad reveals that:
¨ De-mystification objective of the project was partially achieved. 15.6% of the students were de-mystified as per the criterion developed for the evaluation.
¨ The project was implemented best in Kendriya Vidyalayas followed by State Government schools, aided/private schools in that order.
¨ In most of the schools "welcome package" was the most widely used package. All the packages supplied were not used in most of the schools.
¨ There was a long time lag in the sanction and installation of systems in the schools.
¨ English language posed a problem for both students and teachers in a large number of schools.
3. The NCERT and the CMC have started the work of generating software packages and 14 such packages have been developed and supplied to schools so far. The CMC has developed key boards and ROMS in 11 regional languages. The scheme has been revised on the basis of experience gained and evaluation. The salient features of the revised scheme expected to be finalized very soon include -
¨ Coverage of 13000 higher secondary schools by 1990.
¨ Supply of at least five systems in each school.
¨ Transaction of the programme at plus two level and integration of the programme with the curriculum.
¨ Resource support to schools through about regional, local and district level resource centers.
As far as Rajasthan is concerned there are a few schools where computer education is compulsory. In some private schools they are taking care of it. But now Global Talent Development Corporation, NIIT has entered into a contract with the Rajasthan Council of Elementary Education (RCEE) to introduce Computer Aided Learning in 1,672 Government Upper Primary Schools in 22 districts of Rajasthan within the framework of Sarva Siksha Abhiyan (SSA). The value of the contract is Rs. 214Mn.
Mr. L Balasubramanian, President, School Learning Solutions, NIIT Ltd. said, “We are honored to partner with the Government of Rajasthan in their initiative to promote computer education in schools. Receiving the mandate to carry out the largest implementation in 1672 schools of Rajasthan is a reflection of the confidence and faith vested in us by the government. NIIT has been in the forefront of providing state-of-the-art teaching curriculum in schools and we look forward to replicating this in the state.”
A number of organizations have collaborated with the Rajasthan Education Initiative (REI) and pledged their commitment to positive and affirmative action, by providing children with opportunities and resources to bring them up to par with other children placed in more advantageous circumstances.
The REI envisaged an integrated strategy revolving around two work streams:
- Using technological interventions for effective delivery of educational instructions (ICT Track); and
- Creating an enabling environment in which effective learning can take place, including care and concern of disadvantaged students (Non-ICT Track).
The Government of Rajasthan has so far signed 26 MOUs with various organizations in the two work streams since the launch of REI.
With working this REI Microsoft aims to accelerate computer literacy in Rajasthan by providing a comprehensive program (Project Shiksha), which includes software solutions, and comprehensive training for teachers. Over 8,000 school teachers from 3,000 schools per year will have an opportunity to strengthen their IT proficiency through this initiative over the next five years.
¨ Provision of comprehensive training, support and resources to Government school teachers and expose them to the latest computer technologies.
¨ Establishment of the Information Technology Academy (ITA) at Jaipur for 5 years, space provided by the State Government under SSA.
¨ Training of teachers through ITA and DIETs in 11 Districts (Jhunjhunu, Alwar, Churu, Hanumangarh, Nagaur, Sikar, Sirohi, Sri Ganganagar, Bhilwara, Jhalawar, Jaipur).
¨ Development of courseware, curriculum and training experts by Microsoft.
¨ Over 10,000 teachers trained from 4,500 Schools in 11 districts so far. Assessment, certification and monitoring of teachers by Microsoft.
¨ Annual national leadership awards for outstanding achievement by teachers in devising e-lesson plans.
¨ The future plans include seeking collaboration on Smart schools or Schools of future and PPP model for building teachers & student’s community.
4. Proposed research methodology & method of data analysis
The main methods of collecting evidence will be observations at school settings and interviews with teachers and a number of children at each site.
Observation includes the settings of labs, computers (both hardware & software), How much time students are spending in labs & with teachers. Are teachers are having sound knowledge of their relevant subject. They are providing practical knowledge of computer or not.
5. Expended contribution of the study
This study designed to inform the development of an information and communication technology strategy for the school years of education. As we know that children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children.
