A CRITICAL STUDY OF THE USE OF EDUCATIONAL TECHNOLOGY AT SECONDARY SCHOOL LEVEL IN PAKISTAN: A CASE STUDY OF THE PROVINCE OF NWFP

Abstract

Title: A critical study of the use of educational technology at secondary school level in Pakistan: A case study of the province of NWFP. Pages: Researcher: Supervisor: University: Year: Subject: Degree: 323 Sajjad Hayat Akhtar Prof. Dr. Parveen Munshi University of Sindh 2009 Education Ph.D The study looked into a descriptive research to evaluate the use of educational technology at secondary school level in Pakistan. The study has defined the availability, usefulness, problems, emerging trends and status of educational technology. The main focus of the study is the utilisation and availability of educational technology. Data was collected through survey and questionnaires. Main objectives of the study were to determine the availability, usefulness, problems, emerging trends and status of educational technology. To achieve these objectives, the researcher has analysed and synthesised the data for testing the following null hypotheses. Hypotheses: 1. There is no significant difference in the status of the provision of educational technology at secondary schools in rural as well as urban areas in NWFP. 2. There is no significant difference in the problems/ issue of the educational technology at secondary schools in rural as well as urban areas in NWFP. 3. There is no significant difference in the scope and opportunities of educational technology at secondary schools in rural as well as urban areas in NWFP. 4A vast literature review was conducted on the secondary school record as well as on the related educational technology literature. The researcher administered three different self-assessment questionnaires on sampled principals, teachers and students at secondary level. For demographic profile percentages were used to compare the frequencies of the responses. Chi square was applied to measure the availability, usefulness, emerging trends, utilization and status of educational technology. Sampling errors was calculated to judge the adequacy of the sample. The data revealed o The focus of varied educational technology revealed that radio and television are not accessible as a medium of instruction in rural as well as urban areas. o It was found that the teachers do not make effective use of educational technology in rural areas. o It was observed that the educational technology is not available for technical subject both in rural as well as urban areas. o It was found that teachers are not using audio cassettes for drama, documentaries and group discussion in rural as well as urban areas. o The study identified that computer is not available both in rural as well as urban areas. o It was examined that computer mediated communication is not available as a medium of instruction in rural as well as urban areas. o It was also revealed that internet is not available in rural as well as urban areas. o It was found that computer mediated communication is not used for counselling and science subjects both urban as well rural areas. o It was found that overhead projector is not used in rural as well as urban areas. o The students were confronted with the problems that the teachers do not use flash card, felt board, static model, sectional model, slides, opaque projectors and models in rural as well as urban areas. o It was found that the teachers do not send their recommendations about the subjects to higher authorities in rural as well as urban areas. o In the same way that the syllabus is frequently being revised both in rural as well as urban areas. 5o It was also found that the teachers have no chances for refreshers courses both in rural as well as urban areas. o It was discovered that enough places are not available for the use of educational technology. o It was found the educational exhibition are not frequently arranged both in rural as well as urban areas. The study recommends: Educational technology should provide for technical subjects. Teachers may send their recommendation about the subjects to higher authorities. Refresher courses may be arranged both for rural as well as urban areas teachers. Besides, educational exhibition may be arranged both for rural as well as urban areas. Adequate coordination between teachers and students may be provided both urban as well as rural areas. Teachers and principal’s participation may be ensured in policy making. The provision of trained educational technology teachers may be ensured. The sufficient budget may be allocated for educational technology. The head of the institutions may be authorised to purchase educational technology equipment. Television channel may be launched for secondary students. Computer must be compulsory for each student. Computer subjects may be included as a compulsory subject at secondary level. Student’s advisory service may be provided to each student at secondary level. All the elements of instructional technology must be ensured in each and every school.