The Use of Ict by The Teachers

THE USE OF ICT BY THE TEACHERS AND STUDENTS IN
UNIVERSITY OF HARIPUR AT B.S LEVEL
Farwa Sajid
Roll No. 6150
DEPARTMENT OF EDUCATION
UNIVERSITY OF HARIPUR
KHYBER PAKHTUNKHWA, PAKISTAN
2018
THE USE OF ICT BY THE TEACHERS AND STUDENTS IN
By
Farwa Sajid
Roll No. 6150
A thesis submitted in partial fulfillment of the

requirement for the degree of
Bachelor of Education (Hons) Elementary
Department of Education
University of Haripur
Haripur, Khyber Pakhtunkhwa, Pakistan
2018
CERTIFICATION
Certified that the contents and form of thesis entitled “THE USE OF ICT BY THE
TEACHERS AND STUDENTS IN UNIVERSITY OF HARIPUR AT B.S
LEVEL” submitted by Farwa Sajid have been found satisfactory for the requirement
of the degree of B.Ed. (Hons).
----------------------------
Mam Haleema Bano
----------------------------
External Examiner
----------------------------
Date: -------------------- Chairman
AUTHOR’S DECLARATION
I, Farwa Sajid D/O Mohammad Sajid Roll No. 6150 Registration No.14F-UH-
142, a student of B.S (Hons) at University of Haripur, do hereby solemnly declare that
the thesis entitled, “Use of ICT by teachers and students in University of Haripur at
B.S level” submitted by me in partial fulfillment of B.S degree in Education, is my
original work and has not been submitted or published earlier or shall not, in future be
submitted by me for obtaining any degree from this or any other university or
institution.
______________________
Farwa Sajid
Dated:_________________
FORWARDING SHEET
The thesis titled, “The use of ICT by the teachers and students at University of
Haripur”, submitted by Ms. Farwa Sajid, Roll No 6150 in partial fulfillment of the
requirement for the degree of B.S in Education, has been completed under my
guidance and supervision.
I am satisfied with the quality of student’s research work.
_______________________
Haleema Bano
Supervisor
Dated: ____________________
APPROVAL SHEET
Title of thesis: The use of ICT by the teachers and students in University of Haripur
at B.S level
Name of Student: Farwa Sajid
Accepted by the department of education, Haripur University, in partial

fulfillment of the requirements for the B.S Degree in Education.
_____________________________
Mam Haleema Bano
Supervisor
Viva Voce Committee
___________________________________
External Examiner
___________________________________
Member
_________________________________
Chairman,
Dated: _______________________
DEDICATION
I dedicated this piece of research
To the Holy
PROPHET MUHAMMAD (SAW),
Who blessed me in all the hardship of my life and
My
Respectable Teachers and Parents
Who encouraged me to receive knowledge and inculcated in my heart and soul
The love and curiosity for education.

