INTERNATIONAL CONFERENCE

Of

ALL INDIA ASSOCIATION FOR EDUCATIONAL RESEARCH
on
IMPROVING RURAL EDUCATION
on
10-12 OCTOBER 2005
at
ANGEL MATRICULATION HIGHER SECONDARY SCHOOL,
THIRUNINRAVUR, NEAR CHENNAI, TAMIL NADU

ABSTRACTS OF THE PAPERS

 

 

Instructional Use of Internet by Teachers in Rural Schools

 

Kalai Arasi,N,  SG Lecturer, NKTN College of Education for Women, Triplicane, Chennai-5 &Miss. J. Lakshmi, P.G. Teacher in Economics, Government Higher Secondary School, Chennai.

 

ICT, particularly, Internet in education will improve memory retention, increase motivation and generally deepen understanding. Integration of Internet in teaching learning process brings about several benefits to the learner and the teacher such as sharing of resources and learning environments as well as the promotion of collaborative learning and general move towards greater learner autonomy.  As ICT enters every classroom the teacher becomes leader, helper, partner and evaluator, combining the traditional role of subject expert with that of a manager.  Hence, teachers must begin to reappraise the methods by which they meet children’s learning needs and match curricula to the requirements of human thought.  Thus, the main focus of this study on Instructional use of Internet by rural teachers will help to know the number of teachers using Internet facilities as a means of improving efficiency in the educational process, as it is an anonymity.  It will also attempt to assess the various dimensions of instructional use of Internet by rural teachers who play a pivotal role in the teaching learning process in the rural schools centred on whom the entire range of academic activities are planned and implemented in the countryside. It was found that secondary and higher secondary teachers working in rural schools are using internet moderately for instruction. Instructional use of Internet by female teachers has been found to be higher than that of male teachers working in rural schools. Similarly, Science teachers are found to use internet comparatively better than that of arts teachers working in rural schools. But, types of rural school in which the teachers are serving do not have any significant impact on Instructional use of Internet by the teachers. From the results, it is evident that policy makers and academic practitioners should provide appropriate infrastructure and motivation, adequate training and opportunities to teachers in gaining skills and abilities required to utilize knowledge contained in various forms around the world.

______________________________________________________________________________________________

 

A Study of The Use Of ICT in Rural Area of South Gujarat

 

Kalpesh Tandel , IC Principal & Mr.Manish Patel ,Lecturer, R.K.Desai College of Education, Vapi

 

Information & communication Technology (ICT) is universally acknowledge as an important catalyst for social transformation and national progress. However disparities in the level of ICT readiness and use could translate into disparities in level of productivities and hence could influence a country’s rate of economic growth. Understanding and leveraging ICT is therefore critical for countries   striving for continued social and economic progress. The objective of this research was to study the effectiveness or the achievements of the objectives of computer education in rural schools of Navsari District of South Gujarat. For this purpose   eight schools of Navsari district was chosen , where  in 270 students taking computer - education in standard 9^th and 8^th & Computer teachers were included. The opinions of the students were obtained by self constructed opinionnairre and teachers were contacted directly. The conclusion was that there not much problems regarding theoretical & Practical education of Computer . But the major problems found with the physical facilities and availabilities of reference materials.

_____________________________________________________________________

 

An Impact of ICT in Rural Education

 

Kamalnayan Parmar, Lecturer, SRP Anada College of Education, Borsad, District: Anand , Gujarat  382480Telephone: (02696) 222519,Mobile: 9825398809, E Mail: [email protected]

 

 

Role of Library in Improving Rural Education

 

Kamatchi,S, Librarian, N.K.T. National College of Education for Women, Chennai- 5

 

Library is a nucleus of all social activities. Rural people have different interest and needs. They are still so many individuals, who live in rural areas, experiencing difficulty to reach the library campus for varied reasons chiefly because of distance, cost and time. Extension Services of Libraries in promoting Rural Education Libraries are nowadays developing certain new types of work. In addition to their being directly educative and recreational, they also load to good public relations as an important secondary product.  Such new line of activities may be referred to as the "Extension Service" or" Publicity" or "Propaganda" activities.  Extension service is said to be a specialized form of activity reading community to users, who are aware and /or unaware of availability of resources and services in a library. The library has to increase its utility and also to carry its message to the society who for some reason or other, do not use it at all. Extension Service – Activities through library publicity. Arranging book exhibitions, Arrangement of public lectures. An important method of extension services is to arrange library ends or book weeks with either youth or children or any social institutions. In developed countries, the provision non-book materials such as recordings, radio transcriptions, motion pictures, film stripes, lantern slides, television etc. The library services are also extended to the blinds, children at school. The modest form of extension services is the celebration of local festivals. A library can adopt   one and/or more of the any forms of extension services discussed above simultaneously for its different groups. Almost all forms can be enhanced and made more effective by operating the audio-video aids especially in reaching the rural areas. Mobile libraries play a vital role in rural and remote communities of low-density population.