The adoption of new and emerging technologies by schools and classrooms offers even more reason to be hopeful. With sufficient access and support, teachers will be better able to help their students comprehend difficult-to-understand concepts and engage in learning, provide their students with access to information and resources, and better meet their students’ individual needs. If we take advantage of the opportunities presented to us, technology will enhance learning and improve student achievement for all students
OBJECTIVES
1. To examine the perceptions of school students towards computer education.
2. To locate the difference, if any, between male and female students regarding their perceptions towards computer education.
3. To investigate whether science and arts students demonstrate different perceptions towards computer education.
6. Scope & Limitations of the study
IT revolution has hit this country like hurricane not giving time for most of us to think or be careful before we act. A great hype is created and everyone appears to be swept off ones feet. Take this urgent investment that is being made to take computers into schools. No one has thought what would they deliver since we still have little by way of proven learning software. We certainly have none in local languages. Nor have we given a thought or understand clearly our objectives. I am; in fact, very concerned about the hype being created by all concerned about introducing the computer education in our school system. What is worrying me even more is the blind enthusiasm shown by our glamour-struck government and huge sums being invested for the purpose. Unfortunately no one who matters seems to have carefully studied what it would lead us to. I hope that this piece provokes a debate and cautions the community on how it may affect the new generation in terms of developing their learning faculties. Before proposing my hypothesis, let's understand what has, in the first place, lead us to believe that every Indian kid will suffer and be left behind unless he or she is computer professional.
There is a great demand for IT professionals in our country. In spite of the innumerable computer training institutions mushrooming all over the country, there is a shortage of the right kind. Those who find the employment, even within the country, are earning two to three times what their counterparts earn working in other sectors of our economy. Many of these get opportunities to migrate and earn even more. Good ones are climbing the success ladder so fast that it is invoking admiration all around, attracting many more to seek this garden path. Youngsters today can't be stopped from dreaming of their own IT venture and that's the best thing to happen.
The glossy success of many in the neighborhood and the magical glamour associated with the IT career has lead every parent to believe that learning computers in school will give his/her ward an advantage, an edge over others.
Imagine if every child has been using a digital calculator to add a set of 15 numbers or multiply 27 by 9. Would this not hurt its skills to do so mentally? And how about using 'MS Word' to write an essay in the school with its spell check feature. Would that help us to hand write a note without making spelling mistakes? Just think of giving up using a pen or pencil and let the inkjet do the job of writing. What if researchers stop wading through libraries to gather information and references before writing an article? Consider if instead, they were to take a shortcut to access already compiled references at computer speed via Internet Search Engines. Would all this help or hurt their learning faculties? Is it better to tie a float around our waist instead of learning to swim just because both stop us from sinking? We learn to walk, run and climb by ourselves. Some risk their lives to scale the Everest even without oxygen cylinder on their backs. All this can be done with technological aids but still we aspire for and enjoy doing it ourselves. If a human being wants to remain a master of its own future, shouldn't she or he first learn to do everything on her or his own steam? How else can one master these newly invented beasts of the Knowledge Age.
Before we let our youngsters develop the handicap by growing up with machine aided learning and sacrifice the development of their mental faculties, let's think carefully. Computers are automating tools. They are designed to take over the functions that were hitherto human. Spell check feature is to replace our ignorance and not to teach how to spell a word. Let the glamour also not cloud our thinking. Information technology products are being marketed with a great skill. Let's not get carried away by either the fear they imbibe or by the high voltage propaganda they unleash about how important the IT is.
Finally we have taken PCs into the classroom without bothering about the learning or teaching software. Computer is basically a self-learning tool. The quality of learning things on the computers depends solely on the availability and the quality of the software.
7. Bibliography
CHILDREN, PLAY, AND COMPUTERS IN PRE-SCHOOL EDUCATION
British Journal of Educational Technology Vol 36 No 2 2005
145–157l Techn
ology0007-1013
PERCEPTION OF SECONDARY SCHOOL STUDENTS TOWARDS COMPUTER EUCATION
E-journal of All
VOL.20, Nos: 3 & 4, September & December, 2008
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