TABLE OF CONTENT
S.No. Pages
1 INTRODUCTION 01
1.1 STATEMENT OF THE PROBLEM 05
1.2 OBJECTIVES OF THE STUDY 05
1.3 SIGNIFICANCE OF THE STUDY 06
1.4 DELIMITATION OF THE STUDY 06
2 LITERATURE REVIEW 07
2.1 INFORMATION AND COMMUNICATION
07
TECHNOLOGY (ICT)
2.2 EMERGING TRENDS IN EDUCATION 07
2.3 IMPORTANCE OF ICT IN PRESENT ERA 10
2.4 USE OF ICT IN THE 21st CENTURY CLASSROOMS 11
2.5 ROLE OF ICT IN EDUCATION IN GENERAL 11
2.6 ROLE OF ICT IN HIGHER EDUCATION 13
2.7 BENEFITS OF INTEGRATING ICT IN HIGHER
16
EDUCATION
2.7.1 Benefits to Students 16
2.7.2 Benefits to Employers 16
2.7.3 Benefits to Governments 16
2.8 USE OF ICT IN PAKISTANI CONTEXT 17
2.9 ICT IN HIGHER EDUCATION CHALLENGES 21
2.10 USES OF ICT 22
2.10.1 Radio and TV Broadcasting used in Education 22
2.10.2 Teleconferencing 22
3 RESEARCH METHODOLOG 24
3.1 POPULATION 24
3.2 SAMPLE 24
3.3 RESEARCH INSTRUMENT 24
3.4 DATA COLLECTION 24
3.5 DATA ANALYSIS 24
4 DATA ANALYSIS 25
5 SUMMARY, FINDINGS, CONCLUSIONS AND 38
i
RECOMMENDATIONS
5.1 SUMMARY 38
5.2 FINDINGS 38
5.3 CONCLUSION 43
5.4 RECOMMENDATIONS 44
REFERENCES 45
APPENDIX 50
ii
LIST OF TABLES
S.No. Title Page No
1. Table No 1 25
2. Table No 2 26
3. Table No 3 26
4. Table No 4 27
5. Table No 5 28
6. Table No 6 28
7. Table No 7 29
8. Table No 8 30
9. Table No 9 30
10. Table No 10 31
11. Table No 11 31
12. Table No 12 32
13. Table No 13 33
14. Table No 14 33
15. Table No 15 34
16. Table No 16 34
17. Table No 17 35
18. Table No 18 36
19. Table No 19 36
20. Table No 20 37
iii
ACKNOWLEDGEMENTS
All glory be to Almighty Allah, the Creator of this universe, who
blessed me with an opportunity to make this humble contribution. All praises, respect
and Darood-o-Salam are due to the Holy Prophet Hazrat Muhammad (Sallalla-ho-
Alay-i-Wasallam), whose pious teachings and practices have led me to carry out this
work in a successful manner.
I am thankful to Dr Saeed khan for his kind support, illustrative advice,
and immense help, throughout the completion of this work, at the same time to the
whole faculty education department for guidance and facilitation .I would like to
express my profound thanks to my research supervisor Madam Haleema Bano, for
believing in me and for her continuous thought provoking feedback in whole research
venture that literally enable the completion of this task
I am grateful to all of friends and senior fellows specially Umair Akhtar in
M.Phil. (Scholar) in Education department who did whatever was possible in order to
get this work completed. Last but not least, I would like to thank all people who have
helped and inspired me during research
Farwa Sajid
iv
ABSTRACT
The current research study focused upon the use of ICT by the teachers and students
in university of Haripur at BS level. The research design applied was survey that was
conducted by questionnaire to the male and female students at University level. The
objective of the study was to find out about the use of different forms of ICT by the
teachers and students of University of Haripur. The sample was drawn on random
bases; included were both male and female students at University of Haripur who
could easily be accessed. Thus the total sample comprised of 50 male and 50 female
students. The tool was validated via expert opinions by the supervisor and other
teachers from department. This was analyzed afterwards using statistical tools of
percentage and chi-square within the respondents. After analysis, the most of the male
teachers use ICT tools for learning process as compared to female teachers and
students also recorded that teachers use ICT tools i.e. Laptop, multimedia for learning.
It is recommended that the administration of the University of Haripur may ensure
equal excess of male and female students to all ICT resources and provision of ICT
lab in every department may help and prove the use of ICT by female students at the
Key Words: ICT, Multimedia, teachers and students, University level.
v
Chapter 1
INTRODUCTION
ICT is the key wellspring of capable systems utilized as a part of instructive
establishments all through the world. ICT in Pakistan is at its underlying stage
however ideally moving right way however the tranquility of advance is moderate.
Coordinate class instructing, where communicated programming substitutes for
educators on a brief premise; • School broadcasting, where communicated
programming gives corresponding educating and learning assets not generally
accessible; and • General instructive programming over network, national and global
stations which give general and casual instructive openings.
Information and communication technologies (ICT) have become
commonplace entities in all aspects of life. Across the past twenty years the use of
ICT has fundamentally changed the practices and procedures of nearly all forms of
endeavor within business and governance. Education is a very socially oriented
activity and quality education has traditionally been associated with strong teachers
having high degrees of personal contact with learners. The use of ICT in education
lends itself to more student-centered learning settings. But with the world moving
rapidly into digital media and information, the role of ICT in education is becoming
more and more important and this importance will continue to grow and develop in
the 21st century.
Higher education systems have grown exponentially in the last five decades to
meet the demands of quality education for all. This aspect has further gained
momentum due to swift advancements in Information and Communication
Technology (ICT). Demand for skilled and competent labor is ever increasing in the
contemporary globalized society. In this backdrop, access to quality in higher
1
education for all has emerged as determining factor of economic growth and
development. In order to increase the access to higher education and improving its
reach to the remotest parts of the country contribution of open and distance learning
facilities is on the increase. In addition, it is catering to life-long learning aspirations
and that too at affordable cost. The last two decades have witnessed the inclusion of
developments in ICTs in higher education systems around the world. Even then the
challenge to develop a higher education system that is flexible and dynamic so as to
holistically integrate the technology in the management and delivery of learning
programs is daunting. The focus of this paper is to examine the role of Information
and Communication Technology (ICT) in higher education in India in the 21st
century.
The rise of ICTs as learning advances has agreed with a developing
mindfulness and acknowledgment of elective hypotheses for learning. The
speculations of discovering that hold the best influence today are those in light of
constructivist standards (Duffy and Cunningham, 1996). These standards place that
learning is accomplished by the dynamic development of information bolstered by
different points of view inside significant settings. In constructivist speculations,
social associations are believed to assume a basic part in the procedures of learning
and discernment (Vygotsky, 1978). The qualities of constructivism lie in its
accentuation on learning as a procedure of individual comprehension and the
improvement of importance in ways which are dynamic and interpretative. In this
space learning is seen as the development of significance as opposed to as the
remembrance of realities (Lebow, 1993; Jonassen and Reeves, 1996).
Learning approaches utilizing contemporary ICTs give numerous chances to
constructivist learning through their arrangement and support for asset based,
2
understudy focused settings and by empowering figuring out how to be identified with
setting and to rehearse (Berge, 1998; Barron, 1998). As said already, any utilization of
ICT in learning settings can act to help different parts of information development and
as an ever increasing number of understudies utilize ICTs in their learning forms, the
more articulated the effect of this will progress toward becoming.
The present current more youthful age is now and then alluded to as Age X
since they feel "X-ed." out of customary openings. This age of the twenty-first
century ought to end up referred to, in any case, as Age E since they are turning into
the most entrepreneurial age since the Mechanical Insurgency. Upwards of 5.6 million
Americans more youthful than age 34 are currently attempting to begin their own
particular organizations today. 33% of new business people are more youthful than
age 30, in excess of 60 percent of 18-to 29-year-olds say they need to possess their
own particular organizations, and about 80 percent of would-be business people in the
Unified States are between the ages of 18 and 34! (Ernst and Youthful, 2000)
With those dangerous numbers have come comparative increments in the field
of business enterprise training. The ongoing development and improvement in the
educational module and projects committed to enterprise and new pursuit creation has
been astounding. The quantity of schools and colleges that offer courses identified
with business has developed from a modest bunch in the 1970s to 1,600 of every 2003
(Katz, 2003).
Contemporary ICTs can give solid help to every one of these prerequisites and
there are currently numerous remarkable cases of world class settings for competency
and execution based educational program that make sound utilization of the
affordances of these innovations (e.g. Oliver, 2000). For a long time, educators
3
wishing to embrace such educational program have been constrained by their assets
and apparatuses yet with the expansion and far reaching accessibility of contemporary
ICTs, numerous confinements and obstructions of the past have been expelled. Also,
new advancements will keep on driving these types of adapting further. As
understudies and instructors access higher data transfer capacities, more
straightforward types of correspondence and access to sharable assets, the ability to
help these quality learning settings will keep on growing.
Data and correspondence innovation (ICT) is a power that has changed
numerous parts of the way we live. If one somehow happened to look at such fields as
medication, tourism, travel, business, law, managing an account, designing and
engineering, the effect of ICT over the previous a few decades has been gigantic. The
way these fields work today is limitlessly not quite the same as the ways they worked
previously. Yet, when one takes a gander at training, there appears to have been an
uncanny absence of impact and far less change than different fields have encountered.
Various individuals have endeavored to investigate this absence of action and impact
(eg.Soloway and Earlier, 1996; Collis, 2002).
There have been various variables hindering the discount take-up of ICT in
instruction over all parts. These have included such factors as an absence of
subsidizing to help the buy of the innovation, an absence of preparing among built up
showing specialists, an absence of inspiration and need among instructors to receive
ICT as showing apparatuses (Starr, 2001). In any case, as of late, factors have risen
which have fortified and urged moves to embrace ICTs into classrooms and learning
settings. These have incorporated a developing need to investigate efficiencies
regarding program conveyance, the open doors for adaptable conveyance gave by
4
ICTs (e.g. Oliver and Short, 1996); the limit of innovation to offer help for altered
instructive projects to address the issues of individual students (e.g. Kennedy and
McNaught, 1997); and the developing utilization of the Web and WWW as
instruments for data access and correspondence (e.g. Oliver and Towers, 2000)
As we move into the 21st century, these variables and numerous others are
applying solid powers as a powerful influence for the selection of ICTs in instruction
and contemporary patterns propose we will soon observe substantial scale changes in
the way training is arranged and conveyed as a result of the openings and affordances
of ICT. This paper looks to investigate the probable changes we will find in
instruction as ICT goes about as an intense specialist to change a significant number
of the instructive practices to which we have turned out to be acclimated. Specifically,
the paper will investigate the effect both present and rising data and correspondence
advancements will probably have in coming a very long time on what is found out,
when and where learning will happen and how the learning will happen..
1.1 STATEMENT OF THE PROBLEM
The current research study explores the use of ICT in terms of its usage for
effective learning at higher educational level. It leads to the finding the use of ICT by
the teachers and students in the University of Haripur at B.S level.
1.2 OBJECTIVES OF THE STUDY
Objectives of the study were:
i. To find out about the use of different forms of ICT by the teachers of
University of Haripur at B.S level
ii. To find out about use of different forms of ICT by the students of University
of Haripur at B.S level
5
1.3 SIGNIFICANCE OF THE STUDY
Findings of this study will help university teachers to improve their
perceptions and practices, compare their perceptions and practices with recent ICT
forms and to improve their teaching methods by using ICT. It is also helpful for the
students how to use ICT effectively for various purposes in their study. It is also
helpful for curriculum developers to incorporate material which provokes to use of
ICT tools.
1.4 DELIMITATION OF THE STUDY
This study was delimited to the University of Haripur due to limited time and
resources.
6
Chapter 2
REVIEW OF RELATED LITERATURE
2.1 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
ICTs stand for information and communication technologies and are defined,
for the purposes of this primer, as a “diverse set of technological tools and resources
used to communicate, and to create, disseminate, store, and manage information.”
These technologies include computers, the Internet, broadcasting technologies (radio
and television), and telephony.
Different technologies are typically used in combination rather than as the sole
delivery Mechanism. For instance, the Kothmale Community Radio Internet uses both
radio broadcasts and computer and Internet technologies to facilitate the sharing of
information and provide educational opportunities in a rural community in Sri Lanka.
The Open University of the United Kingdom (UKOU), established in 1969 as the first
educational institution in the world wholly dedicated to open and distance learning,
still relies heavily on print-based materials supplemented by radio, television and, in
recent years, online programming. Similarly, the Indira Gandhi National Open
University in India combines the use of print, recorded audio and video, broadcast
radio and television, and audio conference audio conferencing technologies
2.2 EMERGING TRENDS IN EDUCATION
We live in a society that is immersed in technology development, where
progress of the Information Technologies and Communication Technologies (ICTs)
has changed our way of life, impacting many areas of knowledge. In education, ICT
has proven to be a great support to both teachers and students. It's called information
technology and communication (ICT) and to enable the acquisition, production,
storage and processing, reporting, recording and presenting information in the form of
7
voice, images and data contained in nature acoustic signals, optical or
electromagnetic. ICTs include electronic as a base technology that supports the
development of telecommunications technology, computers and audiovisual (Duta,
2012). Since the emergence of the new technologies and especially the Internet, have
not stopped generating opportunities, projects, platforms and initiatives that have to
do with learning. Schools and institutes possibly were the first to develop many
proposals that deal with this issue.
The acknowledgment of online electronic instruction in schools, colleges and
corporate associations is currently unavoidable. This is made conceivable to a great
extent by the rise and fast improvement in overall data and PC interchanges
advancements. The underlying incredulity with which online electronic instruction
was welcomed is currently winding down away. We are currently seeing not just the
offering of a course or two online in conventional colleges however the foundation of
undeniable degree programs on the web and online colleges (Phoenix, 2006; Cardean,
2006; Colorado, 2006).
Indeed, even with these advancements, online electronic courses in science
and building are not as far reaching as courses in different trains in advanced
education. The explanations behind this are, science and building instruction has,
customarily, been content focused, outline arranged, and is saturated by the
improvement of critical thinking abilities (Bourne, 2005). It is further contended that a
portion of the uncommon needs of undergrad science and building training have not
been very much served by strategies for online instruction
In particular, research facilities are a backbone of building training, as are
numerical establishments and configuration devices. Research facilities (Grose, 2003;
Peterson, 2002) are remarkably hard to give online as a result of the conventional
8
want for the immediate task of instruments. Correspondingly, course materials that
require noteworthy utilization of arithmetic have not been as simple to actualize as
themes that require just content based discourse (Bourne, 2005). For online science
and building instruction to be extensively acknowledged and used
The capability of sight and sound in training has a hypothetical establishment.
Bagui (1998) and Daniels (1995) outlined the hypothesis of multi-direct
correspondence in help of the potential for mixed media. As indicated by this
hypothesis, people have a few channels by which information is conveyed. On the off
chance that data is introduced by means of at least two of these channels, there will be
extra fortification and, subsequently, more prominent maintenance, accordingly
enhancing learning (Ellis, 2004). Additionally bolster for the potential advantages of
interactive media is offered by look into in learning styles. McCarthy (1997)
investigated learning styles and distinguished four particular ways to deal with taking
in: the sensor, the analyzer, the practitioner, and the maker. A mixed media approach
exhibits the possibility to deliver these diverse ways to deal with learning, as was
proposed by the exploration of (Riding and Grimley, 1999).
Another manner by which rising ICTs are affecting on the substance of
training educational module originates from the manners by which ICTs are
overwhelming such an extensive amount contemporary life and work. As of now
there has developed a requirement for instructive foundations to guarantee that
graduates can show proper levels of data proficiency, "the ability to distinguish and
issue and afterward to recognize, find and assess important data keeping in mind the
end goal to draw in with it or to tackle an issue emerging from it" (McCausland,
Wache and Berk, 1999, p.2). The drive to advance such improvements originates from
general moves among organizations to guarantee their graduates show not just
9
abilities and learning in their subject spaces yet in addition general properties and
bland aptitudes. Generally nonexclusive aptitudes have included such capacities as a
capacity to reason formally, to take care of issues, to impart successfully, to have the
capacity to arrange results, to oversee time, venture administration, and cooperation
and collaboration abilities.
2.3 IMPORTANCE OF ICT IN PRESENT ERA
Learning to use technology is important, but also in educational contexts have
to be directly related to learning content that we had laid out. These technologies
should help comply with the competences previously designed. Moreover, technology
has meant the opportunity to generate many learning spaces which are not always
managed or controlled by a figure such as the teacher. Currently, learning to perform
many activities can be resolved, in part, looking for tutorials in the networks. But
clearly that while it is easy to learn to use platforms or an application which is more
complicated to learn to make them serve as an educational tool, and this is where one
of the most important teacher’s orders lies.
The technology does not involve an adaptation of the above tools, but also as a
paradigm shift of learning. In this sense, there is no university in the world that does
not already have the digital platform or campus to develop part of their learning
activities or even most of these. Moreover, the approach of e-learning has been
changing up do proposal from learning really motivators and even thrilling (Bach &
Fores, 2007). But just as initially the virtual university campuses were one of the
centers of learning, at present the network is itself already a great tool to learn and get
to contents. In addition, the emergence of social networks has brought a new
paradigm of spaces where one can learn. In fact, it would be a mistake at this moment
10
stop to consider the networks as one of the important learning spaces. There are
authors who choose to directly affirm that is needed connected to learn (Jubany, 2012)
2.4 USE OF ICT IN THE 21st CENTURY CLASSROOMS:
The field of higher education has been affected by ICTs, which have
undoubtedly affected teaching, learning and research .ICTs have the potential to
accelerate, enrich, and deepen skills, to motivate and engage students, to help relate
school experience to work practices, create economic viability for tomorrow's
workers, as well as strengthening teaching and helping schools change .Contemporary
ICTs are able to provide strong support for all these requirements and there are now
many outstanding examples of world class settings for competency and performance-
based curricula that make sound use of the affordances of these technologies (Oliver,
2000).
The use of ICT will not only enhance learning environments but also prepare
next generation for future lives and careers .Changed pool of teachers will changed
responsibilities and skill sets for future teaching involving high levels of ICT and the
need for more facilitative than didactic teaching roles (Littlejohn et al., 2002).
Students using ICTs for learning purposes become immersed in the process of
learning and as more and more students use computers as information sources and
cognitive tools, the influence of the technology on supporting how students learn will
continue to increase.
2.5 ROLE OF ICT IN EDUCATION IN GENERAL
The field of education has been affected by ICTs, which have undoubtedly
affected teaching, learning, and research (Yusuf, 2005). A great deal of research has
proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the
potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage
11
students, to help relate school experience to work practices, create economic viability
for tomorrow's workers, as well as strengthening teaching and helping schools change
(Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005)
ICTs can enhance the quality of education in several ways, by increasing
learner motivation and engagement, by facilitating the acquisition of basic skills, and
by enhancing teacher training. ICTs are also transformational tools which, when used