_____________________________________________________________________

Rural Teachers Performance: Challenges, Opportunities, and Suggestions

 

Karthigai Selvi,K.R, Lecturer, Dr.GRD College of Education, Coimbatore-14

 

The key challenge of India is to rapidly provide its illiterate rural population with opportunities to become literate, and to develop basic and useful thinking, application and problem-solving skills, which can be effectively deployed to raise productivity, entrepreneurship, and standard of living in the country. This challenge can be faced only through the best performance of rural teachers. There is a significant shortfall in the quantity of teacher available. Among these available teachers, they have little understanding of how to spark creativity in children. Quality teachers are missing link in Indian education. Performance of teachers, especially rural teachers are not satisfactory. This paper deals with an analysis where problem lies and support mechanisms can be put in place as follows: Academic support to improve knowledge, Support for imparting teaching skills, Enhancing teacher motivation, Better representation to disadvantaged groups,  Flexibility in curriculum, Better management and feedback mechanisms, Process of professional preparation and Enhancing multigrade teaching situation.

____________________________________________________________________

Strategies for Enhancing Rural Teachers’ Development

 

Kinnary Bharatbhai Patel, Lecturer, B.J. Patel College of Education, Bardoli

 

India is predominantly rural society.  For the development of rural areas, education plays a vital role.  The vast system of education continues to be essentially teaching and teacher oriented.  This paper gives a scenario of the plan of action for rural teachers’ development which would enable the teachers to really assume & play successfully the various roles envisaged for them.  The presented has discussed the problems faced by the teachers in rural areas.  The presented has recommended some strategies to enhance rural teachers’ development like: orientation programmes, orientation for innovative projects, teacher fellowship, study leave, newsletters, magazines & bulletins of teachers, summer schools, resource centres, distance learning etc.  There is also a need to improve teacher education programmes in regard to specific problems.  Teachers should also be given training in things such as agricultural & co-operative extension,  environmental education, rural health education, skills for teaching & guiding young people in rural areas, handicrafts, strong leadership training etc.  In addition to this, training for use of audio-visual materials, ICT literacy, training of adjustment, development of TQM, personality development programme, development of communication skill etc. should be given to rural teacher for their development.  Thus, the teacher in a rural school, even more than his urban counterpart, needs the stimulation of continuous education to renew him professionally & to upgrade his qualifications & competence. 

_____________________________________________________________________

Utilization of Services Various Human Resources and the Students Activities in Rural Areas: A Study

 

Kishorbhai M.Patel, Smt.I.N.Tekrawala Higher  Secondary School, Rander Road, Surat

 

The investigator has Selected 45 girls and 45 boys with the help of random Sampling from the School of rural area and gave them Questionnaire. It was found that the Parents of the Students are not able to guide their kids for their Study and co-curricular activities because they are illiterate.   Most of the rural Students are taking interest only in game activities.   Most of the rural students believe that a running course is too   hard for the Examination. They are not able to express their ideas in there own language.   As being rural Students they have too much home work, hence they can-not Study freely and enjoy their Younger life. Most of the rural Students believe that co-curricular activities should be related with their age stage. Most of the rural Students believe that there must be need regarding tuition because of too much enrolment of the Students. Suggestions include: Training Programme as MTA and PTA for the parents regarding their kids guidance; Increase physical facilities regarding modern technology and increase climates regarding various types of games and the teacher should introduced various activities; Balance regarding home work, not only that but there should be subject wise time table for home work and guidance too; Co-curricular activities related with their age and Education Stage according their rural local sources; Training  for efficiency in reading and writing too; Giving proper guidance for passing their time in creative work and for using their efficiency; Proper guidance and Counseling regarding their future career at this Stage in the rural School Level.

_____________________________________________________________________

 

Education for All

 

Komalavalli,S, B.Annapoorani, Lecturers and  S.Manimegalai, Librarian, N.K.T.National Teacher Training Institute for Women, Chennai – 600 005

 

Education is a Human need. UNESCO Bulletin States, “Education has the dual function of transmitting to the new generation, the heritage of the past with its accumulated wisdom in the history of human kind, and preparing it for the present and the future that the emergent needs of society and individuals hold before us”. Basic aim of education should be the development of the individual’s personality. The programme “Education for all” includes early childhood education, education of girls, education of the impaired, disabled handicapped children and other population. In addition, it also aims to quantify education received by all. This paper deals with the condition of EFA in rural areas with emphasis given to a few categories like the SC/ST people, the physically and mentally challenging people and women. The government has taken several steps to reach the target EFA, but still we lag behind. Our dream to make the society a learning society is yet to be fulfilled. The strategies of EFA may be: 1.A survey programme should be taken to collect information about the dropouts and non-school attending children; 2.Taking into consideration, the needs and aspirations of the people, a programme of development should be pursued by the help of different agencies in the area; 3.The teacher should remain in charge of undertaking the survey in consultation with the members of the community; 4.Experts of home science should help the village girls and women, the art of preparing fruit juice, jams and jellies and also stitching; 5.To teach the pupil, the fundamentals of mathematics and language, proper institutional materials should be provided. In EFA emphasis must be given on health education, nutrition education, games and arts; 6.To implement the programme of EFA, UEE, ECCE, MLL (Minimum level of learning) and women’s education must be improved; and 7.Research activities should be undertaken to meet the challenges presented by the problems of non-enrolment, non-attendance, wastage and stagnation, adult literacy and to introduce innovative practices in the educational settings.

_____________________________________________________________________