appropriately, can promote the shift to a learner centered environment. ICTs,
especially computers and Internet technologies, enable new ways of teaching and
learning rather than simply allow teachers and students to do what they have done
before in a better way. ICT has an impact not only on what students should learn, but
it also plays a major role on how the students should learn. Along with a shift of
curricula from “content-centered” to “competence-based”, the mode of curricula
delivery has now shifted from “teacher centered” forms of delivery to “student-
centered” forms of delivery. ICT provides motivation to Learn. ICTs such as videos,
television and multimedia computer software that combine text, sound, and colorful
moving images can be used to provide challenging and authentic content that will
engage the student in the learning process.
Interactive radio likewise makes use of sound effects, songs, dramatizations,
comic skits, and other performance conventions to compel the students to listen and
become more involved in the lessons being delivered. Some of the parents of the
respondents opined that their children were feeling more motivated than before in
such type of teaching in the classroom rather than the stereotype 45 minutes’ lecture.
They were of the view that this type of learning process is much more effective than
the monotonous monologue classroom situation where the teacher just lectures from a
raised platform and the students just listen to the teacher
12
ICT presents an entirely new learning environment for students, thus requiring
a different skill set to be successful. Critical thinking, research, and evaluation skills
are growing in importance as students have increasing volumes of information from a
variety of sources to sort through (New Media Consortium, 2007). ICT is changing
processes of teaching and learning by adding elements of vitality to learning
environments including virtual environments for the 6 purpose. ICT is a potentially
powerful tool for offering educational opportunities. It is difficult and maybe even
impossible to imagine future learning environments that are not supported, in one way
or another, by Information and Communication Technologies (ICT).
ICT provides opportunities to access an abundance of information using
multiple information resources and viewing information from multiple perspectives,
thus fostering the authenticity of learning environments. ICT may also make complex
processes easier to understand through simulations that, again, contribute to authentic
learning environments. Thus, ICT may function as a facilitator of active learning and
higher-order thinking (Alexander, 1999; Jonassen, 1999). The use of ICT may foster
co-operative learning and reflection about the content (Susman, 1998).
2.6 ROLE OF ICT IN HIGHER EDUCATION
Information and communication technologies (ICT) have become
commonplace entities in all aspects of life. Across the past twenty years the use of
ICT has fundamentally changed the practices and procedures of nearly all forms of
endeavor within business and governance. Education is a very socially oriented
activity and quality education has traditionally been associated with strong teachers
having high degrees of personal contact with learners. The use of ICT in education
lends itself to more student-centered learning settings. But with the world moving
rapidly into digital media and information, the role of ICT in education is becoming
13
more and more important and this importance will continue to grow and develop in
the 21st century. Higher education systems have grown exponentially in the last five
decades to meet the demands of quality education for all. This aspect has further
gained momentum due to swift advancements in Information and Communication
Technology (ICT). Demand for skilled and competent labour is ever increasing in the
contemporary globalized society. In this backdrop, access to quality in higher
education for all has emerged as determining factor of economic growth and
development. In order to increase the access to higher education and improving its
reach to the remotest parts of the country contribution of open and distance learning
facilities is on the increase. In addition, it is catering to life-long learning aspirations
and that too at affordable cost. The last two decades have witnessed the inclusion of
developments in ICTs in higher education systems around the world. Even then the
challenge to develop a higher education system that is flexible and dynamic so as to
holistically integrate the technology in the management and delivery of learning
programs is daunting. The focus of this paper is to examine the role of Information
and Communication Technology (ICT) in higher education in India in the 21st
century.
The fast improvements in innovation have rolled out gigantic improvements in
the way we live, and in addition the requests of the general public. Perceiving the
effect of new advancements on the work environment and regular daily existence, the
present educator instruction organizations endeavor to rebuild their training projects
and classroom offices, keeping in mind the end goal to limit the instructing and
learning innovation hole amongst today and what's to come. This rebuilding
procedure requires powerful combination of advancements into existing setting so as
14
to furnish students with information of particular branches of knowledge, to elevate
significant learning and to upgrade proficient efficiency (Tomei, 2005, p. 195).
Be that as it may, numerous ongoing examination thinks about on this topic
demonstrates that numerous foundations are neglecting to coordinate innovation into
existing setting. Bauer and Kenton (2005) expressed in their examination that despite
the fact that educators were having adequate aptitudes, were imaginative and
effectively conquered impediments, they didn't incorporate innovation reliably both as
an instructing and learning device. Reynolds, Treharne and Tripp (2003) additionally
underlined proceeding with issues in the appropriation of ICT by educators and
expressed the requirement for additionally inquire about on how ICT can enhance
training.
At the point when innovation use is lined up with the instructional objective,
where innovation is essential to educating, fruitful incorporation may be succeeded. .
Something else, the utilization of innovation alone is certifiably not an adequate
pointer of combination. Consequently, "instructor teachers need to put instructional
innovation training inside the setting of educators' work in the classroom" (Mayo,
Kajs and Tanguma, 2005, p.12). Wang, Ertmer and Newby (2004) finished up about
this theme as our future instructors accomplish high certainty levels for innovation
usage, important innovation utilize can come nearer to being the standard, as opposed
to the exemption, in our K-12 classrooms" (p. 242). Deaney, Ruthven and Hennessy
(2003) additionally thought to be three noteworthy focuses for utilizing ICT: the
requirement for more extensive abilities for viable utilization of apparatuses, the need
to center on the energy of innovation and the need to move well-known examples of
classroom connection by presenting innovation (p. 161).
15
2.7 BENEFITS OF INTEGRATING ICT IN HIGHER EDUCATION
The adoption and integration of ICTs in education have a positive impact on
teaching, learning, and research. In addition, it increases flexibility; provide the rich
environment and motivation for teaching learning process which have a profound
impact on the process of learning by offering new possibilities for learners and
teachers. These possibilities can have an impact on student performance and
achievement. The various benefits of ICT in education to various stakeholders are
summarized as follows:
2.7.1 Benefits to Students
i. Increased access;
ii. Flexibility of content and delivery;
iii. Combination of work and education;
iv. Learner-centered approach;
v. Higher quality of education and new ways of interaction.
2.7.2 Benefits to Employers
vi. High quality, cost effective professional development in the workplace;
vii. Upgrading of employee skills, increased productivity;
viii. Development of a new learning culture;
ix. Sharing of costs and of training time with the employees;
x. Increased portability of training;
2.7.3 Benefits to Governments
xi. Increase the capacity and cost effectiveness of education and training systems;
xii. To reach target groups with limited access to conventional education and
training;
16
xiii. To support and enhance the quality and relevance of existing educational
structures;
xiv. To ensure the connection of educational institutions and curricula to the
emerging networks and information resources;
xv. To promote innovation and opportunities for lifelong learning.
2.8 USE OF ICT IN PAKISTANI CONTEXT
In developing countries like Pakistan, Information Technology (IT) is still in
its infancy. The government is making hectic efforts for the promotion and
development of IT culture in the country. For the same, government is allocating huge
amount of funds especially the establishment of Virtual University and IT centers in
all public and private sector universities connected with high speed internet are the
positive sign which, shows government interest to infuse IT into organizational
structures especially its use for e-Learning and e Teaching at Higher Education
Institutions of the country.
Similarly, Pakistan is going through good and bad experiences in adoption and
use of ICTs for educational purposes as there are several social, political, cultural,
human and technological constraints which are impeding the adoption of this
innovative technology in developing counties in general and in Pakistan in particular;
furthermore, teachers, learners and developers perceive it differently due to different
contextual backgrounds which play a significant role in success or otherwise failure of
ICTs use in e-Teaching and e-Learning. Two cities of the N-W.F.P province of
Pakistan, i.e. Peshawar and Dera Ismail Khan, were selected as a sample population
for data collection due to their unique characteristics. Peshawar is a highly dense,
economically, technologically, socially and culturally advanced with a large number
of public and private sector universities and degree awarding institutions besides a
17
high literacy rate. On the other hand, Dera Ismail Khan is the second oldest city with
the second largest public sector university and several private sector universities with
less population, lacking the basic technological infrastructure and facilities with
different economic, social and cultural background compared to Peshawar.
The awareness of primary school children’s is the linkage between ICT and
the way they learn within the situation of a school that has been particularly
successful in integrating ICT into the curriculum. Including teachers into the research
design has the advantage of aiding the recall of particular learning episodes which,
with children of this age, are a fertile ground for insights into the teaching and
learning dynamic
Despite huge efforts to position information and communication technology
(ICT) as a central tenet of university teaching and learning, the fact remains that many
university students and faculty make only limited formal academic use of computer
technology (Selwyn, 2006). Intersections picturing the new technique as partly
changing the situation for teaching, learning and collaboration between colleagues.
Changed roles because of ICT competence raise questions about the importance of
systematic ICT features within teacher education. Many of the newly qualified
teachers wish they had more knowledge about ICT and related techniques
(Andersson, 2006).
The relationship between changes in ICT investment and changes in
educational performance in Local Education Authorities (LEAs). In contrast with
most previous studies in the economic literature, discover the evidence for a positive
impact of ICT investment on educational performance in primary schools. This
provides an interesting parallel to the existing work that does not find beneficial
effects for pupils and to the related work on firms where there is evidence that ICT
18
investment enhances firm productivity (Machin, McNally, Silva., 2007). PowerPoint
and other visual technologies have become determined in schools. Adoption of these
technologies is supposed as a necessary - or, at the very least, an educationally
appropriate, even though systematic examination of their use is relatively recent
(Reedy, 2008). Teacher use of computer mediated communication (CMC) in future
will only be a success if the link between the possibilities of CMC and teacher
practice becomes clearer. Language teachers seem to start using CMC, even though
no evidence was found that these teachers have a more positive degree of
technological innovativeness. The Jordanian Ministry of Education has given priority
to the social and vocational rationales in launching the computer literacy and
awareness course. Throughout central and direct supervision on schools, the
Directorate is able to look after issues related to hardware and software, maintenance
and teacher training (Tawalbeh, 2001).
The issue is addressed through interpretive in a UK secondary school where
almost all staff is now using ICT to enhance and extend learning in their subject areas
(Tearle, 2003). Pupils’ engagements with ICTs to be often perfunctory and
unspectacular, especially within the school setting, where the influence of year group
and school attended are prominent. There was a strong sense of educational uses of
ICTs being constrained by the nature of the schools within which ‘educational’ use
was largely framed and often situated (Selwyn, Potter, Cranmer; 2008). Children
would now appear to have demands and expectations beyond the tokenistic ‘go on the
computer’ as an end in itself. Thus teachers should strive for constructing meaningful
and really useful opportunities for children to use computers and, therefore,
stimulating continued desire to use ICT in school (Selwyn, Bullon., 2000).
19
The combined impact of both teacher and school characteristics was explored
through a multilevel analysis. Besides the importance of school characteristics, the
results reveal differential effects of specific characteristics on specific types of
computer use. Variables at teacher and at school level are related to different types of
computer use (Tondeur, Valcke, Braak., 2008). In order to enable all pupils to realize
their potential, facilities and strategies have to be reviewed and developed to ensure
that their learning experience is appropriate. The generic capability of ICT can
enhance and enable the learning of pupils with special educational needs (SEN), but
do not purport to consider specifically the specialized technology required for certain
manifestations of special need. ICT certainly has much potential to enhance the
teaching of all four skills in language learning, and to make skills available to a wider
range of pupils (Meiring, Norman., 2005).
Multilevel evaluation of professional development was shown to be robust for
ICT teacher training, including a significant correlation between the views of experts
and those of teachers. A second paper delves deeper to describe and contrast the
highest and lowest-rated approaches to ICT teacher training (Davis, Preston, Sahin.,
2008). Development in the use of information and communications technology (ICT)
in education of children with a visual impairment. It is argued that information and
communications technology has a valuable role in providing opportunities for
children with a visual impairment to participate more fully in education (Douglas,
2001). The ICT coordinators were both knowledgeable and enthusiastic about ICT use
and this placed them in a good leadership position to guide and implement ICT use in
the school. A full-time ICT coordinator is essential if ICT is to be successfully
integrated into the school curriculum (Lai, Pratt., 2004).
20
In developing countries like Pakistan, Information Technology (IT) is still in
its infancy. The government is making hectic efforts for the promotion and
development of IT culture in the country. For the same, government is allocating huge
amount of funds especially the establishment of Virtual University and IT centers in
all public and private sector universities connected with high speed internet are the
positive sign which, shows government interest to infuse IT into organizational
structures especially its use for e-Learning and e-teaching at Higher Education
Institutions of the country.
2.9 ICT IN HIGHER EDUCATION CHALLENGES
The most common mistakes in introducing ICTs into teaching are
i. Installing learning technology without reviewing student needs and content
availability;
ii. Imposing technological systems from the top down without involving faculty
and students;
iii. Using inappropriate content from other regions of the world without
customizing it appropriately;
iv. Producing low quality content that has poor instructional design and is not
adapted to the technology in use.
v. Although ICT offers a whole lot of benefits there are some risks of using ICT
in education which have to be mitigated proper mechanisms. They are:
vi. It may create a digital divide within class as students who are more familiar
with ICT will reap more benefits and learn faster than those who are not as
technology savvy.
vii. It may shift the attention from the primary goal of the learning process to
developing ICT skills, which is the secondary goal.
21
viii. It can affect the bonding process between the teacher and the student as ICT
becomes a communication tool rather than face to face conversation and thus
the transactional distance is increased.
ix. Also since not all teachers are experts with ICT they may be lax in updating
the course content online which can slow down the learning among students.
x. The potential of plagiarism is high as student can copy information rather than
learning and developing their own skills.
xi. There is a need for training all stakeholders in ICT.
xii. The cost of hardware and software can be very high.
2.10 USES OF ICT
2.10.1 Radio and TV Broadcasting used in Education
Radio and television have been used widely as educational tools since the
1920s and the 1950s, respectively. There are three general approaches to the use of
radio and TV broadcasting in education
a) Direct class teaching, where broadcast programming substitutes for teachers
on a temporary Basis;
b) School broadcasting, where broadcast programming provides complementary
teaching and Learning resources not otherwise available.
c) General educational programming over community, national and international
stations which provide general and informal educational opportunities
2.10.2 Teleconferencing:
Teleconferencing refers to “interactive electronic communication among
people located at two or more different places.” There are four types of
teleconferencing based on the nature and extent of interactivity and the sophistication
of the technology
22
i. Audio conferencing;
ii. Audio-graphic conferencing,
iii. Videoconferencing;
iv. Web-based conferencing
Teleconferencing is used in both formal and non-formal learning contexts to
facilitate teacher-learner and learner-learner discussions, as well as to access experts
and other resource persons remotely. In open and distance learning, teleconferencing
is a useful tool for providing direct instruction and learner support, minimizing learner
isolation.
23
Chapter 3
RESEARCH METHODOLOGY
This study was aimed to investigate use of ICT by the teachers and students
B.S level in University of Haripur. The nature of this study was descriptive as it tends
to find out about use of different forms of ICT by the teachers and students. The
questionnaire was used to collect data. This method is commonly used in educational
research with purpose to learn about general trends prevailing among different stake
holders of education.
3.1 POPULATION
All the students and teachers in University of Haripur at B.S level constituted
10 departments are the population of the study.
3.2 SAMPLE
The sample of the study contains 100 students i.e. randomly male and female.
3.3 RESEARCH INSTRUMENT
Questionnaire was used as research instrument. It was developed by researcher
after reviewing the related literature. It comprised of twenty statements about two
different categories about students and teachers.
3.4 DATA COLLECTION
The researcher personally visited all the potential respondents, briefed them
about study and got the questionnaires filled by the students of University of Haripur.
3.5 DATA ANALYSIS
Data obtained through survey was then entered into the computer excel spread
sheet. SPSS was the software used for data analysis. The opinion of teachers about
two different categories was compared.
24
Chapter 4
DATA ANALYSIS
This study was aimed to investigate use of ICT by teachers and students at
University of Haripur. Data was collected from applied science and social science
departments from male and female students through a questionnaire which comprised
of twenty statements. The tool was constructed on 5 point rating scale this data was
analyzed using SPSS. The following table shows the results of this analysis
Table 1: My teachers create his /her own digital learning materials for students.
Neve Most of Chi
Gender Sometimes Often Always P
r the time Square
N 3 12 15 17 10
Male 26.3
% 5.3% 21.1% 29.8% 17.5%
%
N 4 7 16 10 6
Female 37.2 2.393
% 9.3% 16.3% 23.3% 14.0%
%
0.664
N 7 19 31 27 16
Total 31.0
% 7.0% 19.0% 27.0% 16.0%
%
This table shows that according to 5.3% male and 9.3% female students their
teachers never create his /her own digital learning materials for students, 21.1% male
and 16.3% female students that their teachers sometimes, 26.3%male and 37.2%
female students that their teachers often, 29.8% male and 23.3% female students that
their teachers most of the time, 17.5% male and 14.0% female students that their
always create his /her own digital learning materials for students.
The difference between the opinion of male and female students (0.664) is statistically
not significant at 0.05 level of confidence.
25
26
Table 2: My teacher record instructions in cell phone in audio format during
presentation and upload these recordings to a class room blog or university websites
Most of Chi
Gender Never Sometimes Often Always P
the time Square
N 13 4 15 12 13
Male
% 22.8% 7.0% 26.3% 21.1% 22.8%
N 11 2 8 15 7
Female
% 25.6% 4.7% 18.6% 34.9% 16.3%
3.200 0.525
N 24 6 23 27 20
Total
% 24.0% 6.0% 23.0% 27.0% 20.0%
Table 2 shows that according to 22.8% male students and 25.8% female
students their teacher never record instructions in cell phone in audio format during
presentation and upload these recordings to a class room blog or university websites ,
7.0%male and 4.7% female students that their teachers sometimes, 26.3% male and
18.6% female students that their teachers often, 21.1% male and 34.9%female
students that their teachers most of the time, 22.8% male and 16.3%female students
that their teachers always record instructions in cell phone in audio format during
presentation and upload these recordings to a class room blog or university websites
Table 3: My teachers use topic relevant movie as an instructional tools by using

multimedia
Most of Alway Chi
Gender Never Sometimes Often P
the time s Square
N 9 4 12 18 14
Male
% 15.8% 7.0% 21.1% 31.6% 24.6%
N 7 9 6 15 6
Female
% 16.3% 20.9% 14.0% 34.9% 14.0%
5.799 0.1215
N 16 13 18 33 20
Total
% 16.0% 13.0% 18.0% 33.0% 20.0%
27
This table shows according to 15.8% male and 16.3% female students their
teachers never use topic relevant movie as an instructional tools by using multimedia ,
7.0%male and 20.9% female students that their teachers sometimes , 21.1% male and
14.0% female students that their teachers often , 31.6%male and 34.9%female
students that their teachers most of the time , 24.6%male and 14.0%female students
that their teachers always use topic relevant movie as an instructional tools by using
multimedia
The difference between the opinion of male and female students (0.1215) is
statistically not significant at 0.05 level of confidence
Table 4: My teacher use internet every day to prepare his /her lesson.
Most of Chi
the time Square
N 6 8 5 20 18
Male
% 10.5% 14.0% 8.8% 35.1% 31.6%
N 1 5 14 13 10
Female
% 2.3% 11.6% 32.6% 30.2% 23.3%
10.544 0.032
N 7 13 19 33 28
Total
% 7.0% 13.0% 19.0% 33.0% 28.0%
This table shows according to 10.5%male and 2.3%female students their
teachers never use internet every day to prepare his /her lesson,14.0%male and
11.6%female students that their teachers sometimes ,8.8%male and 32.6% female
students that their teachers often ,35.1%male and 30.2% female students that their
teachers most of the time, 31.6 %male and 23.3% female students that their teachers
always use internet every day to prepare his /her lesson.
significant at 0.05 level of confidence
28
Table 5: My teacher post home work for students on the university website.
Most of Chi
the time Square
N 6 15 12 13 11
Male
% 10.5% 26.3% 21.1% 22.8% 19.3%
N 7 6 7 18 5
Female 6.473
% 16.3% 14.0% 16.3% 41.9% 11.6%
0.166
N 13 21 19 31 16
Total
% 13.0% 21.0% 19.0% 31.0% 16.0%
This table shows according to 10.5%male and 16.3% female students their
teachers never post home work for students on the university website, 26.3% male
and 14.0% female students that their teachers sometimes, 21.1%male and 16.3%
female students that their teachers often, 22.8 % male and 41.9% female students that
teachers always post home work for students on the university website.
not significant at 0.05 level of confidence
Table 6: My teacher looks for online professional development opportunities

Most of Chi
the time Square
N 1 12 17 14 13
Male
% 1.8% 21.1% 29.8% 24.6% 22.8%
N 5 3 10 16 9
Female
% 11.6% 7.0% 23.3% 37.2% 20.9%
8.958 0.062
N 6 15 27 30 22
Total
% 6.0% 15.0% 27.0% 30.0% 22.0%
This table shows according to 1.8% male and 11.6% female students their
teachers never look for online professional development opportunities, 21.1% male
and 7.0% female students that their teachers sometimes, 29.8%male and 23.3 %
female students that their teachers often, 24.6 % male and 37.2 % female students that
29
teachers always looks for online professional development opportunities
Table 7: My teachers give me assignments which require the use of internet

Neve Most of Chi
r the time Square
N 3 5 12 21 16
Male 21.1
% 5.3% 8.8% 36.8% 28.1%
%
N 1 2 7 14 19
Female 16.3
% 2.3% 4.7% 32.6% 44.2%
% 3.365 0.499
N 4 7 19 35 35
Total 19.0
% 4.0% 7.0% 35.0% 35.0%
%
This table shows according to 5.3 % male and 2.3% female students their
teachers never give me assignments which require the use of internet, 8.8% male and
4.7% female students that their teachers sometimes, 21.1 % male and 16.3% female
students that their teachers often, 36.8% male and 32.6 % female students that their
teachers most of the time, 28.1 % male and 44.2 % female students that their teachers
always give me assignments which require the use of internet
30
Table 8: Teachers make use of the interactive lessons and educational games.
Gende Neve Sometime Most of Alway Chi
Often P
r r s the time s Square
N 6 11 9 19 12
Male 10.5 15.8
% 19.3% 33.3% 21.1%
% %
N 5 3 10 15 10
Female 11.6 23.3
% 7.0% 34.9% 23.3% 0.48
% % 3.475
2
N 11 14 19 34 22
Total 11.0 19.0
% 14.0% 34.0% 22.0%
% %
This table shows according to 10.5%male and 11.6 % female students their
teachers never use of the interactive lessons and educational games., 19.3% male and
7.0 % female students that their teachers sometimes, 15.8% male and 23.3 % female
students that their teachers often, 33.3 %male and 34.9% female students that their
teachers most of the time,21.1% male and 23.3 % female students that their teachers
always use of the interactive lessons and educational games.
Table 9: My teacher communicates online with parents

Often P
N 20 8 7 13 9
Male 35.1 12.3
% 14.0% 22.8% 15.8%
% % 1.241 0.87
N 16 5 6 12 4 1
Female 37.2 14.0
% 11.6% 27.9% 9.3%
% %
Total N 36 13 13 25 13
% 36.0 13.0% 13.0 25.0% 13.0%
31
% %
This table shows according to 35.1%male and 37.2 % female students their
teachers never communicates online with parents, 14.0% male and 11.6% female
students that their teachers sometimes, 12.3% male and 14.0% female students that
their teachers often, 22.8% male and 27.9% female students that their teachers most of
the time, 15.8% male and 9.3% female students that their teachers always
communicates online with parents
Table 10: My teacher use what’s app to provide feedback on assignments

Often P
N 11 6 11 20 9
Male 19.3 19.3
% 10.5% 35.1% 15.8%
% %
N 11 8 5 11 8
Female 25.6 11.6
% 18.6% 25.6% 18.6% 0.50
% % 3.312
7
N 22 14 16 31 17
Total 22.0 16.0
% 14.0% 31.0% 17.0%
% %
This table shows according to 19.3% male and 25.6%female students their
teachers use what’s app to provide feedback on assignments, 10.5% male and 18.6
%female students that their teachers sometimes, 19.3% male and 11.6% female
students that their teachers often, 35.1 % male and 25.6% female students that their
teachers most of the time, 15.8% male and 18.6% female students that their teachers
use what’s app to provide feedback on assignments
32
Table 11 I record teacher lecture in cell phone in audio format during presentation
and share with my classmates
Neve Most of Chi
r the time Square
N 2 9 18 20 8
Male 31.6
% 3.5% 15.8% 35.1% 14.0%
%
N 2 8 13 9 11
Female 30.2 3.622
% 4.7% 18.6% 20.9% 25.6%
% 0.460
N 4 17 31 29 19
Total 31.0
% 4.0% 17.0% 29.0% 19.0%
%
This table shows according to 3.5% male and 4.7% female students they never
record teacher lecture in cell phone in audio format during presentation and share with
my classmates,15.8% male and 18.6% female students that they sometimes , 31.6%
male and 30.2% female students that they often , 35.1% male and 20.9% female
students that they most of the time,14.0%male and 25.6 % female students that they
always record teacher lecture in cell phone in audio format during presentation and
share with my classmates
Table 12 I use to share my presentation with my classmate using Social Media Sites
(what’s app, Facebook, email).
Often P
Male N 0 1 7 27 22 5.082
% .0% 1.8% 12.3 47.4% 38.6%
33
%
N 2 1 4 14 22
Female
% 4.7% 2.3% 9.3% 32.6% 51.2%
N 2 2 11 41 44 0.27
Total 11.0 9
% 2.0% 2.0% 41.0% 44.0%
%
This table shows according to 0.0%male and 4.7% female students they never
use to share my presentation with my classmate using social media sites, 1.8% male
and 2.3 % female students that they sometimes, 12.3% male and 9.3% female students
that they often, 47.4 % male and 32.6% female students that most of the time ,38.6%
male and 51.2% female students that they always use to share my presentation with
my classmate using social media sites
Table 13: I use digital learning material provided by teacher.

Often p
N 0 1 7 22 27
Male 12.3
% .0% 1.8% 38.6% 47.4%
%
N 1 1 4 20 17
Female 2.271
% 2.3% 2.3% 9.3% 46.5% 39.5%
0.68
N 1 2 11 42 44
6
Total 11.0
% 1.0% 2.0% 42.0% 44.0%
%
use digital learning material provided by teacher, 1.8% male and 2.3 % female
students that they sometimes, 12.3% male and 9.3 % female students that they often,
38,6% male and 46.5 % female students that they most of the time, 47.4 % male and
34
39.5 % female students that they always use digital learning material provided by
teacher
Table 14 I use relevant video clips as a resource for learning.

Most of the Chi
Gender Sometimes Often Always p
time Square
N 0 7 24 26
Male
% .0% 12.3% 42.1% 45.6%
N 3 3 18 19
Female 4.678
% 7.0% 7.0% 41.9% 44.2%
N 3 10 42 45 0.179
Total
% 3.0% 10.0% 42.0% 45.0%
This table shows according to 0.0 % male and 7.0% female students they
sometimes use relevant video clips as a resource for learning, 12.3% male and 7.0 %
female students that they often, 42.1% male and 41.9% female students that they most
of the time, 45.6% male and 44.2 % female students that always use relevant video
clips as a resource for learning.
Table 15 I use multimedia for giving presentations

Ofte
Gender Sometimes Most of the time Always Chi Square p
n
N 0 0 23 34
Male
% .0% .0% 40.4% 59.6%
N 2 2 23 16
Female 8.690
% 4.7% 4.7% 53.5% 37.2%
N 2 2 46 50 0.034
Total
% 2.0% 2.0% 46.0% 50.0%
35
This table shows according to 0.0% male and 4.7% female students they
sometimes use multimedia for giving presentations, 0.0% male and 4.7% female
students that they often, 40.4% male and 53.5 % female students that they most of the
time , 59.6% male and 37.2% female students that they always use multimedia for
giving presentations
Table 16 I use cell phone dictionary for searching relevant meanings during lessons
Neve Most of Chi
r the time Square
N 0 1 4 20 32
Male
% .0% 1.8% 7.0% 35.1% 56.1%
N 1 1 3 17 21
Female
% 2.3% 2.3% 7.0% 39.5% 48.8%
1.743 0.783
N 1 2 7 37 53
Total
% 1.0% 2.0% 7.0% 37.0% 53.0%
use cell phone dictionary for searching relevant meanings during lessons, 1.8% male
and 2.3 % female students that they sometimes, 7.0% male and 7.0 % female students
that they often, 35.1% male and 39.5 % female students that they most of the time,
56.1% male and 48.8% female students that they always use cell phone dictionary for
searching relevant meanings during lessons.
Table 17 I use cell phone for quick reference in classroom for learning purposes
Gender Often Most of the time Always Chi Square p
N 2 26 29 1.171
Male
% 3.5% 45.6% 50.9%
Female N 3 22 18
36
% 7.0% 51.2% 41.9%
N 5 48 47
Total
% 5.0% 48.0% 47.0% 0.557
This table shows according to 3.5% male and 7.0% female students they often
use cell phone for quick reference in classroom for learning purposes, 45.6% male
and 51.2% female students that they most of the time , 50.9% male and 41.9% female
students that they always use cell phone for quick reference in classroom for learning
purposes
37
Table 18 I use laptop during lecture for the sake of enhancement of knowledge by
using different websites
Neve Most of Chi
Gender Sometimes Often Always p
r the time Square
N 0 1 1 22 33
Male
% .0% 1.8% 1.8% 38.6% 57.9%
N 1 0 2 22 18
Female 4.881
% 2.3% .0% 4.7% 51.2% 41.9%
N 1 1 3 44 51 0.300
Total
% 1.0% 1.0% 3.0% 44.0% 51.0%
use laptop during lecture for the sake of enhancement of knowledge by using different
websites,1.8% male and 0.0% female that they sometimes, 1.8% male and 0.0%
of the time, 57.9% male and 41.9% female students that they always use laptop during
lecture for the sake of enhancement of knowledge by using different website
Table 19 I use the internet only for the sake of learning purposes
Gender Never Often Most of the time Always Chi Square p

N 0 5 21 31
Male
% .0% 8.8% 36.8% 54.4%
N 2 3 20 18
Female
% 4.7% 7.0% 46.5% 41.9%
4.094 0.252
N 2 8 41 49
Total
% 2.0% 8.0% 41.0% 49.0%
This table shows according to 0.0% male and 4.7% female students that they
never use the internet only for the sake of learning purposes,8.8% male and 7.0%
38
of the time, 54.4% male and 41.9% female students that they always use the internet
only for the sake of learning purposes
Table 20 I use internet daily for completing my assignments

Chi Square
Gender Never Often Most of the time Always p
N 0 1 24 32
Male
% .0% 1.8% 42.1% 56.1%
N 1 1 20 21
Female 1.720
% 2.3% 2.3% 46.5% 48.8%
0.632
N 1 2 44 53
Total
% 1.0% 2.0% 44.0% 53.0%
This table shows according to 0.0% male and 2.3 % female students they
never use internet daily for completing my assignments, 1.8% male and 2.3 % female
students that they often , 42.1 % male and 46.5% female students that they most of the
time , 56.1% male and 48.8% female students that they always use internet daily for
completing my assignments
39
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
5.1 SUMMARY
The objective of the study was examine the difference between male and
female students of university of Haripur and their teachers in making use of ICT at
University of Haripur data collection tool was questionnaire comprised of twenty
statements first ten statements were about the use of ICT by the teachers of University
of Haripur whereas the second part of the questionnaire was about use of ICT by the
students of University of Haripur .Students of ten different departments were
randomly selected to take part in this data and data was collected by the researchers
personally visiting in the departments. The data was cross tabulated using SPSS THE
results then produced led to the following findings and conclusions.
5.2 FINDINGS:
It was found that:
1. 5.3% male and 9.3% female students their teachers never create his /her own
digital learning materials for students, 21.1% male and 16.3% female students that
their teachers sometimes, 26.3%male and 37.2% female students that their
teachers often, 29.8% male and 23.3% female students that their teachers most of
the time, 17.5% male and 14.0% female students that their always create his /her
own digital learning materials for students
2. 22.8% male students and 25.8% female students their teacher never record
instructions in cell phone in audio format during presentation and upload these
recordings to a class room blog or university websites, 7.0%male and 4.7% female
students that their teachers sometimes, 26.3% male and 18.6% female students
40
that their teachers often, 21.1% male and 34.9%female students that their teachers
most of the time, 22.8% male and 16.3%female students that their teachers always
record instructions in cell phone in audio format during presentation and upload
these recordings to a class room blog or university websites
3. 15.8% male and 16.3% female students their teachers never use topic relevant
movie as an instructional tools by using multimedia , 7.0%male and 20.9% female
students that their teachers sometimes , 21.1% male and 14.0% female students
that their teachers often , 31.6%male and 34.9%female students that their teachers
most of the time , 24.6%male and 14.0%female students that their teachers always
use topic relevant movie as an instructional tools by using multimedia
4. 10.5%male and 2.3%female students their teachers never use internet every day to
prepare his /her lesson,14.0%male and 11.6%female students that their teachers
sometimes ,8.8%male and 32.6% female students that their teachers
often ,35.1%male and 30.2% female students that their teachers most of the time,
31.6 %male and 23.3% female students that their teachers always use internet
every day to prepare his /her lesson.
5. 10.5%male and 16.3% female students their teachers never post home work for
students on the university website, 26.3% male and 14.0% female students that
their teachers sometimes, 21.1%male and 16.3% female students that their
teachers often, 22.8 % male and 41.9% female students that their teachers most of
the time, 19.3% male and 11.6% female students that their teachers always post
home work for students on the university website
6. 1.8% male and 11.6% female students their teachers never look for online
professional development opportunities, 21.1% male and 7.0% female students
that their teachers sometimes, 29.8%male and 23.3 % female students that their
41
teachers often, 24.6 % male and 37.2 % female students that their teachers most of
the time, 22.8% male and 20.9% female students that their teachers always looks
for online professional development opportunities
7. 5.3 % male and 2.3% female students their teachers never give me assignments
which require the use of internet, 8.8% male and 4.7% female students that their
teachers sometimes, 21.1 % male and 16.3% female students that their teachers
often, 36.8% male and 32.6 % female students that their teachers most of the time,
28.1 % male and 44.2 % female students that their teachers always give me
assignments which require the use of internet
8. 10.5%male and 11.6 % female students their teachers never use of the interactive
lessons and educational games., 19.3% male and 7.0 % female students that their
teachers sometimes, 15.8% male and 23.3 % female students that their teachers
often, 33.3 %male and 34.9% female students that their teachers most of the time,
21.1% male and 23.3 % female students that their teachers always use of the
interactive lessons and educational games.
9. 35.1%male and 37.2 % female students their teachers never communicates online
with parents, 14.0% male and 11.6% female students that their teachers
sometimes, 12.3% male and 14.0% female students that their teachers often,
22.8% male and 27.9% female students that their teachers most of the time, 15.8%
male and 9.3% female students that their teachers always communicates online
with parents.
10. 19.3% male and 25.6%female students their teachers use what’s app to provide
feedback on assignments, 10.5% male and 18.6 %female students that their
teachers sometimes, 19.3% male and 11.6% female students that their teachers
often, 35.1 % male and 25.6% female students that their teachers most of the
42
time , 15.8% male and 18.6% female students that their teachers use what’s app to
provide feedback on assignments
11. 3.5% male and 4.7% female students they never record teacher lecture in cell
phone in audio format during presentation and share with my classmates,15.8%
male and 18.6% female students that they sometimes , 31.6% male and 30.2%
female students that they often , 35.1% male and 20.9% female students that they
most of the time,14.0%male and 25.6 % female students that they always record
teacher lecture in cell phone in audio format during presentation and share with
my classmates
12. 0.0%male and 4.7% female students they never use to share my presentation with
my classmate using social media sites, 1.8% male and 2.3 % female students that
they sometimes, 12.3% male and 9.3% female students that they often, 47.4 %
male and 32.6% female students that most of the time ,38.6% male and 51.2%
female students that they always use to share my presentation with my classmate
using social media sites.
13. 0.0% male and 2.3% female students they never use digital learning material
provided by teacher, 1.8% male and 2.3 % female students that they sometimes ,
12.3% male and 9.3 % female students that they often , 38,6% male and 46.5 %
female students that they most of the time , 47.4 % male and 39.5 % female
students that they always use digital learning material provided by teacher
14. % male and 7.0% female students they sometimes use relevant video clips as a
resource for learning, 12.3% male and 7.0 % female students that they often,
42.1% male and 41.9% female students that they most of the time, 45.6% male
and 44.2 % female students that always use relevant video clips as a resource for
learning.
43
15. 0.0% male and 4.7% female students they sometimes use multimedia for giving
presentations, 0.0% male and 4.7% female students that they often, 40.4% male
and 53.5 % female students that they most of the time , 59.6% male and 37.2%
female students that they always use multimedia for giving presentations
16. 0.0% male and 2.3% female students they never use cell phone dictionary for
searching relevant meanings during lessons, 1.8% male and 2.3 % female students
that they sometimes, 7.0% male and 7.0 % female students that they often, 35.1%
male and 39.5 % female students that they most of the time, 56.1% male and
48.8% female students that they always use cell phone dictionary for searching
relevant meanings during lessons
17. 3.5% male and 7.0% female students they often use cell phone for quick reference
in classroom for learning purposes, 45.6% male and 51.2% female students that
they most of the time , 50.9% male and 41.9% female students that they always
use cell phone for quick reference in classroom for learning purposes
18. 0.0% male and 2.3% female students they never use laptop during lecture for the
sake of enhancement of knowledge by using different websites,1.8% male and
0.0% female that they sometimes , 1.8% male and 0.0% female students that they
often , 38.6% male and 51.2% female students that they most of the time , 57.9%
male and 41.9% female students that they always use laptop during lecture for the
sake of enhancement of knowledge by using different website
19. 0.0% male and 4.7% female students they never use the internet only for the sake
of learning purposes,8.8% male and 7.0% female students that they often, 36.8%
male and 46.5% female students that they most of the time , 54.4% male and
41.9% female students that they always use the internet only for the sake of
learning purposes
44
20. 0.0% male and 2.3 % female students they never use internet daily for completing
my assignments, 1.8% male and 2.3 % female students that they often , 42.1 %
male and 46.5% female students that they most of the time , 56.1% male and
48.8% female students that they always use internet daily for completing my
assignments
5.3 CONCLUSION
i. There is no significant difference in the opinion of male and female students
about their teacher’s use of internet for teaching except for preparing everyday
lesson, in which more male students believe that their teachers use internet
every day for preparing lessons.
ii. There is no significant difference in the opinion of male and female students
about their teacher’s use of multimedia for teaching
iii. There is no significant difference in the opinion of male and female students
about their teacher’s use of cell phone for teaching
iv. There is no significant difference in the opinion of male and female students
about their teacher’s use of social media for teaching
v. There is significant difference in the opinion of male and female students
about their own use of multimedia for learning more male are they using
multimedia than female students
vi. There is no significant difference in the opinion of male and female students
about their own use of internet for learning
vii. There is no significant difference in the opinion of male and female students
about their own use of social media for learning
viii. There is no significant difference in the opinion of male and female students
about their own use of cell phone for learning
45
5.4 RECOMMENDATIONS
i. Female students of the University of Haripur may be provided with the
orientation of and encouragement for using ICT for better learning
ii. The administration of the University of Haripur may ensure equal excess of
male and female students to all ICT resources.
iii. Provision of ICT lab in every department may help and prove the use of ICT
by female students at the University of Haripur
46
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Annexure I
USE OF ICT BY TEACHERS AND STUDENTS IN

PERSONAL INFORMATION:
Gender: Male / female Department: -------------.
Semester: ----------------. GPA /CGPA: ---------------------.
INSTRUCTION: Dear student purpose of this research questionnaire is to

investigate use of Information and Communication Technology by the teachers and
students at University of Haripur. You are requested to choose the category you find
the most appropriate for your teachers and yourself in this regard.
Rate your teachers according to following scale:
0 (none of 1(1%--- 2(26%-- 3(51%-- 4(76%--

teachers) 25%) 50%)teachers 75%)teachers 100%)teachers
teachers
Rate yourself according to following scale:
0(never) 1(sometimes) 2(often) 3(most of the 4(always)

time)
Please put CHECKMARK in the box to indicate your responses.
76%
Non 51%
1%- 26%- -
S. e of -
STATEMENTS ABOUT 25% 50% 100
n the 75%
TEACHERS teac teach %
o teac teach
her er teach
her er
er
My teachers create his /her own digital
1
learning materials for students.
My teacher record instructions in cell
phone in audio format during
2 presentation and upload these
recordings to a class room blog or
university websites.
My teachers use topic relevant movie as
3 an instructional tools by using
multimedia.
4 My teacher use internet every day to
52
prepare his /her lesson.
My teacher Post home work for students
5
on the university website.
My teacher looks for online professional
6
development opportunities.
My teachers give me assignments which
7
require the use of internet.
Teachers make use of the interactive
8
lessons and educational games.
My teacher communicates online with
9
parents.
1 My teacher use what’s app to provide
0 feedback on assignments.
Som Most
S. Nev Ofte Alwa
etim of
N STATEMENTS ABOUT STUDENTS er n ys
es the
O
time
I record teacher lecture in cell phone in
1
audio format during presentation and
1
share with my classmates.
I use to share my presentation with my
1
classmate using Social Media Sites
2
(what’s app, Facebook, email).
1 I use digital learning material provided
3 by teacher.
1 I use relevant video clips as a resource
4 for learning.
1 I use multimedia for giving
5 presentations.
1 I use cell phone dictionary for searching
6 relevant meanings during lessons.
1 I use cell phone for quick reference in
7 classroom for learning purposes
I use laptop during lecture for the sake
1
of enhancement of knowledge by using
8
different websites
1 I use the internet only for the sake of
9 learning purposes.
2 I use internet daily for completing my
0 assignments.
Thanks for your co-operation
Research Scholar
Farwa Sajid., 8thsemester, Education
53

The Use of Ict by The Teachers

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THE USE OF ICT BY THE TEACHERS AND STUDENTS IN

UNIVERSITY OF HARIPUR AT B.S LEVEL

Roll No. 6150

Roll No. 6150

A thesis submitted in partial fulfillment of the

Bachelor of Education (Hons) Elementary

TEACHERS AND STUDENTS IN UNIVERSITY OF HARIPUR AT B.S

of the degree of B.Ed. (Hons).

I am satisfied with the quality of student’s research work.

Name of Student: Farwa Sajid

Accepted by the department of education, Haripur University, in partial

Mam Haleema Bano

Viva Voce Committee

PROPHET MUHAMMAD (SAW),

Who blessed me in all the hardship of my life and

Respectable Teachers and Parents

Who encouraged me to receive knowledge and inculcated in my heart and soul

The love and curiosity for education.

All glory be to Almighty Allah, the Creator of this universe, who

work in a successful manner.

I am thankful to Dr Saeed khan for his kind support, illustrative advice,

express my profound thanks to my research supervisor Madam Haleema Bano, for

venture that literally enable the completion of this task

I am grateful to all of friends and senior fellows specially Umair Akhtar in

helped and inspired me during research

Key Words: ICT, Multimedia, teachers and students, University level.

ICT is the key wellspring of capable systems utilized as a part of instructive

Coordinate class instructing, where communicated programming substitutes for

educators on a brief premise; • School broadcasting, where communicated

programming gives corresponding educating and learning assets not generally

stations which give general and casual instructive openings.

Information and communication technologies (ICT) have become

endeavor within business and governance. Education is a very socially oriented

the 21st century.

momentum due to swift advancements in Information and Communication

contemporary globalized society. In this backdrop, access to quality in higher

facilities is on the increase. In addition, it is catering to life-long learning aspirations

challenge to develop a higher education system that is flexible and dynamic so as to

holistically integrate the technology in the management and delivery of learning

and Communication Technology (ICT) in higher education in India in the 21st

The rise of ICTs as learning advances has agreed with a developing

mindfulness and acknowledgment of elective hypotheses for learning. The

learning is accomplished by the dynamic development of information bolstered by

different points of view inside significant settings. In constructivist speculations,

and discernment (Vygotsky, 1978). The qualities of constructivism lie in its

accentuation on learning as a procedure of individual comprehension and the

improvement of importance in ways which are dynamic and interpretative. In this

space learning is seen as the development of significance as opposed to as the

remembrance of realities (Lebow, 1993; Jonassen and Reeves, 1996).

Learning approaches utilizing contemporary ICTs give numerous chances to

more articulated the effect of this will progress toward becoming.

of business enterprise training. The ongoing development and improvement in the

new advancements will keep on driving these types of adapting further. As

understudies and instructors access higher data transfer capacities, more

straightforward types of correspondence and access to sharable assets, the ability to

help these quality learning settings will keep on growing.

Data and correspondence innovation (ICT) is a power that has changed

medication, tourism, travel, business, law, managing an account, designing and

(eg.Soloway and Earlier, 1996; Collis, 2002).

showing specialists, an absence of inspiration and need among instructors to receive

settings. These have incorporated a developing need to investigate efficiencies

instruction as ICT goes about as an intense specialist to change a significant number